I am a former teacher, school administrator and civil servant with educational/public administrative experience in 3 Canadian provinces. My interests revolve around the linkages between public policy making and assessment/evaluation. Evidence-informed decision-making is my research focal point, with Canadian case law as one research area. Policy formation and implementation/enactment processes, student assessment, literacy/oracy measurement, and statistical understanding of professionals are current areas of investigation. Policy and program evaluations are specializations.
My recent publications include:
Hunter, D. (2019). A Canadian Case Book for Law and Ethics in Teaching. Dubuque, IA: Kendall-Hunt. ISBN 9781524992231
Hunter, D. & Owusu, F. (2019). Differentiated evaluation policy for professionals in Alberta, Canada schools: Local policy characteristics and budget implications. In Mary-Lynne Derrington & Jim Brandon (Eds.) Differentiated Teacher Evaluation and Professional Learning: Policies and Practices for Promoting Career Growth. (pp. 197-220) Cham, Switzerland: Palgrave Macmillan.
Lafond, H., & Hunter, D. (2019 November). Curriculum after the Truth and Reconciliation Commission: A conversation between two educators. In S. Carr-Stewart (Ed.), Knowing the Past, Facing the Future: Indigenous Education in Canada. Vancouver: University of British Columbia/Purich Press.
Peer-Reviewed Journal Articles
Hunter, D. & Clarke, P. (2020). Classroom assessment, court cases and parental demands from a political systems perspective: It's black outside the box. Education & Law Journal, 28 (3), 313-360.
Adams, P., Mombourquette,C., Brandon,J., Hunter, D., Friesen, S., Koh, K., Parsons, D. & Stelmach, B. (2019). A study of teacher growth, supervision, and evaluation in Alberta: Policy and perception. Journal of Educational Supervision, 2 (1), 1-18.
Hunter, D., & Clarke, P. (2018). The teacher’s grade and the principal’s prerogative: Whose policy prevails? Education & Law Journal, 27(2), 145-172.
Hunter, D. (2017). Sunny ways or sombre weather? International management consultants and appraisal of policy capacity. PEOPLE: International Journal of Social Sciences, 3(2), 833-855.
Hunter, D. (2017). Presuming the problem in teacher education: A review of Derek Truscott and Ken Crook’s Ethics and Law for Teachers (2nd ed.). Canadian Journal of Educational Administration and Policy. Special Issue: CJEAP Annual Review of Books, 7(182), 21-25.
Hunter, D., & Clarke, P. (2015). Legal tests for large-scale testing in Canadian public schools: Judicial activism or deference? Education & Law Journal, 24(2), 95-133.
Hunter, D., & Dolmage, R. (2013). Fiduciary duty and school board takeovers in Canada since 1981: Fumbling toward a framework? Education & Law Journal, 22 (2), 153-186.
Hunter, D., & Dolmage, R. (2012). Teachers’ associations, labour law and teacher benefits in First Nations schools: A prognosis from Saskatchewan. Education & Law Journal, 21(2), 111-142.
Hunter, D., Mayenga, C., & Gambell, T. (2006). Classroom assessment tools and uses: Canadian English teachers’ practices for writing. Assessing Writing, 11(1), 42-65.
Hunter, D., Gambell, T., & Randhawa, B. (2005). Gender gaps in listening and speaking: Issues in social constructivist views of teaching and learning. Educational Review, 57 (3), 329-355.
Gambell, T., & Hunter, D. (2004). Teacher scoring of large-scale assessment: Professional development or debilitation? Journal of Curriculum Studies, 36 (6), 697-724.
Randhawa, B.S., & Hunter, D. (2001). Validity of performance assessment in mathematics for early adolescents. Canadian Journal of Behavioural Science, 33 (1), 14-24.
Hunter, D., & Randhawa, B.S. (2001). Large-scale, authentic assessment of listening and speaking as interactive communication: Issues in reliability. Alberta Journal of Educational Research, XLVII (2), 156-182.
Hunter, D., & Gambell, T. (2000). Incorporating stakeholders in standard setting: What’s at stake? Canadian Journal of Program Evaluation, Special Issue, 83-109.
Gambell, T., & Hunter, D. (2000). Surveying gender differences in Canadian public school literacy. Journal of Curriculum Studies, 32(5), 689-720.
I have taught various combinations of :
EDPS 410 (Ethics and Law in Teaching)
EDPS 581 (Introduction to Evaluating Educational Research)
EDPS 580 (Perspectives on Policy and Practice)
EDPS 635 (Organizational Theory)
EDPS 553 (Legal Aspects of Educational Administration)
EDPS 680 (Policy Research and Education)
EDU 520 (Theoretical and Professional Foundations of Leadership) online
EDPS 511 (Evolving Concepts in Educational Administration) online
EDPS 512 (Organizational Theory in Education and Leadership Processes)
Research - Building, Supporting, and Assuring Quality Professional Practice: A Review of TGSE Policy
2017 to 2018More Information
Research - Educational Management Information Systems and Data Use: Institutional Capacity Analysis:Vanuatu/ Kiribati/Solomon Islands
Research - Feedback and Deep Ethical Learning among Undergraduate Students in Canada and China
2018 to 2021
A cross national study in undergraduate teacher educationMore Information
Research - Optimum Learning: Investigation into professional practice standards and their implementation
2019 to 2022
A multi-university study of policy implementationMore Information
Research - Social Sciences and Humanities Research Council (Insight) grant as PI to look at Alberta, British Columbia and Ontario school administrators’ concepts of statistical probability
Schooling is more than covid statistics. School leaders deploy statistics in their daily work for multiple purposes -- to calculate student/teacher ratios and student averages; to understand provincial, national and international standardized test scores; to schedule and promote students;and to explain the significance of all these numbers to their community. School leaders' applications of statistics can thus have profound and long-lasting effects on K-12 students' school experience. With Dr. Samira ElAtia at the Faculte Saint-Jean, we are studying bilingualism's impact on evidence-informed decision-making in K-12 schools.
Research - Summary Report on Aggression Replacement Training for the Society for Safe and Caring Schools/Public Safety Canada
2015 to 2020
A summative program evaluation of an Alberta inititiative to explore adolescent issues in First Nations predominate schools