Chemistry in Second Life

This review will focus on the current level on chemistry research, education, and visualization possible within the multi-user virtual environment of Second Life. We discuss how Second Life has been used as a platform for the interactive and collaborative visualization of data from molecules and proteins to spectra and experimental data. We then review how these visualizations can be scripted for immersive educational activities and real-life collaborative research. We also discuss the benefits of the social networking affordances of Second Life for both chemists and chemistry students

Links between research and schools: the role of postgraduate students

In Australia a desire to increase the return of investment in educational research has led to interest in different aspects of research impact, including the nature of links between research and schooling. One significant group in such links is postgraduate students who are also teachers or educational administrators. Responses were obtained from 1267 postgraduate students to questions about their perceptions of new developments in schools and of research, including their own studies. Differences between postgraduate students who were involved in school-level education and those who were not involved at this level were also investigated. Colleagues within their school were named as the major source of new developments, but two-thirds also saw the universities as important sources. The most common type of new development described was in the area of curriculum. Research was the most frequently cited basis for new ideas and development in schools, with a large majority stating that research had at least some impact on their work and on education generally in their region, the research frequently being introduced or mediated by colleagues. Areas being addressed by these students in their own research and projects were, in the main, of relevance to schools, most commonly in the areas of curriculum and educational processes and structures. Finally, the importance of postgraduate students as linkage agents between research and schools is stressed

An investigation of PhD examination outcome in Australia using a mixed method approach

This paper focuses on doctoral assessment as an area that has been relatively neglected in higher education research. It then describes and justifies a mixed-method approach to the study of PhD examination processes and outcomes in Australia. The design is reported of a study including candidate and candidature information for approximately 800 PhD students across all discipline areas at eight Australian universities, some examiner information, and the 2100 examiner reports on their theses. Examination process, outcome and discourse are discussed in relation to the study design and a number of research questions to be investigated. The sampling method and data collection are described. A particular focus of this paper is how the categories were developed, tested and refined for coding the texts of the examiner reports. The overall aims of the study are to contribute new knowledge about doctoral study and provide a firm empirical foundation for enhancing research performance

Examining PhD and research masters theses

The examination of research theses has only relatively recently attracted research interest that has focused on what examiners do and how consistent they are. The research questions in this study address firstly whether PhD and research masters theses were treated by examiners as qualitatively different on 12 indicators of importance across the areas: contribution of the thesis, the literature review, approach and methodology, analyses and results and presentation. Secondly what was the examiner assessment of quality of a recently examined thesis on the same indicators and, finally, how well the indicators were reflected in a holistic assessment of thesis quality. The work reported here draws on the responses of 353 PhD and 74 research masters thesis examiners. Findings showed the examiners generally rated the relative importance of the indicators very similarly at both degree levels. Further the order of importance across indicators was essentially the same for the two levels of thesis. Anticipated differences did emerge with the examiners giving higher quality gradings for all contribution indicators for PhD as compared with research masters theses. The 12 specific quality indicators, individually and collectively were strongly related to the holistic assessment of thesis quality, particularly at the PhD level

I know it's important but I'd rather teach something else!': an investigation into generalist teacher's perceptions of physical education in the primary school curriculum

The benefits of regular physical education (PE) for primary school children have been reinforced in the literature over a number of years. Unfortunately, many generalist teachers feel they lack the confidence, training and time to teach PE effectively and subsequently may avoid teaching PE altogether. A key aim of this study was to examine the relationship between generalist teachers’ curriculum preferences in the primary school and the relative value they place on PE compared to other key learning areas (KLAs) of the NSW primary curriculum. Data were collected from 422 pre-service (2nd, 3rd & 4th Year) and 63 in-service generalist primary teachers. Results suggested that most cohorts considered PE to be a relatively valuable KLA but indicated they would prefer to teach other KLAs rather than PE. Insufficient time was the most commonly cited impediment to the delivery of PE programs. Significant relationships were established between PE attitudinal variables for some cohorts and interesting findings emerged from post hoc analysis of cohort differences, particularly regarding in-service teachers. These findings will be discussed with specific recommendations made for preservice education and ideas for the professional development of generalist primary teachers

An investigation of pre-service and primary school teachers' perspectives of PE teaching confidence and PE teacher education

Recent literature has indicated that many primary school teachers lack confidence about teaching physical education (PE) and it has been suggested that a major contributing factor is the quality of PE teacher education (PETE) they receive. The current study aimed to investigate the levels of PE teaching confidence of both pre-service (n=422)and in-service (n=63) primary school teachers and their perceptions regarding the adequacy of their PETE. The analysis focused on the relationship between respondents' PE teaching confidence and their perceived quality of PETE for individual PE content areas. A subsidiary aim was to explore teacher perceptions of the strengths and weaknesses of their PETE and to consider their suggestions for the improvement of PETE. Results indicated that teachers possessed only moderate levels of confidence to teach PE and did not consider their PETE to be effective in preparing them to teach PE. Significant relationships were found between PE teaching confidence and perceptions about PETE for all PE content areas examined. Gender and cohort differences were also apparent. Results are discussed in light of recommendations for PETE and professional development for teachers

Predicting examiner recommendations on Ph.D. theses

This paper investigates relationships between candidate and examiner characteristics, the texts of examiner reports on Ph.D. theses and examiner recommendations made on theses. The data were related to 804 examiner reports on 301 theses submitted at three Australian universities. Thesis topics ranged across ten Broad Fields of Study or discipline areas. Simple bivariate analyses were first undertaken to identify candidate, examiner and university variables significantly related to the examiner recommendation—three candidate variables, examiner location and, in some cases, the university attended were identified. Next, these variables were regressed on examiner recommendation. The text categories were then factor analysed to confirm five constructs identified in previous work—positive summation, negative summation, prescription, formative evaluation and dialogic elements. These were added to the regression equation. A multilevel regression analysis with examiner recommendation as response variable indicated that four of the five constructs (not including the dialogic elements construct), holding a scholarship and two examiner-country variables explained a total of 43% of the variance in examiner recommendation on the thesis. Implications of the results are discussed

Ways of knowing in doctoral examination: how well is the doctoral regime?

The article draws on findings from the PhD Examination Project at the SORTI Research Centre of The University of Newcastle, Australia. It focuses on an analysis of the roles of examiner and supervisor, in relation to the candidate, as seen through the lens of Habermas's 'Ways of Knowing' theory. On the basis of this, it has been postulated that the dominant text in the PhD examination process may work to constrain the generation of new knowledge rather than encourage it. The paper explores practical implications for research training and questions the current well being of the doctoral regime

Student experience of final-year undergraduate research projects: an exploration of 'research preparedness'

During this past decade the level of interest in building research capacity has intensified in Australia and internationally, with a particular emphasis on the development of postgraduate research students, but also extending to undergraduate research experience. This study investigated the student experience across a diverse range of fourth-year undergraduate research programs in one Australian university, and explored how this prepared students for further research study. A construct of 'research preparedness' was developed from several factors, including research self-efficacy, motivation, research environment and orientation towards research. Overall, students were motivated to complete their research, and were confident in their ability to carry out the tasks involved in the research process regardless of the program they were undertaking. On the whole, students enrolled in a one-year research program had the strongest intent to continue on to further research studies, and were more likely to show evidence of research preparedness