Supervision of Higher Degree Students — Problem Areas and Possible Solutions

Supervision of postgraduate students remains an area of concern to university administration, to supervisors, to student unions and the individual research student. Many studies have examined student dissatisfaction with supervision. However, there is also considerable uneasiness among academic staff about the extent of their supervisory role and functions. In a series of workshops in several tertiary institutions problem areas were discussed with supervisors, both experienced and inexperienced; and practices and strategies were explored which facilitate effective supervision. Those provisions for and approaches to supervision which supervisors have found to be effective are presented and discussed as they apply at the institutional, departmental or individual level.     

Evaluation of engineering and technology activities in primary schools in terms of learning environment,attitudes and understanding

Because the importance of science, technology, engineering and mathematics (STEM) education continues to be recognised around the world, we developed and validated an instrument to assess the learning environment and student attitudes in STEM classrooms, with a specific focus on engineering and technology (E&T) activities in primary schools. When a four-scale instrument assessing classroom cooperation and involvement and student enjoyment and career interest was administered to 1095 grade 4–7 students in 36 classes in 10 schools, data analyses supported its factorial validity and reliability. When the new questionnaire and understanding scales were used to evaluate E&T activities, statistically-significant pretest–posttest changes in career interest and understanding (with large effect sizes ranging from 0.70 to 0.81 standard deviations) supported the efficacy of the instructional activities.     

ROLE AND PROBLEMS OF HEADS OF DEPARTMENTS IN PERFORMANCE APPRAISAL

The formalisation of reviews of academic performance, whether it be during probation, for promotion, or for feedback to tenured staff, has put a formidable burden on heads of departments who tend to be involved in all review processes concerning staff in their department.

This paper will present and discuss some data from a current study on the role and functions of heads of departments in Australian universities. Information obtained from heads as well as from staff highlight the difficulties of heads who have to make evaluative statements on departmental staff which may further or slow down their career. Regular performance appraisal of tenured staff pose particular problems as heads have few resources at their sole disposal to reward in any tangible way excellent performance, and indeed also command few, if any, measures to ensure adequate performance. Heads may have positional authority, but academic conventions often prevent heads from exercising it. Clearly heads need leadership qualities and the ability to create a positive departmental climate so that performance reviews are experienced as constructive and rewarding.     

Articulation of medium of instruction politics in the Malaysian Chinese press

In postcolonial multilingual societies, matters of education are deeply rooted in the discourse of ethnicity. In Malaysia, the interface between ethnicity and education is reflected in recent debates on the choice of medium of instruction (MOI). In 2002, the Malaysian government introduced English as MOI by replacing Malay, the national language, for teaching mathematics and science, at the school level. However, in 2009, the policy was reversed to Malay. This policy initiative has been actively contested in the Malaysian media. Through an analysis of news reports on the controversy published by the Malaysian Chinese newspaper, Nanyang Siang Pao, this paper aims to illustrate how a sizeable ethnic minority is able to position itself vis-à-vis a national policy. To explain the ethno-political construction of MOI debates in the newspaper, we use two concepts, namely, ‘plurality of struggles’ (Laclau, 2006a, 2006b; Laclau & Mouffe, 1985) and ‘transmission of the speech of others’ (Bakhtin, 1981). These notions are contextualized in the macro-context of a multi-ethnic polity in which Chinese society, Chinese press and Chinese education are seen to co-construct community interests.     

Influence of mothers' education on children's maths achievement in Kenya

Research shows that fathers' level of education predicts achievement of both boys and girls, with significantly greater effect for boys. Similarly, mothers' level of education predicts the achievement of girls but not boys. This study tests the mother–child education achievement hypothesis, by examining the effect of mothers' education on the maths test score of children, using data from 71 schools across 6 districts in Kenya. The findings of a multilevel random intercept model, based on a sample of 1907 learners reveal surprisingly negative effect of mothers' education on pupil's achievement, with an interaction effect of mother's and father's education being positive.     

Drawing on Dynamic Local Knowledge Through Student-Generated Photography

In this research, the authors explored how teachers using student-generated photography draw on local knowledge. The study draws on the framework of funds of knowledge to highlight the assets marginalized students bring to the classroom and the need for culturally relevant pedagogy to address the needs of a diverse public school population. The purpose of this study was to understand how teachers were using student generated photography to connect students’ dynamic local knowledge with curriculum and classroom practices. Through the methodology of critical qualitative teacher action research in two unique classroom sites, the authors’ findings include increased student responsibility and ownership; teachers as learners; and the richness and complexity of the students’ lived experiences.     

Relationships of Measurement Error and Prediction Error in Observed‐Score Regression

The focus of this paper is assessing the impact of measurement errors on the prediction error of an observed‐score regression. Measures are presented and described for decomposing the linear regression's prediction error variance into parts attributable to the true score variance and the error variances of the dependent variable and the predictor variable(s). These measures are demonstrated for regression situations reflecting a range of true score correlations and reliabilities and using one and two predictors. Simulation results also are presented which show that the measures of prediction error variance and its parts are generally well estimated for the considered ranges of true score correlations and reliabilities and for homoscedastic and heteroscedastic data. The final discussion considers how the decomposition might be useful for addressing additional questions about regression functions’ prediction error variances.     

Academic development units and the improvement of teaching

A survey of those educational development practices which directors of educational (academic) development units in Australia found most effective in their institutions for the improvement of teaching was conducted in late 1983. The responses are presented and discussed.Academic staff are one of the targets of educational development. A series of interviews with 100 academic staff of the University of Queensland at about the same time confirmed that the approaches taken by units for improving teaching are approved of by staff. In particular staff recognised and valued the connection between evaluation and development.The staff development programme at the University of Queensland responded to the expressed needs of staff for specific developmental activities. It is described as one example of a systematic approach to staff development with emphasis on formal workshops/seminar sessions and evaluation of teaching. Practicalities and problems are discussed.This article is derived from an invited paper to the conference, Tertiary Teaching. Techniques for Improvement - The Australian Experience, University of Western Australia, 18 May 1984.