Cameron, M., Aspden, K., Smith, P., & McLaughlin, T. (2023). “The curriculum just flows” – An examination of teachers’ understandings and implementation of Te Whāriki pre–2017. Waikato Journal of Education, 28, 41–53. https://doi.org/10.15663/wje.v28i1.1037. [link to article]
Aiono, S*., McLaughlin, T., & Riley, T. (2019). While they play what should I do? Strengthening learning through play and intentional teaching at primary school. Ke Kupu, 6 (2), 59-68.
Milne, J*., & McLaughlin, T. (2018). Examining the teachers’ role in play-based learning: One teachers’ perspective. Set: Research Information for Teachers, 3, 44-50.
McLaughlin, T., & Cherrington, S. (2018). Creating a rich curriculum through intentional teaching. New Zealand Council for Educational Research: Early Childhood Folio, 22 , 33-38.
McLaughlin, T., Aspden, K. & Snyder, P. (2016). Intentional teaching as a pathway to equity in early childhood education: Participation, quality, and equity. New Zealand Journal of Educational Studies, 51, 175–195.
McLaughlin, T., Aspden. K, & McLachlan, C. (2015). How do teachers build strong relationships? A study of teaching practices to support child learning and social emotional competence. New Zealand Council for Educational Research: Early Childhood Folio, 19, 31-38.
Houghton-Katipa, J.* (2024). He Awa Whiria: Braiding Social and Emotional Learning with Bicultural and Intentional Teaching. New Zealand Journal of Teachers’ Work, 21(2), 175-196. [link to article]
Gifkins, V.*, & McLaughlin, T. (2022). Using social stories as an intentional teaching strategy, Early Education, 68, 20-28. [link to article]
Bay Waters, M., Thomson, K., Hosie, T., Bargh, K., Berry, S., McLaughlin, T., & Wray, L. (2021). I am strong in mind, heart, and body and we are all connected; ki te kaha ahau me whakairo, me ngākau, me tinana, he wairua tatou katoa. Early Education, 67, 55-63. [link to article]
Clarke, L.*, McLaughlin, T., Aspden, K. & Riley, T. (2021). Supporting teaching practices to foster toddlers’ emotional literacy. NZ International Research in Early Childhood Education Journal, 23(1), 52-58.
Kenwright, D*., McLaughlin, T., & Hansen, S. (2021). Teachers’ perspectives about mindfulness programmes in primary schools to support wellbeing and positive behavior. International Journal of Inclusive Education, Online First, doi: 10.1080/13603116.2020.1867382.
Snyder, P., Shannon, D., Bishop, C, & McLaughlin, T. (2021). Putting it all together: Implement Pyramid Model practices to make a difference for children (pp. 161-170). In M.L Hemmeter, M., Ostrosky, and L. Fox, (Ed.), Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers. Baltimore, MD: Brookes.
Smith, J*., McLaughlin, T., & Aspden. K. (2019). Teachers’ perspectives of children’s social behaviours in preschool: Does gender matter? Australasian Journal of Early Childhood, 44, 408-422. doi: 10.1177/1836939119870889
Clarke, L*., Aspden, K., & McLaughlin, T. (2018). Teachers’ perspectives on how to support and promote toddlers’ learning during peer conflicts. The First Years: New Zealand Journal of Infant and Toddler Education, 20, 19-26.
Duley, L.*., McLaughlin, T., & Sewell, A. (2018). Promoting pro-social behaviours in preschool: What would pig and frog do? New Zealand Council for Educational Research: Early Childhood Folio, 22, 20-25.
Clarke, L*., McLaughlin, T.W, & Aspden, K. (2018). Toddlers ’ peer conflicts: Teaching and learning social-emotional skills. Exchange, (February), 84–87.
Cherrington, S., & McLaughlin, T. (2018). Intentional teaching and social-emotional skills in New Zealand. Child Research Net. Available in English, Japanese, and Chinese from: https://www.childresearch.net/projects/ecec/2018_03.html
McLaughlin, T., Snyder, P., & Algina, J. (2018). Examining young children’s social competence using functional ability profiles. Disability and Rehabilitation, 40, 2987-2997. doi: 10.1080/09638288.2017.1363823
Clarke, L*., McLaughlin, T., & Aspden, K. (2017). Promoting learning during toddlers’ peer conflicts: Teachers’ perspectives. Early Years: An International Research Journal, online first, 1-15.
McLaughlin, T., Aspden, K, & Clarke, L*. (2017). How do teachers support children’s social emotional competence: Strategies for teachers. New Zealand Council for Educational Research: Early Childhood Folio 21, 21-27. [link to article]
Morkel, V*., & McLaughlin, T. (2015). Promoting social and emotional competencies in early childhood: Strategies for teachers. Kairaranga, 16, 1, 45-51.
McLaughlin, T., & Snyder, P. (2014). Embedded instruction to enhance social-emotional skills. In Hart, J., & Whalon, K. (Eds.). Friendship 101: Helping students build social competence (pp. 63-78). Arlington, VA: Council for Exceptional Children.
Pretorius, E*., Clendon, S., & McLaughlin, T. (2020). Parent perspectives on receiving support for enhancing parent–child interactions. Journal of Clinical Practice in Speech-Language Pathology, 22, 74-78.
Aspden, K., Baxter, S*., Clendon, S., & McLaughlin, T. (2019). Identification and referral for early intervention services: A look at New Zealand teachers’ perspectives now and then. Topics in Early Childhood Special Education, online first. doi: 10.1177/0271121419881640
Acer, S., Hix, H., & McLaughlin, T. (Editors, 2019). Young Exceptional Children Monograph #18: International Perspectives on Early Intervention and Early Childhood Special Education. Lawrence, KS: Allen Press.
MacArthur, J., McLaughlin, T., & Gaffney, M. (2019). Special education needs and disabilities in early childhood education in New Zealand. In C. Mutch (Eds). Bloomsbury Education and Childhood Series: New Zealand Region. Online Resource.
Snyder, P., McLaughlin, T., & Bishop, C. (2018). Contextually relevant learning opportunities through embedded instruction. DEC Recommended Practices Monograph Series Number 4 Instruction: Effective Strategies to Support, Engagement, Learning, and Outcomes, 51-64.
McLaughlin, T., Budd, J., & Clendon, S. (2017). The Child and Youth Profile: A toolkit to facilitate cross-disciplinary educational planning. Kairaranga, 18, 3-11.
Snyder, P., Rakap, S., Hemmeter, M. L., McLaughlin, T., Sandall, S., & McLean, M. (2015). Naturalistic instructional approaches in early learning: A systematic review of the empirical literature. Journal of Early Intervention, 37, 69-97. doi: 10.1177/1053815115595461
McLaughlin, T., & Snyder, P. (2014). Embedded instruction to enhance social-emotional skills. In Hart, J., & Whalon, K. (Eds.). Friendship 101: Helping students build social competence (pp. 63-78). Arlington, VA: Council for Exceptional Children.
Snyder, P., Hemmeter, M. L., Sandall, S., McLean, M., & McLaughlin, T. (2013). Embedded instruction practices in the context of response to intervention. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of response-to-intervention in early childhood (pp. 283-300). Baltimore: Brookes.
McLaughlin, T., Snyder, P., & Hemmeter, M. L. (2011). Using embedded instruction to support young children’s learning. Exchange Magazine [invited submission], September/October Edition, 53-56.
McLachlan, C., McLaughlin, T., Cherrington, S., & Aspden, K., (2022). Using data systems to inform early childhood practice. In C. McLachlan et al (Eds.) Assessment and data systems in early childhood settings: Theory and practice (pp. 3-28). Singapore. Springer.
McLachlan, C., & McLaughlin, T. (2022). Revisiting the roles of teachers as assessors of children’s progress: Exploration of assessment practices, trends, and influences overtime. In C. McLachlan et al (Eds.) Assessment and data systems in early childhood settings: Theory and practice (pp. 29-59). Singapore. Springer.
Cherrington, S., McLaughlin, T., Aspden, K., Hunt, L^., & McLachlan, C. (2022). Data, knowledge, action: The use of data systems as auxiliary tools to aid teachers’ thinking about children’s curriculum experiences and teacher practices. In C. McLachlan et al (Eds.) Assessment and data systems in early childhood settings: Theory and practice (pp. 287-308). Singapore. Springer.
Aspden, K., Hunt, L^., McLaughlin, T., & Cherrington, S. (2022). Developing teacher-researchers’ capacity to support the use of new data systems. In C. McLachlan et al (Eds.) Assessment and data systems in early childhood settings: Theory and practice (pp. 309-330). Singapore. Springer.
McLachlan, C., McLaughlin, T., Cherrington, S., & Aspden, K., (2022). Looking towards the future use of assessment and data systems to inform early years settings. In C. McLachlan et al (Eds.) Assessment and data systems in early childhood settings: Theory and practice (pp. 331-350). Singapore. Springer.
McLaughlin, T., Cherrington, S., Hunt, L., Gifkins, V., Aspden, K., McLachlan, C., Linton Kindergarten^., and Makino Kindergarten^. (2022). A data-informed look at how sustained shared thinking can promote child learning and progress, Early Education, 68, 45-52. [link to article]
McLaughlin, T., Cherrington, S., McLachlan, C., Aspden, K., & Hunt, L. (2022). Data, knowledge, action: Exploring sustained shared thinking to deepen young children’s learning. TLRI Final Report. [link to article]
Dodge, T., Walls, L., Gibson, A., Burton, P., Ballentyne, J., Stanley, C., & McLaughlin, T. (2020). Kelvin Grove Kindergarten: Our TLIF Journey. Early Education, 66, 39-42. [link to article]
Stanley, C. , Greenfield, J., Walshe, N., Philpott, M., & McLaughlin, T. (2020). Riverdale Kindergarten’s TLIF journey. Early Education, 66, 43-46. [link to article]
Ellery, J., Kenzie, M., Gough, D., O’Neil, M., Cherrington, S., & Hunt, L. (2020). TLIF data, knowledge, action, project: West End Kindergarten’s inquiry journey. Early Education, 66, 47–51. [link to article]
Hildred, S., Burden, H., Clayton, K., Jones, J., Aldridge, W., & Cherrington, S. (2020). Hokowhitu Kindergarten’s journey: TLIF data, knowledge, action project. Early Education, 66, 35–38. [link to article]
Hunt, L., McLaughlin, T., Cherrington, S., Aspden, K. & McLachlan, C. (2020). Data, knowledge, action: A teacher led inquiry into data informed teaching in early childhood education. Early Education, 66, Spring / Summer, 35-38. [link to article]
McLaughlin, T., Cherrington, S., McLachlan, C., Aspden, K., & Hunt, L. (2020). Building a data culture to enhance quality teaching and learning. New Zealand Council for Educational Research: Early Childhood Folio, 24, 3-8.
Cameron, M*., McLachlan, C., Rawlins, P., & McLaughlin, T. (2018). Assessment of, as and for learning – The challenges of assessment terminology. Early Education, 64, 18-23.
McLaughlin, T., Budd, J., & Clendon, S. (2017). The Child and Youth Profile: A toolkit to facilitate cross-disciplinary educational planning. Kairaranga, 18, 3-11.
Fraser, K*., & McLaughlin, T. (2016). Quality assessment in early childhood: A reflection on five key features. Early Education, 60, 8-11.
Cameron, M*., McLachlan, C., & Rawlins, P. (2016). ‘Assessment in ECE is overwhelming at times’. Uncovering the challenges of assessing four year old children’s learning. Early Education, 60 (Spring/Summer), 12-16.
McLaughlin, T., Snyder, P., & Algina, J. (2015). Using functional profiles to characterize childhood disabilities. Exceptional Children, 81, 471-488. doi: 10.1177/0014402914563696
Cameron, M.* (2014). Keeping learning stories complex. A call for ongoing critique. Early Education, 55, 30-31.
Snyder, P., McLaughlin, T., & McLean, M. (2014). Recommended practices in assessment. In M. McLean, M. L. Hemmeter, & P. Snyder (Eds.), Essential elements for assessing infants and preschoolers with special needs (eText pp. 401-419). Boston, MA: Pearson Publishing Co.
Clarke, L*., McLaughlin, T., Aspden, K., Riley, T. & Gifkins, V. (2021). Characteristics of professional development research in the Aotearoa New Zealand early childhood education sector: A systematic literature review. New Zealand Annual Review of Education, 27, 79-115. https://doi.org/10.26686/nzaroe.v27.8033
Shannon, D., Bishop, C, Snyder, P., & McLaughlin, T. (2022). Coaching strategies and definitions. In P. Snyder, M.L Hemmeter, and L. Fox, (Ed.), Essentials of practice-based coaching. Baltimore, MD: Brookes.
Shannon, D., McLaughlin, T., & Snyder, P. (2022). Effective practices and strengths and needs assessment. In P. Snyder, M.L Hemmeter, and L. Fox, (Ed.), Essentials of practice-based coaching. Baltimore, MD: Brookes.
Clarke, L*., McLaughlin, T., Aspden, K., Riley, T. (2020). Supporting teacher practice through professional learning and development: What’s happening in New Zealand Early Childhood Education? Australasian Journal of Early Childhood, Online First, doi: 10.1177/1836939120979063.
McLaughlin, T., & Clarke, L*. (2018). Performance feedback: The missing component in early childhood professional learning and development. Early Education [invited message to the Minister of Education], 63, 24-29.
Shannon, D., Snyder, P., & McLaughlin, T. (2015). Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching. Professional Development in Education, 41, 290-309. doi: 10.1080/19415257.2014.986819
McLachlan, C., Arrow, A., Lepper, C., Mackay, K., & McLaughlin, T. (2015). Supporting and strengthening practice with teachers of priority learners: Mentoring and managing change. In C. Murphy, & K. Thornton (Eds.) Mentoring in early childhood education: A compilation of thinking, pedagogy and practice. Wellington: New Zealand Council for Educational Research.
Snyder, P., Hemmeter, M. L., Artman, K., Kinder, K., Pasia, C., & McLaughlin, T. (2012). Characterizing key features of the early childhood professional development literature. Infants and Young Children, 25, 188-212. doi: 10.1097/IYC.0b013e31825a1ebf
Snyder, P., Hemmeter, M. L., & McLaughlin, T. (2011). Professional development in early childhood intervention: Where we stand on the silver anniversary of P.L. 99-457. Journal of Early Intervention, 33, 357-370. doi: 10.1177/1053815111428336
Aspden, K. (2017). The complexity of practicum assessment in teacher education: An examination of four New Zealand case studies. Australian Journal of Teacher Education, 42(12), 128-143.
Aspden, K., & McLachlan, C. (2017). A complex act – teacher educators share their perspectives of practicum assessment, Waikato Journal of Education, 22(3), 21–32.
Aspden, K. M. (2015). Dual roles: Mentoring and assessment in the early childhood practicum. In C. Murphy (ed.). Mentoring in early childhood education. New Zealand: NZCER Press.
Cameron, M., & Rutgers, W. (2013). Rapporteurs’ report: From preparation to practice: Tensions and connections. Waikato Journal of Education, 18(1), 83-85.
McLaughlin, T., Clarke, L. R., Gifkins, V, & Carvalho, L. (2024). ECE Leadership Coaching: A Valuable Investment [Final Report of the Leadership Coaching Programme]. Palmerston North: Massey University. [link to report]
McLaughlin, T., Cherrington, S., McLachlan, C., Aspden, K., Hunt, L., & Gifkins, V. (2022). Data, knowledge, action: Exploring sustained shared thinking to deepen young children’s learning. TLRI Final Report. [link to report]
Ministry of Education (2021). Tōtara Park Kindergarten (TLIF 5-024) – Nurturing mindfulness and social-emotional competence in early childhood to support competent, confident, and resilient learners. [Project advisor and key contributor] [link to report]
Ministry of Education (2020). Ruahine Kindergarten Association (TLIF 4-016) – Data, knowledge, action: A teacher-led inquiry into data-informed teaching in early childhood education. [Project advisor and key contributor] [link to report]
MacKay, K. (2019). First Steps Palmerston North (TLIF 4-069) – Unpacking a puzzle of practice: Exploring ways to support consistent, intentional teaching to promote children’s social-emotional competence. [Project advisor and key contributor] [link to report]
Education Gazette editors. (2022). Intentional teaching supports effective language development. Education Gazette, 14, 101,5-9 (McLaughlin and Cherrington: Project Contributors). [link to article]
Ali, A., McLachlan, C., McLaughlin, T., Mugridge, O., Conlon, C., Mumme, K., & Knightbridge-Eager, T. (2021). Fundamental Movement Skills and Physical Activity of 3–4-Year-Old Children within Early Childhood Centers in New Zealand. Children, 8, 742 [open access]. doi.org/10.3390/children8090742.
Ali, A., McLachlan, C., Mugridge, O., McLaughlin, T., Conlon, C., & Clarke, L.* (2021). The effect of a 10-week physical activity programme on fundamental movement skills in 3–4-year-old children within early childhood education centres. Children, 8, 440 [open access]. doi: 10.3390/children8060440.
Cherrington, S., Campbell, G., Vine-Adie, R., & McLaughlin, T. (2020). The role of critical friends and organisational leadership in supporting teacher inquiries in ECE settings. Early Education, 66, Spring / Summer, 31-34. [link to article]
Hanrahan, V*., Aspden, K., & McLaughlin, T. (2019). Playing safe: Factors that enable, or challenge teachers to support safe risk-taking for young children as they transition into or within an early childhood setting. Ke Kupu, 6, 26-37.
McLachlan, C., Cherrington, S., Aspden, K., & McLaughlin, T. (2018). Defining quality in a divided sector: A review of policy and practice in early childhood settings in New Zealand. New Zealand Annual Review of Education, 23, 111-125.
Cummings, S*., McLaughlin, T., & Finch, B. (2018). Examining preadolescent children’s engagement in out-of-school literacy and exploring opportunities for supporting literacy development. Australian Journal of Language and Literacy, 41, 103-116.
Tyler-Merrick, G., Phillips, J., McLachlan, C., McLaughlin, T., Aspden, K., & Cherrington, S. (2018). Early childhood education in Aotearoa/New Zealand: History and features. In S. Garvis, S. Phillipson & H. Harju Luukainnen (Eds.) Volume I Early Childhood Education in the 21st Century: An international perspective (pp.127-142). London: Routledge.
Ali, A., Pigou, D., Clarke, L*., & McLachlan, C. (2017). Literature review on motor skill and physical activity in preschool children in New Zealand. Advances in Physical Education. doi.org/10.4236/ape.2017.71002
Snyder, P., McLaughlin, T., & Bishop, C. (2017). Frameworks for guiding program focus and practices in early intervention. In J. M. Kauffman & D. P. Hallahan (2nd Series Eds.) & M. Conroy (Section Ed.), Handbook of special education: Section XII Early identification and intervention in exceptionality – Second Edition (pp.865-881). New York, NY: Routledge.
McLachlan, C., Smith, J.*, McLaughlin, T., Ali, A., Conlon, C., & Foster, S. (2017). Development of teachers’ knowledge and skills in implementing a physical education curriculum: A New Zealand early childhood intervention study. International Journal of Early Childhood, 49, 211-228. doi: 10.1007/s13158-017-0190-8
McLaughlin, T., Snyder, P., & Algina, J. (2017). Using generalizability theory to examine the dependability of scores from the learning target rating scale. Topics in Early Childhood Special Education, 37, 164-175. doi: 10.1177/0271121416669924
Cameron, M., & Margrain, V. (2015). Talking together: Supporting gifted children and positive transition to school. In V. Margrain, C. Murphy, & J. Dean (Eds.), Giftedness in the early years (pp. 163-180). Wellington, New Zealand: NZCER Press.
VanDerHeyden, A., McLaughlin, T., Algina, J., & Snyder, P. (2012). Randomized evaluation of supplemental grade-wide mathematics intervention. American Educational Research Journal, 49, 1251-1284. doi: 10.3102/0002831212462736
Aspden, K.M., & Smith, P.J. (2012). Researching with Rogoff: Our use of the ‘planes of analysis’ in educational research. Early Education, 51, 17-21.
McLaughlin, T., Denney, M., Snyder, P., & Welsh, J. (2012). Behavior support interventions implemented by families: An examination of contextual fit. Journal of Positive Behavior Interventions, 14, 89-100. doi: 10.1177/1098300711411305