Seminar Series for Early Careeer Researchers

• Getting credit for research work: Publishing from your thesis at the very moment you don’t feel like it! (02/10/2009)
• Building a research profile and track record - Part 1 (09/10/2009, 10.30am-1.30pm)
• Hey teacher, who are you? (09/10/2009, 2.30-4pm)
• Introducing Statistics into Your Research: A Jump-Start for Beginners (13/10/2009)
• Level of engagement in self assessment and its relation to progression in writing and problem solving skills, and overall achievement. (30/10/2009, 2-3pm)
• Producing the self-managing girl-citizen in a climate of ‘healthy’ living. (30/10/2009, 3.30-4.30pm)
• Building a research profile and track record - Part 2 (06/11/2009)
• Can Multiple Intelligence Theory give insight into a student’s propensity to study science or pursue a career in science? (27/11/2009)

Getting credit for research work: Publishing from your thesis at the very moment you don’t feel like it!

Overview:

This workshop will discuss some aspects of publishing from research thesis work during and after completion. It will draw on examples from participants’ work to illustrate some of the traps and opportunities. The hope is that participants will come from the workshop with an improved knowledge of some of the practical aspects of publishing from thesis work and an appreciation of the advantages of devoting energy to it.

Building a research profile and track record - Part 1

Overview:

The workshops will provide ways of thinking about your program of work over the next 3-5 years, and how it might be broken down into practical and deliverable components.

In this, the first workshop, the elements of a research plan and its benefits will be considered and guidance on developing a research plan will be offered.

Hey teacher, who are you?

This seminar is part of the Division of Research's series of seminars at which early career researchers will present a paper and receive feedback and mentoring to assist them submit the paper for publication within six months.

Denise is developing a book proposal under this title, and is very keen to share her ideas and to receive feedback from colleagues interested in teacher professional identity, teacher professional learning and in arts-informed inquiry. The book is an arts-based, action-oriented textbook that utilises an arts-informed inquiry approach to guide early career/pre-service teachers in identifying their teacher and teaching identities.

Introducing Statistics into Your Research: A Jump-Start for Beginners

The workshop will involve instruction and a talk followed by a question and answer session.

Level of engagement in self assessment and its relation to progression in writing and problem solving skills, and overall achievement.

This seminar is part of the Division of Research's series of seminars at which early career researchers will present a paper and receive feedback and mentoring to assist them submit the paper for publication within six months.

Note: There are two presentations on this date.

In an initiative designed to promote ongoing university student autonomy, two cohorts (2005, 2006) of applied science students (n = 168) in an applied statistics subject completed a self assessment of 12 generic skills at the beginning and end of semester. It was found that skills were rated more highly at the end than the beginning, and the hierarchy of skills did not change. Female students’ ratings of themselves were higher than males; however grade had no association with skill ratings. Further, three groupings of skills were found (high, medium and low rating). A separation in the ratings of “self” versus “non-self” skills was also evident. As part of the end assessment, students gave reasons for a change (or no change) in rating from time 1 to time 2. Students commonly mentioned activities within the subject that influenced their skill level (and hence rating). Only students with an increase in rating noted external activities contributing to their change in skill (and rating). Further themes to emerge were an understanding of the continuity of self, and an appreciation of standards. Under investigation currently is whether the level at which students engaged in this self assessment process (from non-participation through degrees of completion of the task) was related to progression (as assessed by teachers) in writing skill and/or problem solving, or overall achievement in the unit of study.

Producing the self-managing girl-citizen in a climate of ‘healthy’ living.

From 2007 to 2009 the Australian government funded a new vaccine called Gardasil®, which protects against four strands of the human papillomavirus (HPV), a sexually transmitted viral infection linked to 70% of cervical cancer cases in Australia. Secondary schools have become one of the key organisational and administrative sites for the program, with all girls aged 12-18 being voluntarily vaccinated at school. This paper provides some early reflections on a qualitative case study investigating the impact school-based vaccination programs have had on the types of knowledge young people are receiving about HPV, cervical cancer and about the vaccine itself. Providing a close reading of the national program’s promotional campaign, the paper locates the vaccination program within a broader set of technologies of health that define girls’ and women’s bodies as risky and in need of (self)management and erase boys and men from pedagogies of sexual and reproductive health. The paper also offers suggestions for how health and physical education classrooms might become places that challenge and critique the increasingly neoliberal mandates of health policy and discourse.

Building a research profile and track record - Part 2

Overview:

The workshops will provide ways of thinking about your program of work over the next 3-5 years, and how it might be broken down into practical and deliverable components.

The second workshop is designed for those who have used the period between workshops to develop a draft research plan. At this workshop, you will have the opportunity (if you wish) to present your plan to the group and receive feedback.

Can Multiple Intelligence Theory give insight into a student’s propensity to study science or pursue a career in science?

This seminar is part of the Division of Research's series of seminars at which early career researchers will present a paper and receive feedback and mentoring to assist them submit the paper for publication within six months.

Research over the past twenty years has identified an international concern over the decline in school students choosing to study science subjects at a higher level, and consequently reducing their choice of science as a possible career path. As part of a small-scale, longitudinal study of Australian senior school students, studying science within two parallel curricula in one school, 38 students completed a Multiple Intelligences questionnaire designed to reveal their strengths. Supported by focus group discussions and interviews held with the students, this paper summarises the findings and reveals insights suggesting that further research in this field may be valuable.

*HDRS are higher degree research students - students enrolled in one of the following degrees; PhD, EdD, DSW, MPhil, MEd Research)