The following link provides access to a description of the data base of the Project on learning which was established by Graham and his fellow researchers. The purpose of this document is to provide those who might want to use the Project on Learning data with an understanding of how the data was obtained. http://www.educ.canterbury.ac.nz/documents/proceduresfile.pdf.
Publications
- Research on Teaching Empirical studies
- Research on Teaching: Reviews, theory, and applications
- Learning Disabilities
- Administration & Policy
- Developmental Studies
Research on Teaching: Empirical studies
Alton-Lee, A.G., Densem, P.A., & Nuthall, G.A. (1990). “I only think of the men...I don’t think of the women...” SET. Wellington: New Zealand Council for Educational Research, No. 2, Item 16.
Alton-Lee, A.G., Densem, P.A., & Nuthall, G.A. (1991). Imperatives of classroom research: understanding what children learn about gender and race. In J. Morss & T. Linzey (Eds.). Growing up: lifespan development and the politics of human learning, (pp. 93-117). Auckland: Longman Paul.
Alton-Lee, A.G., McBride, T., Greenslade, M., & Nuthall, G. A. (1997). Gendered discourses in social studies: intermediate students’ learning and participation during studies of Antarctic work and survival focused on women: understanding learning and teaching project 3. Report to the Ministry of Education, Wellington: Ministry of Education.
Alton-Lee, A.G., & Nuthall, G.A. (1990). Pupil experiences and pupil learning in the elementary classroom: an illustration of a generative methodology. Teaching and Teacher Education: An International Journal of Research and Studies, 6(1), 27–46.
Alton-Lee, A.G., & Nuthall, G.A. (1991). Final Report: Phase 2 of the Understanding Learning and Teaching Project. Wellington: Ministry of Education.
Alton-Lee, A.G., & Nuthall, G.A. (1992). Children's learning in classrooms: challenges in developing a methodology to explain “opportunity to learn”. Journal of Classroom Interaction, 27(2), 1-7.
Alton-Lee, A.G., & Nuthall, G.A. (1998). Inclusive instructional design: theoretical principles emerging from the understanding learning and teaching project: understanding Learning and Teaching Project 3. Report to the Ministry of Education, Wellington: Ministry of Education.
Alton-Lee, A.G., Nuthall, G.A., & Patrick, J. (1987). Take your brown hand off my book: racism in the classroom. SET. Research Information for Teachers. No.1, Item 8. Wellington: New Zealand Council for Educational Research.
Alton-Lee, A.G., Nuthall, G.A., & Patrick, J. (1993). Reframing classroom research: A lesson from the private world of children. Harvard Educational Review, 63(1), 50–84. Also in G.R. Capella Noya, K. Geismar, & G.Nicoleau (Eds.) (1995). Shifting Histories: Transforming Education for Social Change. Cambridge, MA: Harvard Education Review Reprint series No. 26. Also in E. Mintz & J.T. Yun, (Eds.) (1998). The Complex World of Teaching: Perspectives from Theory and Practice. Cambridge, M.A: Harvard Education Review. Also in B.M. Brizuela, J. Pearson Stewart, R.G. Carrillo, & J. Garvey Berger (Eds.), (2000). Acts of Inquiry in Qualitative Research, (pp.231-263). Cambridge, MA: Harvard Education Review Reprint Series.
Nuthall, G.A., & Lawrence, P.J. (1965). Thinking in the classroom: the development of a method of analysis. Wellington: New Zealand Council for Educational Research.
Nuthall, G.A. (1966). The University of Illinois project on the strategies of teaching. Classroom Interaction Newsletter, 2(1), 20-24.
Nuthall, G.A. (1968). An experimental comparison of alternative strategies for teaching concepts. American Educational Research Journal, 5(4), 561-584.
Nuthall, G.A. (1969). Research note: sex differences in ratings of the occupational status of teaching. New Zealand Journal of Educational Studies, 4(2), 170-176.
Nuthall, G.A. (1972). The University of Canterbury Teaching Research Project. Classroom Interaction Newsletter, 7(2), 3-13.
Nuthall, G.A. (1976). Ein vergleich des nutzens von microteaching mit zwei schulertypen zehnjährigen schülern und studienkollegen ubernehmen. In W. Zifreund (Ed.). Training des Lehrverhaltens und Interaktionsanalyse (Dokumentation und Bilanz des I. Internationalen Microteaching-Symposiums), Weinhem: Beltz.
Nuthall, G.A. (1978). Educational research and the classroom teacher. New Zealand Journal of Educational Studies, 14, 86-88.
Nuthall, G.A. (1996). Commentary: of learning and language and understanding the complexity of the classroom. Educational Psychologist, 31(3-4), 207-214.
Nuthall, G.A. (1998). Understanding student thinking and learning in classrooms. In B.J. Biddle, T.L. Good and I.F. Goodson (Eds.), The International Handbook of Teachers and Teaching, (pp. 681-768). Dordrecht Kluwer: Academic Publishers.
Nuthall, G.A. (1999). The way students learn: acquiring knowledge from an integrated science and social studies unit. The Elementary School Journal, 99(4), 303-341.
Nuthall, G. A. (1999). Learning how to learn: the evolution of students’ minds through the social processes and culture of the classroom. International Journal of Educational Research, 31(3), 139–256.
Nuthall. G. A. (2000). How children remember what they learn in school.
Wellington, New Zealand Council for Educational Research.
Nuthall, G.A. (2000). The anatomy of memory in the classroom: understanding how students acquire memory processes from classroom activities in science and social studies units. American Educational Research Journal, 37(1), 247-304.
Nuthall, G.A. (2000). The role of memory in the acquisition and retention of knowledge in science and social studies units. Cognition & Instruction 18(1), 83-139.
Nuthall, G.A. (2001). Understanding how classroom experience shapes students’ minds. Unterrichtswissenschaft: Zeitschrift für Lernforschung, 29(3), 224-267.
Nuthall, G.A. (2004). Relating classroom teaching to student learning: a critical analysis of why research has failed to bridge the theory-practice gap. Harvard Educational Review, 74(3), 273-306.
Nuthall, G.A., & Alton-Lee, A.G. (1990). Research on teaching and learning: thirty years of change. Elementary School Journal, 90(5), 547–570.
Nuthall, G.A., & Alton-Lee, A.G. (1992). Understanding how students learn in classrooms. In M. Pressley, K.R. Harris, & J.T. Guthrie (Eds.), Promoting academic competence and literacy in school, (pp. 57-87). San Diego: Academic Press.
Nuthall, G.A., & Alton-Lee, A.G. (1993). Predicting learning from student experience of teaching: a theory of student knowledge construction in classrooms. American Educational Research Journal, 30(4), 799–840.
Nuthall, G.A., & Alton-Lee, A.G. (1994). Understanding how pupils learn. SET: Research Information for Teachers. No.2, Item 3, Wellington: New Zealand Council for Educational Research.
Nuthall, G.A., & Alton-Lee, A.G. (1995). Assessing classroom learning: how students use their knowledge and experience to answer classroom achievement test questions in science and social studies. American Educational Research Journal, 32(1), 185-223.
Nuthall, G.A., & Alton-Lee, A.G. (1997). Student learning in the classroom: understanding learning and teaching project 3. Report to the Ministry of Education. Wellington: Ministry of Education.
Nuthall, G.A., & Alton-Lee, A.G. (1998). Understanding learning in the classroom: understanding learning and teaching project 3. Report to the Ministry of Education. Wellington: Ministry of Education.
Nuthall, G.A., & Church, R.J. (1972). Experimental studies of teaching behaviour. In G. Chanan (Ed.), Towards a Science of Teaching, (pp. 9-25). London: National Foundation for Educational Research. Also in J. Wolfson (Ed.) (1976). Personality and Learning. London: Hodder & Stoughton.
Othanel Smith, B., Meux, M., Coombs, J., Nuthall, G.A., & Precians, R. (1964). A tentative report on the strategies of teaching. Urbana: Bureau of Educational Research,University of Illinois.
Othanel Smith, B., Meux, M., Coombs, J., Nuthall, G.A., & Precians, R. (1967). A study of the strategies of teaching. Urbana: Bureau of Educational Research, University of Illinois, 1967.
Wright, C.J.& Nuthall, G.A. (1970). Relationships between teacher behaviors and pupil achievement in three experimental elementary science lessons. American Educational Research Journal, 7(4), 477-491. Also in: A. Morrison & D. McIntyre (eds.), (1972). The Social Psychology of Teaching: Selected Readings, chapter 20: Baltimore: Penguin Books. Also in: H. Skowronek & D. Schmied (Eds.), (1977). Forschungstypen und Forschungs-strategien in Der Erziehungswissenschaft. Hamburg: Hoffman & Camper.
Research on Teaching: Reviews, theory, and applications
Nuthall, G.A. (1968). Studies of teaching: II types of research on teaching. New Zealand Journal of Educational Studies, 3(2), 125-147.
Nuthall, G.A. (1970). A review of some selected recent studies of classroom interaction and teaching behavior. In J.J. Gallagher, G. A. Nuthall, & B. Rosenshine (Eds.), Classroom Observation, (pp. 6-29). AERA Monograph Series on Curriculum Evaluation, No.6. Also in: New Zealand Journal of Educational Studies, 1968, 3(2), 125-147.
Nuthall, G.A. (1971). No simple guide on how to teach. National Education, 53, 493-495.
Nuthall, G.A. (1972). Ausgewahlte neuere untersuchungen zur unterrichtsinteraktion und zum lehrverhalten: ein kritischer bericht. In C. Wulf (Ed.), Evaluation. Beschreibung und Bewertung von Unterricht, Curricula und Schulversuchen, (pp. 239-263). Munchen: R. Piper & Co.
Nuthall, G.A. (1973). The search for ideal teaching methods. London Educational Review, 2(3), 29-37.
Nuthall, G.A. (1974). Is classroom interaction research worth the effort involved? New Zealand Journal of Educational Studies, 9(1), 1-17.
Nuthall, G.A. (1976). Improving teaching methods in the secondary school. In J.A. Codd & G. L. Hermansson (Eds.), Directions in Secondary Education in New Zealand, (pp. 266-283). Auckland: Hodder & Stoughton.
Nuthall, G.A. (1976). Reading comprehension and classroom verbal interaction. In D. B. Doake & B.T. O'Rourke (Eds.), New Directions for Teaching Reading: selected proceedings of the fifth World Congress on reading (pp. 201-214). Wellington: New Zealand Educational Institute.
Nuthall, G.A. (1985). Reviewing and recapitulating in teaching. In T. Husen & T.N. Postlethwaite (Eds.), International Encyclopedia of Education, (pp. 4351-4355). Oxford: Pergamon Press. Also in M.J. Dunkin (Ed.) (1987). International Encyclopedia of Teaching and Teacher Education, Oxford: Pergamon Press.
Nuthall, G.A. (1989). How can research on teaching help teachers. NZARE 1989 Conference Proceedings: Keynote Addresses, (pp. 33-60). Wellington.
Nuthall, G.A., &. Church, R.J. (1972). Observation systems used with recording media. International Review of Education, 18(4), 491-507.
Nuthall, G.A., & Flanders, N. A. (1972). The classroom behavior of teachers: an overview. International Review of Education, 18(4), 561-568.
Nuthall, G.A., Flanders, N.A., Biddle, B., Brophy, J., Furst, N., Hudgins, B. Medley, D., Ray, D., Semmel, M., Soar, R., & Clark, C. (1974). Teaching as human interaction. Washington, DC: NIE Conference on Studies on Teaching.
Nuthall, G.A., & Snook, I.A. (1973). Models in educational research. In R.M.W. Travers (Ed.), Second Handbook of Research on Teaching, (pp. 47-76). Chicago: Rand McNally.
Learning Disabilities
Densem, J., Nuthall, G.A., Bushnell, J.A., & Horn, J. (1989). Effectiveness of a sensory integrative therapy program for children with perceptual-motor defects. Journal of Learning Disabilities, 22(2), 221-229.
Gordon, M., Nuthall, G.A., & Wilton, K.M. (1984). Communication skill development in intellectually handicapped children. Australia and New Zealand Journal of Developmental Disabilities, 10(3), 157-164.
Nuthall, G.A. (1966). Research and theory on the cognitive development of the intellectually deficient child. New Zealand Journal of Educational Studies, 1(2), 113-125.
Nuthall, G.A. (1983). Research on the integration of mentally retarded children into ordinary classrooms. In K.M. Wilton. N.N. Singh & M.G. Ahrens (Eds.), Mental Retardation in New Zealand: Research and Policy Issues, (pp. 53-63). Auckland: Mental Handicap in New Zealand, Research Monograph No.1.
Nuthall, G.A., Roberts, M. & Gordon, M. (no date). The Expressive Language Development Scale. Christchurch: Education Department, University of Canterbury.
Administration & Policy
Nuthall, G.A. (1973). Fashion and values in educational change. Administrators Bulletin, 4(8).
Nuthall, G.A. (1975). Educational research in New Zealand: a proposal for future development. Education, 4, 3-8.
Nuthall, G.A. (1977). Establishing a Senior College/Community College in Blenheim as a properly evaluated experiment. Current Issues in Education: Evaluation, 4, Wellington: Department of Education.
Nuthall, G.A. (1985, November). Standards of achievement in schools. Economic Bulletin, No. 702.
Nuthall, G.A. (1994). Educational reform four years on. The New Zealand Principal, 9(1), 10-11.
Developmental Studies
Keeling, B., & Nuthall, G.A. (1969). Changes in personal value-structure during early and middle adolescence. Australian Journal of Education, 13(1), 32-46.
Also in Stewart, R.A.C. (Ed.), (1976). Adolescence in New Zealand, (pp.74-82). Auckland: Heinemann Educational.
Presentations
Conference presentations
(with J. Green, H.Marshall, A. Alton-Lee, M. y Vedia) Implications for research on teaching of alternative conceptions of learning. Seminar at the Annual Meeting of the Invisible College (of Teaching Researchers), San Francisco, April 1995.
The social construction of mind and its implications for research on teaching. Seminar at the Annual Meeting of the Invisible College (of Teaching Researchers), New York, April 1996.
Students memory for classroom experience and its relationship to learning in science and social studies. Annual Meeting of the American Educational Research Association, New York, April.1996.
Of learning and language and understanding the complexity of the classroom. Symposium: Recent emerging theoretical frameworks for research on classroom learning: Contributions and limitations. Annual Meeting of the American Educational Research Association, New York, April.1996.
The validity of tests of achievement. International Symposium on Validity in Educational Assessment. Dunedin, June 1996.
What role does ability play in classroom learning? Annual Conference of the NZ Association for Research in Education. Nelson, December 1996.
Learning how to learn: The social construction of knowledge acquisition in the classroom. European Association for Research in Learning and Instruction, 7th Biennial Conference, Athens, 1997
Broadening our understanding of how classroom experience shapes students’ minds. Seminar at the Annual Meeting of the Invisible College (of Teaching Researchers), Montreal April 1999
How students learn: The validation of a model of knowledge acquisition using stimulated recall of the learning process. Annual Meeting of the American Educational Research Association, Montreal, April.1999.
Understanding how classroom experience shapes students’ minds. Invited address to the 17th. Congress of the DgfE (German Educational Research Association), Georg August University, Göttingen, September 2000.
Bridging the gap: The interactive effects of instruction and social processes on student experience and learning outcomes in science and social studies activities. Invited address, European Association for Research in Learning and Instruction, Fribourg, August 2001
Understanding what students learn in school. Paper presented at the annual meeting of the New Zealand Association for Research in Education, December 2000.
Student experience and the learning process: Developing an evidence based theory of classroom learning. Paper presented at the American Educational Research Association conference, Seattle, April 2000.
Cultural myths and the realities of teaching and learning. The Jean Herbison Lecture, presented at the New Zealand Association for Research in Education. Christchurch, December 2001
Identifying the causes and effects of student experience and learning in the classroom: a progress report on the Project of Learning. Paper presented at the New Zealand Association for Research in Education. Christchurch, December 2001
Understanding how students learn from their classroom experience. Invited address, University of Illinois, College of Education, April 2002.
Teaching as cultural ritual. Paper presented at the Invisible College for Researchers on Teaching, New Orleans, April 2002
Knowing what we know and need to know about effective teaching. Keynote address to the NZCER Conference: Teachers make a difference: what is the research evidence? Wellington, October 2002.
Talks to educational administrators, principals and teachers
Understanding how students learn and remember what they learn. Keynote address, Principals’ Conference, Contemporary Educational Research, Auckland University, October 1999.
Myth and reality in teaching: Questions and issues. Invited address, St. Andrews College, Christchurch, April 2000.
Empowering teachers to improve learning. Full day workshop for principals and teachers, Principals’ Centre, University of Auckland, June 2000.
The myths of teaching. Invited address to the Canterbury, West coast, North Otago Principals’ Association Conference, Christchurch, August 2000
Understanding what students learn in school. Address to Support Services Team (school advisors), Christchurch College of Education, February 2001.
What do we mean by effective teaching?. Talk to the Independent Schools Association, Curriculum Conference, Christchurch, March 2001
Understanding and evaluating teaching. Address to Educational Review Office officers. Christchurch, July 2001
Cultural myths and the realities of teaching and learning. Talk to the Friday symposium, Ministry of Education, Wellington, March 2002