One Hundred Children: baseline assessment of literacy in the early years of education     

William Louden  Janet Hunter 《Journal of Research in Reading》1999,22(1):89-94

One Hundred Children is an Australian study of literacy learning in the early years of education. The larger study (Hill, Comber, Louden, Reid and Rivalland, 1998) includes detailed case studies of children’s literacy learning in their homes, pre-schools, day-care centres and schools. This paper reports on the assessment framework developed during the study and provides a brief overview of children’s performance on items in that framework. The study demonstrates that most children made rapid and substantial progress in literacy learning and identifies the literacy domains in which children learned most during their first year at school. A number of advantages of the use of baseline measures for assessing young children’s progress in literacy are also highlighted.  相似文献   

Learning Multi‐unit Number Concepts and Understanding Decimal Place Value     

Jennifer Hunter  Irene Turner  Charlotte Russell  Karen Trew  Carol Curry 《教育心理学》1994,14(3):269-282

Research indicates that many errors in secondary school mathematics can be attributed to lack of understanding of decimal place value. Recently it has been suggested that this arises from an underlying weakness in integer place value concepts and perception of multidigit numbers in unitary terms rather than base ten, multi‐unit structures. Development of place value and multidigit number concepts was examined in individual interviews with 262 primary school pupils, aged between 7 and 12 years, using subjects’ concrete representations of written numerals and associated verbal explanations. Almost all the children had some understanding of integer place value; most older children had multi‐unit concepts of three‐ or four‐digit numbers; but two‐digit numbers, especially values of 20 or less, were frequently perceived in terms of units by all age groups. This was particularly common for the value ten where 55% of subjects displayed unitary concepts. Implications for understanding and teaching decimal place value are discussed.  相似文献   

Contested Codes: The Social Construction of Napster     

David Spitz  Starling D. Hunter 《The Information Society》2005,21(3):169-180

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Reconceptualizing the possible narratives of adolescence     

Lisa Patel Stevens  Lisa Hunter  Donna Pendergast  Victoria Carrington  Nan Bahr  Cushla Kapitzke  Jane Mitchell 《The Australian Educational Researcher》2007,34(2):107-127

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Using a multicultural approach to teach chemistry and the nature of science to undergraduate non-majors     

Peter Goff  Sarah B. Boesdorfer  William Hunter 《Cultural Studies of Science Education》2012,7(3):631-651

This research documents the creation, implementation, and evaluation of a novel chemistry curriculum. The curriculum allowed students to create theories situated in a variety of cultures while they investigated chemical phenomena central to all civilizations; it was a way of synthesizing chemistry, the history and nature of science, inquiry, and multicultural education. Achieving both chemistry content and nature of science objectives were the main goals of the curriculum. A small sample of undergraduate students participated in the curriculum instead of attending a large lecture course. The novel curriculum covered the same chemistry topics as the large lecture course. Program efficacy was evaluated using a combination of grades, survey data, and interviews with the participating undergraduates. The results suggest that this curriculum was a successful start at engaging students and teaching them chemistry as well as nature of science concepts.  相似文献   

The benefits of multi-year research experiences: differences in novice and experienced students' reported gains from undergraduate research     

H Thiry  TJ Weston  SL Laursen  AB Hunter 《CBE life sciences education》2012,11(3):260-272

This mixed-methods study explores differences in novice and experienced undergraduate students' perceptions of their cognitive, personal, and professional gains from engaging in scientific research. The study was conducted in four different undergraduate research (UR) programs at two research-extensive universities; three of these programs had a focus on the biosciences. Seventy-three entry-level and experienced student researchers participated in in-depth, semi-structured interviews and completed the quantitative Undergraduate Research Student Self-Assessment (URSSA) instrument. Interviews and surveys assessed students' developmental outcomes from engaging in UR. Experienced students reported distinct personal, professional, and cognitive outcomes relative to their novice peers, including a more sophisticated understanding of the process of scientific research. Students also described the trajectories by which they developed not only the intellectual skills necessary to advance in science, but also the behaviors and temperament necessary to be a scientist. The findings suggest that students benefit from multi-year UR experiences. Implications for UR program design, advising practices, and funding structures are discussed.  相似文献   

Teacher Education and Teaching Qualit     

Collin Hunter  John Elliot  Elliot Marland  Eileen Eileen 《British Journal of Sociology of Education》1985,6(1):97-116

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Getting in,getting on: fragility in student and graduate identity     

Sally Smith  David Hunter  Emilia Sobolewska 《高等教育研究与发展》2019,38(5):1046-1060

ABSTRACT

Over a period of three years this longitudinal study explored new approaches to consider student identity during the transition from university to employment. Students were followed through a new portfolio-based final year course and beyond university into the workplace. With universities increasingly recognising the employment aspirations of their students, facilitating self-awareness of graduate attributes and the development of employability skills are becoming integral to the higher education proposition; however the impact of employability initiatives is not well understood. The aim of the study was to examine changes in self-identification through the development of a portfolio of work using Holmes’ Claim Affirmation Model of Emergent Identity as the conceptual framework. Data were collected through student questionnaires and graduate interviews. The study uncovered the ways in which role models, developmental networks, and imaginings of a possible self were used in identity work. A fragile reconstruction of identity was observed as graduates faced the labour market, with this fragility continuing to be experienced while navigating an uncertain work landscape. We used these findings to allow us to refine Holmes’ Model by (a) adding a dynamic element and (b) grounding it on longitudinal data.  相似文献   

A survey of school psychologists' knowledge and training in child psychopharmacology     

John S. Carlson  Michelle Kilpatrick Demaray  Shana Hunter‐Oehmke 《Psychology in the schools》2006,43(5):623-633

A national sample of 320 school‐based, practicing members of the National Association of School Psychologists provided information on (a) their caseloads receiving medications, (b) types of school psychopharmacology training opportunities available and perceptions of their current training in child psychopharmacology, and (c) information about consultative efforts in monitoring medication effects on school functioning. Results indicated that almost one of every four cases seen by survey participants were being treated with psychotropic medications; nearly all respondents have engaged in consultation related to medication evaluations. Professional workshops and independent reading were the most utilized training opportunities, and participant responses indicated an overwhelming need for basic educational training to improve knowledge and consultation in this area. Implications of these findings on training in evidence‐based interventions and current practice are discussed as school psychologists experience legislative pressure to diminish their collaborative involvement in medication treatment consideration and evaluation. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 623–633, 2006.  相似文献   

Student and teacher co-navigation of a course: following the natural lines of academic enquiry     

Mark Huxham  Megan Hunter  Angela McIntyre  Robin Shilland 《Teaching in Higher Education》2013,18(5):530-541

Using the mountaineering metaphor of ‘natural lines’ this article describes the co-navigation of an honours course by students and teachers. It suggests the benefits and possibilities of going beyond the confines of conventional teaching and learning wisdom (as canonised in the notion of constructive alignment) and offering just and joyful ways for students to explore disciplinary knowledge. We openly explore issues of power between students and teachers in the construction of so-called partnerships, recognising the inherent challenges in moving beyond the prevailing mainstream. We suggest that a natural lines approach enables students to act as genuine co-navigators and to experience disciplinary knowledge in authentic ways and provides rich opportunities for personal reflection and development.  相似文献