Faculty of Education

Research

 

The Faculty of Education has a National and International Research profile. It has strengths in Mathematics and STEM education, Sustainability and Health and Physical Education. There is also a strong record in English and Arts Education.

The Faculty welcomes enquiries about any aspect of its research. It particularly welcomes expressions of interest from potential higher degree by research candidates.

Find a supervisor or expert

Rosemary Callingham

Assoc/Prof Rosemary Callingham

Acting Associate Dean (Research)

Email: Rosemary.Callingham@utas.edu.au
Tel: +61 3 6324 3051

Linda Page

Ms Linda Page

Executive Officer - Education Programs

Email: Linda.Page@utas.edu.au
Tel: +61 3 6324 3005


Allen Hill

Dr Allen Hill

Graduate Research Coordinator

Email: Allen.Hill@utas.edu.au
Tel: +61 3 6324 3277

Andrew Fluck

Dr Andrew Fluck

Graduate Research Coordinator

Email: Andrew.Fluck@utas.edu.au
Tel: +61 3 6324 3048


Please direct any other inquiries to the Faculty Graduate Research Coordinator at email Education.research@utas.edu.au or visit the Graduate Research Office webpage.


To find out more details about our research staff please visit the Web Access Research Portal (WARP)

The Faculty of Education Research Office works under the University Graduate Research Office to offer support to Education Higher Degree by Research students. We assist you from your initial enquiry, through to completion of your Higher Degree by Research.

The Faculty welcomes an expression of interest from prospective local, national and international Higher Degree by Research prospective students, with opportunities for full-time or part-time study towards a Doctor of Philosophy (PhD), Doctor of Education (EdD) degree or Master of Education (MEd) (Research).

The Faculty welcomes an expression of interest from prospective local, national and international Higher Degree by Research prospective students, with opportunities for full-time or part-time study towards an Honours, a Doctor of Philosophy (PhD), Doctor of Education (EdD) degree or Master of Education (MEd) (Research).

To work out which course is best suited to you, browse the course summaries below.

  • Available to Australian and international students
  • Honours provides students with the opportunity to engage in educational research at an appropriate level as preparation for future higher degree study
  • Those students gaining a first class honours degree or an upper second award are able to proceed to a doctoral program. Students with a lower second class award or third class honours will have access to the master degree by research program.
  • Course duration - 1 year full time; starts in February and July
  • Articulates into the Master of Education (Research)
  • Applicants must have interest in a topic that we the Faculty has expertise in and can supervise
  • There are several honours options through the Faculty of Education and they depend on the course you are enrolled in and whether honours is embedded or an end-on option, they include:
    • Embedded honours - students in the Bachelor of Education course:
      • Credit grade or higher in ESP 318 Research Methods
      • Grade point average ≥ 3.5 for 3rd year units
      • Total for eight 3rd year unit results must be at least 28 or higher
    • End-on honours - Bachelor of Education:
      • Grade point average ≥ 3.5 for completed degree or at least 3 years teaching experience.
      • Receive a credit grade or higher in ESP 318 Research Methods to be able to progress
    • End-on honours - Master of Education:
      • Master of Education or equivalent from other recognised tertiary provider.
      • Credit average or better in the Master of Education
    • International students should check admission requirements with the University of Tasmania International Student Office

  • Available to Australian and international students
  • Topics for Masters (research) degrees in the Faculty of Education will reflect the candidates own interests and the research expertise of their supervisors.
  • Course duration - 2 years full time or equivalent part-time
  • Applicants should apply after finding a potential supervisor and discussing and agreeing on their proposed topic
  • There are a number course entry pathways, they include:
    • An honours degree with at least second class lower standard
    • A masters degree with a minimum research component (eg a thesis)
    • substantial demonstrated sector experience, previous higher education studies and professional experience and/or published research work
    • International students should check admission requirements with the University of Tasmania International Student Office

  • Available to Australian and international students
  • A Doctor of Education produces individuals who can apply a substantial body of knowledge to research, investigate and develop new knowledge, in one or more fields of investigation, scholarship or professional practice.
  • Course duration - 3-4 years full time or equivalent part-time
  • Applicants should apply after finding a potential supervisor and discussing and agreeing on their proposed topic
  • Applicants will be considered who have:
    • Bachelor of Education (Honours) or equivalent degree with a major research project
    • Master of Education
    • Extensive relevant industry experience
    • International students should check admission requirements with the University of Tasmania International Student Office

  • Available to Australian and international students
  • A Doctor of Philosophy produces individuals who can apply a substantial body of knowledge to research, investigate and develop new knowledge, in one or more fields of investigation, scholarship or professional practice.
  • Course duration - 3-4 years full time or equivalent part-time
  • Applicants should apply after finding a potential supervisor and discussing and agreeing on their proposed topic
  • Applicants will be considered who have:
    • A bachelors degree with first class honours or second class honours, upper division
    • A masters degree with a minimum research component (ie a thesis)
    • Partial completion of a masters by research (up to 75%)
    • substantial demonstrated sector experience, previous higher education studies and professional experience and/or published research work
    • International students should check admission requirements with the University of Tasmania International Student Office

The University of Tasmania offer a range of exciting research opportunities and we seek to provide quality supervision and a supportive and stimulating research culture for all candidates.

A Higher Degree by Research provides candidates with an opportunity to undertake focused research under supervision in order to make a significant contribution within the chosen research area.

Applications and enrolments can happen anytime during the year.  However scholarship applications are only assessed twice yearly.

If you would like to apply for a Higher Degree by Research please first submit an Expression of Interest.

  • The Expression of Interest is not intended to be a final or worked up version of the research you may eventually do.
  • Submitting the Expression of Interest does not guarantee a place in our degrees.
  • Following the completion of an Expression of Interest, applications for a Higher Degree by Research is made to the Education Faculty Research Office.
  • Once applications have been appraised by the faculty, they are forwarded to the university graduate research office for decision.
  • The graduate research office will communicate application results with applicants.

There is a range of scholarships and grants available from the University of Tasmania. In addition the Faculty of Education provides financial support of up to $3000 over the period of candidature to Higher Degree by Research candidates.

Grant

Application Process

Requirements

University Graduate Research Office Scholarships

The University of Tasmania offers a wide range of tax free scholarships to assist candidates to complete their graduate research degree on a full-time basis.

More information


Research Conference Support Scheme (RCSS)

Notification of RCSS rounds is circulated to RHD students. There is usually a strict timeline to allow peer review feedback, amendments, and sign off by the Head of School.

More information

Active involvement in a conference can be valuable for networking and developing links for new research. This is a co-sponsored University scheme. Applicants must be enrolled in an RHD program.

Co-funded PhD Scholarship

Dean of Research will consider applications for co-funded scholarships at any time and will typically be for 3 years with the scope for 6 month extension to allow for write up.

More information

This scholarship is available for a student who has successful application for enrolment in a Faculty of Education Higher Degree by Research (MEd by research, PhD or EdD), or current enrolment in a Faculty of Education Higher Degree by Research with demonstrated satisfactory progress in candidature. Applicants must not be in receipt of any other scholarships.

Faculty of Education Half-Full Fee Scholarships for International Students

The Faculty of Education is committed to supporting International students pursuing Masters and/or Doctorate research degrees at the University of Tasmania. To assist and encourage our students, the Faculty offers a number of Half-Full Fee Scholarships for International students. The scholarships aim to enhance students' learning experiences and facilitate the timely completion of their degree.

Half-Full Fee scholarships are available to both new and continuing students in the Faculty.

Future Students:

Future students must submit the completed and signed application form responding to the scholarship selection criteria and a full application for a Higher Degree by Research in the Faculty, including a CV, certified academic transcripts, proof of English Language, two referee reports and a brief outline of the proposed research project.

Current students:

Current students can be nominated by their supervisor or may elect to apply for the scholarship independently. In either case the applicant must submit the completed and signed application form responding to the scholarship selection criteria and provide two referee reports using the template. At least one referee must be a current supervisor of the applicant.

More information

This scholarship is available for a student who has successful application for enrolment in a Faculty of Education Higher Degree by Research (MEd by research, PhD or EdD), or current enrolment in a Faculty of Education Higher Degree by Research with demonstrated satisfactory progress in candidature. Applicants must not be in receipt of any other scholarships.

Research in the Faculty of Education is directed towards enhancing education in school, university and work place settings.  The Faculty has a growing research record in a wide range of disciplinary areas including mathematics, literacy, science education and Health and Physical Education, and in relation to key contemporary issues, including school leadership, provision for students with learning difficulties, rural and regional education, early childhood education and TESOL.

Faculty academics are associated with national and international research networks and major collaborative research projects that present exciting opportunities for graduate research.

The Faculty has internationally recognised researchers in a number of areas.  Teacher education and professional development of teachers are a strong focus for research.  The Faculty welcomes expressions of interest from prospective local, national and international graduate research students, with opportunities for full-time or part-time study.

For a full list of the research discipline areas please see the Research Groups tab at the top of this page.

Faculty of Education Half-Fee Scholarship

The Faculty of Education is committed to supporting International students pursuing Masters and/or Doctorate research degrees at the University of Tasmania. 

To assist and encourage our students, the Faculty offers a number of Half-Fee Scholarships for International Students. The Half-Fee scholarship will reduce by half of the tuition fees payable for studies in a Faculty of Education research higher degree (M Ed Research, PhD or EdD).  Applications will be accepted from both new applicants and continuing candidates - Application details

Successful applicants will possess potential for contribution to established or emerging research areas for the Faculty:

Find out details on our current Research Students

Title

Differentiation of teaching practice in the classroom: Girls versus boys

Researcher

Estelle Hindrum

Abstract

The impetus of this honours project stemmed from my own experiences as a pre-service teacher. During my practicum placement, I observed a male colleague teacher interacting differently with boys and girls. Research from Fisher (2014) Leder and Forgasz (2010) and Skelton et al., (2009) suggests that differentiated practices can influence teacher expectations, which may be detrimental to student development if left unrecognised. This led to my research project to understand the ways, if at all, classroom teachers differentiate their practice as a result of students' gender.

I employed qualitative case study research methodology with methods including interviews, observations and field notes. The findings revealed that three teachers, from varying contexts, were more likely to respond to students' personality than their gender. This indicated a strong link between teacher classroom practice and influential school philosophies. These findings and add to the current literature of gender differentiated practices in the Australian context and how school policies influence teachers' pedagogy.

References
  • Fisher, H. (2014). 'It would help if the teacher helps you a bit more… instead of going to the brainiest who don't need a lot of help': exploring the perspectives of dissatisfied girls on the periphery of primary classroom life. British Educational Research Journal, 40(1), 150-169.
  • Leder, G. C., & Forgasz, H. J. (2010). I liked it till Pythagoras: The public's views of mathematics. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle WA: MERGA.
  • Skelton, C., Carrington, B., Francis, B., Hutchings, M., Read, B., & Hall, I. (2009). Gender 'matters' in the primary classroom: pupils' and teachers' perspectives. British Educational Research Journal, 35(2), 187-204.

Title

Get Moving in Maths: Engaging Students in Active Mathematical Experiences

Researcher

Jessica Gleadow

Abstract

Rates of student participation in mathematics are declining, especially at the tertiary level, where in some states in Australia students' have the option to choose mathematics. Recent research also suggests that students as young as nine are expressing negative feelings towards mathematics (Larkin & Jorgensen, 2015). A recommendation from researchers is to enable teachers of mathematics to implement pedagogical strategies, which engage students. The aim of this research project was to investigate whether there is a link between purposeful movement within mathematics and an increase in overall student engagement. This was investigated from the perspectives of both the participating teacher and her class of Grade 1 students.

The results showed that students were highly affectively engaged in mathematics learning when movement was present. In fact, one of the main findings of this study was the high level of interest and very low levels of frustration identified by the participating students when undertaking mathematical activities. This is of relevance for educational professionals as it suggests that purposeful movement within mathematics has the potential to increase interest and decrease frustration, which could be a factor in slowing the decline of engagement in mathematics.

More information can also be found on the Graduate Research Office webpages.

Also see the Policies, Procedures & Guidelines section

Vaughan Prain

Professor Prain has a strong record of national and international research on teacher professional development in relation to learning through representing in science including task design and teaching strategies and understandings needed to introduce innovative practices in the teaching of science. As a lead literacy research consultant on the national professional learning program, Primary Connections, (which is now used in over 70% of primary schools in Australia) his research contribution has had a significant impact on education practices in this subject in Australia. The impact of his contribution to education is evident in (a) publications in the peak journals in education, (including Science), (b) invited chapters to international handbooks, and in journal special issues (see Research in Science Education, International Journal of Science Education), (c) invited keynote participant in state and national conferences, (d) consultant on USA research projects in science education, and (e) book contracts on international best practice in multi-modal science learning (Sense, Springer).


Previous Visitors

Celia Hoyles is Professor of Mathematics Education at the London Knowledge Lab, Institute of Education, University of London, following teaching in London secondary schools. She was awarded a first class honours degree in mathematics from the University of Manchester and holds a masters and doctorate in mathematics education. She was the U.K. Government's Chief Adviser for Mathematics , 2004-7, and the Director of the National Centre for Excellence in the Teaching of Mathematics, 2007 -13. She was the first recipient of International Commission of Mathematics Instruction (ICMI) Hans Freudenthal medal in 2004, and of the UK's Royal Society Kavli Education Medal in 2011. She became an Officer of the British Empire (OBE) in 2004, and was made a Dame Commander of the Order of the British Empire in 2014.

Her academic interests are secondary students' conceptions of proof, the mathematical skills needed in modern workplaces and the design computer environments for learning mathematics. She has directed more than 30 research and consultancy projects and published widely in articles and books. She also co-presented a popular TV mathematics quiz show, Fun and Games, which topped the prime-time ratings between 1987 and 1990.

She serves on the Education Committee of the European Mathematical Society and was elected as President of the learned society the Institute of Mathematics and its Applications (IMA) in Jan 2014.

Stéphane Lévesque is Associate professor of history education and Director of the Virtual History Lab (VH Lab) at the Faculty of Education, University of Ottawa. In the Fall of 2011, he was visiting professor of digital history at Umea University in Sweden. His research focuses on students' historical thinking and consciousness, Canadian history, citizenship education, and new media and technology in education. In the early spring of 2011, Dr. Lévesque opened the Virtual Historian Laboratory (VH Lab). Funded by CFI, this is the first research centre in Canada to study the on-line learning of history. Innovative approaches, such as eye-tracking analysis, are used to study the methods and quality of virtual learning, to clarify the needs of on-line learners, and to develop the models and contexts that lead to improving the design, presentation and evaluation of web sites, simulations and learning materials in history classrooms. Through ongoing research and the development of partnerships with the Research Unit "Faire l'histoire: Making History: Narratives and Collective Memory in Education", the Centre de recherche en civilisation canadienne-française and Canadian museums, the VH lab uses cutting-edge technology to study user behaviour, to improve learning and evaluation and ultimately to enhance the teaching of history through information and communication technologies in education. Recent research projects include "The Virtual Historian: Digital History in the Canadian Classroom" (www.virtualhistorian.ca) funded by the Western Innovation Fund and the Faculty of Education Media and Information Services at the University of Western Ontario – Phase II (VH 2.0 version) is now available development with funding from CFI and support from the University of Ottawa; "Historical Literacy and Digital Technology" funded by the Canadian Council on Learning; and "Canadian and US Students' Historical Learning with Technology," a SSHRC funded comparative study. Dr. Lévesque is very active in the national history community. He is a Board member of the Virtual Museum of Canada, the Canada's History Society, and The History Education Research Network/Histoire et éducation en réseau (THEN/HiER), past advisory board member of the Historica Foundation, past president of the Citizenship Education Research Network and co-chair of the Teaching History interest group of the American Educational Research Association. Dr. Lévesque served as educational expert for the Advisory committee on the establishment of the Canadian Museum for Human Rights as well as curriculum expert for the Ontario Ministry of Education on the revision of the Canadian and World Studies curriculum. In 2006, he was nominated by the Council of Ontario Universities for the Award for Excellence in Teaching with technology.

Richard Noss is Professor of Mathematics Education and director of the London Knowledge Lab, an interdisciplinary research centre of the Institute of Education, University of London that involves collaboration between learning scientists and computing scientists. Until it ended in 2012, he was director of the Technology Enhanced Learning Research Programme, a national research programme that sought to push forward the frontiers of the design and application of technology for learning. He is a Fellow of the Institute of Mathematics and its Applications, and a Fellow of the Academy of the Social Sciences.

Richard has directed some 20 research projects, all of which have focused on some mix of technology-enhanced learning, mathematics, and - for the last ten or so years - workplace learning. Richard has edited and authored some 120 scholarly articles and six books, including Windows on Mathematical Meanings: Learning Cultures and Computers, in 1996. His most recent book, Improving Mathematics at Work, questions the mathematical knowledge and skills that matter in the 21st century world of work, and studies how the use of mathematics in the workplace is evolving in the rapidly-changing context of new technologies and globalisation.

Richard is a past editor-in-chief of the International Journal of Computers for Mathematical Learning. He was co-founder and deputy scientific manager of Kaleidoscope, the European network of excellence for technology enhanced learning. Richard holds a Masters degree in pure mathematics and a PhD in mathematical education.

Peter Wicking's involvement with the education sector spans 40 years, beginning as a Secondary school teacher at Fawkner High School. After a short time Peter left teaching for a career in business, and since has been active in a variety of community organisations. Community participation includes founding the 'Deep Spring' Counselling Centre Beaumaris, and co-founding Resilience Youth Australia Limited.

Andrew Wicking holds degrees in Law and English Literature from the University of Melbourne and a PhD and has worked for the last 6 years in the not-for-profit sector in a variety of research and program development roles focusing on positive youth development. Andrew is a founding member and General Manager of Resilient Youth Australia Limited.

Upcoming Events



View all upcoming events View full event calendar

The Education Seminar Series are held fortnightly throughout the year, in video-conference rooms on all campuses, unless otherwise indicated.

All Faculty of Education staff and students, and the general public are welcome to attend.

Full details will be circulated via email on a fortnightly basis to staff and students.  Further information about the  seminars can also be found on the Faculty Calendar and events page.

'Sharing scholarship' seminars offer the opportunity for staff and Higher Degree by Research students to share ongoing or recently completed work, relating to any aspect of scholarship.

Times can also be scheduled to allow groups of staff and Higher Degree by Research students with common interests to meet and progress work collaboratively. 

Please contact Education.research@utas.edu.au if you are interested in sharing your work with colleagues and wish to book a time slot.

Confirmation of Candidature presentation by Noridah Binti Sain

Given the pervasiveness of the Internet nowadays, second language (L2) learners often refer to the Internet for ideas and information in order to complete their academic tasks; thus, when students read to comprehend online texts, they are also engaging in online research. Under the new literacies perspective, the term new literacies of online research and comprehension, (Kingsley & Tancock, 2014; Leu, et al., 2013) which substituted the term online reading comprehension, describes what takes place when an individual read online texts in order to learn or search for information.

Previous studies have suggested that online research and comprehension is not isomorphic with offline reading comprehension (Coiro & Dobler, 2007; Henry, 2006; Sutherland -Smith, 2002) and that online inquiry involved the use of more complex offline reading comprehension skills and other additional skills.

This study aims to offer insight into Malaysian ESL undergraduates' online research and comprehension strategies and the effects of lessons designed to improve their online inquiry performance. The findings will address the need to systematically and explicitly develop the skills and knowledge that are necessary for learners to function autonomously and effectively in the online research environment.

Education Video Conference Rooms:

12:00pm – 12:45pm

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.A119.Video

Facilitating Creative Writing Groups Ageism, Action and Employment
Confirmation of Candidature presentation by Joan Webb

This study examines the effects of introducing people living in residential aged care facilities (RACFs) to creative experiences, specifically concentrating on poetry and short prose. The study was undertaken by an older Australian researcher using action research approaches. As the study progressed, broader issues relating to ageism, facilities in aged care homes and government policy emerged.

Joan Webb is completing a PhD in the Faculty of Education. She has a broad life experience, including being a teacher in mainstream and alternative schools, running a tourist venture, and as a published poet.

Launceston Health Sciences Room: C227

1:00pm – 2:00pm

Ari Widodo The life of an Indonesian Academic
Special presentation by visiting scholar Dr Ari Widodo, M.E
Head of Graduate School in Science Education, Indonesia University of Education

A presentation about the structures of schooling and universities and the roles of the three ministries (Ministry of Education, Ministry of Research and Higher Education, and Ministry of Religious Affairs) in Indonesia. Dr Widodo will also talk about the Indonesian teacher education system and teacher professional development and how universities are involved in these programs.

Education Video Conference Rooms:

12:00pm – 1.00pm

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.A119.Video

David Berliner Powerful Effects on the Lives of Children, Weak Effects on Standardized Achievement Tests.
Special presentation by visiting scholar David C. Berliner

In the USA and elsewhere, there is a growing trend to judge teacher effectiveness through the scores obtained by their students on standardized achievement tests. A less prominent trend is to evaluate schools of education by the scores obtained on standardized achievement tests by the students of the teachers that they trained. Both these trends are wrongheaded. Despite the beliefs of politicians and parents alike, it will be shown that teachers and schools have very little influence over the standardized achievement test scores of their students. Thus, educational policies influencing teaching and schooling that are derived from these tests are almost always ineffectual.

Education Video Conference Rooms:

11:00am – 12.30pm

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.B159.Video

David C. Berliner
Regents' Professor of Education Emeritus, Arizona State University

DAVID C. BERLINER is Regents' Professor of Education Emeritus at Arizona State University. He has also taught at the Universities of Arizona and Massachusetts, at Teachers College and Stanford University, and at universities in Canada, Australia, The Netherlands, Denmark, Spain, and Switzerland. He is a member of the National Academy of Education, the International Academy of Education, and a past president of both the American Educational Research Association (AERA) and the Division of Educational Psychology of the American Psychological Association (APA).

He is the winner of numerous awards, most notably the Brock award and the AERA award for distinguished contributions to education, the E. L. Thorndike award from the APA for lifetime achievements, and the NEA "Friend of Education" award for his work on behalf of the education profession.

Professor Berliner has authored more than 200 published articles, chapters and books. Among his best known works is the book co-authored with B. J. Biddle, The manufactured crisis, and the book co-authored with Sharon Nichols, Collateral damage: How high-stakes testing corrupts American education. He co-edited the first Handbook of educational psychology and the books Talks to teachers, and Perspectives on instructional time. His most recent co-authored book is: 50 myths and lies that threaten America's public schools.

Confirmation of Candidature presentation by Ganga Gurung

For a country like Nepal having diverse cultures, languages, ethnicity and economic stratifications, the curriculum development is expected to address the needs and demands of the major stakeholders and be culturally responsive providing due space to the indigenous knowledge and practices. However, the scenario is just reverse as the curriculum has failed to recognize the diversity that has resulted in school dropouts and the poor academic achievement of the students in public schools who belong to marginalized communities. Almost 20 percent children of school going age are out of school and success rate of public schools in School Leaving Certificate (SLC) examinations was only 28.19 % in 2014. There is a gap between the intended and attained curriculum. Though poor financial situation is shown as the main reason for this horrible situation, it is not the only cause as school education is free now and children from minorities are provided with free textbooks and other financial incentives including day meals. Hence, this research aims to investigate the impacts of curriculum development on teaching and learning in Nepal and will explore the potential indigenous knowledge and skills that can be incorporated to school curriculum to enhance learning outcomes enabling school retention.

Education Video Conference Rooms:

11:00am – 11.45am

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.D214 Immersive Video

Confirmation of Candidature presentation by Sonam Gyamtsho

An exploratory approach is necessary to appreciate the increase in school dropout in Bhutan. School dropout may appear small in number but its consequences are not only devastating, diminishing opportunities for personal success, employment and social integration. It is also likely to be associated with antisocial behaviours. This study will explore school dropout as it is becoming a growing problem in Bhutan, with students dropping out at an alarming rate. The focus on school drop so far has been primarily narrow at a micro level, in terms of capturing the voices of teachers, students, school leaders, parental perspectives, but very little is known from the perspectives of the policy makers and/or Cabinet Ministries and Legislators. The aim of this study is to conduct an exploratory study to capture the voices of current Members of Parliament and Cabinet Ministers in terms of what explains school dropouts. A study of this nature is necessary as it will provide macro level insights into how policy, legislation and governmental directives directly or indirectly come to influence student retention. Findings from the study are likely to reveal the factors that contribute to dropout and these findings can assist in formulating macro level policy which can impact system-wide practice in student retention.

Education Video Conference Rooms:

11:00am – 11.45am

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.B159.Video

A Narrative, Spatial and Visual Understanding in a Marginalised Teaching Context
Confirmation of Candidature presentation by Imran Anjum

Equitable and sustained access to lifelong learning opportunities can enable teachers to not only thrive as effective professionals, but also contribute to economic development and social emancipation in their societies (Aspin, Chapman, Evans & Bagnall, 2012). This is a topic of ongoing interest for governments, industry and institutions of learning, particularly in developing countries where lack of resources and opportunities have severely challenged teachers' lives and work. This proposed qualitative study examines ways in which Pakistani tertiary teachers become accomplished professionals in their marginalised teaching context. A critical ethnographic approach will be used to study this phenomenon and the fieldwork will be conducted in Pakistan. The study will engage six experienced tertiary teachers, and their lives, work and experiences will be studied using narrative interviews, observations, photographs, and documents. The data generated will be analysed using Polkinghorne's (1995) approach to analyses of narratives, where in the light of the research questions, different forms of data are organised, re-storied and then analysed for common elements. This study will generate discourses in which local thought, feeling, morality, and experience are articulated. The outcomes will both enlighten our understanding of the phenomenon and provide insight to the educational authorities, leadership, teachers, and communities for improving teachers' lives and work in the context.

Education Video Conference Rooms:

12:30pm – 1.15pm

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.B159.Video

Confirmation of Candidature presentation by Robyn Phillips

Globalisation, liberalisation and internationalisation trends have created an urgent need to ensure equivalency of standards and quality to protect students and the credibility of institutions, and to generate and manage knowledge development for a nation. This has been interpreted as a need for a transparent and clearly understood quality assurance regime applicable to all institutions. (Bajunid, Ibrahim Ahmad: 2011) Quality assurance in the higher education sector and the subsequent implementation and monitoring of standards at institutional level increasingly faces a number of challenges. Greater demand for student places and expansion of the sector linked to domestic social policy initiatives of greater equity and access to higher education, together with the internationalisation of education are some of the challenges Universities face in maintaining standards in quality in higher education when students come from a range of varied backgrounds. How universities with diverse missions and scope respond to the challenges in quality assurance remains an important question for the sector.

The Dissertation aims to explore how higher education institutions are responding to the challenge of ensuring quality higher education in a globalising, privatising world and to present findings that will build knowledge on government policy directions in the ASEAN region relating to the sector, using case examples of developments for Australia and Malaysia, as indicative of developments that are occurring in the ASEAN region broadly. It will investigate the use of quality assurance as a policy instrument and how, through the establishment of national accreditation agencies in both countries (Tertiary Education Quality Standards Agency in Australia and the Malaysian Quality Agency), universities are now under increased scrutiny with regard to how they assure quality in both countries.

A comparative study of state responses to higher education quality assurance will be undertaken, comparing and contrasting the way in which Australia and Malaysia (a) have ensured higher education quality in the past and (b) currently assure the quality of higher education with a view to (c) identifying some of the emerging challenges that will require new, innovative, alternative policies. The study will employ a literature review, conceptual analysis and key informant interviews to gather data to analyse the past and present arrangements with regard to higher education quality in Australia and Malaysia. The comparative analysis is expected to reveal strengths and weaknesses in the quality assurance systems in both countries and enhance our understanding of the challenges countries, both developed and developing, face with regard to quality assurance in higher education in a globalising world.

While there is extensive research and debate on higher education policy development by governments, there are few studies on higher education quality assurance, especially regionally. The results of the study will inform both higher education practitioners and government policy analysts with regard to current approaches, assisting them in the development of approaches that engage both countries in improved harmonisation efforts.

Education Video Conference Rooms:

10:00am – 11.30am

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.A119.Video

Stéphane Lévesque Narrative thinking, identity, and the real life curriculum
Special presentation by visiting scholar Associate Professor Stéphane Lévesque Professor of History Education and Vice Dean Research and Professional Development Faculty of Education, University of Ottawa, Canada

How is historical knowledge of the nation acquired and used by students? What is the role of narrative in this acquisition process? Drawing on notions of "narrative thinking" and "historical consciousness" our team examined which stories, archived in collective memory and available to learners, are remembered and used by young French Canadians to orient their lives in the 21st century. In this lecture, I will present our results and discuss the forces that act to historicize today's youth and suggest how history educators can make use of these forces, rather than simply ignoring them, to advance young people's historical thinking and consciousness.

Venues:

12:00pm – 1.00pm

  • Launceston: Lecture Theatre 1
  • Hobart: Recorded lecture will be available on MyMedia
  • Cradle Coast: Recorded lecture will be available on MyMedia

Stéphane Lévesque
Associate professor of history education and Director of the Virtual History Lab (VH Lab) at the Faculty of Education, University of Ottawa

Stéphane Lévesque is Associate professor of history education and Director of the Virtual History Lab (VH Lab) at the Faculty of Education, University of Ottawa. In the Fall of 2011, he was visiting professor of digital history at Umea University in Sweden. His research focuses on students' historical thinking and consciousness, Canadian history, citizenship education, and new media and technology in education. In the early spring of 2011, Dr. Lévesque opened the Virtual Historian Laboratory (VH Lab). Funded by CFI, this is the first research centre in Canada to study the on-line learning of history. Innovative approaches, such as eye-tracking analysis, are used to study the methods and quality of virtual learning, to clarify the needs of on-line learners, and to develop the models and contexts that lead to improving the design, presentation and evaluation of web sites, simulations and learning materials in history classrooms. Through ongoing research and the development of partnerships with the Research Unit "Faire l'histoire: Making History: Narratives and Collective Memory in Education", the Centre de recherche en civilisation canadienne-française and Canadian museums, the VH lab uses cutting-edge technology to study user behaviour, to improve learning and evaluation and ultimately to enhance the teaching of history through information and communication technologies in education. Recent research projects include "The Virtual Historian: Digital History in the Canadian Classroom" (www.virtualhistorian.ca) funded by the Western Innovation Fund and the Faculty of Education Media and Information Services at the University of Western Ontario – Phase II (VH 2.0 version) is now available development with funding from CFI and support from the University of Ottawa; "Historical Literacy and Digital Technology" funded by the Canadian Council on Learning; and "Canadian and US Students' Historical Learning with Technology," a SSHRC funded comparative study. Dr. Lévesque is very active in the national history community. He is a Board member of the Virtual Museum of Canada, the Canada's History Society, and The History Education Research Network/Histoire et éducation en réseau (THEN/HiER), past advisory board member of the Historica Foundation, past president of the Citizenship Education Research Network and co-chair of the Teaching History interest group of the American Educational Research Association. Dr. Lévesque served as educational expert for the Advisory committee on the establishment of the Canadian Museum for Human Rights as well as curriculum expert for the Ontario Ministry of Education on the revision of the Canadian and World Studies curriculum. In 2006, he was nominated by the Council of Ontario Universities for the Award for Excellence in Teaching with technology.

Bruce Duncan The construction of conceptual understanding in mathematical classrooms.
Confirmation of Candidature presentation by Bruce Duncan

A large proportion of the mathematics used by Australians in their workplace has not been learned in school (Australian Association of Mathematics Teachers, 2014). Research shows that, when mathematics classrooms allow for students to construct conceptual understanding of mathematics, this mathematics is used by students outside the classroom (Boaler, 2002). Conversely, students who learn mathematics as isolated procedures will not be able to transfer this learning beyond the classroom (Boaler, 2002). While constructivist teaching approaches in mathematics are broadly accepted, specific models of teaching based on this approach are needed (Simon, 1995; Sullivan, 2011). This study proposes a teaching experiment (Cobb & Steffe, 2011) that involves mapping the development of conceptual understanding in a grade 8 classroom. A learning plan will be designed using the Hypothetical Learning Trajectory (HLT) approach (Simon, 1995). The mathematical concept chosen as the focus of this research is the measurement of slope as a ratio. This concept is fundamental to further learning in mathematics, it has broad application outside the classroom, and it has been shown to challenge even the most capable high school mathematics students (Stump, 2001). Findings from this study are expected to contribute to understanding of how mathematics can be taught so that it can be used outside the classroom.

References
  • Australian Association of Mathematics Teachers, A. I. G. (2014). Identifying and supporting quantitative skills of 21st century workers: Final report. Adelaide.
  • Boaler, J. (2002). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning: Routledge.
  • Cobb, P., & Steffe, L. P. (2011). The constructivist researcher as teacher and model builder A Journey in Mathematics Education Research (pp. 19-30): Springer.
  • Simon, M. A. (1995). Reconstructing Mathematics Pedagogy from a Constructivist Perspective. Journal for Research in Mathematics Education, 26(2), 114-145. doi: Doi 10.2307/749205
  • Stump, S. L. (2001). High school precalculus students' understanding of slope as measure. School Science and Mathematics, 101(2), 81-89.
  • Sullivan, P. (2011). Teaching Mathematics: Using research-informed strategies: Australian Council for Educational Research.
Education Video Conference Rooms:

12:00am – 12.45pm

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.A119.Video

Confirmation of Candidature presentation by Ruiting Wu

With rapid globalization, the increasing interaction among people from different language and cultural backgrounds makes intercultural communicative competence teaching and learning a more significant goal than ever in English as a foreign language (EFL) education field. 'Expressing politeness' is one area of communicative competence. In order to improve the EFL learners' intercultural communicative performance with politeness, this study aims to discover pedagogical strategies for teaching politeness to EFL learners.

This study will focus on Chinese native speaking students studying at a regional university in Australia. The methodology includes both qualitative and quantitative tools. The data gathering instruments consist of a documentary analysis, classroom observations, a questionnaire, and a semi-structured interview.

The findings of the study will provide information on effective pedagogical strategies in the teaching English to speakers of other languages (TESOL) field. It also has the potential to inform and assist English native speakers to better communicate with Chinese native speaking students.

Education Video Conference Rooms:

10:30am – 12.45pm

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.A119.Video

Presentation by:
  • Dr Andrew Wicking, Resilient Youth Australia Limited
  • Peter Wicking, Resilient Youth Australia Limited
  • Dr J-F, University of Tasmania

The aim of the study was to identify developmental assets, document social and emotional well-being of students across grades and gender, and to learn how schools, community, and adults come to support students with regard to their resilience. A total of 43,799 school students (ranging from grade 3 to grade 12) took part in this study. The study took on a positive youth development health framework to capture the voices of students with regards to resilience terms of their own social-emotional strengths. The study analysed 40 developmental assets, incidences of depressive disorders, hopefulness, and the relationship of developmental assets to key risk and protective factors. Results provided key measures with regards to internal and external developmental assets; drivers for resilience; and student's ability to cope with everyday pressures and stressors. The findings demonstrated how students seek and draw support from relationships, community, school and family to build their own capacity for wellbeing. Additionally the study captured how students were able to positively enrich their own development through their own value system/s and positive hope for the future. Detailed findings of the study will be discussed with regard to resilience and each of the assets. Implications for setting up appropriate support at the various levels of schooling will also be discussed. School/education implications will be discussed.

Education Video Conference Rooms:

1:00pm – 2:00pm

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.A119.Video
Presenters

Peter Wicking Peter Wicking's involvement with the education sector spans 40 years, beginning as a Secondary school teacher at Fawkner High School. After a short time Peter left teaching for a career in business, and since has been active in a variety of community organisations. Community participation includes founding the 'Deep Spring' Counselling Centre Beaumaris, and co-founding Resilience Youth Australia Limited.

Peter Wicking Andrew Wicking holds degrees in Law and English Literature from the University of Melbourne and a PhD and has worked for the last 6 years in the not-for-profit sector in a variety of research and program development roles focusing on positive youth development. Andrew is a founding member and General Manager of Resilient Youth Australia Limited.

Dr J –F is a Lecturer in Human Development at the University of Tasmania PhD (Forensic & Criminology) University of Queensland, Hons BA [Psy], MEd, BA [Psy], Post Grad Dip Edu, Cert I, B.Th (D.Psych Forensic), B. Bus; M. Th, Grad Certificate in University Teaching and Learning

Confirmation of Candidature presentation by Belinda Jarman

Autism Spectrum Disorder (ASD) is classified in the 5th edition of the Diagnostic and statistical manual of mental disorders as a neurodevelopmental disorder (American Psychiatric Association, 2013). ASD is characterised by "persistent deficits in social communication and social interaction across multiple contexts" [and] "restricted, repetitive patterns of behaviours, interests, or activities" (American Psychiatric Association, 2013, p.50). Approximately 1% of the population have a diagnosis of ASD, and it has a male-to-female ratio of 4:1 (American Psychiatric Association, 2013). Much of the ASD research to date has focussed predominantly on male samples (Kreiser & White, 2014). In those studies in which females have been represented, the focus tends to be on mental health. Although these studies have been valuable in terms of the incidence of specific mental health issues in females with ASD (e.g., Hofvander et al., 2009; Solomon, Miller, Taylor, Hinshaw & Carter, 2012), as yet, the experiences of females with ASD who have the dual challenge of living with one or more comorbid mental health conditions, have been overlooked. This is in spite of research suggesting that females with ASD may be more vulnerable than their male counterparts to developing some mental health conditions (e.g., Hofvander et al., 2009; Solomon et al., 2012). It is, therefore, important that further research is carried out in relation to not only the types and prevalence of mental health conditions in females with ASD, but also their experiences. Through the use of several standardised measures, this study aims to explore: (a) the specific mental health conditions experienced by females with Higher Functioning Autism Spectrum Disorder (HFASD) and the age of onset of these conditions, and (b) the relationship between autism symptomology and symptoms and behaviours associated with mental health conditions in females with HFASD. Additionally, open-ended survey and interview questions will be utilised to explore the experiences of females living with both HFASD and one or more comorbid mental health conditions. It is hoped this study will: (a) provide insight into the stages at which females with HFASD may be particularly vulnerable to developing mental health issues, so that appropriate interventions can take place at the ideal time(s), and (b) provide insight into how females with HFASD experience specific mental health issues, which may indicate the most beneficial types of inventions.

Education Video Conference Rooms:

11:00am – 12.30pm

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.A119.Video
References
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.
  • Hofvander, B., Delorme, R., Chaste, P., Nydén, A., Wentz, E., Ståhlberg, O., . . . Leboyer, M. (2009). Psychiatric and psychosocial problems in adults with normal-intelligence autism spectrum disorders. BMC psychiatry, 9(1), 1-9. doi: http://dx.doi.org/10.1186/1471-244X-9-35
  • Kreiser, N., & White, S. (2014). ASD in females: Are we overstating the gender difference in diagnosis? Clinical Child and Family Psychology Review, 17(1), 67-84. doi: 10.1007/s10567-013-0148-9
  • Solomon, M., Miller, M., Taylor, S. L., Hinshaw, S. P., & Carter, C. S. (2012). Autism symptoms and internalizing psychopathology in girls and boys with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(1), 48-59.

Exploring the Beliefs, Knowledge and Pedagogies of English Teachers
Confirmation of Candidature presentation by David Shorter

Despite a brief and disquieted history, English has assumed a central place in school curricula. Five models of English differentially inform the Australian Curriculum: English: adult needs/skills; cultural heritage; personal growth; cultural analysis; cross-curriculum. These models variously articulate with broader, sometimes conflicting purposes of education, making English a site of tension.

The research will investigate hitherto under-explored topics: English teachers' beliefs about subject English; their content knowledge of English and how it informs their teaching; and their pedagogies. Analysis of survey and interview data will explore the interactions between beliefs, content knowledge and pedagogy:

  • What are English teachers' beliefs about the nature and purpose of English?
  • What content knowledge informs the practice of English teachers?
  • What pedagogical content knowledge informs the practice of English teachers?
  • What are the relationships between English teachers' beliefs, CK, PCK and classroom practice?

Also, through classroom observations, the study will investigate if the teaching of English can be analysed/interpreted using Rowland, Huckstep and Thwaites' (2005) 'knowledge quartet' model: foundation, transformation, connection, contingency.

The project will explore a complex, multidimensional construct. Thus, a mixed-methods, inductive approach to research will be used to support congruence between the research questions, data gathering and data analysis.

The project derives much of its significance from the backdrop against which it is set, responding to needs within education to identify, describe and clarify teachers' knowledge standards. The study will contribute to improvement of teacher quality by informing development of validated benchmarks for teacher knowledge that can be used by teacher education providers, accreditation agencies and systems to enhance teachers' capacity to deliver programs that improve student outcomes in English.

Education Video Conference Rooms:

4:00pm – 4.45pm

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.A119.Video

Confirmation of Candidature presentation by Nani Handayani

There is growing recognition that pre-service teacher education programs should integrate technology into their curricula to ensure mathematics teachers are adequately prepared to incorporate technology into their practice. Previous research has identified several factors that may influence mathematics teachers to integrate technology into mathematics classrooms, such as their beliefs, previous learning experiences, access to the technology, and support. Yet, research shows that that beginning teachers are unable to implement the technology because they are moulded by external forces to fit the existing culture of schools. In addition, the way in which the mentor teachers' guidance influences the beliefs and attitudes of PSMTs (Pre-Service Secondary Mathematics Teachers) in relation to the integration of technology into mathematics teaching is still under research.

The aims of this research are to determine the beliefs and attitudes of PSMTs toward integration of technology into their mathematics teaching and to explore the role of mentor teachers in shaping pre-service secondary mathematics teachers' beliefs and attitudes towards technology integration in mathematics teaching.

It is expected that the study will have both theoretical significance and practical significance. Theoretically, it is expected that the research findings will help us to understand learning about technology integrated mathematics teaching from the PMSTs' perspectives and thus contribute to the teacher preparation program. Practically, this study can add to the literature by providing more specific details on ways in which mentor teachers can impact the capacity of PSMTs to use technology in their mathematics teaching. This addition to the knowledge base can help shape the effectiveness of future mathematics teachers' development opportunities impacting classroom technology integration.

Education Video Conference Rooms:

9:30am – 11:00am

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.D214 Immersive Video

Vaughan Prain Special presentation by visiting scholar Professor Vaughan Prain Deputy Dean, Professor of Education, La Trobe University
Optimising Educational Research Impact

This presentation will focus on how to optimise the impact of your research by considering (a) engagement with relevant literature, (b) research methods, and c) dissemination options.

Optimising the Impact of Your Research

This presentation will focus on three key questions for which you need persuasive answers if you are optimise the value and impact of your research.

Biography

Professor Prain has a strong record of national and international research on teacher professional development in relation to learning through representing in science including task design and teaching strategies and understandings needed to introduce innovative practices in the teaching of science.

As a lead literacy research consultant on the national professional learning program, Primary Connections, (which is now used in over 70% of primary schools in Australia) his research contribution has had a significant impact on education practices in this subject in Australia.

The impact of his contribution to education is evident in (a) publications in the peak journals in education, (including Science), (b) invited chapters to international handbooks, and in journal special issues (see Research in Science Education, International Journal of Science Education), (c) invited keynote participant in state and national conferences, (d) consultant on USA research projects in science education, and (e) book contracts on international best practice in multi-modal science learning (Sense, Springer).

Education Video Conference Rooms:

11:00am – 12.00pm

  • Launceston: NH.A221c.Video
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Papua New Guinea: Investigating the Implemented Syllabus
Confirmation of Candidature presentation by Jochabed Wadah

English language teaching in Papua New Guinea could be contentious and is therefore not yielding desired outcomes as a result of teachers' perceptions of the syllabus and a possible gap in the knowledge of ESL or EFL and their implications and impact on syllabus design, hence the syllabus, classroom teaching practices and how these affect student achievement. This study aims to provide insight into the pressures and challenges faced by English teachers at Manus secondary school as they negotiate their way from the written syllabus to the experienced/lived syllabus. Furthermore, that findings should highlight the need for policy makers to work closely with teachers in the educational process so that the desired outcomes can be reached.

Education Video Conference Rooms:

11:00am – 12:30pm

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.TBA.Video

Confirmation of Candidature presentation by Perry Wong

Interactive technology, in the form of Interactive Whiteboards, iPods and iPads are very much a part of today's primary school classrooms. Furthermore educational jurisdictions have signed contracts to allow schools to purchase devices cheaply, as well as implementing policies to assist in greater integration of technologies. The implementation and utilisation of these technologies have not only created many opportunities to improve students' learning, but also present challenges for teachers to develop capacities to use these effectively and appropriately.

Recent research (e.g., Jones & Vincent, 2010; Lewin et al, 2009; Serow & Callingham, 2011) has shown a lack of understanding or training to improve teacher capacity to use these technologies effectively in the classroom While there is evidence in the increase of technology training in the tertiary education courses and some professional development for serving teachers, there is still a growing need for further development in the pedagogy used by teachers to teach effectively with technology. Continuing professional development would provide for a better understanding for the place of such technologies alongside the curriculum and improve teachers' capacity when using them.

The literature continues to suggest that teachers are more inclined to support and uphold the integrity of professional learning when it is conducted 'in-house' and therefore addresses the needs and contexts of the teacher (Tearle, 2003; Williams et al., 2000; Galanouli, Murphy & Gardner, 2004). Williams et al. (2000) further explain that it is inadequate to have piecemeal offering of professional learning, but rather more appropriate for ongoing support and training, as well as collegial sharing. Therefore establishing a mentor and mentee relationship within a school is a model which can address the growing needs of the 21st Century teacher, as this will provide a local support structure for teachers that addresses their contexts and specific needs, as well as providing ongoing collegial sharing and relationship building that is supported by a variety of literature (e.g. Young et al., 2005; Mullen, 2000, Jacobi, 1991).

This study aims to, using a relational mentor/mentee partnership:

  • develop a sustainable structure, easily adaptable in any primary school, which allows teachers to develop a mentor/mentee partnership with the aim to improve teachers' capacities in integrating information and communication technologies (ICT);
  • provide tools for the mentors/mentees to use that has direct impact on building teachers' capacity to integrate ICT; and
  • produce a teacher assessment tool which could be used to assist teachers in their capacity to integrate interactive technologies effectively in their classrooms.
Education Video Conference Rooms:

12:00am – 12:45pm

  • Launceston: NH.A221c.Video
  • Hobart: SB.Hytten325.Video
  • Cradle Coast: CC.A119.Video

The University of Tasmania and the Department of Health and Human Services are committed to ensuring that all research is conducted at the highest ethical standard.

Researchers should be aware that the constraints governing research practices exist for the protection of research participants, researchers, and the broader research community.

As part of our commitment to research quality and integrity, the Faculty of Education is unique in its approach to providing support and conducting internal reviews for those seeking approval from the Social Sciences Human Research Ethics Committee (SHREC) to undertake research.

From this page, you will find information about our internal review processes, resources to assist in preparing good ethics applications, and relevant links to the SSHREC pages.

These vodcasts were prepared in August 2014. Since that time, there have been changes to the Education Research Ethics team and minor changes to the SSHREC ethics application forms. The content remains relevant, and we have received positive feedback about the usefulness of the vodcasts from those involved in the preparation of applications.

Ethics - Introduction to Faculty of Education ethics review process

Vodcast 1:
Introduction to Faculty of Education ethics review process
(8 mins, 43 secs)

Ethics - How to complete a minimal risk ethics application

Vodcast 2:
How to complete a minimal risk ethics application
(18 min, 28 secs)

Ethics - How to complete a full risk ethics application

Vodcast 3:
How to complete a full risk ethics application
(27 min, 48 secs)

Feel free to contact us at Education.Ethics@utas.edu.au if we can assist you in any way.

 
 

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