Dr Jennifer Archer
Honorary Senior Lecturer
School of Education
- Email:jennifer.archer@newcastle.edu.au
- Phone:(02) 4921 6723
Career Summary
Biography
I graduated with a PhD in educational psychology from the University of Illinois at Champaign-Urbana. My thesis was in the area of motivational theory, particularly the construct of achievement goals. I was fortunate to be at Illinois when the construct of achievement goals was being devised by leading psychologists including Carole Ames, Martin Maehr, Carol Dweck, and John Nicholls. I have maintained my research interest in achievement goals as well as other cognitively-based approaches to understanding students' motivation to achieve, for example, attributions, expectancy-value, self-efficacy, personal and situational interest, and self concept.
Currently, Nathan Berger and I have been looking at achievement goals from the perspective of socio-economic status. Do high SES students hold different achievement goals from low SES students? Does the intensity of goal adoption differ between high SES students and low SES students? Given the consistent and significant differences in achievement between high and low SES students, it is desirable that we understand how low and high SES students make sense of their worlds (including making sense of their time in school). SES typically has been the province of sociologists rather than psychologists, but there is an increasing interest in examining SES from a psychological perspective.
I lecture in educational psychology to students preparing for careers in teaching. I am convinced that educational psychology has much to offer. We consider typical developmental changes (physical, emotional, social, moral, and cognitive) to understand why learners of similar ages think and behave in similar ways. Then we consider ways in which learners of similar ages differ (in terms of gender/sex, motivation to learn, anxiety, intelligence, ethnic background, and SES) to understand why students of similar ages think and behave in different ways. We look in detail at current theories of cognition to understand why learners remember some things and forget other things and how teachers can help learners to remember the important things.
I have about 10 current PhD students - as principal supervisor or co-supervisor. Associate Professor Shen Chen and I are supervisors of a number of international students (from Vietnam, Indonesia, and the Philippines) who are working in the area of teaching English as a second language. I also have students completing theses on personal and situational interest in science, teaching qualifications of people working in the VET sector, motivation of students preparing to be physical education teachers, and an psychological analysis of high school students from high and low SES backgrounds.
Since I have been at the University of Newcastle, I have undertaken a number of major administrative roles. I was Dean of Students for four years. For six years I was the Assistant Dean (Teaching and Learning) within the Faculty of Education and Arts. Currently I am the Director of the Student Experience within the Faculty of Education and Arts.
Research Expertise- Education
Qualifications
- PhD, University of Illinois
- Master of Education, University of Queensland
- Bachelor of Education, James Cook University
Keywords
- Education
Fields of Research
Code | Description | Percentage |
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390499 | Specialist studies in education not elsewhere classified | 100 |
Professional Experience
Academic appointment
Dates | Title | Organisation / Department |
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1/1/2010 - | Editorial Board - Australian Journal of Educational and Developmental Psychology | Australian Journal of Educational and Developmental Psychology Australia |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (6 outputs)
Year | Citation | Altmetrics | Link | ||
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2019 |
Archer J, Bang TC, 'Examining the motivation and achievement of Vietnamese university students as they undertake English classes', English Tertiary Education in Vietnam, Routledge, Abington, UK 145-158 (2019) [B1]
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Nova | |||
2015 |
Berger N, Archer J, 'The relationship between social class and students' academic achievement goals: Three hypotheses', The Routledge International Handbook of Social Psychology of the Classroom, Routledge, New York 31-41 (2015) [B1]
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Nova | |||
2009 |
Archer J, 'Motivational implications of the Quality Teaching Model in New South Wales', Reforming Learning: Concepts, Issues and Practice in the Asia-Pacific Region, Springer, Berlin 277-291 (2009) [B1]
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Nova | |||
2004 | Archer J, 'Choosing the right teacher: when self-regulation can hinder learning', Thinking about Thinking What Educators Need to Know, McGraw Hill Education, Singapore 181-202 (2004) [B1] | ||||
2004 | Archer J, 'Choosing the Right Teacher: When self-regulation can hinder learning', Thinking about Thinking. What Educators Need to Know, McGraw-Hill, Singapore 181-202 (2004) [B2] | ||||
2001 | Archer J, 'From motivation to self-regulation: Clustering Students' Motivational and Cognitive Characteristics, and exploring the impact of social interaction on learning', Multiple competencies and self regulated learning - Edited Book by Chi-Yue Chiu; Farideh Salili; Ying-yi Hong, IAP - Information Age Publishing, Greenwich, Connecticut 95-122 (2001) [B1] | ||||
Show 3 more chapters |
Journal article (23 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2022 |
Cokley K, Krueger N, Garba R, Bailey M, Harris K, Hall S, et al., 'Lawyering While Black: Perceived Stress as a Mediator of Impostor Feelings, Race-Related Stress and Mental Health Among Black Attorneys', Journal of Black Psychology, 48 206-232 (2022) [C1] Attorneys suffer from high rates of stress and mental health problems, and Black attorneys, who make up only five percent of all attorneys in the United States, are especially vul... [more] Attorneys suffer from high rates of stress and mental health problems, and Black attorneys, who make up only five percent of all attorneys in the United States, are especially vulnerable due to underrepresentation and experiences of bias. The present study examined perceived stress as a mediator of the impostor phenomenon, race-related stress, and mental health among a sample of 142 Black attorneys (114 women, 25 men). Gender, age, impostor phenomenon, race-related stress, and perceived stress accounted for 51% and 57% of the variance in depression and anxiety, respectively. Perceived stress fully mediated the links between the impostor phenomenon and depression, cultural racism and depression, and impostor feelings and anxiety and partially mediated the link between cultural racism and anxiety. Results suggest that perceived stress is an important mechanism for understanding why the impostor phenomenon and race-related stress negatively impact the mental health of Black attorneys.
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2021 |
Pieschl S, Budd J, Thomm E, Archer J, 'Effects of Raising Student Teachers Metacognitive Awareness of Their Educational Psychological Misconceptions', Psychology Learning and Teaching, 20 214-235 (2021) [C1] Fostering metacognitive awareness of misconceptions should enhance deep processing of scientifically correct explanations and thereby decrease misconceptions. To explore these pot... [more] Fostering metacognitive awareness of misconceptions should enhance deep processing of scientifically correct explanations and thereby decrease misconceptions. To explore these potentially beneficial effects, we conducted a field study implemented in a regular educational psychology course in an Australian teacher education program. In a two-by-two within-subject experimental design, student teachers (n = 119) answered misconception questionnaires, made metacognitive judgments, and participated in awareness activities at the start (T1) and the end (T2) of the semester (within-subject factor: time). Half of the misconception items focused on educational psychology course content, while the other half focused on related topics that were not covered in the course (non-course content). Awareness activities (AA) consisted of providing feedback regarding all misconception items. During the lectures, we provided additional scientifically correct refutational explanations (RE) regarding course content. Thus, we compared the combined AA+RE treatment for course content with the AA treatment for non-course content (within-subject factor: treatment). Our findings confirm that student teachers harbor numerous high-confidence educational psychological misconceptions. Furthermore, awareness activities plus refutational explanations resulted in significant increases in metacognitive awareness and in performance. Additionally, initial metacognitive overconfidence was related to persistent misconceptions, indicating that overconfidence may hinder correction of course content misconceptions.
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Nova | |||||||||
2021 |
Archer J, Rackley KR, Broyles Sookram S, Nguyen H, Awad GH, 'Psychological Predictors for Watching Television: The Role of Racial Representation', Psychological Reports, (2021) [C1] This study explored psychological predictors that may impact viewers¿ decision to watch television shows on the basis of perceived racial or ethnic representation. 1998 undergradu... [more] This study explored psychological predictors that may impact viewers¿ decision to watch television shows on the basis of perceived racial or ethnic representation. 1998 undergraduate students selected from a list of motivations for watching television that included race-specific motivations such as ¿a character is of my race/ethnicity.¿ Participants also completed attitudinal measures of colorblind racial ideology, social dominance orientation, ethnic identity, and ethnic stigma consciousness. Analysis revealed that prejudicial beliefs predicted less salience for racial representation when making choices about television watching, while deeper connection to one¿s ethnic group predicted greater salience for representation when making these choices.
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2020 |
Berger N, Holmes K, Gore JM, Archer J, 'Charting career aspirations: a latent class mixture model of aspiration trajectories in childhood and adolescence', Australian Educational Researcher, 47 651-678 (2020) [C1]
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Nova | |||||||||
2019 |
Jean Baptiste D, Archer J, Palmer DH, 'Preservice teachers ideas about how to enhance pupils long-term interest in science', Research in Science & Technological Education, 37 279-296 (2019) [C1]
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Nova | |||||||||
2019 |
Palmer D, Dixon J, Archer J, 'Teacher enthusiasm in a science course for preservice elementary teachers: manifestations, impacts, and influences', PEDAGOGIES, 14 280-296 (2019) [C1]
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Nova | |||||||||
2018 |
Berger N, Archer J, 'Qualitative insights into the relationship between socioeconomic status and students academic achievement goals', Social Psychology of Education, 21 787-803 (2018) [C1] Recent research using quantitative methodologies and an emerging social psychological theory of socioeconomic status (SES) has found an association between students¿ SES and their... [more] Recent research using quantitative methodologies and an emerging social psychological theory of socioeconomic status (SES) has found an association between students¿ SES and their academic achievement goals. As a new area of research in the achievement goal tradition, there has been little investigation of the contextual influences upon particular goal orientations in divergent SES contexts. To explore these influences, focus groups were conducted with 24 secondary school students aged 16¿17¿years attending a high and a low SES school in New South Wales, Australia. These teenagers were approaching a ¿developmental deadline¿ which required immediate decisions about future work and education pathways. As such, they could be experiencing a period of heightened contextual influences. Directed content analysis of the focus groups observed the broad distinctions in achievement goals seen in previous quantitative studies. However, the analysis elucidated some of the ways in which norms and values in different SES contexts influenced the adoption of particular goal orientations. In some cases, the same orientation had markedly different contextual influences stemming from students¿ SES backgrounds. From these exploratory findings, we argue for further research into the factors which influence the adoption of different achievement goals by students from different SES backgrounds.
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Nova | |||||||||
2017 |
Jean Baptiste D, Palmer DH, Archer J, 'Interest in Science: A Comparative Analysis of the Aims of School Science Syllabi', Global Journal of Educational Studies, 3 134-144 (2017) [C1]
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Nova | |||||||||
2017 |
Palmer D, Dixon J, Archer J, 'Using Situational Interest to Enhance Individual Interest and Science-Related Behaviours', Research in Science Education, 47 731-753 (2017) [C1] Situational interest is a relatively transient reaction to highly stimulating factors in the immediate environment, whereas individual interest is a relatively long-term preferenc... [more] Situational interest is a relatively transient reaction to highly stimulating factors in the immediate environment, whereas individual interest is a relatively long-term preference for a particular subject or activity. It has been proposed that regular experiences of situational interest in a subject may eventually lead to the development of individual interest in that subject. Importantly, this should also result in an increase in behaviours related to that domain. For example, a student who develops an individual interest in science would be expected to spend more time on science-related activities such as reading about science, talking with other people about science, or watching science shows on TV. However, the extent to which this does happen has not yet been established. The purposes of this study were to find out whether regular experiences of situational interest in science classes can enhance individual interest in science and whether there is an associated increase in science-related activities. The participants were primary teacher education students who were enrolled in a semester-length science course. Data were collected using a survey, an interest inventory, open-ended questionnaires and interviews. It was found that regular experiences of situational interest during the course were associated with positive changes in individual interest in science and increased participation in science-related activities. These changes remained relatively stable over a delay period of 10¿months after the end of the course.
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Nova | |||||||||
2017 |
Palmer DH, Dixon J, Archer J, 'Identifying Underlying Causes of Situational Interest in a Science Course for Preservice Elementary Teachers', Science Education, 100 1039-1061 (2017) [C1]
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Nova | |||||||||
2016 |
Harris KM, Phelan L, McBain B, Archer J, Drew AJ, James C, 'Attitudes toward learning oral communication skills online: the importance of intrinsic interest and student-instructor differences', Educational Technology Research and Development, 64 591-609 (2016) [C1] This study examined and compared attitudes of both students and instructors, motivated by an interest in improving the development and delivery of online oral communication learni... [more] This study examined and compared attitudes of both students and instructors, motivated by an interest in improving the development and delivery of online oral communication learning (OOCL). Few studies have compared student and instructor attitudes toward learning technologies, and no known studies have conducted item response theory (IRT) analyses on these factors. Two independent and anonymous surveys resulted in 255 participants (124 university students, and 131 instructors). Exploratory factor analyses produced final item sets and a two-factor model for student attitudes (Technology Self-efficacy [TSE], and Positive Attitudes [PA]), and a three-factor model for instructors (TSE, Behavioral Intentions, and PA). The OOCL attitude factors showed strong validity through both IRT and classical test theory analyses. Comparisons between students and instructors showed students generally had higher TSE and more positive attitudes towards OOCL. The attitudes most relevant to OOCL were intrinsic interest, behavioral intentions, and perceived usefulness of the technology. This study revealed that technological self-efficacy may be useful for differentiating students and instructors, but not for assessing OOCL attitudes. Further development in this field could focus on the improvement of instructors¿ attitudes and skills, as well as exploring the role of intrinsic interest.
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Nova | |||||||||
2016 |
McBain B, Drew A, James C, Phelan L, Harris K, Archer J, 'Student Experience of Oral Communication Assessment Tasks Online from a Multi-disciplinary Trial', Education + Training, 58 134-149 (2016) [C1]
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Nova | |||||||||
2016 |
Berger N, Archer J, 'School socio-economic status and student socio-academic achievement goals in upper secondary contexts', Social Psychology of Education, 19 175-194 (2016) [C1] In recent years motivational researchers have spent considerable time examining race/ethnicity and gender differences in academic and social achievement goals, but little time exa... [more] In recent years motivational researchers have spent considerable time examining race/ethnicity and gender differences in academic and social achievement goals, but little time examining the influence of socioeconomic status (SES). This lack of attention is surprising given that both student motivation and SES have been shown to predict academic attainment. This study surveyed the academic and social achievement goal orientations of 16¿17¿year old students (n¿=¿130) attending two schools with markedly different socioeconomic profiles. Analyses showed significant differences between the schools on the academic achievement goal scales, with students at the low SES school less likely to endorse adaptive combinations of mastery and performance goals than their high SES counterparts. Students who did not expect to finish senior high school also endorsed social goals that may manifest as disruptive behaviours in the classroom. The findings suggest that SES may influence the adoption of academic achievement goals but not necessarily social achievement goals. Implications for theory and research are discussed.
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Nova | |||||||||
2015 |
Palmer D, Dixon J, Archer J, 'Changes in science teaching self-efficacy among primary teacher education students', Australian Journal of Teacher Education, 40 26-40 (2015) [C1] Many preservice primary teachers have low self-efficacy for science teaching. Although science methods courses have often been shown to enhance self-efficacy, science content cour... [more] Many preservice primary teachers have low self-efficacy for science teaching. Although science methods courses have often been shown to enhance self-efficacy, science content courses have been relatively ineffective in this respect. This study investigated whether a tailored science content course would enhance self-efficacy. The participants were preservice primary teachers and data collection was by survey and interview. Self-efficacy increased during the course and the increases were stable after a 10-month delay period. The factors that enhanced self-efficacy were: learning science content, perceptions of learning how to teach science, and teacher enthusiasm.
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Nova | |||||||||
2015 |
Forster DJ, Archer J, Tajin RT, 'Volunteering within initial teacher education: Factors that boost and block participation', Australian Journal of Teacher Education, 40 168-184 (2015) [C1] Voluntary professional experience can be a powerful way for initial teacher education (ITE) students to develop an understanding of schools and their communities. Do ITE students ... [more] Voluntary professional experience can be a powerful way for initial teacher education (ITE) students to develop an understanding of schools and their communities. Do ITE students make use of these opportunities? There is little Australian research that explores genuine volunteering that does not "require" students to engage with the community. We conducted an on-line survey with 141 ITE students who were eligible to participate in a volunteer program. What factors reduced volunteering and what factors enhanced it? The results showed that, while students value volunteering and can point to benefits that come from it, most are unable or unwilling to participate. What factors differentiate those students who do volunteer despite the demands of complex, busy lives?.
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Nova | |||||||||
2013 |
Suryati N, Chen S, Archer J, 'The students' perceptions of EFL classroom interaction: An Indonesian study.', The International Journal of Literacies, 19 181-199 (2013) [C1]
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Nova | |||||||||
2007 |
Bryant K, Chang T, Chen S, Rosenberg J, Hammond R, McConnell K, et al., 'Acanthamoeba keratitis - Multiple states, 2005-2007', Morbidity and Mortality Weekly Report, 56 532-534 (2007)
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2001 |
Cantwell RH, Archer J, Bourke SF, 'A comparison of the academic experiences and achievement of university students entering by traditional and non-traditional means', Assessment and Development in Higher Education, 26 (3) 221-234 (2001) [C1]
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Nova | |||||||||
1999 |
Archer J, Cantwell RH, Bourke SF, 'Coping at University: An examination of achievement, motivation, self regulation, confidence and method of entry', Higher Education Research and Development, 18 31-54 (1999) [C1]
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1998 |
Archer J, Scevak JJ, 'Enhancing students' motivation to learn: achievement goals in university classrooms', Educational Psychology, 18 (2) 205-223 (1998) [C1]
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Show 20 more journal articles |
Conference (24 outputs)
Year | Citation | Altmetrics | Link | ||
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2018 | Pieschl S, Archer J, Budd J, 'Debunking misconceptions: Inducing corrections, raising awareness, or fruitless exercise?', Sydney, Australia (2018) | ||||
2018 | Pieschl S, Archer J, Budd J, 'Debunking misconceptions Inducing corrections, raising awareness, or fruitless exercise?', Zurich, Switzerland (2018) | ||||
2015 |
Berger NJ, Holmes K, Gore J, Archer J, 'Circumscription and compromise: an accelerated longitudinal analysis of school pupils' career aspirations', Belfast, UK (2015) [E3]
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2014 |
Berger NJ, Holmes K, Archer J, Gore J, 'A social-cognitive perspective on the interaction of student social class with work and education aspirations', AARE-NZARE 2014, Queensland University of Technology, Brisbane, QLD, Australia (2014) [E3]
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2013 | Archer J, Berger N, 'Exploring the motivations and future plans of senior students in a high and a low SES school', Australian Association for Research in Education Conference 2013, Adelaide, SA, Australia (2013) [E3] | ||||
2013 |
Berger N, Archer J, 'Exploring the motivational goals of senior high school students from divergent socioeconomic backgrounds', Social Psychology of the Classroom International Conference, Auckland (2013) [E3]
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2010 |
Archer J, Aisoli-Orake RE, Chen S, 'Constructing a pedagogical framework for English writing at upper-secondary schools in Papua New Guinea', AARE 2009 Conference Proceedings, Canberra (2010) [E2]
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Nova | |||
2009 | Archer J, 'Students' reasons for working or not working in class: Aligning academic and social motivation', AARE 2008 Conference Papers Collection: Proceedings, Brisbane, QLD (2009) [E2] | Nova | |||
2007 |
Beveridge AR, Archer J, 'Motivational implications of problem-based learning for the preparation of social workers', Proceedings of the Australian Association for Research in Education 2006 Annual Conference, Adelaide (2007) [E2]
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2005 | Archer J, 'Learning as a means to achieve social goals: A motivational analysis', AARE 2004 Conference Papers Collection, Melbourne, Australia (2005) [E2] | ||||
2004 | Archer J, 'Learning as a means to achieve social goals: A motivational analysis', Abstract of Papers, Melbourne (2004) [E3] | ||||
2003 | Archer J, 'From theory to practice: Looking for achievement goal theory in classrooms', Improving Learning, Fostering the Will to Learn Abstracts of the 10th Biennial Conference EARLI, Padova , Italy (2003) [E3] | ||||
2003 | Wongsri N, Cantwell RH, Archer J, 'The strategic flexibility questionnaire - a survey in Thai tertiary students', Improving Learning, Fostering the Will to Learn. Abstracts of the10th Biennial Conference EARLI, Padova, Italy (2003) [E3] | ||||
2002 | Archer J, 'High school students' positive and negative responses to school', -, New Orleans, USA (2002) [E1] | ||||
2002 | Cantwell RH, Archer J, Wongsri N, 'The validation of measures of self-efficacy, motivation and self-regulation learning among Thai tertiary students', AARE 2002 Conference Papers, Brisbane (2002) [E2] | ||||
2001 | Archer J, Bourke SF, 'Students' rating of the quality of their school lives: Grade level effects and the influence of students' perceptions of their lives outside school', Abstracts - 9th European Conference EARLI, Freibourg - Switzerland (2001) [E3] | ||||
2001 | Archer J, 'Achievement motivation: Defining Australian Characteristics', AARE - Conference Papers, Fremantle (2001) [E2] | ||||
2001 | Archer J, 'Teachers' beliefs about successful teaching and learning in school', AARE 2000 - Conference papers, Sydney (2001) [E2] | ||||
2000 | Archer J, 'Teachers' beliefs about successful teaching and learning in mathematics', AARE-NZARE 1999 Conference Papers, Melbourne (2000) [E2] | ||||
2000 | Archer J, 'Teachers' beliefs about successful teaching and learning in English', AARE-NZARE Sydney 2000 - Education Research: Towards an Optimistic Future- Abstracts, Sydney 4-7 December (2000) [E3] | ||||
1999 | Archer J, 'Turning motivation into self regulation', AARE - Online publications, Annual Conference of the Australian Association for Research in Education, Adelaide, 1998 (1999) [E2] | ||||
1999 | Archer J, 'Teachers' beliefs about successful teaching and learning in mathematics', Global Issues & Local Effects: The Challenge for Educational Research, Melbourne Australia (1999) [E3] | ||||
1998 | Cantwell RH, Bourke SF, Archer J, 'The effectiveness of enabling programmes for university entrance', AARE - Online Publication, Brisbane (1998) [E2] | ||||
1998 | Bourke SF, Cantwell RH, Archer J, 'Evaluation of an equity program for university entrance', Abstracts of Annual Conference of the Higher Education Research and Development Society in Australasia, Auckland, Auckland (1998) [E2] | ||||
Show 21 more conferences |
Report (1 outputs)
Year | Citation | Altmetrics | Link | ||
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2014 |
Phelan L, Drew A, McBain V, Archer J, burns T, harris K, et al., 'Teaching and assessing oral communication skills online: Gauging interest and trialling diverse approaches across the University of Newcastle', University of Newcastle (2014)
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Grants and Funding
Summary
Number of grants | 14 |
---|---|
Total funding | $81,164 |
Click on a grant title below to expand the full details for that specific grant.
20181 grants / $15,000
Does an exercise targeting awareness that educational psychology is more than common sense foster student teachers' correction of their misconceptions? $15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
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Project Team | Dr Stephanie Pieschl and Dr Jennifer Archer |
Scheme | FEDUA Strategic Networks and Pilot Projects (SNaPP) |
Role | Investigator |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20151 grants / $1,000
2014 Vice Chancellors Award for Supervision Excellence - Faulty of Education and Arts$1,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Jennifer Archer |
Scheme | Award for Supervision Excellence |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1401488 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20042 grants / $10,390
An exploration of students' social motives engage in academic work: Extending achievement goal theory.$10,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Jennifer Archer, Laureate Professor Jennifer Gore |
Scheme | Project Grant |
Role | Lead |
Funding Start | 2004 |
Funding Finish | 2004 |
GNo | G0183542 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Annual Conference of the Australian Association for Research in Education, 29 November - 2 December 2004$390
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Jennifer Archer |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2004 |
Funding Finish | 2004 |
GNo | G0184886 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20012 grants / $4,800
9th European Conference for Research on Learning and Instruction, Switzerland 28 Aug - 1 Sept 2001$2,400
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Jennifer Archer |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2001 |
Funding Finish | 2001 |
GNo | G0180999 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
AERA - Annual Meeting - New Orleans, USA - 1/5 April 2002$2,400
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Jennifer Archer |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2001 |
Funding Finish | 2001 |
GNo | G0181640 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20001 grants / $6,500
Teachers' beliefs about students' motivation to learn$6,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Jennifer Archer |
Scheme | Project Grant |
Role | Lead |
Funding Start | 2000 |
Funding Finish | 2000 |
GNo | G0178773 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19982 grants / $11,036
Teacher Beliefs and Practices$10,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Sid Bourke, Doctor Jennifer Archer, Professor Allyson Holbrook |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 1998 |
Funding Finish | 1998 |
GNo | G0177242 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
International Conference on the Application of Psychology to the Quality of Learning and Teaching, Hong Kong, 13-18 June 1998$536
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Jennifer Archer |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1998 |
Funding Finish | 1998 |
GNo | G0179730 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19953 grants / $29,438
Tertiary performance of students from enabling programs.$25,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Sid Bourke, Doctor Jennifer Archer, Doctor Robert Cantwell |
Scheme | Equity Project Grant (Defunct) |
Role | Investigator |
Funding Start | 1995 |
Funding Finish | 1995 |
GNo | G0175941 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Students' motivation to learn: The interplay of the classroom structures of task, evaluation and autonomy.$2,800
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Jennifer Archer |
Scheme | Project Grant |
Role | Lead |
Funding Start | 1995 |
Funding Finish | 1995 |
GNo | G0174998 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
European Conference on Educational Research - England - from 14 - 17 September 1995$1,638
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Jennifer Archer |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1995 |
Funding Finish | 1995 |
GNo | G0175506 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19931 grants / $2,000
The Relationship Between the Structure of a Tertiary Level Course, Instruction in the Use of Effective Writing Strategies, and Students' Motivation to Learn$2,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Jennifer Archer |
Scheme | Project Grant |
Role | Lead |
Funding Start | 1993 |
Funding Finish | 1993 |
GNo | G0172733 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19921 grants / $1,000
Influencing Students' Motivation To Learn By Changes In Course Evaluation$1,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Jennifer Archer |
Scheme | Project Grant |
Role | Lead |
Funding Start | 1992 |
Funding Finish | 1992 |
GNo | G0174100 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2020 | PhD | Can social modeling enhance students' self-efficacy, use of self-regulatory strategies, and motivation to master the working scientifically components of the NSW HSC Chemistry Syllabus? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | Does Secondary Students’ Epistemic Thinking and Scholastic Grade Predict their Evaluation of Trustworthiness of Internet Texts? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2018 | PhD | Lecturers of English in Vietnam: The Commodification of Their Knowledge and Expertise | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2010 | PhD | The Preparation of Teachers for the Australian Vocational Education and Training System: The Effects of Policies and Standards on Teacher Qualifications | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
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2022 | PhD | EFL Teachers' Motivation in the Tertiary Sector in Vietnam: A Self-Determination Theory Perspective | PhD (Linguistics), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | An Exploration of the Challenges and Triumphs of Pre-service Health and Physical Education Teachers’ University Journey: A Model for Positive Transition | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | Re/cognising the fr/Ames of University Equity Outreach: A Cautionary Tale of Unintended Consequences in Australian Equity and Widening Participation Policy, Practice and Evaluation | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2018 | Masters | Preservice Teachers’ Perceptions of how to Increase their Students’ Long-Term Interest in Science | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | Exploring Students' Experiences of English Medium Instruction in Vietnamese Universities | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | Investigating University Lecturers' Attitudes Towards Learner Autonomy in the EFL Context in Vietnam | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | Culture Teaching in Foreign Language Education: An Integrated Model for Vietnam | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | The Motivation of Vietnamese University Students to Learn English: A Study Using the Expectancy-Value Model of Academic Motivation | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2016 | PhD | An Investigation of Vietnamese EFL Teachers' Perceptions of Intercultural Competence and its Application in High Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2016 | PhD | Cultural Influences on the Oral Communication Strategies Used by Pre-Service Teachers and Teacher Educators: An Investigation of English Medium Classrooms in Central Mindanao, The Philippines | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2016 | PhD | A Social Psychological Examination of Factors Shaping Career and Education Aspirations Through Childhood and Adolescence | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2015 | PhD | The Development of Professional Standards for Bachelor of Special Education Programs in Saudi Arabia Universities | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2015 | PhD | Investigating the Role of Situational Interest in Developing Individual Interest in Science and Self-Efficacy to Teach Science in Preservice Primary Teachers | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2014 | PhD | A Study of the Certification of EFL Teachers in Central Kalimantan, Indonesia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2013 | PhD | Developing an Effective Classroom Interaction Framework to Promote Lower Secondary School Students' English Communicative Competence in Malang, East Java, Indonesia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2011 | PhD | Inclusive Teaching Strategies for Learning English: Promoting Classroom Interaction at Universities in Hong Kong | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2009 | PhD | Constructing a Pedagogical Framework for English Writing at Upper-Secondary Schools in Papua New Guinea | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2007 | PhD | Online Learning and the Quality of Learning :The Impact of Online Learning on the Quality of Learning for Students in a Journalism Course in Indonesia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Sole Supervisor |
2007 | PhD | Developing an Effective English Language Teaching Model for Indonesia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2005 | PhD | Developing a New Model: Captioned Video Teaching for EFL Learners in Taiwanese Elementary Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2004 | PhD | A cross-cultural and cross disciplinary comparison of some components of self-regulated learning | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Dr Jennifer Archer
Position
Honorary Senior Lecturer
School of Education
College of Human and Social Futures
Contact Details
jennifer.archer@newcastle.edu.au | |
Phone | (02) 4921 6723 |
Fax | (02) 4921 6895 |
Office
Room | HA61 |
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Building | Hunter Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |