Publishing higher degree research: making the transition from student to researcher 9789463006705, 9789463006712, 9789463006729, 9463006702, 9463006710

Table of contents :
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