Publishing Higher Degree Research: Making the Transition from Student to Researcher

TABLE OF CONTENTS......Page 6
SERIES INTRODUCTION: Higher Education Horizons......Page 8
PREFACE......Page 10
ACKNOWLEDGEMENTS......Page 12
SECTION 1: PUBLISHING HIGHER DEGREE RESEARCH......Page 14
 1. RESEARCH TRAINING AND PUBLISHING: A Partnership Approach to Liberating Scholarship......Page 15
  LIBERATING RESEARCH CANDIDATURES......Page 16
   Join the Book Authoring Team......Page 21
   “Writing Up” and Sometimes Writing Out of Our Comfort Zone......Page 22
  REFERENCES......Page 23
 2. TRANSFORMING IDENTITIES: From Students and Reformers to Researchers......Page 25
  BECOMING A PUBLISHED RESEARCHER......Page 26
   Motivations and Purposes for Research and Publishing......Page 27
   The Supervisory Relationship......Page 29
   Retaining Research and Publishing Capability......Page 30
  PEDAGOGY OF RESEARCH SUPERVISION......Page 31
  REFERENCES......Page 33
SECTION 2: LEARNING WITH TECHNOLOGY......Page 35
  ADOPTION OF MOBILE DEVICES......Page 36
  ABORIGINAL AND TORRES STRAIT ISLANDER SCHOOL EDUCATORS’ OPINIONS AND BEHAVIOURS REGARDING THE USE OF MOBILE DEVICES FOR PROFESSIONAL LEARNING......Page 37
  ABORIGINAL AND TORRES STRAIT ISLANDER CULTURAL PHILOSOPHIES......Page 38
  CONGRUENCIES BETWEEN MOBILE LEARNING AND CULTURAL PHILOSOPHY......Page 39
  REFERENCES......Page 42
  GENERAL CLAIMS......Page 44
  IWB AS A TEACHING TOOL......Page 45
  IWB AND STUDENTS WITH SPECIAL EDUCATIONAL NEEDS (SEN)......Page 46
  CHALLENGES WHEN USING IWBS......Page 47
  STUDENT ENGAGEMENT AND IWB USE......Page 48
   Findings......Page 49
  CONCLUSION......Page 50
  REFERENCES......Page 51
 5. LEARNING WITH IPADS IN EARLY CHILDHOOD EDUCATION......Page 54
  APPLAYCATION FRAMEWORK DESIGN......Page 55
   Section One: Early Years Learning Framework Outcomes......Page 56
   Section Three: App Examples......Page 60
   The Intersection of TPK and TPACK......Page 61
  CONCLUSION......Page 62
  REFERENCES......Page 63
SECTION 3: PROFESSIONAL LEARNING AND PRACTICE......Page 64
  TEACHER AND RESEARCHER, FROM WITHIN-­GROUP TO WITHIN-­SELF COMMUNICATIONS......Page 65
  FROM THE EXPERT NETWORK: THE RESEARCH-­BASED TASK-­MESSAGE FOR ACTION......Page 66
  COLLABORATIVE INTELLIGENCE: EXTENSION TASK-­MESSAGE NETWORKS......Page 68
  THE RESEARCH VEHICLE: STRUCTURING MESSAGES AND COLLABORATIVE LEARNING IN ACTION......Page 69
  RECURSIVE, ACCUMULATING AND AMPLIFYING FEEDBACK......Page 70
  A GENERAL RESEARCH FRAMEWORK: TASKS OF KNOWING AND LONERGAN'S TRIPLE CORD......Page 71
  ACKNOWLEDGEMENTS......Page 73
  REFERENCES......Page 74
  INDONESIAN HIGHER EDUCATION POLICY......Page 75
  CHALLENGES FOR INDONESIAN ISLAMIC HIGHER EDUCATION......Page 76
  ACADEMIC TEACHERS’ CONCEPTIONS OF QUALITY EDUCATION......Page 77
  EDUCATIONAL LEADERS’ CONCEPTIONS OF EDUCATIONAL QUALITY......Page 78
  ENHANCING LEARNING AND TEACHING......Page 79
  VALUES TO GUIDE ACHIEVEMENT OF EDUCATIONAL QUALITY......Page 80
  IMPLICATIONS OF THE FINDINGS FOR UNIVERSITY GOVERNANCE......Page 82
  REFERENCES......Page 83
 8. BEYOND THE TRADE QUALIFICATION: Seeking Higher-­order Cognitive Skills......Page 85
  Skill Requirements Needed on a Mine Site......Page 86
  Developing the Required Knowledge and Skills Needed on a Mine Site......Page 87
  Technical Service Training in the Workplace......Page 88
  Improving the Level of Diagnostic Skill Onsite......Page 89
  Motivation to Learn......Page 90
  DISCUSSION......Page 91
  CONCLUSIONS......Page 92
  REFERENCES......Page 93
   Economic Status......Page 95
   The Implications of Low Quality Education......Page 96
   Literature Review......Page 97
   Irrelevant Content......Page 98
   Insufficient Duration of Teaching Practice......Page 99
  RECOMMENDATIONS......Page 100
  REFERENCES......Page 101
SECTION 4: STUDENT LEARNING......Page 103
   Language Learning Strategies......Page 104
   LLS and Language Proficiency Level......Page 105
   LLS and Year Level of Study......Page 106
  ETHICS......Page 107
   SILL Validity and Reliability......Page 108
   Individual Strategy Use......Page 109
   Strategy Use by Gender......Page 110
  REFERENCES......Page 111
 11. RECOGNISING INTIMATION: An Affective Reality in the Act of Creation......Page 114
  STUDY ONE: AN IMPORTANT ROLE FOR A FEELING APPROACH TO REASONING......Page 115
  STUDY TWO: CONFIRMING ROLE FOR A FEELING APPROACH TO REASONING......Page 117
   Results of the Cross Case Analysis: Study Two......Page 118
  DISCUSSION AND CONCLUSION......Page 122
  REFERENCES......Page 123
  PROMOTING POWERFUL POSITIVE AFFECT......Page 124
  METHODOLOGY......Page 125
  THE RESEARCH APPROACH: ACTIVITY THEORY AND STAGES OF CONCERN......Page 126
  THEORETICAL ANALYSIS AND DISCUSSION......Page 128
   Alice......Page 129
  CONCLUSION......Page 131
  REFERENCES......Page 132
SECTION 5: CURRICULUM CHANGE......Page 134
 13. TEACHING MATHEMATICS AND SCIENCE IN ENGLISH AT A UNIVERSITY IN INDONESIA: Lecturers’ and Students’ Attitudes to the Initiative......Page 135
  THE STUDY DESIGN......Page 136
   Lecturers’ Attitudes towards CBI......Page 137
   Students’ Attitudes towards CBI......Page 139
   Concord in Lecturer and Student Views......Page 141
  CONCLUSION AND IMPLICATIONS......Page 142
  REFERENCES......Page 143
 14. ENABLING INNOVATION IN ACEHNESE SCHOOLS......Page 145
  LITERATURE REVIEW......Page 146
   Recognition of Innovative Work (Formal, Informal and Peer Recognition)......Page 147
   Unplanned or Emergent, Informal Knowledge Sharing Among Teachers......Page 148
   Teacher Professionalism, Commitment and Autonomy......Page 149
  CONCLUSION......Page 150
  REFERENCES......Page 151
  GRADUATE ATTRIBUTES......Page 153
  EDUCATIONAL FOUNDATIONS OF ACEH......Page 155
  CURRICULUM DEVELOPMENT IN INDONESIA......Page 156
  INTEGRATION AND ISLAMIC EDUCATION......Page 158
  CONCLUSION......Page 160
  REFERENCES......Page 161
  ASSESSMENT AND COMPETENCE-­BASED CURRICULUM......Page 163
  THE CURRENT CONTEXT OF EDUCATIONAL ASSESSMENT IN RWANDA......Page 164
   Ethics Approvals......Page 165
   Perceived Assessment Practices......Page 166
  DISCUSSION AND IMPLICATIONS......Page 167
   Standardisation......Page 170
  NOTE......Page 171
  REFERENCES......Page 172
CONTRIBUTORS......Page 174