Dr Margaret Clare Kitchen
PhD, MA(Hons), DipKorean, DipELT, DipTchg
Margaret Kitchen is a Senior Lecturer in the School of Curriculum and Pedagogy, Faculty of Education.
Margaret’s recent research interests centre on resourcing for migrants in a host country. In 2012 she completed her doctoral studies, a participatory project with members of a local Korean community and their local secondary school.
Formerly a secondary school teacher, Margaret is interested in inclusive academic language teaching and committed to teacher professional development in TESSOL. She has published in teacher journals (set: Research information for teachers; Curriculum Matters; NZJES) and assisted classroom teachers on the research papers of the Graduate Diploma in TESSOL to publish their small-scale research projects (set: Research information for teachers).
Research | Current
- Co-configuring change: Principals and teachers collaborating to bring a school focus on inclusive academic language teaching. A collaborative project with Dr Susan Gray and Maree Jeurissen.
Researching our practice: Students’ engagement with professional readings. A collaborative project with Dr Susan Gray and Maree Jeurissen.
Researching the experiences of language teachers in the classroom: Beyond the regular interview. A collaborative project with Dr Susan Gray, Maree Jeurissen and Dr Rae Si'ilata.
- Imagined Lives: The Korean community and policy and practices at a New Zealand high school. A large, ethnographic project.
Teaching | Current
Graduate Diploma in TESSOL: EDPROFST 227, 373, 374, 375, 380,381
Research students interested in the following topics are invited to contact this supervisor:
- Inclusive academic language teaching
- Multicultural education
PhD awarded a place on The University of Auckland Faculty of Arts Dean’s List, 2012
Nominated by the DALSL Postgraduate Committee,The University of Auckland, as the department's nomination for the Vice-Chancellor's Best Doctoral Thesis Prize, 2013
Co-ordinator of Year 2, the Graduate Diploma in TESSOL.
Areas of expertise
- Inclusive academic language teaching in schools
- Inclusive school policies
- Resourcing for migrants
- Research studies that use interpretative methodologies including narrative inquiry
- Research studies that use linguistic ethnography
TESOLANZ, national executive member with responsibility for publications
Selected publications and creative works (Research Outputs)
- Kitchen, M. C., Gray, S. M., & Jeurissen, M. J. (2016). Principals’ Collaborative Roles as Leaders for Learning. Leadership and Policy in Schools, 15 (2), 168-191. 10.1080/15700763.2015.1031255
- Kitchen, M., Gray, S., & Jeurisson, M. (2015). Primary school teachers’ uptake of professional readings: Understanding the factors affecting teachers’ learning. New Zealand Journal of Teachers’ Work, 12 (1), 63-77. 10.24135/teacherswork.v12i1.48
- Kitchen, M. C., Jeurissen, M., Siilata, R., & Gray, S. (2015). Diversity is a key to unity?. In J. Morgan (Ed.) The 21st Century Curriculum? (pp. 138-151). Auckland, New Zealand: Edify.
- Kitchen, M. (2014). Korean migration: "The first reason for coming to New Zealand is adventure". New Zealand Population Review, 40, 111-126.
- Kitchen, M. (2014). Korean students’ stories from an Aotearoa New Zealand high school: Perceived affordances of English and Korean language use. Language and Education, 28 (6), 552-567. 10.1080/09500782.2014.921192
- Kitchen, M. (2014). Korean students' stories from an Aotearoa New Zealand high school: perceived affordances of English and Korean language use. Language and Education
- Tung, S., & Kitchen, M. C. (2013). English language learners and the Progressive Achievement Test: Mathematics. Set: Research Information for Teachers, 2013 (2), 58-51. Related URL.
- Kitchen, M. C. (2013). Identity struggles: Korean stories on transitioning to secondary school from primary school. Curriculum Matters, 9, 46-63. Related URL.