Publication by men and women with same-sex and cross-sex PhD supervision

The rates at which men and women published during and after PhD training in psychology were compared for samples experiencing same-sex and cross-sex supervision. When allowance was made for the research productivity and impact of the supervisor, women supervised by women published at similar rates to women supervised by men. Similarly, men supervised by men did not publish on average more often than men supervised by women. Further, there was no difference in mean publication rate between men and women who had completed their PhD degrees in the same university under supervision of the same advisor. Although the analyses provides no evidence that publication is more frequent following same-sex than cross-sex supervision, the possibility that supervision by an advisor of the same sex advantages graduates in other ways needs to be assessed.     

Engaging Undergraduate Kinesiology Students in Clinically-based Research

Many undergraduate students in kinesiology are interested in clinical careers and seek research opportunities for advanced study and unique learning experiences. This article describes a process of engaging undergraduate students in a multi-disciplinary, National Institutes of Health (NIH)-funded program project investigating factors that may affect pelvic floor support and symptoms in primiparous women during the first year postpartum. Students complete general and protocol-specific training prior to engagement, have specific tasks that reinforce skill development and require independence, and are invited to participate in additional opportunities with the investigative team. The topic of pelvic floor health is novel to most students and participation in this research expands their knowledge beyond a mainstream kinesiology curriculum. Institutionalizing this type of program could formalize undergraduate student research experiences and facilitate ongoing clinical research efforts with a kinesiology focus.     

ENHANCING QUALITY - TENSIONS AND TENDENCIES IN AUSTRALIAN UNIVERSITIES

Presenting the comprehensive quality control measures which have been taken in Australian higher education in recent years, the author argues that the way they have been imposed from top down without proper consultations with the faculty/staff members of the institutions concerned have led to their being discredited at this level. She proposes ways in which evaluation and awards systems might be introduced through proper consultations with staff/faculty members in ways which engage the support of the latter and are then conducted with their co‐operation and collaboration. In particular, she describes how the Guidelines for Effective University Teaching were developed by the Australian Vice‐Chancellors Committee and are now being introduced into the various Australian higher education institutions as the basis of an effective teaching evaluation and improvement system.     

Understanding the role of learning and teaching support materials in enabling learning for all

There are many assumptions about the ways in which textbooks and other learning and teaching support materials (LTSM) can contribute to improved learning outcomes in many international contexts. These can focus on ways that they can implement the school curriculum, often in lieu of good pedagogical practice. Drawing on case studies from Rwanda and South Africa, the complexity of the role of LTSM as part of classroom enactment is shown. The discussion suggests that there are enabling factors to this including support for teachers’ use of LTSM and the availability of materials to all learners. A framework is presented in which LTSM, teachers and learners can become equal partners in teaching and learning, but only when adequate language and other pedagogical support structures are provided. Conclusions consider the potential impact for LTSM use when it is elevated to a medium that is accessible and useful to both teachers and learners.     

Teacher Perceptions of Moodle and Throughput in a Blended Learning Programme for In-Service Secondary School Mathematics Teachers

The purpose of this article is to analyse teachers’ perceptions of using the modular object-oriented dynamic learning environment (Moodle) platform as a learning management system in a small-scale blended learning (b-learning) Advanced Certificate in Education (ACE) programme for in-service secondary school mathematics teachers in South Africa. It describes how the Moodle platform was used in combination with on-campus and later off-campus contact sessions for a widely dispersed population of 76 in-service mathematics teachers over a four-year period. Qualitative data was gathered by means of a questionnaire with open-ended items, while quantitative data was gathered from the centre's archives. The main findings were that Moodle enabled in-service teachers to experience social, cognitive and teaching presences, through synchronous and asynchronous discussions with peers and facilitators, and a teaching presence by submitting their inquiries and assignments online for facilitators to provide them with answers and feedback. The main obstacles to the integration of Moodle were limited availability of technology, slow speed, and unaffordable cost when available. With increased broadband connectivity Moodle holds the prospect for diversifying b-learning experiences that can support teachers’ professional learning outcomes and throughput for distributed populations of practising mathematics teachers, in particular.     

Supporting Communication of Girls with Rett Syndrome and their Mothers in Storybook Reading

In this study mother-child storybook reading was explored as a context within which to support early symbolic communication of girls with Rett syndrome. Baseline measures of mother-daughter interaction were gathered as mothers read familiar and unfamiliar storybooks with their daughters. Then three experimental interventions were studied in the homes of four girls: (a) resting hand splints, (b) light tech augmentative communication systems such as voice-output devices and symbols, and (c) very basic parent training. Access to devices, symbols, and training increased the frequency of each of the four girls, labeling and symbolic communication during storybook reading. Parent training was particularly useful in increasing the percentage of appropriate switch use by three of the four girls. The study suggests that parents can provide substantial support to early communication development in girls with Rett syndrome, if they are provided with basic information and materials.     

Promotion of academic staff

Research studies conducted in the USA, Britain, Australia and New Zealand which examine academic staff's attitude to the promotion procedures in their institutions have all found dissatisfaction with existing promotion practices. In particular academics are reported to be dissatisfied with the undervaluing of teaching excellence in promotion decisions.This paper discusses studies of job satisfaction and staff motivation as background to an interview study at an Australian university. Data concerning promotion issues from interviews with 104 academic staff members are presented and discussed.Interviewed staff at that university see their institution as actively encouraging research through rewards and incentives. But they perceive the university as paying only lip-service to teaching by requiring documentation of teaching performance without rewarding good performance adequately. Many also perceive the university as interested more in publications than in scholarship and some adjust their activities accordingly.