Conference Papers/ Presentations
Hogg, L. (2015). Putting funds of knowledge theory into practice: Applications in classroom teaching. Paper presented at the Education, Language and Society International Conference, Redlands, California, 3-4 August 2015.
Hogg, L. (2015). Applying funds of knowledge theory: Challenges and opportunities of new types of teacher student interactions in a New Zealand case study. Paper presented at the Education, Language and Society International Conference, Redlands, California, 3-4 August 2015.
Hogg, L. & Jones, L. (2015). Student perception of peer grading. Poster presented at Assessment for Learning in Higher Education international Conference, Hong Kong, 14-15 May 2015. An interactive version of the poster can be seen here.
Hogg, L. (2014). Māori and Pasifika students’ funds of knowledge: Shifting the focus to strengths and skills. Paper presented at the 7th Educational Psychology Forum, Dunedin, New Zealand, 18-19 November, 2014.
Hogg, L. (2014). Reimagining students’ lives through a funds of knowledge approach: What New Zealand high school teachers learned. Paper to be presented at the 21st Learning Conference, New York, USA, 15-17 July, 2014.
Hogg, L. (2014). Taking a funds of knowledge approach in a New Zealand secondary school. Paper presented at the Festival of Education, Wellington, NZ, 29 March, 2014.
Hogg, L. (2013a). Collaborative team-based research involving students, parents, and teachers: Challenges and opportunities identified in a New Zealand case study. Paper presented at the AERA Annual Meeting, San Francisco, USA, 27 April -1 May 2013.
Hogg, L. (2013b). Preferred approaches to identify minority ethnicity students’ funds of knowledge: A New Zealand case study. Paper presented at the AERA Annual Meeting, San Francisco, USA, 27 April -1 May 2013.
Hogg, L. (2013c). Building teacher-student relationships: Making connections through learning about funds of knowledge. Paper presented at the Social Psychology of the Classroom International Conference, Auckland, New Zealand,15-18 July, 2013.
Hogg, L. (2012). Teacher professional development informed by students and parents: Participant experiences of a team approach to teacher learning. Poster presented at the AERA Annual Meeting, Vancouver, Canada, 13-17 April 2012.
Hogg, L., & Yates, A. (2011). Initial teacher education – it’s more than pedagogy: Student teachers’ perceptions of issues and opportunities arising from course structure. Poster presented at the AERA Annual Meeting, New Orleans, USA, 8-12 April 2011.
Hogg, L., & Yates, A. (2010). Walking the talk in teacher education: Aligned practice for teaching about teaching methods. Workshop presented at the 8th International Conference on New Directions in the Humanities, UCLA, Los Angeles, USA, 29 June –2 July 2010.
Hogg, L. (2009). A fresh approach to differentiation: Drawing from funds of knowledge research. Paper presented at the Second Educational Psychology Forum, VUW, Wellington, NZ, 16–17 November 2009.
Hogg, L. (2015). Putting funds of knowledge theory into practice: Applications in classroom teaching. Paper presented at the Education, Language and Society International Conference, Redlands, California, 3-4 August 2015.
Hogg, L. (2015). Applying funds of knowledge theory: Challenges and opportunities of new types of teacher student interactions in a New Zealand case study. Paper presented at the Education, Language and Society International Conference, Redlands, California, 3-4 August 2015.
Hogg, L. & Jones, L. (2015). Student perception of peer grading. Poster presented at Assessment for Learning in Higher Education international Conference, Hong Kong, 14-15 May 2015. An interactive version of the poster can be seen here.
Hogg, L. (2014). Māori and Pasifika students’ funds of knowledge: Shifting the focus to strengths and skills. Paper presented at the 7th Educational Psychology Forum, Dunedin, New Zealand, 18-19 November, 2014.
Hogg, L. (2014). Reimagining students’ lives through a funds of knowledge approach: What New Zealand high school teachers learned. Paper to be presented at the 21st Learning Conference, New York, USA, 15-17 July, 2014.
Hogg, L. (2014). Taking a funds of knowledge approach in a New Zealand secondary school. Paper presented at the Festival of Education, Wellington, NZ, 29 March, 2014.
Hogg, L. (2013a). Collaborative team-based research involving students, parents, and teachers: Challenges and opportunities identified in a New Zealand case study. Paper presented at the AERA Annual Meeting, San Francisco, USA, 27 April -1 May 2013.
Hogg, L. (2013b). Preferred approaches to identify minority ethnicity students’ funds of knowledge: A New Zealand case study. Paper presented at the AERA Annual Meeting, San Francisco, USA, 27 April -1 May 2013.
Hogg, L. (2013c). Building teacher-student relationships: Making connections through learning about funds of knowledge. Paper presented at the Social Psychology of the Classroom International Conference, Auckland, New Zealand,15-18 July, 2013.
Hogg, L. (2012). Teacher professional development informed by students and parents: Participant experiences of a team approach to teacher learning. Poster presented at the AERA Annual Meeting, Vancouver, Canada, 13-17 April 2012.
Hogg, L., & Yates, A. (2011). Initial teacher education – it’s more than pedagogy: Student teachers’ perceptions of issues and opportunities arising from course structure. Poster presented at the AERA Annual Meeting, New Orleans, USA, 8-12 April 2011.
Hogg, L., & Yates, A. (2010). Walking the talk in teacher education: Aligned practice for teaching about teaching methods. Workshop presented at the 8th International Conference on New Directions in the Humanities, UCLA, Los Angeles, USA, 29 June –2 July 2010.
Hogg, L. (2009). A fresh approach to differentiation: Drawing from funds of knowledge research. Paper presented at the Second Educational Psychology Forum, VUW, Wellington, NZ, 16–17 November 2009.
Written Publications
Hogg, L. (2015). Russell Bishop, Mere Berryman, and Janice Wearmouth: Te Kotahitanga: Towards effective education reform for indigenous and other minoritised students. New Zealand Journal of Educational Studies. DOI: 10.1007/s40841-015-0017-9.
Hogg, L. (in press). Applying funds of knowledge theory to support minoritized students’ learning: A review of pedagogical approaches. In R. V. Nata (Ed.), Progress in Education (Vol. 37). New York: Nova Publishers.
Hogg, L. (2015). Funds of knowledge as a tool for teachers to reimagine the lives of minoritized students: A New Zealand case study. The International Journal of Learner Diversity and Identities, 22(4), 1-16. Access the paper here
Hogg, L. (2014). Multiple identities: Consideration of respectful research practices. In C. McMaster & C. Murphy (Eds.), Postgraduate study in Aotearoa New Zealand: Surviving and succeeding, (pp. 153-167). Wellington, New Zealand: NZCER Press.
Hogg, L. (2013). Applying funds of knowledge in a New Zealand high school: The emergence of team-based collaboration as an approach, unpublished doctoral dissertation, Victoria University of Wellington, Wellington, New Zealand.
Hogg, L. & Yates, A. (2013). Course structure matters in initial teacher education: Student teachers’ perceptions of impacts on their learning. Teacher Education and Practice, 26(3), 431-447.
Hogg, L. & Yates, A. (2013). Walking the talk in initial teacher education: Making teacher educator modelling effective. Studying Teacher Education, 9(3), DOI: 10.1080/17425964.2013.831757.
Hogg, L. (2011-2012). Funds of knowledge: An examination of theoretical frameworks. New Zealand Annual Review of Education, 41, 47-76.
Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and Teacher Education, 27(3), 666-677. This can be accessed here
Hogg, L. (2008). Transcending monocultural life experiences for Pakeha trainee teachers. New Zealand Annual Review of Education, 18, 89–106.
Hogg, L. (2015). Russell Bishop, Mere Berryman, and Janice Wearmouth: Te Kotahitanga: Towards effective education reform for indigenous and other minoritised students. New Zealand Journal of Educational Studies. DOI: 10.1007/s40841-015-0017-9.
Hogg, L. (in press). Applying funds of knowledge theory to support minoritized students’ learning: A review of pedagogical approaches. In R. V. Nata (Ed.), Progress in Education (Vol. 37). New York: Nova Publishers.
Hogg, L. (2015). Funds of knowledge as a tool for teachers to reimagine the lives of minoritized students: A New Zealand case study. The International Journal of Learner Diversity and Identities, 22(4), 1-16. Access the paper here
Hogg, L. (2014). Multiple identities: Consideration of respectful research practices. In C. McMaster & C. Murphy (Eds.), Postgraduate study in Aotearoa New Zealand: Surviving and succeeding, (pp. 153-167). Wellington, New Zealand: NZCER Press.
Hogg, L. (2013). Applying funds of knowledge in a New Zealand high school: The emergence of team-based collaboration as an approach, unpublished doctoral dissertation, Victoria University of Wellington, Wellington, New Zealand.
Hogg, L. & Yates, A. (2013). Course structure matters in initial teacher education: Student teachers’ perceptions of impacts on their learning. Teacher Education and Practice, 26(3), 431-447.
Hogg, L. & Yates, A. (2013). Walking the talk in initial teacher education: Making teacher educator modelling effective. Studying Teacher Education, 9(3), DOI: 10.1080/17425964.2013.831757.
Hogg, L. (2011-2012). Funds of knowledge: An examination of theoretical frameworks. New Zealand Annual Review of Education, 41, 47-76.
Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and Teacher Education, 27(3), 666-677. This can be accessed here
Hogg, L. (2008). Transcending monocultural life experiences for Pakeha trainee teachers. New Zealand Annual Review of Education, 18, 89–106.