Research Students' Forum – Semester Two, 2008
30 October 2008
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A record number of people – 108, including 28 staff members – registered as participants in Semester Two's Research Students' Forum.
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Forum coverage on this page |
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Full program
Click here to download a copy of the full program. (PDF, 1.56MG)
Registration desk
Three students (pictured left) looked after the desk and ensured the smooth registration of the record number of attendees. The students distributed name tags and programs, and obtained written consent from those people happy to have their photos used. Many thanks to (from left) Sabrin Farooqui, Suzanne Egan and Naomi Chisuwa.
A few of the presenters...
Nineteen papers were presented, some of which were:
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How does a 'baby boomer' researcher access 'generation Y' and give young people with cancer a voice about their spirituality? by Jenny Broadbent Supervisor: Dr Lindsey Napier Associate Supervisor: Dr Fran Waugh Degree: DSW |
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Secondary students' mathematics homework beliefs and practices. by Kester J Lee Supervisor: Dr Judy Anderson Degree: MTeach |
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Normative processes, education for all and quality in the education policies of Laos and Cambodia by Alex McCormick Supervisor: Professor Phillip Jones Associate Supervisor: Dr Elizabeth Cassity Degree: PhD |
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Digital storytelling – connecting people through language, culture and creativity by Kirsty McGeoch Supervisor: Dr John Hughes Associate Supervisor: Professor Robyn Ewing Degree: PhD |
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The effectiveness of teaching morphological spelling strategies to secondary students with literacy support needs by Nola McMullen Supervisor: Associate Professor David Evans Degree: MEd (Research) |
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Teachers' reactions to learners' anxiety about target-language use in foreign-language classrooms by Susan Oguro Supervisor: Dr Lesley Harbon Associate Supervisor: Dr Hui Zhong Shen Degree: PhD |
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Recontextualising professional knowledge in postgraduate classrooms by Jen Tindale Supervisor: Dr Sue Gordon Associate Supervisor: Professor Brian Paltridge Degree: PhD |
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Presenters and chairs
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Linda Hodson's presentation was chaired by Professor Tony Welch. The title of Linda's talk was Affect, ethics and the poetics of relatedness. Linda's supervisor, Professor Robyn Ewing, was also present in the audience. Linda's associate supervisor is Professor Roslyn Arnold. Degree: PhD |
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Yoon Suk Hwang being introduced by her supervisor Associate Professor David Evans Yoon Suk presented Inside-out: What is going on in the minds of people with Autism Spectrum Disorders? Yoon Suk’s associate supervisor is Professor Trevor Parmenter Degree: PhD |
Poster presentations
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Dr Edward Eadie presented his poster Role of education in improving the protection of animals against suffering inflicted by humans. Supervisor: Dr Jim Mackenzie. Degree: MEd (Research) Click here to view Ted's poster. (PDF, 867KB) |
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Martin Raffaele presented his poster An exploration of the psychosocial effects that school-age children with Child Absence Epilepsy (CAE) experience when their condition is misdiagnosed as Attention Deficit-Hyperactivity Disorder (ADHD). Martin's poster was a late addition, and therefore is not listed in the program. Supervisor: Dr Susan Colmar Associate Supervisor: Prof Trevor Parmenter Degree: MPhil Click here to view Martin's poster. (PDF, 541KB) |
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Our audiences...
Here are a few snapshots of our audiences:
Room 434
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Room 435
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Room 436
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Room 459
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Room 461
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Keynote
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"I very much enjoyed the final session: the lecture on research exploding fundamental assumptions about the limits of cognitive frameworks that makes 'how-to-teach' conceptually contentious in a way that methodologies for the classroom overlook."
"I also enjoyed the keynote – very appropriate for the audience and easy to listen to!!" |
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Prof Michael Jacobson's keynote was titled After how comes what: Implications of restructuration for what we research and how we do so.
Abstract
In the Afterword to the recent Cambridge Handbook of the Learning sciences, Seymour Papert asks the simple but perhaps non-obvious question of whether researchers interested in learning and education might widen their "focus from how people learn to include more study of what they learn." Papert goes on to ask if there might be "properties of knowledge (that) make it more or less learnable or more or less able to facilitate other learning?" In this talk, I argue that the answer is "yes".
An overview is provided of the historical case in the field of mathematics that occurred due to the shift from Roman numerals to the Hindu-Arabic number system. Historically, only a tiny percentage of even advanced students in ancient Rome could manage to learn how to do multiplication and division, whereas by "restructuration" of the representation system used for mathematics using the Hindu-Arabic number systems, now nearly all students learn these mathematical ideas and skills even at the early primary school level. I further argue in this talk that we are at a point in modern scientific research where the study of complex physical and social systems is providing conceptual perspectives that may allow the "restructuration" of the canonical curriculum in science and social studies in ways that the "what" being taught –that is, the properties of knowledge – may be made more learnable and facilitative of future learning. Implications of this thesis for a program of what we research and the methodologies for how we do this research are discussed.
Dinner
Thank you
Thank you to all who participated in the Research Students' Forum - presenters, chairs, volunteers, attendees, and particularly, all the staff members who came along to show their interest and support in the research conducted by our faculty's higher degree research students.
Thank you all!
Enquiries
Please contact .