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: Adaptation or equilibrium? 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. (In press). Classroom assessment, court cases and parental demands from a political systems perspective: Black outside the box? Education & Law Journal
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.