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Staff Profile

Dr. Jennifer Archer

Senior Lecturer in Education

Faculty/Division: Education and Arts
School:                 Education
Phone:                  +61 2 4921 6723
Fax:                      +61 2 4921 7916
Email:                  Jennifer.Archer@newcastle.edu.au
Location:             HA61 Hunter Building
Campus:               Callaghan

Qualifications:

PhD (Illinois, Urbana-Champaign) 1989
MEd (Queensland) 1984
BED (Hons) (James Cook) 1974

Academic Appointments:

The University of Newcastle
- Senior Lecturer (1990-Present)

Publications/Productions/Exhibitions:

Book Chapters

Archer, J. (2004). Choosing the right teacher: When self-regulation can hinder learning. In J.Ee, A.Chang and O-S Tan (Eds). Thinking about thinking: What educations need to know. Singapore: McGnaw Hill.
Archer, J. (2001). Clustering the motivational and cognitive characteristics of university students, and exploring the impact of social interaction on learning. In C-Y. Chiu, F. Salili & Y-Y. Hong (Eds.), Multiple competencies and self-regulated learning: The psychological foundation of life-long learning. New York: Information Age.
Maehr, M.L., & Archer, J. (1987). Motivation and school achievement. In L. Katz (Ed.), Current topics in early childhood education (Volume 7) (pp.85-107). Norwich, NJ: Ablex.

Refereed Journal Articles

Archer, J. (2001). Achievement motivation: Defining Australian characteristics. Paper presented at the annual meeting of the Australian Association for Research in Education, Fremantle 2 - December. Published at www.aare.edu.au/index.htm/ARC01605.
Archer, J., & Bourke, S. (2001). Students' ratings of the quality of their school lives: Grade level effects and the influence of students' perceptions of their lives outside school. Paper presented at the ninth European Conference for Research on Learning and Instruction, University of Fribourg, Fribourg, Switzerland, 28th August - 1st September.
Archer, J. (2000). Teachers' beliefs about successful teaching and learning in English and mathematics. Paper presented at the annual meeting of the Australian Association for Research in Education, Sydney, November-December. Published at www.aare.edu.au/index.htm/arc00325. This paper also has been published electronically by Educational Resources Information Center (ERIC), USA (www:http://eric.indiana.edu)
Archer, J. (2000a). Turning theory into practice: High school students' motivation to learn. Paper presented at the annual conference of the Australian Psychological Society, Canberra, October. This paper formed part of a symposium entitled Student motivation: Directions in theory and practice.
Archer, J. (1999). Teachers' beliefs about successful teaching and learning in mathematics. Paper presented at the annual meeting of the Australian Association for Research in Education, Melbourne, November-December. Published at www.aare.edu.au/index.htm/ARC99491.
Cantwell, R., Archer, J., & Bourke, S. (2001). A comparison of the academic experiences of university students entering by traditional and non-traditional means. Assessment and Evaluation in Higher Education, 26, 221-234.
Archer, J., Cantwell, R., & Bourke, S. (1999). Coping at university: An examination of achievement, motivation, self-regulation, confidence, and method of entry. Higher Education Research and Development, 18, 31-54.
Archer, J. & Scevak, J. (1998). Enhancing students' motivation to learn: Achievement goals in university classrooms. Educational Psychology, 18, 205-223.
Archer, J. (1994). Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology, 19, 430-446.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
Ames, C., & Archer, J. (1987). Mothers' beliefs about the role of ability and effort in school learning. Journal of Educational Psychology, 79, 409-414.

Professional Activities:

Refereed Conference Proceedings
- Wongsri, N., Cantwell, R., Archer, J. (2006).Cultural factors in Thai tertiary studentsconceptions of self-directed learning: Some quditative evidence. Paper presented at 18th International congress of Cross-Cultural Psychology, Spetses, Greece, July.
- Wongrsi, N., Cantwell, R., & Archer, J. (2005). Self-directedness in learning: A compansion of Thai and Australian tertiary students. Paper presented at the AAPI Regional Conference, Bangkok
- Cantwell, R., Archer, J., & Bourke, S. (1999). A comparison of traditional and non-traditional entry students' academic experiences in their degrees. Paper presented at the 8th European Conference for Research on Learning and Teaching, Sweden, August.
- Bourke, S., Cantwell, R., & Archer, J. (1998). Evaluation of an equity program for university entrance. Paper presented at the annual meeting of the Higher Education Research and Development Society of Australasia, Auckland, New Zealand, July.
- Archer, J. (1998). From motivation to self-regulation:Turning achievement goals into action. Paper presented at the International Conference on the Application of Psychology to the Quality of Teaching. The University of Hong Kong, Hong Kong, June.
Theses
- Co-Supervised three PhD theses and Supervised one EdD Theses.
- Examined seven theses.

Interests

Motivation in educational contexts
Training and Supervision of RHD students
Currently supervising an EdD thesis
Initial teacher Education

Scholarly Activities:

Governance

2006 Chair, Initial Teacher Education
2004-2006 Dean of students
2003 Deputy Dean of Students.
2002 Chair of the Teacher Education Committee
2001 Member of the Human Research Ethics Committee
1994-1996, 2001 Chair of the Education Research Ethics Committee
1998 Faculty of Education representative on University Senate
1994-1998 Member of the University's Human Research Ethics Committee
1997 Acting Chair of the University's Human Research Ethics Committee

Membership of Networks and Professional Associations

Australian Association for Research in Education
Newcastle Institute for Educational Research
American Educational Research Association
Higher Educational Research and Development Society of Australia

Faculty of Education and Arts