Hilary Ferral's scientific contributions
What is this page?
This page lists the scientific contributions of an author, who either does not have a ResearchGate profile, or has not yet added these contributions to their profile.
It was automatically created by ResearchGate to create a record of this author's body of work. We create such pages to advance our goal of creating and maintaining the most comprehensive scientific repository possible. In doing so, we process publicly available (personal) data relating to the author as a member of the scientific community.
If you're a ResearchGate member, you can follow this page to keep up with this author's work.
If you are this author, and you don't want us to display this page anymore, please let us know.
It was automatically created by ResearchGate to create a record of this author's body of work. We create such pages to advance our goal of creating and maintaining the most comprehensive scientific repository possible. In doing so, we process publicly available (personal) data relating to the author as a member of the scientific community.
If you're a ResearchGate member, you can follow this page to keep up with this author's work.
If you are this author, and you don't want us to display this page anymore, please let us know.
Publications (2)
Citations
... For example, all PSTs described times when they felt disappointed or angry but powerless as they observed their students underperforming or opting out of summative assessments. This behaviour has been found to be a feature for some students in NCEA assessment as they focus on just achieving the minimum credits required for their qualification (Graham, Meyer, McKenzie, McClure, J., & Weir, 2010;Hipkins, Vaughan, Beals, Ferral, & Gardiner, 2005;Meyer, McClure, Walkey, Weir, & McKenzie, 2009). Shapiro (2010) argues such feelings are a result of the tension between teachers' concerns of an intellectual nature and their emotional responses. ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/277557707591680-1443186322054_Q64/Rosemary-Hipkins.jpg)
![[object Object]](https://i1.rgstatic.net/ii/profile.image/272886296477715-1442072571720_Q64/Karen-Vaughan-5.jpg)
... However, the practical subjects mentioned by the participants and outlined above often come with a stigma of not being as academically advanced or are sometimes not even listed as subjects that grant university entrance. These contextually-focused courses, as outlined by Hipkins et al. (2004) maintain more practical aspects and are often assessed using unit standards such as a 'not achieved/achieved' grading system. Luke, however, states that there needs to be a supportive curriculum that enables students to take the subjects best suited to them, which also resonates with Schmid's art of living approach. ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/277605866590214-1443197804441_Q64/Fiona-Beals.jpg)
