Penny Mckay
Biographic Data
| ID | 4470877 |
|---|---|
| NAME | Penny Mckay |
| GIVEN NAMES | Penny |
| FAMILY NAME | Mckay |
| SIGNATURE | MCKAY P |
| AFFILIATIONS | Conscious Combat Club Ltd., South Melbourne, VIC, Australia |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Adapting Trauma-Informed Kickboxing for the Salvadoran Context
This practitioner essay will discuss the evidence base for an Australian trauma-informed kickboxing program, The Fight Back Project. We share key differences and adjustments while delivering this program in the Salvadoran context. We consider practitioner assumptions and limitations when transferring trauma-informed practice principles from the Global North to the Central American setting, and the criticality of gender-responsive adaptations. Dra…
Research Into the Assessment of School-Age Language Learners
This chapter describes recent research into the assessment of school-age language learners in both second language and foreign language situations. The review is organized under five areas of research endeavor: the standards movement and its impact on second language learners in schools; large-scale content-based assessment and ways to counteract its negative impact on second language learners; investigations of academic language proficiency; exp…
On ESL standards for school-age learners
The recent introduction of literacy benchmarks and assessment regimes in schools which are designed for students with an English-speaking background but which are also used to assess the second language and literacy progress of ESL 1 learners has repercussions for teaching and learning, on professional understandings and on ESL learner self-efficacy. Insights into how to map and monitor ESL language development within the mainstream context have …
No prominent works on this page.
On ESL standards for school-age learners
The recent introduction of literacy benchmarks and assessment regimes in schools which are designed for students with an English-speaking background but which are also used to assess the second language and literacy progress of ESL 1 learners has repercussions for teaching and learning, on professional understandings and on ESL learner self-efficacy. Insights into how to map and monitor ESL language development within the mainstream context have …
Research Into the Assessment of School-Age Language Learners
This chapter describes recent research into the assessment of school-age language learners in both second language and foreign language situations. The review is organized under five areas of research endeavor: the standards movement and its impact on second language learners in schools; large-scale content-based assessment and ways to counteract its negative impact on second language learners; investigations of academic language proficiency; exp…
Adapting Trauma-Informed Kickboxing for the Salvadoran Context
This practitioner essay will discuss the evidence base for an Australian trauma-informed kickboxing program, The Fight Back Project. We share key differences and adjustments while delivering this program in the Salvadoran context. We consider practitioner assumptions and limitations when transferring trauma-informed practice principles from the Global North to the Central American setting, and the criticality of gender-responsive adaptations. Dra…
Language assessment (2 works) · Multilingual Education and Policy (2 works) · academic language proficiency (1 work) · Academic standards (1 work) · classroom assessment (1 work) · Context (archaeology (1 work) · Curriculum (1 work) · Education Systems and Policy (1 work) · Educational and Psychological Assessments (1 work) · EFL/ESL Teaching and Learning (1 work)