CORE's Team

Keryn Davis

Senior Researcher

Qualifications


BA
DipTchg(ECE)
MEd(Dist)

Contact details

E: keryn.davis@core-ed.org

P: (03) 379 6627

M: 021 594 667

Region: Canterbury

Keryn Davis

Professional profile

Keryn is a Senior Researcher and consultant at CORE Education, based in Christchurch. Her interests include collaborative practitioner research and change, curriculum design, innovation, children’s thinking and creativity. 

Keryn has worked collaboratively with practitioners, facilitators and academics promoting cross-sector relationships and curriculum understandings for the past 18+ years. Keryn’s recent work includes a study with Mairehau Primary School new entrant teachers as they redesigned the experience of the classroom for children in their first year of school to reposition the key competencies as valued outcomes and play as worthwhile learning. Keryn’s most significant body of work revolves around the exploration and understanding of children’s working theories, learning dispositions and key competencies, and playification of the curriculum. Currently, Keryn's work is split between working with learning communities on a range of Teacher-Led Innovation Fund projects, consultancy, and CORE’s research and innovation projects.

Expertise

For the past 18+ years, Keryn has been a professional development facilitator working on Ministry of Education funded projects for the University of Canterbury and CORE Education. Keryn's involvement in professional development and research has allowed her all sorts of opportunities, such as being a resource developer and writer, lecturer, researcher and a member of several working groups for the Ministry of Education. Increasingly, Keryn's work has taken her into the industry sector and she has collaborated to developed a range of innovation related learning experiences for students and those passionate about activating change in education faster.



Keryn is able to provide professional development or consultancy in the following areas:

  • Research and innovation
  • All aspects of early years education, including teaching and learning and governance and management
  • Resource writing and project development

Professional memberships

  • Professional Learning Aotearoa New Zealand Te Māngai Whakangungu Kaiako o Aotearoa (PLANZ)

Publications

Reports

Davis, K. & McKenzie, R. (in press). Children’s working theories about identity language and culture | O faugamanatu a fanau e sa’ili ai o latou fa’asinomaga, gagana ma aganu’u.Teaching Learning Research Initiative Final Report.

Davis, K. (November, 2015). New-entrant classrooms in the re-making. CORE Education Pro Bono Charitable Research Fund project. Available from: http://www.core-ed.org/thought-leadership/research/new-entrant-classrooms-re-making

Carr, M., Cowie, B. & Davis, K. (April, 2014). Continuity of early learning: Learning progress and outcomes in the early years – Literature Report. Ministry of Education: Wellington, NZ

Mitchell, L. Cowie, B., Clarkin-Phillips, J., Davis, K., Glasgow, Hatherly, A., Rameka, L., Taylor, L. & Laylor, M. (April, 2014). Continuity of early learning: Learning progress and outcomes in the early years – Overview report on data findings. Ministry of Education: Wellington.

Davis, K. & Peters, S. (2011). Moments of wonder, everyday events: Children’s working theories in action. Teaching Learning Research Initiative Final Report. Available from: http://www.tlri.org.nz/moments-wonder-everyday-events-how-are-young-children-theorising-and-making-sense-their-world/ 

Wright, J., Davis, K., Albon, G., McKenzie, R & Winter, J. (2011). The scoping of participation in early childhood education and gaps in education provision in Christchurch East. Ministry of Education: Wellington.

Carr, M., Peters, S., Davis, K., Bartlett, C., Bashford, N., Berry, P., Greenslade, S., Molloy, S., O’Connor, N., Simpson, M., Smith, Y., William, T. & Wilson-Tukaki, A. (2008). Key learning competencies across place and time. Kimihia te ara tōtika, hei oranga mō tō ao. Teaching and Learning Research Initiative Final Report.

Davis, K. (2006) ‘It’s much more muddled-up than that.’ A study of assessment in an early childhood centre. MEd. Dissertation. University of Canterbury.

Book chapters

Peters, S. & Davis, K. (2014). Babies, boys, boats and beyond: Children’s working theories in the early years. In, S. Flannery Quinn & S. Robson (Eds.) International handbook of young children’s thinking and understanding. London: Routlegde.

Davis, K. (2013).Nurturing children’s working theories. In W. Drewery & L. Claiborne (Eds) Human Development: Family, place, culture. NSW, Australia: McGaw-Hall.

Davis, K. & Peter, S. (2012). Exploring learning in the early years: Working theories, learning dispositions and key competencies. In B. Kaur (Ed.) Understanding Teaching and Learning in the Classroom: Classroom Research Revisited. Rotterdam: Sense.

Peters, S. & Davis, K. (2012). Working theories and learning dispositions in early childhood education: Perspectives from New Zealand. In T. Papatheodorou (Ed.) International debates on early childhood practices and policies (pp. 148-158). London: Routledge.

Davis, K. & Peter, S. (2011) Exploring learning in the early years: Working theories, learning dispositions and key competencies. In B. Kaur (Ed.) Understanding Teaching and Learning in the Classroom: Classroom Research Revisited. Rotterdam: Sense Publishers.

Peter, S. & Davis, K. (2011) Working theories and learning dispositions in early childhood education: Perspectives from New Zealand. Early Childhood Policy and Pedagogy in the 21st century: An International Debate. Anglia Ruskin University.

Refereed journal articles

Davis, K & McKenzie, R. (2016). Rainbows, sameness, and other working theories about identity, language, and culture. Early Childhood Folio, 20, 1. Wellington: NZCER Press.

Davis, K., Bird, C., O’Connor, R., Rees, H., Spencer, S., Paki, V. & Peters, S. (2015) Beyond the gate: A case study of dispositional learning from kindergarten to school. Early Childhood Folio, 19, 1. Wellington: NZCER Press.

Smith, Y., Davis, K. & Molloy. S. (2012) Assessment of key competencies, literacy and numeracy: Can these be combined? SET, 1 (pp. 43-48). Wellington: NZCER Press.

Peter, S. & Davis, K. (2011). Fostering children’s working theories – Pedagogical issues and dilemmas in New Zealand. Early Years: An International Journal of Research and Development. London: Routledge.

Smith, Y., Davis, K. & Molloy. S. (2011) Assessment of key competencies, literacy and numeracy: Can these be combined? Early Childhood Folio, 15, 2. Wellington: NZCER Press.

Wilson-Tukaki, A. & Davis, K. (2011) Relating to others: Three layers of knowing. Early Childhood Folio, 15, 2. Wellington: NZCER Press. 

Non-refereed articles

Davis, K., Peter, S. & Duff, A. (2010). Working theories in action – Building and sharing islands of interest and expertise. Playcentre Journal, 139, 20 – 23.

Davis, K., Peters, S., Wellby, N. & Mactier, D. (2010). From fact to fiction, from animal expert to storyteller: A journey in striving to understand a child’s working theories and putting the understanding to good use. Playcentre Journal, 138, 20 – 23.

Davis, K., Peter, S. (2010) Moments of wonder, everyday events: How are young children theorising and making sense of their world? Playcentre Journal, 137, 26 – 29.

White, E., Davis, K. & Peters, S. (2011) Tim and the water: Growing an Island of Interest. Playcentre Journal, 140, 20 – 23.

Davis, K., Peter, S. & Duff, A. (2010) Working theories in action – Building and sharing islands of interest and expertise. Playcentre Journal, 139, 20 – 23.

Davis, K., Peters, S., Wellby, N. & Mactier, D. (2010) From fact to fiction, from animal expert to storyteller: A journey in striving to understand a child’s working theories and putting the understanding to good use. Playcentre Journal, 138, 20 – 23.

Davis, K. & Peter, S. (2010) Moments of wonder, everyday events: How are young children theorising and making sense of their world? Playcentre Journal, 137, 26 – 29.

Resources
Davis, K., Wright, J., Carr, M., & Peters, S. (2013). Key competencies, assessment and learning stories. Wellington: NZCER Press.

Personal statement

I grew up in Dunedin but I have called Christchurch home for nearly 20 years. I am married with two boys who keep me on my toes, and when not working, I can be found with my family and friends or running.

I am passionate about understanding and improving teaching and learning through collaborative projects and innovation. I feel extremely fortunate to have had plenty of opportunities to combine these passions with working with many incredible practitioners, children, families, whānau, academics, facilitators, and advisers in a vast array of settings and contexts.