Lexie Grudnoff
| Lexie Grudnoff | |
|---|---|
| Born | |
| 🏳️ Nationality | New Zealand |
| 💼 Occupation | Academic |
| Known for | Research on teacher education, equity, and professional learning |
| 🏅 Awards | TEFANZ Sustained Excellence in Teacher Education Award (2014) |
Lexie Grudnoff is a New Zealand academic and Associate Professor in the Faculty of Education and Social Work at the University of Auckland. Her research focuses on teacher education, equity in schooling, inquiry-based professional learning, and the development of beginning teachers.[1]
Career
Grudnoff began her career as a teacher in primary, intermediate, and special education settings in New Zealand.[2]
At the University of Auckland she is an Associate Professor in the School of Learning, Development and Professional Practice, and convenes the Professional Learning and Practice Hub.[1] She supervises postgraduate students and has led major national research projects on equity and teacher education.
Research
Grudnoff’s research explores beginning teacher development, equity in education, and professional learning.
She was a lead researcher in the Teaching and Learning Research Initiative project *Teaching for Equity: How do we do it?* (2010–2012), which investigated how teachers enact equitable practices in New Zealand classrooms.[3]
In 2019 she co-authored Enhancing Equity Through Inquiry (NZCER Press), which documented collaborative inquiry in two Auckland schools serving predominantly Māori and Pasifika students.[4] The book was reviewed in the New Zealand Journal of Educational Studies, where reviewers highlighted its contribution to practitioner research and to theorising equity through the "Facets of Practice for Equity" framework.[5]
Her collaborative work has extended internationally. In 2017 she co-authored Teaching for equity: insights from international evidence with implications for a teacher education curriculum in The Curriculum Journal, which identified six facets of equity practices across multiple contexts.[6]
She has also published on preparing teachers for low socio-economic schools,[7] the resilience of beginning teachers,[8] and collaborative inquiry as a strategy to address equity-linked problems of practice.[9]
Her recent work has examined classroom observations, feedback, and adaptive expertise in teacher learning.[10]
Honours and awards
In 2024, Grudnoff received the national **TEFANZ Sustained Excellence in Teacher Education Award** from the Teacher Education Forum of Aotearoa New Zealand, recognising her contributions to teacher education.[1][11]
Selected publications
- Grudnoff, L. (1999). "Becoming a teacher: An investigation of the transition from student teacher to beginning teacher." Waikato Journal of Education, 5, 35–49.[12]
- Grudnoff, L., Cochran-Smith, M., Ell, F., Ludlow, L., Haigh, M., & Hill, M. (2017). "Teaching for equity: insights from international evidence with implications for a teacher education curriculum." The Curriculum Journal, 28(2), 179–194.[13]
- Grudnoff, L., Haigh, M., Hill, M., Cochran-Smith, M., Ell, F., & Ludlow, L. (2018). "Rethinking initial teacher education: preparing teachers for schools in low socio-economic communities in New Zealand." In *Rethinking Teacher Education: Preparing Teachers for Diversity and Equity*. Routledge, pp. 97–110.[14]
- Grudnoff, L., Ell, F., Haigh, M., Hill, M., & Tocker, K. (2019). Enhancing Equity Through Inquiry. NZCER Press.[15]
- Bhagwandhin, V., Grudnoff, L. & Meyer, F. (2025). "Classroom Observations and Post-Observation Conversations: Powerful Tools for Developing Teacher Adaptive Expertise." New Zealand Journal of Educational Studies. doi:10.1007/s40841-025-00376-4.[16]
References
- ↑ 1.0 1.1 1.2 "Associate Professor Lexie Grudnoff – University of Auckland". University of Auckland. Retrieved 1 October 2025.
- ↑ Grudnoff, Lexie (1999). "Becoming a teacher: An investigation of the transition from student teacher to beginning teacher". Waikato Journal of Education. 5: 35–49. Retrieved 1 October 2025.
- ↑ "Teaching for Equity: How do we do it?". Teaching and Learning Research Initiative. 18 April 2018. Retrieved 1 October 2025.
- ↑ "Enhancing Equity Through Inquiry". New Zealand Council for Educational Research. 2019. Retrieved 1 October 2025.
- ↑ Jhagroo, Jyoti (2020). "Review of L. Grudnoff, F. Ell, M. Haigh, M. Hill & K. Tocker: Enhancing Equity Through Inquiry". New Zealand Journal of Educational Studies. 55 (2): 455–457. doi:10.1007/s40841-020-00159-z.
- ↑ Grudnoff, Lexie; Cochran-Smith, Marilyn; Ell, Fiona; Ludlow, Larry; Haigh, Mavis; Hill, Mary (2017). "Teaching for equity: insights from international evidence with implications for a teacher education curriculum". The Curriculum Journal. 28 (2): 179–194. doi:10.1080/09585176.2017.1302498 (inactive 1 October 2025).
- ↑ Grudnoff, Lexie; Haigh, Mavis; Hill, Mary; Cochran-Smith, Marilyn; Ell, Fiona; Ludlow, Larry (2018). "Rethinking initial teacher education: preparing teachers for schools in low socio-economic communities in New Zealand". Rethinking Teacher Education: Preparing Teachers for Diversity and Equity. Routledge. pp. 97–110. doi:10.4324/9781351201759-7. ISBN 978-1-351-20175-9. Search this book on
- ↑ Grudnoff, Lexie; Tuck, B. (2005). "Beginning teaching: stress, satisfaction and resilience". SET: Research Information for Teachers. New Zealand Council for Educational Research. 2: 22–26. Retrieved 1 October 2025.
- ↑ Grudnoff, Lexie; Haigh, Mavis; Hill, Mary (2019). "Using collaborative inquiry to examine equity-linked problems of practice". SET: Research Information for Teachers. New Zealand Council for Educational Research. 3: 3–10. Retrieved 1 October 2025.
- ↑ Bhagwandhin, V.; Grudnoff, Lexie; Meyer, F. (2025). "Classroom Observations and Post-Observation Conversations: Powerful Tools for Developing Teacher Adaptive Expertise". New Zealand Journal of Educational Studies. 60: 205–223. doi:10.1007/s40841-025-00376-4.
- ↑ "TEFANZ Awards". Teacher Education Forum of Aotearoa New Zealand. Retrieved 1 October 2025.
- ↑ Grudnoff, Lexie (1999). "Becoming a teacher: An investigation of the transition from student teacher to beginning teacher". Waikato Journal of Education. 5: 35–49. Retrieved 1 October 2025.
- ↑ Grudnoff, Lexie; Cochran-Smith, Marilyn; Ell, Fiona; Ludlow, Larry; Haigh, Mavis; Hill, Mary (2017). "Teaching for equity: insights from international evidence with implications for a teacher education curriculum". The Curriculum Journal. 28 (2): 179–194. doi:10.1080/09585176.2017.1302498 (inactive 1 October 2025).
- ↑ Grudnoff, Lexie; Haigh, Mavis; Hill, Mary; Cochran-Smith, Marilyn; Ell, Fiona; Ludlow, Larry (2018). "Rethinking initial teacher education: preparing teachers for schools in low socio-economic communities in New Zealand". Rethinking Teacher Education: Preparing Teachers for Diversity and Equity. Routledge. pp. 97–110. doi:10.4324/9781351201759-7. ISBN 978-1-351-20175-9. Search this book on
- ↑ "Enhancing Equity Through Inquiry". New Zealand Council for Educational Research. 2019. Retrieved 1 October 2025.
- ↑ Bhagwandhin, V.; Grudnoff, Lexie; Meyer, F. (2025). "Classroom Observations and Post-Observation Conversations: Powerful Tools for Developing Teacher Adaptive Expertise". New Zealand Journal of Educational Studies. 60: 205–223. doi:10.1007/s40841-025-00376-4.
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