Semester Two 2013
Thursday 31 October
Photos from the forum
Participants and volunteer helpers at the registration desk. PhD candidates, Emily Lilienfeld, (left seated) and Pam Joseph (right seated) are helping out with name tags, distribution of forum programs, and reminding participants to sign the photo release forms.
Academic staff and higher degree research student participants picking up their name tags and programs at the registration desk.
Audience listening to Karen Cavanaugh, Career Development Officer, from the Careers Centre. Karen ran a special workshop for faculty higher degree research students titled 'Career planning and development for research students'.
The workshop, 'Career planning and development for research students', was very well attended. We look forward to running similar workshops in future student forums.
Audience for Kate Anderson's talk on 'The interactions amongst pre-service teachers' beliefs about teaching learning and the nature of science' and Deborah Tully's talk on 'How university type affects the path to persistence for women of colour in STEM'.
Audience listening to PhD candidate Ngoc Vu's presentation titled 'Pragmatic teaching and teachers' perceptions: a case study of a Vietnamese university'.
Audience listening to Mai Xuan Le's presentation titled 'Factors influencing the ICT adoption for English language teacher education in the Mekong Delta, Viet Nam.
PhD candidates Pam Joseph and Kate Bokan-Smith catching up on news before heading off to listen to individual student presentations.
Emily Lilienfeld (right) is also the Student Representative on the Office of Doctoral Studies Committee. Emily is pictured here with her office mate Mai Xuan Le, EdD candidate, who presented a talk at the forum.
(From left) James Goulding presented 'Crowd-sourcing credence', Hueiwen Jennifer Chiang presented 'The socioeconomic patterns of overweight, obesity and thinness in Australian children' and Michael Tang presented 'Pointing and tracing for learning'.
EdD candidate Kate Anderson (left) and PhD candidate Deborah Tully relaxed and ready for their respective presentations. Kate is supervised by Dr Louise Sutherland and Deborah is supervised by Prof Tony Welch.
Yasmine Loupis (left) presented 'Exploring the introduction of a rehabilitation 'Mid-Term Report Card' for families of stroke survivors.' Janica Nordstrom (right) was the winner of this semester's Best Paper Award.
Rosmawati (left) with her supervisor Dr Aek Phakiti. Rosmawati was highly commended for her written paper titled 'Dynamic development of complexity and accuracy in second language academic writing: a case study'.
How do you evolve from a research idea to a research track record? How does a research degree build to a research program? In this presentation, Andrew Martin explores the features of research ideas, research projects, and research programs that provide a foundation for a strong research track record. He details some of the key considerations involved in investigating research ideas that can help lay the groundwork for a robust and integrative research project – and which can then be a basis for an ongoing and evolving research program. Important decisions are considered, including the type of factors and issues to investigate, the types of methodological skills to develop, the people with whom to collaborate, the types of projects and funding to pursue, and the order and nature of outputs to produce. Lessons learned from blind alleys and dead ends are also vital for a successful research program – and some of these are discussed as well. With a bit of planning, a few calculated gambles, hard yakka, peer support and a bit of luck, one’s research ideas have the potential to grow into a strong research track record.
Andrew Martin, BA (Hons), MEd (Hons), PhD, is Professorial Research Fellow and Australian Research Council Future Fellow at the University of Sydney specializing in motivation, engagement, achievement, and quantitative research methods. He is also Honorary Senior Research Fellow in the Department of Education, University of Oxford and President Elect, International Association of Applied Psychology – Division 5 Educational, Instructional, and School Psychology. Andrew is a Registered Psychologist recognized for psychological and educational research in achievement motivation and for the quantitative methods he brings to the study of applied phenomena. Although the bulk of his research focuses on motivation, engagement, and achievement, Andrew is also published in important cognate areas such as boys' education, gifted and talented, academic resilience and academic buoyancy, personal bests, pedagogy, parenting, teacher-student relationships, and Aboriginal education. Andrew’s research also bridges other disciplines through assessing motivation and engagement in sport, music, and work. Andrew is in the Top 25 of International Rankings of the Most Productive Educational Psychologists (Source: Jones et al., Contemporary Educational Psychology, 2010). He has written over 250 peer reviewed journal articles, chapters, and papers in published conference proceedings, written 3 books for parents and teachers (published in 5 languages), compiled 12 commissioned government reports, has won 11 Australian Research Council (and National Health and Medical Research Council) grants as well as international funding (eg. Spencer Foundation) and 15 government and non-government research tenders. He is Associate Editor of British Journal of Educational Psychology, immediate-past Associate Editor of Journal of Educational Psychology, and on Editorial Boards of 3 international journals (Journal of Educational Psychology; American Educational Research Journal; Contemporary Educational Psychology). Andrew has delivered over 150 invited/keynote presentations, and in the past 10 years his work has been featured in over 250 radio, television, newspaper, newsletter, and web outlets. In 2008 Andrew received the American Educational Research Association (AERA) Raymond B. Cattell Early Career Award, “To recognize a scholar who has conducted a distinguished program of cumulative educational research in any field of educational inquiry within the first decade following receipt of their doctoral degree” (AERA, 2008). Prior to that Andrew was listed in The Bulletin magazine’s ‘SMART 100 Australians’ (2003) and one of only three academics judged to be in the Top 10 in the field of Education in Australia. In 2002, his PhD was judged the Most Outstanding Doctoral Dissertation in Educational Psychology by Division 15 of the American Psychological Association and before that was judged the Most Outstanding PhD in Education in Australia by the Australian Association for Research in Education.
Please contact Research Student Liaison Officer if you have any queries regarding the Research Students Forum.