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Learning Theories Profile

Click on the link below to discover more about your preferred theories and actions

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The Matrix of Perspectives with examples of theories falling within each quadrant (from Bowler, Annan & Mentis, 2007).

“Understanding the factors that encourage young people to become active agents in their own learning is critical. Positive psychology is one lens that can be used to investigate the factors that facilitate a student’s sense of agency and active school engagement.”

Furlong, Gilman & Huebner (2014).

Education and Psychology

Workshops for teachers and school leaders

  • Brain-based learning and leading
  • Narrative psychology in the school


  • Practice-based research
  • Communities of practice

Positively Psychology promotes the well-being and learning of young people and professionals through positive, appreciative and culturally sensitive practice.


Leanne Smith

“A knowledgeable, competent, articulate woman, who listens to your ideas and frames them to sound like the most inspiring work ever! Her extensive Education background allows her to always understand through the eyes of the Kids, Teachers and Whanau. Jean is the first person I always turn to for concise, professional advice and guidance and direction for future projects.”

Leanne SmithDeputy Principal, Waikowhai Intermediate School, Auckland
Jackie Sutherland

“Jean came highly recommended through my educators’ network. With our complementary skills and experience, we worked extremely well as a team throughout the almost two-year lifespan of our project. Jean provided the academic rigour and guidance necessary to ensure our TLIF report was of a high quality, ethically sound, and insightful.  I could not speak highly enough of her professionalism, passion, pragmatism, and constructive approach and would unhesitatingly recommend her to any school pursuing research and study around any aspect of teaching and learning.”

Jackie SutherlandLead Teacher, Maungaraki School Lower Hutt, Wellington
Olwyn McGibbon

“Jean worked with myself and a core team as a facilitator for achievement challenges at van Asch Deaf Education Centre over a three-year period. During this time an integral part of her guidance and support was the development and fostering of leadership skills within the core team, and of capability across our wider organisation – and indeed further beyond, into the mainstream schools that we collaborate with. Jean skillfully and gently guided us to find our own solutions towards a sustainable path to ensure that the very real insights and benefits we had gained through our projects could be embedded into our everyday practice. With the undoubted social, emotional and academic benefits for our students, the value of Jean’s role cannot be underestimated.”

Olwyn McGibbonSpecialist Resource Teacher (Outreach Team), van Asch Deaf Education Centre