Dr Jennifer Charteris

Senior Lecturer, Learning and Teaching, School of Education, UNE
Adjunct Senior Lecturer, School of Education, University of Fiji -

Jennifer Charteris

Phone: +61 6773 3513

Email: jcharte5@une.edu.au

Biography

Dr Jennifer Charteris is Senior Lecturer in Pedagogy. Her particular research trajectory is in the area of politics in Education. Politics can be understood as power relations; the origin and distribution of power. Jennifer’s research interests span identity and subject formation, student voice, assessment for learning, and the politics of teacher education and professional learning. Critical, poststructural and posthuman theories influence much of her work and she is interested in how theories of affect and materiality can be used to inform education research.

As a teacher educator with teaching experience in Aotearoa/New Zealand, Australia and the UK, Jennifer has worked with students, teachers, principals, school communities and school in-service advisors across the primary, secondary and tertiary sectors. As an in-service teacher educator with the University of Waikato, NZ, Jennifer provided professional learning for principals and teachers that aimed to raise student achievement through targeted assessment for learning and culturally responsive pedagogies.

At UNE she teaches research methods at masters level and learning theories in the Bachelor of Education (K-6 Teaching) course. She is interested in supervising PhD, EdD, or masterate students in the areas of assessment, elearning/ epedagogy, and teacher education and professional learning, and in particular those who want to extend their knowledge and use of Critical, Poststructural and Posthuman theories.

Chair of the Research Working Group. School of Education. University of New England.

Qualifications

Ed.D. University of Waikato, New Zealand. Thesis: Agency as dynamic and rhizomatic: An exploration of learner identities in two secondary classrooms
MTchnLn -University of Canterbury, New Zealand. Thesis: An Action Research Project on Leadership and Change Management.
Grad DipICT.Ed -University of Canterbury, New Zealand
Cert Online Teaching and Learning -University of Canterbury, New Zealand
B.ED. -Massey University New Zealand
DipTeach -Palmerston North Teacher's College, New Zealand

Memberships

Memberships

    Education Organisations

  • Dialogic Pedagogy Journal Editorial Board (Editorial board)
  • New Zealand Journal of Teachers’ Work Editorial Board (Editorial board)
  • Philosophy of Education Society of Australasia (PESA)
  • Australian Association of Research in Education (AARE)
  • Reviewer

  • Journal of Education Policy
  • Teaching and Teacher Education
  • Assessment in Education: Principles, Policy & Practice
  • Journal of Learning Development in Higher Education
  • Journal of Communication Inquiry
  • International Journal of Qualitative Studies in Education

Teaching Areas

Master of Teaching, Research Methods
BEd(K-6 Teach) EDUC106 Teaching Development 1: PrEx 10 days
EDLT500/400/302/301 Planning for Effective Learning

Research Interests

Research Projects

Investigating telepresence to address the needs of children who are missing school Principal Investigator)

This research investigates how children who miss school due to ill health can use telepresence robots to help them connect with teachers and peers.

Sustainable learning – An investigation of professional learning in NZ schools. (Principal Investigator)

The research explores teacher and principal perceptions of Professional Development (PD) in New Zealand with a particular focus on innovative learning environments and assessment for learning.

Engaging with evidence: The use of peer review and teaching evaluations to support teaching and learning in Higher Education (Principal Investigator) 

The research investigates how university teachers across 30 universities engage with peer review and teaching evaluation evidence.

Principal and teacher perceptions of youth social media and networked affect in Australian schools (Principal Investigator) 

The research investigates what educators understand about youth activism through the use of social media.

Social media use in NSW schools

The research aims to explore the issues associated with the use of Snapchat and other disappearing social media for NSW teachers, students and school communities.

Grants, Awards and Funding

2017 University of New England School of Education Research Funding. ‘Principal and teacher perceptions of youth social media and networked affect in Australian schools’ (Charteris & Gregory). $875.00.

2016 Ian Potter Foundation Travel Grant. Total of grant: $1000.

2016 University of New England School of Education Research Funding. ‘Principal and teacher perceptions of youth social media and networked affect in Australian schools’ (Charteris & Gregory). Total of grant: $1305.

2016 University of New England School of Education Research Funding. ‘Gifted Education in the Schooling Sector: An investigation of perceptions in NSW schools.’ (Jones & Charteris). Total of grant: $1740.

2014 University of New England Seed Grant – 'Cyber Security and Social Media: Securing students' well-being. Research Project (Gregory, Charteris, Masters, Kennedy, Maple UNE). Total of grant: $9998.

2014 University of New England School of Education Research Funding. Social Media and Learning Communities in Higher Education. (Charteris, Gregory, Masters, Quinn, Parkes, Fletcher). Total of grant: $2450.

2014 Australian Association of Research in Education Alison Lee 'Theory in Educational Research' Travel Scholarship. Total of grant: AU$1,500.

2012 Peter Freyberg Memorial Fund for Curriculum Research in Education, The University of Waikato, NZ. Total of grant: $3,000.

2005 New Zealand Ministry of Education E-Learning Research Fellowship.

Publications

Research Report

Quinn, F., Charteris, J., Adlington, R., Rizk, N., Fletcher, P., & Reyes, V. (2016). Reach and scope for Primary Connections online professional learning and development: A sector scan and review of science and literacy initiatives. A review commissioned by the Academy of Science to inform provision of online professional learning and development for Primary Connections.

Recent Journal Articles

Charteris, J. (in press). The nuances of posthumanism. Educational Philosophy and Theory.

Dargusch, J., & Charteris, J. (in press). ‘Nobody is watching but everything I do is measured': Teacher accountability, learner agency and the crisis of control.Australian Journal of Teacher Education

Charteris, J. & Smardon, D. (in press). Policy enactment and leader agency. New Zealand Journal Teachers’ work.

Charteris J., Parkes, M., Gregory, S., Fletcher, P., & Reyes, V. (in press). Student-initiated Facebook sites: Nurturing personal learning environments or a place for the disenfranchised? Technology, Pedagogy and Education

Charteris, J. & Smardon, D. (2018). ‘Student voice in learning: instrumentalism and tokenism or opportunity for altering the status and positioning of students?’ Pedagogy, Culture & Society, Doi:10.1080/14681366.2018.1489887 Available at https://www.tandfonline.com/eprint/VD3uHMPvDfmMYMUySBKD/full

Charteris, J., & Dargusch, J. (2018). The tensions of preparing pre-service teachers to be assessment capable and profession-ready. Asia-Pacific Journal of Teacher Education. Available at https://www.tandfonline.com/eprint/RS2p3ZdtRCbwW8jRhVzq/full

Charteris, J., & Smardon D. (2018). Assessment and student participation: ‘Choice and voice’ in school principal accounts of schooling territories. Teaching Education Doi: 10.1080/10476210.2018.1462311

Charteris, J., & Smardon D. (2018). The politics of student voice: Unravelling the multiple discourses articulated in schools. Cambridge Journal of Education. Doi: 10.1080/0305764X.2018.1444144  Available at https://www.tandfonline.com/eprint/2QCXedpGDBdyfmFwhqsz/full

Charteris, J., & Thomas E., & Masters, Y. (2018). Funds of identity in Education: Acknowledging the life experiences of first year tertiary students. The Teacher Educator, 53(1), 6-20. Available at http://www.tandfonline.com/eprint/tYrGPAHSrnmDpNqPj6uw/full

Charteris, J., & Smardon D. (2017). A typology of agency in new generation learning environments: emerging relational, ecological and new material considerations. Pedagogy, Culture and Society, 26(1), 51-68. Available at http://www.tandfonline.com/eprint/AsDXs66xAJGFXi7tQcA3/full

Jenkins, K., Charteris, J., Bannister-Tyrrell, M., & Jones, M. (2017). Emotions and casual teachers: Implications of the precariat for initial teacher education. Australian Journal of Teacher Education, 42(12). 162-179. http://dx.doi.org/10.14221/ajte.2017v42n12.10

Barker, L., Nye, A., & Charteris, J. (2017). Voice, representation and dirty theory. Postcolonial Directions in Education, 6(1), 54-81.

Jones, M., & Charteris, J. (2017). Transformative professional learning: An ecological approach to agency through critical reflection. Reflective Practice. Available from http://www.tandfonline.com/eprint/I8TPUPjajiNYvmUbdbnC/full

Charteris, J., & Smith, J. (2017). Sacred and secret stories in professional knowledge landscapes: Learner agency in teacher professional learning. Reflective Practice. Available from http://www.tandfonline.com/eprint/8wGck3sm7pQXX9iZbxJg/full

Charteris, J., Smardon, D., & Nelson, E. (2017). Innovative learning environments and new materialism: A conjunctural analysis of pedagogic spaces. ACCESS Special Issue of Educational Philosophy and Theory. 49(8), 808-821. Doi: 10.1080/00131857.2017.1298035. Available from http://www.tandfonline.com/eprint/kzRuTZ6NqXZW2rZqSRvG/full

McKnight, L., Rousel, D., Charteris, J., & Bourke K. (2017). The invisible hand: Designing curriculum in the afterward. International Journal of Qualitative Studies in Education, 30(7), 635-655. Available from http://www.tandfonline.com/eprint/4mWIezjVzjSMa9TEwvV2/full

Charteris, J., Jones, M., Nye, A., & Reyes, V. (2017). A heterotopology of the academy: Mapping alterior assemblages as possibilised heterotopias. International Journal of Qualitative Studies in Education. 30, 340-353. Doi 10.1080/09518398.2016.1250178. Available from http://www.tandfonline.com/eprint/ybkYThWyePtjed4cIsT2/full

Smardon, D., & Charteris, J. (2017). Raising the bar for teacher professional learning and development? Or just cruel optimism? New Zealand Journal of Educational Studies. 52, 177–183. DOI: 10.1007/s40841-017-0075-2. Available from http://rdcu.be/ty6r

Charteris, J., Jenkins, K., Jones, M., & Bannister-Tyrrell, M. (2017). Structural marginalisation, othering and casual relief teacher subjectivities. Critical Studies in Education, 58(1), 104-119. Available at http://www.tandfonline.com/eprint/MuSuqcTIPy8PkEmiC2Yc/fullDOI:10.1080/17508487.2015.1108208

Page, A., & Charteris, J. (2017). Reconceptualising relational aggression as strategic communication: girls, goals, and their peer groups. The Educational and Developmental Psychologist, 34(34), 78-91. DOI: https://doi.org/10.1017/edp.2017.2

Page, A., Jones, M., Charteris, J. & Nye, A. (in press). Relational aggression & the ‘mean boy'- Re-gendering concepts of aggressive and dangerous. Journal of Psychology and the Behavioral Sciences .

Nye, A., Amazon, R., & Charteris, J. (2017). Prudentia as becoming-shame: Knowledge production in southern theory research practice. Reflective Practice, 18(1), 81-93.Available fromhttp://www.tandfonline.com/eprint/vCXwDy3c45Wwsc6rptd5/full

Charteris, J., Jenkins, K., Jones, M., & Bannister-Tyrrell, M. (2017). Discourse appropriation and category boundary work: casual teachers in the market. Discourse: Studies in the Cultural Politics of Education, 38(4), 511-529. DOI:10.1080/01596306.2015.1113158. Available from http://www.tandfonline.com/eprint/FmuXgYtU7pmHmMF7zCNZ/full

Charteris, J., Smardon, D., Foulkes, R., & Bewley, S. (2016). Heterarchical coaching for continuing teacher professional learning and development: A transversal analysis of agency. International Journal of Qualitative Studies in Education.  30(6), 546-559. Available from: http://www.tandfonline.com/eprint/zbbvdFFI8qWgemwhCSwG/full

Charteris, J., Smardon, D., & Nelson, E. (2016). Innovative learning environments and discourses of leadership: Is physical change out of step with pedagogical development? Journal of Educational Leadership, Policy and Practice, 31(1), 33-47.

Nye, A., Barker, L., Charteris, J. (2016). Matrilineal narratives: Learning from voices and objects. Hecate, 41 (1-2), 180-190.

Charteris J., Quinn, F., Parkes, M., Fletcher, P., & Reyes, V. (2016). e-Assessment for Learning and Performativity in Pre-Service Teacher Education: A Case for Existential Learning. Australasian Journal of Educational Technology, 32(3), 112-122. Retrieved from http://ajet.org.au/index.php/AJET/issue/view/109

Charteris, J., & Thomas E. (2016). Uncovering ‘unwelcome truths’ through student voice: Teacher inquiry into agency and student assessment literacy. Teaching Education,28(2), 162-177. DOI:10.1080/10476210.2016.1229291. Available from http://www.tandfonline.com/eprint/Wvny2eHJhYzr8vy4tk8M/full

Charteris, J., Gregory, S., & Masters, Y. (2016). ‘Snapchat’, youth subjectivities and sexuality: Disappearing media and the discourse of youth innocence. Gender and Education, 30(2), 205-221.  http://dx.doi.org/10.1080/09540253.2016.1188198

Charteris, J., & Smardon D. (2016). Professional learning as ‘diffractive’ practice: Rhizomatic peer coaching. Reflective practice, 17(5). 544-556. http://www.tandfonline.com/eprint/QqwB63IQt4qr9KMZ5qyc/full

Charteris, J. (2016). Envisaging agency as discourse hybridity: A Butlerian analysis of secondary classroom discourses Discourse: Studies in the Cultural Politics of Education, 37(2),189-203. DOI:10.1080/01596306.2014.943156

Charteris, J., Gannon, S., Mayes, E., Nye, A., & Stephenson, L. (2016). The emotional knots of academicity: a collective biography of academic subjectivities and spaces. Higher Education Research & Development. 35, 31-44. http://www.tandfonline.com/doi/full/10.1080/07294360.2015.1121209

Reyes, V., Masters, Y., Clary, D., Betlem, E., Jones, M., Charteris, J., Kivunja, C., Rizk, N., & Sigauke, A. (2016). Writing for publication group: professional development situated in the interstices of academia and performativity. Reflective Practice, 17(4), 444-455. DOI:10.1080/14623943.2016.1169170

Smardon, D., Charteris, J., & Nelson, E. (2015). Shifts to learning eco-systems: Principals’ and teachers’ perceptions of innovative learning environments. New Zealand Journal of Teachers’ Work. 12(2), 149-171.Available from https://teachworkojs.aut.ac.nz/autojs/index.php/nzjtw/article/download/31/56

Charteris J., Quinn, F., Parkes, M., Fletcher, P., Reyes, V. (2015) e-Assessment for Learning in Higher Education: Is it a wolf in sheep’s clothing? Journal for Learning Development in Higher Education, 9.  Available at:  http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=article&op=download&path%5B%5D=278&path%5B%5D=pdf

Charteris, J. (2015). Dialogic feedback as divergent Assessment for Learning: An ecological approach to teacher professional development. Critical Studies in Education, 57(3), 277-295. DOI:10.1080/17508487.2015.1057605

Charteris, J. (2015). Learner agency and Assessment for Learning in a regional New Zealand high school. Society for the Provision of Education in Rural Australia 25(2), 2-13.

Charteris, J., & Smardon D. (2015). Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry. Teaching and Teacher Education, 50, 114-123. DOI:10.1016/j.tate.2015.05.006

Charteris, J. (2014). Learner agency, dispositionality and the New Zealand Curriculum Key Competencies. New Zealand Journal of Teachers’ Work, 11(2). Available from https://teachworkojs.aut.ac.nz/autojs/index.php/nzjtw/

Charteris, J. (2014). Agentic subjectivities and key competencies. Curriculum Matters, 10, p. 11-31.

Charteris, J. (2014). Epistemological shudders as productive aporia: A heuristic for transformative teacher learning. International Journal of Qualitative Methods, 13, 104-121.

Charteris, J., & Smardon D. (2014). Dialogic peer coaching as teacher leadership for professional inquiry. International Journal of Mentoring and Coaching in Education, 3 (2). pp.108 – 124.

Smardon, D., & Charteris, J. (2014). Strengthening teacher co-leadership through professional inquiry. Journal of Educational Leadership, Policy and Practice, 29 (2), 73-83.

Charteris, J. (2013). Learner agency: A dynamic element of the New Zealand key competencies. Teachers and Curriculum Journal, 13, 19-25. DOI: http://dx.doi.org/10.15663/tandc.v13i0

Charteris, J., & Smardon, D. (2013). Second look - second think: A fresh look at video to support dialogic feedback in peer coaching. Professional Development in Education (Special Issue) 39 (2), 1-18.

Smardon, D., & Charteris, J. (2012). Between a rock and a hard place: Teacher professional learning. New Zealand Journal of Teachers' Work, 9(1), 27-35. http://goodteacher.co.nz/download/gt1204.pdf (Reprinted)

Charteris, J., & Trafford R. (2010). Speaking plainly: Student led reporting in relation to the New Zealand curriculum standards. New Zealand Journal of Teachers' Work, 7(1), 38-46 Available from: http://www.teacherswork.ac.nz/journal/volume7_issue1/charteris.pdf

Book Chapters

Charteris, J., Nye, A., & Jones, M. (2018). Feasible utopias and affective flows in the academy: A mobilisation of hope and optimism. In A. L. Black & S. Garvis (Eds.), Women Activating Agency in Academia. Metaphors, Manifestos and Memoir. Routledge

Charteris, J., Smardon, D., Page, A. (2018). Spatialised practices in ILEs: Pedagogical transformations and learner agency. In L. Benade & M. Jackson (eds.), Transforming education: Design, technology, governance in global contexts (pp. 19-34). Singapore: Springer

Charteris, J., Nye, A., & Jones, M. (2017). A wild choreography of affect and ecstasy: contentious pleasure (joussiance) in the academy. In S. Riddle, M. Harmes & P. Danaher (eds.), Producing pleasure within the contemporary university (pp. 49-64). Rotterdam, The Netherlands: Sense Publishers

Cornish, L., Bannister-Tyrrell, M., Charteris, J., Jenkins, K., & Jones, M, (2017). Planning for teaching. In J. Allen & S. White (eds.), Learning to Teach in a New Era (pp. 198-238). Cambridge, UK: Cambridge University Press

Gregory, S., Bannister-Tyrrell, M., Charteris, J., & Nye, A. (in press). Heutagogy  in postgraduate education: Cognitive advantages for higher degree online students. In F. F. Padro, P. Danaher, E. Ronel (Eds.) University Development and Administration: Post-graduate Education in Higher Education

Professional Articles

Charteris, J., & Smardon, D. (2018). Student agency in schools - how radical is your student voice work? Good Teacher Magazine, 5-8Availablehttp://goodteacher.co.nz/term-2

Smardon, D., & Charteris, J. (2017) Learner agency in innovative learning environments: Navigating new generation spaces. Good Teacher Magazine. Available http://goodteacher.co.nz/term-4

Charteris, J., & Smardon, D. (2017). Politics of whitewater – Considerations for Communities of Learning | Kāhui Ako. Ipu Kererū -New Zealand Association for Research in Education.Available from https://nzareblog.wordpress.com/2017/08/07/politics-of-whitewater/

Charteris, J., & Smardon, D. (2017). Learner agency ­ Is it really as simple as all that? NZ Principal, 25-28. Available from https://issuu.com/nzprincipal.co.nz/docs/nzp_t3_2017-web?e=16741413/52621832

Smardon, D., & Charteris, J. (2017). Assessment for Learning in the relationality of schooling spaces. Good Teacher Magazine. Available from http://goodteacher.co.nz/term-3

Gregory, S., Charteris, J., Masters, M., Maple, M.,  & Kennedy, A. (2017). Snapchat. Now you see it now you don’t. In Y. Masters & N. Rizk (eds.), Linking Research to the Practice of Education, 1(1) pp.4-6. ISSN 2207-5151

Smardon, D., & Charteris, J. (2016). Leading change in innovative learning environments: Building school wide leadership capacity. NZ Principal. Available from https://issuu.com/nzprincipal.co.nz/docs/nzp_t4_2016

Charteris, J. (2016). Assessment literacy and assessment capability – What is the difference. Good Teacher Magazine. Available http://goodteacher.co.nz/term-4

Smardon, D., & Charteris, J. (2016). Knocking down walls and buying new furniture? What are Innovative L earning Environments in New Zealand schools really about?  NZ Principal, 31(1). 24-28. Available from https://issuu.com/nzprincipal.co.nz/docs/nzp_t1_2016_web?e=16741413/33968547

Smardon, D., & Charteris, J. (2016). Are you on board the ‘change train’? Principal perceptions of Investing in Educational Success. NZ Principal, 31(2). 24-29. Available from https://issuu.com/nzprincipal.co.nz/docs/nzp_t2_2016_web?e=16741413/36693088

Charteris, J., & Smardon, D. (2016). Innovative learning environments – a flashback to ‘open plan’ or a leap into the future?   Good Teacher Magazine. Available from  http://issuu.com/goodteacher/docs/gt1602/5?e=3318830/35287653

Charteris, J., & Gregory, S. (2016). Snapchat, sexting and cyberbullying – What do we need parents to know? Good Teacher. https://issuu.com/goodteacher/docs/gt1603

Charteris, J., & Gregory, S. (2016, May 30). The two faces of Snapchat for schools and parents. Retrieved from https://blog.une.edu.au/news/2016/05/30/the-two-faces-of-snapchat-for-schools-and-parents/

Charteris, J., & Gregory, S. (2016, May 28). Snapchat has its risks but it's a powerful tool for youth creativity and socialisation. Australasian Science. Retrieved from http://www.australasianscience.com.au/article/science-and-technology/snapchat-has-its-risks-its-powerful-tool-youth-creativity-and-sociali

Charteris, J., & Gregory, S. (2016, July 19). The research files episode 21: The impact of Snapchat in Education settings. An Australian Council for Education Research Podcast. Available at: https://itunes.apple.com/au/podcast/teacher-magazine-acer/id899419616?mt=2 - episodeGuid=tag%3Asoundcloud,2010%3Atracks%2F274456159

Charteris, J., & Gregory, S. (2016). 'Snapchatting’ in schools: How are school leaders managing issues of cyber-bullying and sexting? Australian Council for Educational Research Teacher Magazine. Available at https://www.teachermagazine.com.au/article/snapchatting-in-schools-how-are-school-leaders-managing-issues-of-cyber-bul

Charteris, J., & Gregory, S. (2016, May). Snapchat - an outlet for youth creativity. The Conversation. Available at http://theconversation.com/snapchat-has-its-risks-but-its-a-powerful-tool-for-youth-creativity-and-socialisation-59457

Conference Presentations

Charteris, J., Nye, A., & Jones, M. (2017). Affective flows in the media firestorm: Belonging, lust, resistance, and hope through the networked gaze. Australian Association for Research in Education (AARE), Melbourne, 26-30 Nov.

Charteris, J., & Gregory, S. (2016). Snapchat and digitally mediated sexualized communication: Becoming-teen ruptures in the school home nexus. Philosophy of Education Society of Australasia, Fiji, 7-10 December

Charteris, J., & Smardon, D., & Nelson, E. (2016). Innovative learning environments and the conjunctural epoch: A new material reading of the spatial politics of schooling. Australian Association for Research in Education (AARE), Melbourne, 28-31 Nov.

Charteris, J., Nye, A., & Jones, M. (2016). Choral refrains-Joussiance an ecstasy of escape. Australian Association for Research in Education (AARE), Melbourne, 28-31 Nov.

Charteris, J., Gregory, S., Masters, M., Maple, M.,  & Kennedy, A. (2016). Snapchat at school – ‘Now you see it…’ : Networked affect – cyber bullying, harassment and sexting. Ascilite Conference. Adelaide. 28-30 Nov. Available from https://www.researchgate.net/publication/311612961_Snapchat_at_school_-_%27Now_you_see_it%27_Networked_affect_-_cyber_bullying_harassment_and_sexting

Charteris, J., & Gregory, S. (2016). Sexting, cyberbulling and the use of disappearing social media in Australian schools.  New Zealand Association of Research in Education  (NZARE) Wellington, 20-22 November.

Charteris, J., & Smardon, D. (2016). Assessment for learning territories: A cartography of practices. Research and Innovation in Classroom Assessment Conference. Brisbane, 21st – 23rd September.

Barker, L., Charteris, J., & Nye, A. (2016). Learning through generations: Matrilineal narratives of care. Australian Women’s and Gender Studies International Biennial Conference, Queensland University of Technology, Gardens Point, 29th June -1st July

Charteris, J., & Smardon, D. (2016). Learning leadership and relational trust: The challenge of innovating the pedagogical core of schooling. 2nd Annual International Conference on Education.  Bangkok, Thailand, 21st – 22nd April.

Charteris, J., & Masters, Y. (2014). Embracing Diverse Funds of Knowledge in First Year Higher Education. The Sixth Asian Conference on Education Osaka, Japan. 28th Oct- 2 Nov.

Masters, Y., & Charteris, J. (2014). First Years, Funds of Knowledge and Third Spaces. First Year Experience Conference Dallas, Texas, USA. Feb

Charteris, J. (2014).  Troubling the familiar: Epistemological Shudders as an analytic lens to explore performativity. International Conference of the Australian Association for Research in Education (AARE), Brisbane. 30 Nov- 4 Dec.

Charteris, J. (2014). Upholding the Spirit of Assessment for Learning. Asia Pacific Educational Research Association Conference (Apera) Hong Kong. 19-21 Nov

Charteris, J., Gregory, S., & Masters, Y. (2014). Snapchat 'selfies': The case of disappearing data. Ascilite Conference. Dunedin, NZ. 23-26 Nov. Available from www.ascilite.org/conferences/dunedin2014/files/concisepapers/47-Charteris.pdf

Charteris J., Quinn, F., Parkes, M., & Fletcher, P. (2014). Assessment for Learning and Digital Technologies in Pre-Service Teacher Education Courses. Ulearn -elearning in Education Conference Rotorua New Zealand 8-10 Oct.

Charteris, J. (2013). Agency as performative: An analysis of agency in a secondary classroom. International Conference of the Australian Association for Research in Education (AARE), Adelaide, 1-5 Dec.

Charteris J., & Smardon, D. (2013). Intellectual Expansiveness through Rhizomatic Thinking: A Rhizoanalysis of Transformational Teacher Learning. Social Psychology of the Classroom International Conference Auckland, 15-18 July

Charteris J. (2012). Troubling the familiar: Epistemological Shudders as an analytic lens to explore performativity. International Conference of the Australian Association for Research in Education (AARE), Sydney, 2-6 Dec.

Smardon, D., & Charteris, J. (2012). 'Then I go away and think about it': Dialogic Peer Coaching for Professional Inquiry. Australian Council for Educational Leaders Conference (ACEL) Brisbane, 3-5 Oct.

Smardon, D., & Charteris, J. (2010). Dialogic and Dialectic Feedback Collaborative dialogue for learning: What is the impact? British Educational Research Association Conference (BERA) University of Warwick, UK,6–9 Sept.

Charteris J. (2010).  Plain language is child's play: How can learners be authoritatively positioned in their learning? ULearn Conference, Christchurch, NZ. 6-8 Oct.