Overview

Moving beyond the bounded binary of supervisor and student, this edited collection exemplifies best practice in initiating higher degree students into the culture and practice of educational research.

Here, with mentoring from experienced researchers and writers, they can be seen coming to 'know' and 'do' research within an academic community of practice. As they engage with the expectation of developing and presenting a conference paper and responding to its subsequent blind refereeing for publication, they assist each other to full membership in the research culture of the university.

Proudly published by Post Pressed

Table of Contents

• Preface
  Professor Parlo Singh
• Educational Research - Who Needs It?: Changing Membership Within a Research Community of Practice
  Dr Raymond Brown, Dr Glenn Finger, Brooke Reeves
• Exploring Peer Collaboration in the LOTE Classroom: A Sociocultural Approach
  Stephen MacKerras
• Funds of Knowledge in Primary School Homework Programs
  Ms Amanda Stewart
• Framing the Framework: Discourses in Australia's National Values Education Policy
  Ms Tiffany Mary Jones
• Using Wireless-enabled Personal Digital Assistants (PDA) to Access Information and Create Communication Patterns: Constructing and transforming knowledge in a Year Seven classroom
  Kevin Larkin
• EMPIRE and the Internet Prescription: Influences that motivate General Practitioners to recommend Medical [health] Websites to the Health Consumer
  Wayne Usher
• Measuring the commitment of volunteers in community-based sport
  Terry Engelberg-Moston
• Corporate Social Responsibility as a Core Business Practice: A learning perspective
  Gail Rehbein
• How can photographic practice assist our quest for an authentic sense of intimacy?
  Stephen Hobson
• Antecedents of dialogue between schools and communities: A public relations perspective
  Anne Lane
• The Role of the Facilitators in Anti-sectarian Courses in Northern Ireland
  Simone Smala
• Visual mind-mapping: A collaborative approach in identifying and representing a student's diverse literacy practices
  Suzanne Derbyshire