Catherine Hudson
Datos Biográficos
| ID | 5626088 |
|---|---|
| NOMBRE | Catherine Hudson |
| NOMBRES | Catherine |
| APELLIDO | Hudson |
| FIRMA | HUDSON C |
| AFILIACIONES | Australian National University |
| ORCID | 0000-0001-6438-5868 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 46 |
| OBRAS COMO AUTOR | 7 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 2 |
Connections between play location during recess, physical activity, and school connectedness
School connectedness and physical activity are key contributors to children’s growth and development. Recess is often viewed as a prime opportunity to promote these outcomes, yet minimal research has specifically explored their connection or how children’s play location during recess may contribute. This study examined the relationships between self-reported play locations during outdoor recess, physical activity intensity during recess, and scho…
Phantom young English language learners
This paper examines how English language learners (ELLs) remain shadowy figures in the Australian Early Development Census (AEDC), a national early childhood development assessment, which since 2009 has been completed triennially by classroom teachers in all Australian jurisdictions for every child in their first year of schooling. It shows how ELLs elude clear identification and appropriate English as a Second/Additional language (L2) assessment…
Including the excluded
Assessment plays a key role in recognising the multilingual capacities of young (early childhood, primary and secondary) language learners and in revealing and supporting their language learning needs.This special issue of Studies in Language Assessment (SiLA) focuses on identifying and responding to invisibilities and gaps in assessment for young multilingual learners from diverse language backgrounds.This is a complex and exciting area for lang…
Instantiating justice, fairness and inclusiveness in English as an Additional Language/Dialect assessment frameworks
Equity and fairness in schooling is embedded in and represented by assessment practices which are inclusive of diverse cohorts. They must also have the capacity to communicate to stakeholders for accountability purposes. Importantly, these assessment tools must be grounded in principles, theory, teacher experience and be evidence informed. This paper will present an overview of the Bandscales State Schools (Queensland (Qld)) for EAL/D learners, t…
A Qualitative Study to Understand the Impact of Caring for Traumatic Injury Survivors
Support from professional services is limited outside hospital settings for non-brain injuries. Future interventions and healthcare services should acknowledge the lack of psychological support for carers. Researchers should consider using the ICF/RAM when designing interventions to ensure the full impact on carers is addressed
From the periphery to the centre
Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification process…
Concepts underpinning innovations to second language proficiency scales inclusive of Aboriginal and Torres Strait Islander learners
This paper discusses the concepts underlying two proficiency scale innovations which include and describe the development of Aboriginal and Torres Strait Islander learners of Standard Australian English (SAE). Both scales, developed in Queensland, are adaptations of the National Languages and Literacy Institute of Australia (NLLIA) ESL Bandscales (McKay, Hudson, & Sapuppo, 1994). The revisions attempt to describe very complex terrain: the develop…
From the periphery to the centre
Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification process…
Concepts underpinning innovations to second language proficiency scales inclusive of Aboriginal and Torres Strait Islander learners
This paper discusses the concepts underlying two proficiency scale innovations which include and describe the development of Aboriginal and Torres Strait Islander learners of Standard Australian English (SAE). Both scales, developed in Queensland, are adaptations of the National Languages and Literacy Institute of Australia (NLLIA) ESL Bandscales (McKay, Hudson, & Sapuppo, 1994). The revisions attempt to describe very complex terrain: the develop…
Concepts underpinning innovations to second language proficiency scales inclusive of Aboriginal and Torres Strait Islander learners
This paper discusses the concepts underlying two proficiency scale innovations which include and describe the development of Aboriginal and Torres Strait Islander learners of Standard Australian English (SAE). Both scales, developed in Queensland, are adaptations of the National Languages and Literacy Institute of Australia (NLLIA) ESL Bandscales (McKay, Hudson, & Sapuppo, 1994). The revisions attempt to describe very complex terrain: the develop…
From the periphery to the centre
Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification process…
A Qualitative Study to Understand the Impact of Caring for Traumatic Injury Survivors
Support from professional services is limited outside hospital settings for non-brain injuries. Future interventions and healthcare services should acknowledge the lack of psychological support for carers. Researchers should consider using the ICF/RAM when designing interventions to ensure the full impact on carers is addressed
Phantom young English language learners
This paper examines how English language learners (ELLs) remain shadowy figures in the Australian Early Development Census (AEDC), a national early childhood development assessment, which since 2009 has been completed triennially by classroom teachers in all Australian jurisdictions for every child in their first year of schooling. It shows how ELLs elude clear identification and appropriate English as a Second/Additional language (L2) assessment…
Including the excluded
Assessment plays a key role in recognising the multilingual capacities of young (early childhood, primary and secondary) language learners and in revealing and supporting their language learning needs.This special issue of Studies in Language Assessment (SiLA) focuses on identifying and responding to invisibilities and gaps in assessment for young multilingual learners from diverse language backgrounds.This is a complex and exciting area for lang…
Instantiating justice, fairness and inclusiveness in English as an Additional Language/Dialect assessment frameworks
Equity and fairness in schooling is embedded in and represented by assessment practices which are inclusive of diverse cohorts. They must also have the capacity to communicate to stakeholders for accountability purposes. Importantly, these assessment tools must be grounded in principles, theory, teacher experience and be evidence informed. This paper will present an overview of the Bandscales State Schools (Queensland (Qld)) for EAL/D learners, t…
Connections between play location during recess, physical activity, and school connectedness
School connectedness and physical activity are key contributors to children’s growth and development. Recess is often viewed as a prime opportunity to promote these outcomes, yet minimal research has specifically explored their connection or how children’s play location during recess may contribute. This study examined the relationships between self-reported play locations during outdoor recess, physical activity intensity during recess, and scho…
Psychology (6 obras) · Mathematics education (4 obras) · Multilingual Education and Policy (4 obras) · Sociology (4 obras) · Developmental psychology (3 obras) · Education Systems and Policy (3 obras) · Mainstream (3 obras) · Pedagogy (3 obras) · Political science (3 obras) · Australian Indigenous Culture and History (2 obras)