Dr Tyler-Merrick is the Course Leader for the National Award SENCO and the BA (Hons) Education: Policy and Practice. In addition, she supervises PhD/EdD and Masters students projects.
Dr Tyler-Merrick’s career has spanned the early years, primary, secondary and higher education sectors in New Zealand. She initially trained as a kindergarten teacher, then worked as a Resource Teacher: Learning and Behaviour in primary and secondary schools.
As a lecturer she worked at the former Christchurch College of Education (NZ) firstly as a lecturer in early childhood education and secondly in inclusive and special education. On the merger of the Christchurch College of Education with the University of Canterbury, she completed her PhD in Education in 2015. Since then, Dr Tyler-Merrick’s teaching and research has focused on developing children’s social and emotional competence and supporting teachers with their students learning and behaviour via positive behaviour support. She joined NTU in 2018.
Dr Tyler-Merrick’s research interests include evidence-based practice in education (classroom management and teaching practices), parent/teacher partnerships, children’s antisocial (and prosocial) developmental trajectory/children’s social and emotional competence.
Dr Tyler-Merrick researchers and writes collaboratively with colleagues from Norway, Sweden, Finland, Australia and New Zealand on projects focusing on the early years.
Sponsors and collaborators
Life Member and Past President: Canterbury/Westland Kindergarten Association (Kidsfirst Kindergartens), New Zealand.
Tyler-Merrick, G. (2020). The SENCo Handbook: leading provision and practice. British Journal of Special Education, 47(1), 125-126. DOI: 10.1111/1467-8578.12303 Book Review.
Tyler-Merrick, G., Cherrington, S., McLachlan, C., McLaughlin, T., Aspden, K. & Phillips, J. (2019). Aotearoa/ New Zealand early childhood education: Moving forward with intention. In S. Garvis & H. Harju-Luukainnen (Eds.), Early Childhood Education in the 21st Century: International Teaching, Family and Policy Perspectives, Vol III. London: Routledge.
Tyler-Merrick, G. (2018). Experiencing special educational needs and disability; lessons for practice. British Journal of Special Education, 45(4), 487-488 DOI: 10.1111/1467-8578.12244. Book Review.
Aspden K., Cherrington, S., McLachlan, C., Tyler-Merrick, G., McLaughlin, T., & Phillips, J. (2018). Partnership with families in early childhood education: New Zealand’s policy and professional context. In S. Garvis., S. Phillipson., & H. Harju-Luukainnen (Eds.). International perspectives on early childhood education: Early Childhood Education in the 21st Century. Vol II. London: Routledge.
Tyler-Merrick, G., Cherrington, S., McLaughlin, T., Aspden K., McLachlan, C., & Phillips, J. (2018). Early childhood education in Aotearoa/New Zealand: History and features.In S. Garvis., S. Phillipson., & H. Harju-Luukainnen (Eds.). International perspectives on early childhood education: Early Childhood Education in the 21st Century, Vol I. London: Routledge.
Richardson, A., Potter, J., Paterson, M., Harding, T., Tyler-Merrick, G., Kirk, R., Reid, K., & McChesney, J. (2017). Office design and health: a systematic review. New Zealand Medical Journal, 130(1467), 39-49.
Scholarship: Dr Tyler-Merrick reviews for the Journal of Pedagogy, Culture and Society.
Tyler-Merrick, G., Hunter, J., van Dyk, M., & Soper J. (2017). The effects of two data informed professional development workshops on increasing teacher best practice in three BestStart early childhood centres. Christchurch, NZ: BestStart Regional Conference. 6 May.
Tyler-Merrick, G., Hunter, J., van Dyk, M., & Soper J. (2017). The cultural appropriateness of using The Teaching Pyramid Observation Tool (TPOT) to inform teacher best practice in three BestStart early childhood centres. Wellington, NZ: BestStart National Conference. 15-17 June.
Tyler-Merrick, G. (2017). Prevention and proactive involvement: Developing children’s social and emotional competence. Christchurch, NZ: Kidsfirst Kindergartens Professional Learning Hui. Christchurch, NZ, 26 & 27 April.
Tyler-Merrick, G. (2016). A four-tiered approach to guiding children’s social development. Christchurch, NZ: Kidsfirst Kindergartens Professional Learning Hui. Christchurch, NZ, 27 & 28 April.
Tyler-Merrick, G. (2016). Critical Interactions: How to create a peaceful and happy home. Christchurch, NZ: Kidsfirst Kindergartens, Wales St, 21 June.
Tyler-Merrick, G. (2016). Critical conversations: Actively promoting children’s social and emotional competence. Christchurch, NZ: OMEP (Organisation Mondiale pour Education Prescholaire -World Organisation for Early Childhood Education), 8 June.
Tyler-Merrick, G. (2015). Behaviour Screening in Early Childhood. Christchurch, NZ: Ministry of Education, Early Intervention Specialists, Canterbury Office, 9 June.
Tyler-Merrick, G. (2014). Growing Young Children's Social and Emotional Competence. OMEP (Organisation Mondiale pour Education Prescholaire -World Organisation for Early Childhood Education). Christchurch, NZ: Canterbury Branch, 19 June.
2017 (August). NZ high-fliers launch inspiring campaign to help parents shape a child's entire life – in the first 1000 days. Available from: https://www.stuff.co.nz/life-style/parenting/95647116/nz-highfliers-launch-inspiring-campaign-to-help-parents-shape-a-childs-entire-life--in-the-first-1000-days
Tyler-Merrick, G. (2015). Screening for Antisocial Development. Christchurch, New Zealand. University of Canterbury
Conference Contributions – Published
Tyler-Merrick G. and Church J. (2011). The benefits of effective behaviour screening for children in schools and kindergartens. Wellington, New Zealand: Symposium on Assessment and Learner Outcomes 2011, 1-3 Sep 2011. In Proceedings: 231-241.
Gassman G. and Tyler-Merrick G. (2006). Travels through Middle-Earth - On the Preparation of Special Educators in New Zealand and the United States: How Can We Do It Better? Herstmonceux Castle, East Sussex, UK: Sixth International Conference on Self-Study of Teacher Education Practices, 30 Jul-3 Aug 2006. In Collaboration and Community: Pushing Boundaries through Self-Study: 92-97.
Tyler-Merrick G., Church J. and Hayward H. (2006). The Social Development Project. Adelaide, Australia: Early Childhood Intervention Australia, 5-7 Mar 2006.
Church R.J., Tyler-Merrick G. and Hayward H. (2006). Identifying antisocial development in New Zealand children. Phase 1: Development of the screening procedure. Ministry of Education, New Zealand. Commissioned by Ministry of Education, New Zealand. 71pp.
Church J., Tyler-Merrick G. and Hayward H. (2005). The Social Development Project Phase 1: Development of the Screening Procedure. First Milestone Report to the Ministry of Education. Commissioned by Ministry of Education.
Church R.J., Tyler-Merrick G.M. and Hayward H. (2005). The Social Development Project. Phase 1: Development of the Screening Procedure. Second Milestone Report to the Ministry of Education. Commissioned by Ministry of Education. 8pp.
Sadownik, A., Lewandowska, E., Harju-Luukkainen, H., Garvis, S., Bramley, M., Goff, W., Knor, E., Lewis, T., Phillipson, S., Tyler-Merrick, G., Yngvesson, T. (2019). Steering documents as conditions for parental involvement: How to deal with democratic deficit in Nordic, Anglo-Saxon and German countries. European Research Network on Parents in Education, Gdansk, Poland, 18-20 September.
Harju-Luukkainen, H., Garvis, S., Bramley, M., Goff, W., Knor, E., Lewandowska, E., Lewis, T., Phillipson, S., Tyler-Merrick, G., Yngvesson, T. (2019). Perspectives on Collaboration with Parents in ECEC: A content analysis on steering documents in Australia, England, Finland, Germany, New Zealand, Norway, Poland and Sweden. Early Years Education Research Association Conference, Thessaloniki, Greece, 21-23 August
Phillips, J. Tyler-Merrick, G. & Phillipson, S. (2018). The feasibility of TOGETHER: A collaborative parent-educator program for teaching social-emotional competence in young children. EECERA, Budapest. Oral presentation, 23 August.
Tyler-Merrick, G. (2018). The effects of the Prevent-Teach-Reinforce for Families (PTR-F) programme in New Zealand with three young children. Faculty for Children, Young People and their Families Annual Conference. Liverpool. Oral presentation, 11 October.
Tyler-Merrick, G. (2018). Behaviour Screening: The development and findings of a three-gate behavioural assessment tool for use in schools and early years settings. Adverse Childhood Experiences (ACEs). Advancing Theory, Policy and Practice, 22-23 Nov.
Phillips J. and Tyler-Merrick G. (2015). The effects of an in-service course to develop early childhood teachers' skill in positive behaviour strategies. Victoria University of Wellington, Wellington, New Zealand: New Zealand Association of Research in Education Early Childhood Education SIG Hui, 15-15.
Tyler-Merrick G. (2015). Screening for antisocial development: How can we overcome the difficulties early childhood teachers experience when screening for antisocial development in young children? Victoria University of Wellington, New Zealand: NZARE Early Childhood Education SIG Hui: Revitalising our Research Relationships: He Matai Rangahau, Tatai Whanaungatanga, 15-15 May.
Tyler-Merrick G., Church R.J. and Tarren-Sweeney M. (2013). The development and findings of a three-gate behavioural assessment for use in New Zealand schools and kindergartens. Hamilton, New Zealand: Sixth Educational Psychology Forum, 2-4 Dec.
Chadinha E., Tyler-Merrick G. and Walker L. (2013). A case-study of interactions between two students with special educational needs and their teachers, teacher-aides, and peers in an inclusive primary school setting. Hamilton, New Zealand: Sixth Educational Psychology Forum. 2-4 Dec.
Swney M., Tyler-Merrick G. and France K. (2013). The effects of video self modeling on three children with dog fears. University of Auckland, NZ: New Zealand Psychological Society Annual Conference (NZPsS), 6-9 September.
Swney M., Tyler-Merrick G. and France K. (2013). Using feed-forward to reduce dog fears in children. Hamilton, NZ: University of Waikato: New Directions for Educational Psychology.
Tyler-Merrick G.M. and Church R.J. (2012). Active teacher participation in a three gate behavioural assessment in New Zealand schools and kindergartens: The difficulties teachers experience. Auckland, New Zealand: 5th Educational Psychology Forum - Contemporary Trends in Educational Psychology, 20-21 Nov.
Tyler-Merrick G.M. (2011). Building strong foundations: The role of kindergarten in leading lifelong learning. Wellington, New Zealand: 5th Annual Education Leaders Forum, 31 Aug-1 Sep.
Tyler-Merrick G. and Wilson S. (2010). We've come a long way: Parent/whanau and teachers' voices in our future. Christchurch, New Zealand: New Zealand Educational Administration and Leadership Society (NZEALS) Conference: Leadership - A Juggling Act? 7-9 Apr.
Tyler-Merrick G.M. and Church J. (2010). Resource Teachers: Learning and Behaviour: Desired training requirements as identified by two stakeholder groups. University of Canterbury, Christchurch, New Zealand: 3rd Educational Psychology Forum, 1-2 Nov.
Tyler-Merrick G.M. and Wilson S. (2010). Cultivating a community of leaders. Rotorua, New Zealand: Education Leaders Forum 2010 (ELF 2010), 20-21 Oct.
Tyler-Merrick G. and Church J. (2009). Early identification of children at risk of life-course persistent antisocial development: The Social Development Project. Wellington, New Zealand: Second Educational Psychology Forum: Theory, Practice Challenge, 16-17 Nov.See all of Gaye Tyler-Merrick's publications...