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.
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.
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.
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.
Education Gazette editors. (2022). Intentional teaching supports effective language development. Education Gazette, 14, 101,5-9 (McLaughlin and Cherrington: Project Contributors). [link to article]
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 article]
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 article]
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 article]
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]
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.
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