Thesis Chapters by Craig Trevor Hansen
This systematic review examines the effectiveness of artificial intelligence (AI) technologies an... more This systematic review examines the effectiveness of artificial intelligence (AI) technologies and strategies in reducing educational inequities for marginalized students across different educational stages. Through analysis of 24 peer-reviewed studies spanning early childhood through higher education, this research identifies four primary categories of effective AI interventions: infrastructure-adaptive solutions, personalised learning systems, culturally responsive technologies, and accessibility-focused approaches. The evidence demonstrates that adaptive learning platforms and intelligent tutoring systems yield measurable improvements, with effect sizes ranging from d = 0.40 to d = 0.85 across different populations and educational contexts. Offline, low-cost AI solutions employing computer vision and natural language processing show particular promise in bridging rural-urban digital divides. Culturally and linguistically responsive approaches, including dialect-aware chatbots and machine translation tools, demonstrate enhanced efficacy compared to generic systems. Key success factors include personalisation capabilities, cultural responsiveness, accessibility features, and comprehensive teacher training programmes. The findings indicate that whilst AI technologies offer significant potential for reducing educational inequities, their effectiveness depends critically on thoughtful implementation, stakeholder involvement, and attention to bias mitigation.
This paper examines the key pedagogical components of Te Mātaiaho, New Zealand's refreshed Mathem... more This paper examines the key pedagogical components of Te Mātaiaho, New Zealand's refreshed Mathematics and Statistics curriculum for Years 0-8, and analyzes its implications for Initial Teacher Education (ITE). Te Mātaiaho represents a significant shift toward knowledge-rich, explicitly sequenced mathematics instruction informed by cognitive science research. The curriculum emphasizes five critical pedagogical components: explicit teaching, rich tasks, mathematical communication, positive relationships with mathematics, and integration of science of learning principles including belonging, prior knowledge activation, and cognitive load management. Analysis of existing research reveals substantial gaps in current ITE programs, including inadequate mathematical content knowledge among prospective teachers, negative attitudes toward mathematics, insufficient pedagogical preparation, and limited practical experience with evidence-based approaches. The paper argues that successful implementation of Te Mātaiaho requires comprehensive ITE program reform addressing mathematical content knowledge, pedagogical expertise, practical implementation skills, and ongoing professional development. The transformation needed extends beyond minor program adjustments to fundamental restructuring of how mathematics teachers are prepared, supported, and developed throughout their careers.
This article explores the integration of rich tasks and authentic assessments in mathematics educ... more This article explores the integration of rich tasks and authentic assessments in mathematics education, emphasising their role in fostering critical thinking, problem-solving, and real-world application. Rich tasks are characterised as multifaceted problems that promote higher-order thinking and collaboration, while authentic assessments evaluate students through real-world contexts. The study underscores the alignment of these approaches with explicit teaching methodologies, highlighting the structured, scaffolded processes that ensure student success. Key findings include the importance of teacher collaboration, the role of digital tools, and the impact on diverse learners. Challenges such as resource limitations and the need for professional development are addressed, alongside opportunities for innovation and growth. The article advocates for continued exploration of scalable and sustainable practices that enhance student outcomes and equity in mathematics education.
UARD Applied Research Papers, 2022
A severe consequence of warehouse and Industrial fires that is often overlooked and underreported... more A severe consequence of warehouse and Industrial fires that is often overlooked and underreported is the environmental damage caused by fire fighting water runoff (FWR). This is the excess water used to tackle a fire emergency. While some water evaporates, large quantities will often be released into local drainage networks and the ground to drain away. This paper summarises the key challenges faced by fire safety professionals in the UK related to water runoff so that effective strategies can be established at the policy (and legislative) and procedural levels.
An Empirically Grounded Curriculum Development Framework for 3D Animation & Modelling Programmes, 2020
The creative industries are a growing economic contributor to many developed and developing econo... more The creative industries are a growing economic contributor to many developed and developing economies, with the expert use of technology (hardware and software) being critical components. This research sought feedback from graduates and industry supervisors in the 3D animation and modelling segment of the creative industries, regarding which aspects of learning programmes enabled graduates to be most successful when entering their profession. Both surveys and semi-structured interviews were deployed using the snowball-effect, where invitations to participate where shared by creative industry professionals with their colleagues. The survey was hosted online using Google Forms, which allowed the responses to be captured directly to a spreadsheet for analysis to assist the development of questions for the semi-structured interviews with industry supervisors. Industry supervisors were interviewed and recorded for transcription via Skype or Google Hangouts in multiple time zones; this allowed the perspectives of large studio executives to be compared with smaller start-up-firm directors and experienced virtual managers. Basic statistical analysis and standard deviations were used to identify the aspects of programmes of learning that most assisted new graduates to become successful in the industry. Three areas were found to be most impactful and these were used as themes to group the results in an accessible way for educators. The three themes under which the empirical framework is organised are: Approach to Teaching & Learning, Technical Understanding, Knowledge & Skills and Career Preparation. The framework is a unique tool that allows those people most interested in graduate success and preparation for work in the industry to focus their efforts on the areas that matter most and able to improve the state-of-the-art. The findings may encourage institutions, industry executives, students and graduates to collaborate more frequently in ways that share value with each other. The outcome of this research is a framework for the development and review of programmes of learning in the 3D animation and modelling segment of the creative industries. At the time of writing, there is no other framework available that focuses on the preparation of graduates for the 3D animation and modelling segment of the creative industries. The framework’s themes are supported by andragogy, an approach to teaching or ‘pedagogy’ for adult learners. As an approach to teaching, the framework therefore provides a way for teachers to engage with students in a purposeful way. An approach to teaching using andragogy supports educators working in the creative industries due to the problem-solution focus of both creative and commercial work. Andragogy recognises that there may exist different motivations and also constraints on young or mature adults as they pursue commercial and creative careers for financial return, personal satisfaction or both. Andragogy focuses the approach to teaching on a student’s readiness to learn in both formal and informal settings with problem-focused learning experiences, while also providing a structure for the use of self-directed learning and transformational learning. The framework is aligned to Fink’s six dimensions taxonomy for course design. Practically, the framework also recognises some of the more predatory practices found to exist in the time-pressured, client-facing areas of the creative industries. Noting procedures need to be in place for student safety and the protection of the reputation of the institution. Providers of education, particularly those focused on the combination of academic study while also completing industry or trade-specific education can use the framework as a ready-reference guide, ensuring the components that deliver the most impact on graduate success are included in learning experiences, meeting the needs of creative students that wish to pursue careers that may vary widely in the way they operate, in this dynamic and fast-changing industry. The framework is not presented as the only way for students to learn, it does not encourage education providers to restrict the experiences of students to only industry-cloned environments; the framework emphasises the learning experiences that reinforce industry practices as it is particularly focused on preparing graduates for work in the industry rather than academia or research. The framework is not solely for use in universities, as it recognises there are a number of alternatives for student learning such as private training providers, apprenticeships, industry training organisations and others. As such the framework is intended for wider use by any educational organisation that is focused on the 3D animation and modelling segment of the creative industries.
Papers by Craig Trevor Hansen
Summit Institute, 2026
Digital devices are now embedded in primary school classrooms across Aotearoa New Zealand and int... more Digital devices are now embedded in primary school classrooms across Aotearoa New Zealand and internationally, and the question facing schools is no longer whether to use technology, but how to use it in ways that maximise learning benefits while protecting children's health and wellbeing. This systematic review synthesises peer-reviewed evidence across four domains: the documented learning benefits of purposeful digital device use in primary schools; the safeguarding structures that make those benefits sustainable and safe; the particular — and frequently under-recognised — value of digital tools for neurodivergent learners and the whole-class benefits that flow from inclusive digital practice; and the research on effective school-family communication about technology. Drawing on 21 peer-reviewed studies, New Zealand and international health and education guidelines, and Hansen's (2026) systematic review of evidence-based classroom strategies for neurodivergent learners, the review finds consistent evidence that engagement, academic outcomes, student agency, and inclusive access all improve when digital tools are used purposefully, in structured sessions, under teacher direction, and within a clear health-informed framework. Safeguards — including 20-minute session limits, movement breaks, and teacher-designed task structures — are not restrictions on learning; they are the conditions that make benefits possible. The review concludes that strategies developed to support neurodivergent learners, including multi-modal representation, structured student choice, and self-monitoring tools, benefit all learners and represent a compelling case for inclusive digital practice. Implications for curriculum design, inclusive pedagogy, and parent communication are discussed.
Summit Institute, 2026
This systematic review synthesises peer-reviewed evidence on evidence-based classroom strategies ... more This systematic review synthesises peer-reviewed evidence on evidence-based classroom strategies for students with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and a range of specific learning differences including dyslexia, dyspraxia/developmental coordination disorder (DCD), dyscalculia, dysgraphia, and foetal alcohol spectrum disorder (FASD). Drawing on 60 studies sourced through systematic database searches and structured Elicit exports, the review identifies five thematic clusters: structured teaching approaches for autistic learners; visual supports, self-management, and peer-mediated interventions; classroom environment and sensory design; school-wide programmes with teacher training and systemic implementation; and condition-specific strategies for specific learning differences. The evidence consistently demonstrates that multi-component approaches outperform single-strategy interventions, that structured and visually supported environments benefit a broad range of neurodivergent learners, and that sensory processing is a critical but frequently neglected dimension of academic access. Explicit, systematic instruction emerges as the shared pedagogical foundation across all conditions reviewed, with differentiated application depending on the specific cognitive and neurological profile of each learning difference. Self-regulation and self-management training generalises effectively across educational settings. School-wide programmes demonstrate measurable improvements in engagement and emotional regulation, but implementation fidelity remains the principal bottleneck. Universal Design for Learning (UDL) emerges as an overarching framework accommodating neurodivergent learners without requiring individual prescription. The review concludes with implications for K–12 curriculum design, inclusive pedagogy, and teacher preparation.
Summit Institute, 2026
This systematic review examines the extent to which the refreshed New Zealand Curriculum (NZC) Ye... more This systematic review examines the extent to which the refreshed New Zealand Curriculum (NZC) Years 0–10 Science Learning Area reflects established principles from the Science of Learning (SoL). Drawing on 23 peer-reviewed studies spanning cognitive psychology, educational neuroscience, and instructional design, the review evaluates the curriculum's structural features against four bodies of evidence: cognitive architecture and working memory theory, practice conditions that consolidate learning, the role of motivation and social-emotional wellbeing, and the conditions that support equitable and culturally responsive learning. The analysis finds broad and substantial alignment across all four domains. The curriculum's progressive developmental arc, its explicit separation of Knowledge and Practices columns, its cross-year referencing of concepts, and its substantive integration of te ao Māori perspectives each correspond to well-validated SoL principles including Cognitive Load Theory, schema formation, the spacing and retrieval practice effects, and belonging research. The principal area of remaining concern is the translation gap between structural curriculum design and actual classroom implementation: the architecture enables SoL-consistent pedagogy, but does not mandate it. Implications for teacher professional development, assessment design, and curriculum policy in Aotearoa New Zealand are discussed.
Summit Institute, 2025
This systematic review examines the current state of artificial intelligence (AI) adoption amongs... more This systematic review examines the current state of artificial intelligence (AI) adoption amongst educational leaders in Aotearoa New Zealand, drawing upon survey data from school principals at a national leadership conference and a comprehensive analysis of contemporary educational research. The study reveals a critical gap between the emerging potential of AI in educational contexts and the preparedness of school leaders to implement these technologies ethically and effectively. Survey findings indicate that whilst 69% of responding principals lack formal AI policies in their schools, there exists considerable interest in utilising AI for administrative tasks (data analysis, board reporting, strategic planning) and pedagogical applications. This paper synthesises research on AI in education, authentic assessment practices, and explicit instruction methodologies to provide a contextualised understanding of the opportunities and challenges facing New Zealand school leaders. Key findings suggest that principals rate their day-today AI use relatively low (M = 3.62 on an 8-point scale) and demonstrate limited confidence in understanding AI's connection to equity (M = 2.38 on a 5-point scale). The review identifies critical areas for professional development, policy formation, and strategic leadership development to ensure equitable and effective AI integration in K-12 education settings. Implications for curriculum design, teacher professional learning, and systemic change are discussed within the context of New Zealand's unique bicultural educational framework.
Summit Institute, 2025
This systematic review examines the impact of social learning techniques on knowledge transfer an... more This systematic review examines the impact of social learning techniques on knowledge transfer and employee performance in organisational contexts. Through analysis of ten peer-reviewed studies spanning multiple countries and industries, the research identifies both technology-mediated and interpersonal social learning approaches. Findings demonstrate that digital platforms—including social media, web-based learning communities, and enterprise social systems—yield significant positive effects on knowledge acquisition and performance (coefficient 0.43, p < 0.001 for knowledge transfer; 0.197, p < 0.01 for work performance). Interpersonal methods, particularly peer support (β = 0.408), consistently outperform supervisor support (β = 0.279) in facilitating knowledge sharing. The review reveals that motivation, engagement, and group identification serve as critical mediating factors between social learning interventions and organisational outcomes. Structured interventions such as on-the-job training, mentoring, and job rotation effectively transfer tacit knowledge whilst improving problem-solving capabilities and customer satisfaction. The synthesis provides evidence-based insights for designing effective social learning programmes in educational and professional development contexts, with particular implications for curriculum design and pedagogical practice in K-12 and higher education settings.
Summit Institute, 2025
Introduction Background and Context Research Question and Objectives Significance of the Study Li... more Introduction Background and Context Research Question and Objectives Significance of the Study Literature Review and Theoretical Framework Evolution of AI in Leadership Contexts Theoretical Foundations of Human-AI Collaboration
Summit Institute, 2025
This systematic review examines common mathematical misconceptions among students in grades 3-6 a... more This systematic review examines common mathematical misconceptions among students in grades 3-6 across five critical domains: Number Structure and Place Value, Addition and Subtraction, Multiplication and Division, Fractions and Decimals, and Problem Solving and Consolidation. Drawing from empirical research literature and analysis of studies conducted through 2024, this review identifies 78 distinct misconceptions that persistently hinder mathematical development in primary and intermediate education. Findings reveal that students consistently demonstrate unitary thinking in place value (affecting 55% of students), apply additive reasoning inappropriately to multiplicative contexts, overgeneralise whole number rules to rational numbers (with 53.91% of grade 5 students showing fraction operation errors), and struggle with translating word problems into mathematical operations. Underlying causes include cognitive biases, instructional practices prioritising procedures over conceptual understanding, developmental limitations, and language difficulties. The review demonstrates that these misconceptions are not resolved by grade 6, indicating systematic gaps in current mathematics education. Implications for K-12 curriculum design and teaching practice are discussed, with emphasis on proactive conceptual instruction, diagnostic assessment protocols, and targeted intervention strategies.
Summit Institute, 2025
This systematic review examines case studies in accelerated mathematics learning for Years 3-6, i... more This systematic review examines case studies in accelerated mathematics learning for Years 3-6, identifying key factors that contribute to improved student achievement. The analysis draws upon evidence from 25 research studies examining various intervention types including mastery learning, professional development programmes, technology-based platforms, and diagnostic assessment approaches. Key findings indicate that effective mathematics acceleration programmes combine explicit teaching principles with sustained teacher professional development, diagnostic assessment practices, and systematic approaches to content delivery. The most successful interventions demonstrated effect sizes ranging from d = 0.22 to d = 0.85, with the highest gains observed in programmes that integrated professional learning and development with in-class coaching (d = 0.70). Critical success factors include gradual release of responsibility, systematic and cumulative instruction, diagnostic and responsive teaching, and the development of mastery and automaticity. The research supports the development of integrated online mathematics programmes that combine explicit teaching modules with aligned professional learning for teachers, incorporating diagnostic assessment and systematic instruction to improve both student outcomes and teacher practice.
Summit Institute, 2025
This systematic review examines the effectiveness of artificial intelligence (AI) technologies an... more This systematic review examines the effectiveness of artificial intelligence (AI) technologies and strategies in reducing educational inequities for marginalized students across different educational stages. Through analysis of 24 peer-reviewed studies spanning early childhood through higher education, this research identifies four primary categories of effective AI interventions: infrastructure-adaptive solutions, personalised learning systems, culturally responsive technologies, and accessibility-focused approaches. The evidence demonstrates that adaptive learning platforms and intelligent tutoring systems yield measurable improvements, with effect sizes ranging from d = 0.40 to d = 0.85 across different populations and educational contexts. Offline, low-cost AI solutions employing computer vision and natural language processing show particular promise in bridging rural-urban digital divides. Culturally and linguistically responsive approaches, including dialect-aware chatbots and machine translation tools, demonstrate enhanced efficacy compared to generic systems. Key success factors include personalisation capabilities, cultural responsiveness, accessibility features, and comprehensive teacher training programmes. The findings indicate that whilst AI technologies offer significant potential for reducing educational inequities, their effectiveness depends critically on thoughtful implementation, stakeholder involvement, and attention to bias mitigation.
Summit Institute, 2025
Full-Service Community Schools (FSCS) represent a comprehensive approach to education that integr... more Full-Service Community Schools (FSCS) represent a comprehensive approach to education that integrates traditional academic instruction with essential wraparound services including healthcare, mental health support, family resources, and community engagement programmes. This systematic review examines ten case studies conducted across urban, low-income, and ethnically diverse educational settings from 1940 to 2019. The research reveals that FSCS models are characterised by five key features: relational leadership structures, robust community partnerships, comprehensive service integration, measurable positive outcomes, and significant implementation challenges. Evidence demonstrates that FSCS initiatives improve academic metrics including attendance rates, assessment scores, and graduation rates whilst simultaneously enhancing student well-being and family engagement. However, persistent barriers including leadership turnover, resource constraints, and organisational silos present ongoing challenges to successful implementation. This review provides insights for educational practitioners, policymakers, and community leaders seeking to develop holistic educational models that address the complex needs of students and families in contemporary educational environments.
Summit Institute, 2025
This systematic review examines the principles of educational equity and evaluates case studies f... more This systematic review examines the principles of educational equity and evaluates case studies from disadvantaged communities to identify effective strategies for promoting equitable educational outcomes. Through analysis of ten peer-reviewed studies, five core principles of educational equity emerge: addressing racial and socioeconomic disparities, ensuring educational access, implementing fair resource distribution, promoting equal opportunities, and creating inclusive learning environments. The review reveals that transformational and collaborative leadership approaches, particularly through full-service community schools and intentionally designed online learning platforms, demonstrate significant potential for addressing systemic inequities. Key findings indicate that successful equity interventions require sustained community engagement, policy reform, and professional development initiatives that address both structural barriers and mindset transformation. The analysis highlights persistent challenges including systemic bias, resource limitations, and insufficient training capacity, whilst identifying promising practices in collaborative design, family engagement, and data-driven monitoring. Implications for K-12 and higher education curricula emphasise the need for equity-focused leadership preparation, community partnership development, and culturally responsive teaching methodologies.
Summit Institute, 2025
This paper examines evidence-based solutions for reducing mathematics learning barriers in New Ze... more This paper examines evidence-based solutions for reducing mathematics learning barriers in New Zealand, drawing on systematic research findings and proven interventions. The analysis reveals that barrier reduction requires comprehensive, interconnected approaches addressing systemic, pedagogical, linguistic, and cultural dimensions. Successful interventions include the Developing Mathematical Inquiry Communities (DMIC) approach, which since its development from 2007 has demonstrated "extraordinary progress, representing the equivalent of several years' progress" in just one year, particularly for Māori and Pasifika students (AKO, 2020). Policy frameworks like Ka Hikitia – Ka Hāpaitia (Ministry of Education, 2020) provide strategic direction, whilst culturally responsive teaching practices, explicit instruction methods, and multilingual support systems address specific barrier types. Professional development focusing on cultural competence and pedagogical transformation is essential, with evidence suggesting that intensive mentoring and collaborative learning models produce sustainable change. Assessment reforms incorporating culturally sustaining practices and formative evaluation methods support equitable learning opportunities. Contemporary research on assessment approaches emphasises the evolution from traditional summative testing towards comprehensive assessment for learning frameworks that emphasise professional judgement, formative processes, and authentic assessment practices (Hansen, 2025). The research indicates that successful barrier reduction requires coordinated implementation across multiple levels, from policy and resource allocation to classroom practice and teacher education. Implementation priorities include scaling proven interventions, developing comprehensive support systems for EAL learners, addressing socioeconomic inequities through targeted funding, and building system-wide cultural responsiveness. The evidence demonstrates that whilst reducing mathematics learning barriers is complex, systematic implementation of evidence-based solutions can achieve significant improvements in equity and achievement for all New Zealand students. Appendix 1 compares the Te Mātaiaho: Mathematics and statistics in the New Zealand curriculum years 0–8 (October 2024) as a possible answer to the ongoing inequitable barriers to learning in mathematics education, entitled Comparative Analysis of Pedagogical Interventions in Te Mātaiaho and Barrier Reduction Research.
Summit Institute, 2025
This paper examines barriers to mathematics learning in New Zealand across all educational levels... more This paper examines barriers to mathematics learning in New Zealand across all educational levels, analysing 25 studies published between 2002 and 2024. The research reveals that mathematics learning barriers are multidimensional and interconnected, encompassing socioeconomic limitations, language challenges, pedagogical inadequacies, cognitive factors, and cultural mismatches. Socioeconomic barriers manifest through resource constraints in low-decile schools, with evidence suggesting achievement gaps equivalent to nearly two school years. Language barriers particularly affect English as an Additional Language (EAL) students, who demonstrate approximately 15% lower performance on mathematics assessments. Pedagogical issues include teacher-centred instruction, curriculum misalignment during educational transitions, and inconsistent implementation of inquiry-based learning approaches. Cognitive barriers, notably mathematics anxiety and diminished self-concept, particularly impact girls, Māori, Pasifika, and low-socioeconomic status students. Cultural barriers emerge through mismatches between home and school values, streaming practices, and conflicts between ethnic identity and academic achievement expectations. The findings indicate that these barriers disproportionately affect vulnerable student populations and require comprehensive, culturally responsive interventions to address persistent educational inequities in New Zealand mathematics education.
Summit Institute, 2025
This paper examines the knowledge, understanding, and implementation of structured approaches to ... more This paper examines the knowledge, understanding, and implementation of structured approaches to assessment pedagogies and practices based on comprehensive research from New Zealand's educational context and contemporary international studies from 2024-2025. The findings reveal a systematic evolution from traditional summative testing towards comprehensive assessment for learning frameworks that emphasise professional judgement, formative processes, AI-enhanced assessment, authentic assessment practices, and inclusive approaches particularly for students with diverse learning needs. The research demonstrates three key dimensions: approaches to assessment that focus on inquiry-based cycles and technology integration, pedagogies that integrate culturally responsive, learner-centred, and AI-aware practices, and practices that embed assessment within authentic teaching and learning contexts whilst addressing contemporary challenges of academic integrity and technological advancement.
Summit Institute, 2025
This systematic review examines contemporary research on artificial intelligence (AI) application... more This systematic review examines contemporary research on artificial intelligence (AI) applications in educational settings, with particular focus on student engagement, personalised learning, and academic outcomes. The review synthesises findings from recent studies exploring AI-powered platforms, generative AI tools, and their impact on K-12 and higher education contexts. Key themes include the transformative potential of AI for enhancing learner engagement, addressing academic procrastination, and supporting diverse learning needs through personalised approaches. However, challenges persist regarding ethical implementation, academic integrity, and the need for comprehensive teacher training. The review identifies significant opportunities for improving educational outcomes through thoughtful AI integration whilst highlighting the necessity for balanced approaches that preserve critical thinking skills and authentic learning experiences. Implications for teacher education and curriculum design are discussed, with particular attention to creating supportive learning environments that leverage AI whilst maintaining human-centred pedagogical practices.
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Thesis Chapters by Craig Trevor Hansen
Papers by Craig Trevor Hansen