Climbing Out of the Void: Moving from chaos to concepts in the presentation of a thesis     

Cheryl Hunt 《Teaching in Higher Education》2013,18(3):351-367

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The Secret Room     

Roderick Hunt 《英语大王(小学)》2013,(7)

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By the Stream     

Roderick Hunt  Alex Brychta 《英语大王(小学)》2013,(5):36-38

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How not to read a children's book     

Peter Hunt 《Children‘s Literature in Education》1995,26(4):231-240

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Designing professional learning for effecting change: Partnerships for local and system networks     

Claire Wyatt-Smith  Susan Bridges  Maree Hedemann  Mary Neville 《The Australian Educational Researcher》2008,35(3):1-20

This paper presents (i) a purpose-built conceptual model for professional learning and (ii) a leadership framework designed to support a large-scale project involving diverse sites across the state of Queensland, Australia. The project had as its focus teacher-capacity building and ways to improve literacy and numeracy outcomes for students at educational disadvantage. It involved 15 intersectoral clusters and brought together Middle School teachers, principals, curriculum leaders and management personnel from Education Queensland, the Association of Independent Schools Inc., and the Catholic Education Commission. In the paper we discuss how the project worked at the interface of research and practice. Further, we discuss how professional learning was facilitated by a multi-layered approach that acknowledged the importance of research-based learning, curriculum and pedagogic leadership by principals, and strong opportunities for teacher agency through cross-cluster and intersectoral collaboration. In conclusion, we invite readers to consider how the approach represents a radical new way to think about what could count as valued professional learning interactions.  相似文献   

Students with Disabilities: Practical Information for School Counselors in Turkey     

Elif Cimsir  Brandon Hunt 《International journal for the advancement of counseling》2018,40(2):122-132

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Statistics for the Terrified Version 3.0     

Neville Hunt 《Teaching Statistics》1997,19(3):78-79

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Retention of conditioned autonomic and behavioral responses in preweanling rats: Forgetting and reinstatement     

Pamela S. Hunt 《Learning & behavior》1997,25(3):301-311

Preweanling rats, 16 days of age, responded to an olfactory conditioned stimulus (CS) paired with a shock unconditioned stimulus (US) with increases in heart rate and behavioral activation. In two experiments this finding was replicated and, in addition, it was found that the form of these conditioned responses (CRs) changed after a retention interval. When tested 24 h after CS-US pairings, the subjects displayed a decrease in heart rate accompanied by CS-elicited freezing. Giving two unsignaled shocks prior to the delayed test effectively reinstated the tachycardia and behavioral arousal CRs. The results are discussed in terms of contextual influences on the form of the CR and how changes in the magnitude of context fear may alter responding to an olfactory CS.  相似文献   

A conceptual level matching model for coordinating learner characteristics with educational approaches     

David E. Hunt 《Interchange》1970,1(3):68-82

The theoretical background and construct validity of Conceptual Level (CL) are summarized in order to provide the basis for deriving the CL matching model. The rationale for the CL matching model, which coordinates learner CL and degree of structure of educational approach, is described, and empirical support reviewed. A possible extension of the matching model based on coordinating learner “accessibility channels” with the form of presentation is summarized. Finally, a few problems in implementing matching models are noted.  相似文献   

Formative Automated Computer Testing (FACT)     

Nicoll Hunt  Janet Hughes  & Glenn Rowe 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(5):525-535

This study describes the context for the development of a tool to formatively assess information technology skills of students. The tool provides a reliable and valid assessment of word processing competency, utilizing automation to apply the test instrument via the Microsoft Office package. Tests can be designed directly by tutors, and delivered via a network. Evaluation of the tests suggests that immediate automated testing is preferred by students compared to a traditional written test. There is evidence that the tool improves the IT skills of its users, whereas a traditional written test has no such beneficial effect.  相似文献