I want to use my slot in this issue of the Newsletter, to report on the Research Directors Forum hosted by AARE in Canberra on June 13th. 40 research directors and postgraduate coordinators attended from 24 universities. The strong support of those present for such meetings suggests that AARE can and should continue to play a leadership role in organising and coordinating regular meetings between these key staff from Education Faculties.
Professor Doug McEachern was the keynote speaker for the morning session. He is the present Manager for Social, Behavioural and Economic Sciences program of the Australian Research Council. Prior to his appointment with the Australian Research Council, Professor McEachern was Head of the Department of Politics at the University of Adelaide, and a former Deputy Vice-Chancellor at the University of Adelaide.
President Professor Peter Renshaw with Professor Doug McEachern, Manager, Social Behavioural and Economic Sciences, Australian Research Council.
In his address, Doug provided an overview of the new structures and processes of the ARC, and answered questions from the floor in an open and forthright manner. Many of these questions related to specific aspects of the Discovery and Linkage ARC grants schemes. Everyone found this session of great benefit. It became clear that Doug was as keen to make contact with the education research community as we were to hear from him. Some concern was expressed about representation of the interests of education within the ARC. At the moment Professor David Andrich (Murdoch, School of Education) is the only education-based member on the Expert Advisory Panel. Doug's response to these concerns was to point out that, given the scope of the Program (Social Behavioural and Economic Sciences) and the number of specific disciplines covered by the Program, our representation was quite good - he noted that some areas and disciplines are not specifically represented. Probably the most important outcome from the session was establishing a line of communication with the ARC through Doug, and the expectation that we would meet with him annually to keep track of the success rate of education researchers within the ARC process, and the relative proportion of the budget spent on education projects.
Past President Professor Bob Lingard with Dr Carol Nicholl, Director, Research Policy, DETYA.
In the afternoon session, Dr Carol Nicoll (Director, Research Policy, Higher Education Division of DETYA) gave an insider's perspective on current policy directions in higher education. Although she had been recently appointed, she was able to provide considerable insight into the current thinking within DETYA. It was clear that we are expected to be more responsive to the marketplace. The discussion with Carol around these issues raised the problematic nature of the marketplace in relation to educational research. Many of those present at the Forum were prominent participants in debating the direction of educational policies and practices. Their research has contributed to our understanding of complex issues, has informed public discussion, and influenced the development of policy and practice. Yet, it is not easy to interpret such contributions within a marketplace discourse of wealth creation. Rather they can be seen as contributing to civic society where the benefits are not individualised and capitalised, but distributed and generalised. While receptive to these kinds of arguments, Carol reiterated the increasing emphasis within DETYA for researchers to turn their attention to innovation and the production of economic as well as social capital.
In answering questions from the floor, Carol was generous and forthright - for example, agreeing to consider how the formula for calculating research quantum might give more weight to publications, grants and activities that were directed specifically at the teaching profession and their inservice educational needs. A number of participants at the Forum agreed to prepare a position paper for Carol to consider.
The agenda for the day included opportunities for sharing ideas and recent experiences on issues related to research support and postgraduate student enrolments in education. It was clear from these sessions that education staff around the country are facing and coping with heavy workloads and multifaceted demands and conflicting agendas. It was also apparent that academics in different universities are experiencing the ongoing work intensification in very different ways. I recall being dismayed to hear that staff in some Faculties of Education have no right to study leave. In such circumstances, maintaining a research-focus and scholarly attitude towards one's work and career must be threatened.
Discussion Groups each included an AARE Executive Committee member, in this case Dr Trevor Gale, speaking.
In most Faculties, the opportunity to engage in research seems entirely dependent on gaining external funds to provide teaching relief and the necessary resources. It was in this context that the key issue of time - time to read, reflect, research, follow-up, reconsider - was raised by one of the participants at the forum. It was argued quite passionately by this academic that the focus on $$ amounts, and the drive to secure more income from contracts, consultancies as well as peer-reviewed research grants, distorted the nature of academic endeavour. What was needed, he argued, was infrastructure support across the board, so that scholars whose work did not require substantial material support, had the time available to engage in scholarship. I think this contribution was an important one. If we, as an education research community, can improve the general conditions of our employment, then the opportunities for research and the quality of research must improve. A narrow focus on $$ amounts from grants hides the key resource needed to conduct research - time (and energy), which in turn relate to staffing levels and teaching/administration loads.
Nonetheless, it seems current research policy will continue to promote the ideal of the entrepreneurial scholar - academics who not only produce knowledge but can translate their knowledge and expertise into marketable products that generate income. We will have to work with and against this ideal. Some of the dilemmas involved here were articulated at the end of the day as the participants pooled ideas arising from the Forum. Let me dot point just a few.
AARE was seen as a key player in furthering conversation around these issues. At the moment, we have identified a number of ways of achieving an ongoing conversation - through our annual conference, through the journal AER, and through hosting on (at least) an annual basis the Forum of research directors and postgraduate coordinators.
Peter Renshaw
AARE President 2001
| Contact p.renshaw@mailbox.uq.edu.au |
It's been great to see so much interest in the SIGS this year. A new Early Childhood SIG has been established and will hold its first event at the Perth Conference. A panel session focussing on strategic directions in early childhood research is planned to mark the occasion.
Feedback from the 2000 Conference suggested that there is a lot of interest amongst members in forming a Sexuality SIG. If you are interested in "taking the running" with this, please contact me.
Jill Blackmore will be convening a session at the Perth Conference to discuss the possibility of setting up a Gender SIG. For further information, contact Jill at jillb@deakin.edu.au
In addition, the Teachers' Work and Lives SIG is hosting a reception/poster session (contact Catherine Scott, c.scott@uws.edu.au) and the Health and Human Movement SIG is also planning a function (contact Lori.Beckett@uts.edu.au).
If you have ideas for further SIGS please don't hesitate to get in touch.
Jennifer Sumsion
| www.aare.edu.au/news/news36/sigs.htm | contactjennifer.sumsion@mq.edu.au |
Greetings Postgraduates,
The recent meeting of Postgraduate Coordinators in Canberra, organized by Professor Jenny Gore and sponsored by AARE provided some productive discussion on the role of Education Research, as discussed in the President's article in this NEWS.
The results of the discussions were quite ambiguous from a post-graduate's perspective, with both of the key invited speakers reiterating on the need to focus on commercialisation of intellectual property. Part of this discussion hinted at the move in ARC circles to the valuing of 'innovation' and innovative research as a criteria for funding decisions, with comments leading to the incorporation of federal and opposition foci on knowledge nationhood. Both of these foci use the term innovation from a science policy perspective, as a way of talking about all of the factors that encourage the moves from 'basic' research, 'applied' research and 'strategic' research to a commercialisable product or process. This could be seen as a worrying trend, given that its social genesis lies in industrial science and technology, and its translation to other settings ignores all of the specific features of innovation in other fields, particularly those in which economic gain is debatably not currently a priority. And in areas where the privatisation of intellectual processes and products is generally discouraged, such as education, social work, environmental sciences, the idea of innovation as described above seems quite alien. For post-graduates worried about these trends, there are some public discussions to be made.
At the AARE Executive Meeting following the forum, a number of issues concerning post-graduate issues were discussed, including the finalization of support for travel to the conference in Fremantle, the organization of events at that conference, and plans for a post-graduate webpage.
The webpage for postgraduate students will shortly be accessible from the main AARE website, on which details of events concerning postgraduate students will be available. Part of this webpage will be used to keep you in touch with the events organized for the annual conference, and to maintain the link following Fremantle. Other sections will include details of those interested in being the incoming Post-Graduate Representative on the AARE Executive. Votes for the representative person will be held at Fremantle this year.
Bye, Shaun Rawolle
|
Contact s201330@student.uq.edu.au |
At their most recent meeting, held in Canberra in June, the Executive Committee considered, as usual, a wide range of matters. Reports on several of these are given elsewhere in this newsletter. Others included the following:
A brochure outlining roles of Executive Committee members is being prepared. Also in the pipeline is a set of guidelines to assist AARE conference convenors.
At the previous meeting, it had been resolved to undertake a survey of members to gauge their satisfaction with the services provided by the Association. A questionnaire survey had been sent out in late March, with replies due in May. A written report on the results of the survey was considered.
Peter Jeffery reported that the new e-commerce facility on the website was working well for 2001 conference registrations, and it was proposed to extend it to take payment for memberships, renewals, and booksales on-line.
A print-out of usage statistics for the website for the period March 2000 to June 2001 was tabled. This indicated very heavy usage, particularly of the section containing conference papers. It was suggested that data on the number of times particular conference papers were accessed could be useful to the authors.
A database is being created within EdNA to make ICT research available to teachers electronically. At the last meeting, Peter Jeffery had been appointed as an AARE representative on the project. Peter reported that he had participated in several telephone meetings.
Judy Gill tabled a report on the NEF meeting in Adelaide on 2 June, which she had attended as the AARE representative. The report was noted. Christine Owen of the Australian College of Education had met briefly with some members of the Executive after the Forum held the previous day, and had made available copies of a "Working Document" arising from the Professional Summit on Teacher Standards, Quality and Professionalism held in Canberra in April. Responses were being sought by the end of September. The document would be placed on the AARE website.
At the previous meeting, it had been resolved that AARE should join the ADA, a non-profit coalition of public and private sector interests formed to promote balanced copyright law. Ms Barbara Preston had been invited to attend an ADA meeting in Canberra in April as AARE's representative. A report on that meeting by Ms Preston was tabled. Mr Nick Smith, the ADA's Executive Officer, spoke with some members over lunch during the current meeting about relevant issues.
The next meeting of the Executive will be held during the conference in Fremantle, on the evening of Monday 3 December 2001.
Debra Cunningham, Hon. Secretary.
| Contact debrac@btr.qld.edu.au |
Apart from helping to organise the Educational Research Leaders' Forum, and planning to make this event a regular feature of the AARE calendar, there has been a surprising lack of activity so far this year in relation to Research Training Workshops. If anyone is hosting a research visitor or event, you may be able to get some support funds from AARE. Check the policy guidelines and application form at : www.aare.edu.au or contact me for further information.
Jennifer Gore
| URL - www.aare.edu.au/news/news36/research.htm | Contact vejmg@cc.newcastle.edu.au |
We received 18 nominations. We've had the shortlisting meeting and panel members are now reading the shortlisted theses. We should have a decision by the end of August but the usual process is to report the decision to the AARE president who then notifies the winner.
Annette Patterson
| URL - www.aare.edu.au/news/news36/docthes.htm | Contact - annette.patterson@jcu.edu.au |
This issue's collection of doctoral theses, particularly those accompanied by abstracts, have some common themes: information and communication technologies, mathematics, and learning. I am grateful to ACER's Cunningham Library for supplying information concerning them (as well as the preceding theses titles) and draw your attention to ACER's Research Theses Database (the Bibliography of Education Theses in Australia) at http://www.acer.edu.au/library/theses/search_theses.html where you can access details on over 9000 Australian theses in education.
You might also be aware that ACER produces the Australian Education Index (AEI) which, amongst other things, records information on AARE conference papers. (Each year, hard copies of AARE conference papers supplied by authors to conference organisers are passed on to ACER for inclusion in their library and the AEI.)
I draw a long bow from these things, I suppose, in also bringing to your attention AARE's collection of conference papers available in full text from its own web site http://www.aare.edu.au. Peter Jeffery's inclusion in this newsletter of the traffic on our site clearly indicates the huge interest there is in the academic material available there. Peter J is often at pains to point out that access to the work of Australian educational researchers is now available from the desks of academics throughout the world (ie. those with internet access). What is worth highlighting is that such research is also available to everyone who has access to the web, including politicians, teachers, students and others with an interest in education.
I mention this in the context of the recent DETYA report on the impact of educational research in Australia. Research and researchers are sometimes criticised for being removed from and/or not contributing to 'where the action is', although the DETYA report had some quite positive things to say about this relationship in the Australian context. Of course, accessing research is not just a matter of gaining access to research in print but also about being able to access its meaning, amongst other things. Nevertheless, this publication of AARE members' research, without many of the current constraints of copyright, has significant potential in reaching broader communities and is worth drawing to the attention of interested parties.
What is also signalled here are the changing contexts in which we learn and gain access to information. Several of the theses celebrated below deal with these very issues. Congratulations to the authors. As always, I encourage them to seek out public forums in which to make their research more publicly known, including as AARE conference papers! Details of other doctoral theses completed within the last six months can be passed on to me at t.gale@cqu.edu.au .
Trevor Gale
Executive Member
Dr R. Wah (PhD), University of Queensland, A postcolonial perspective of distance education: a case study of the University of the South Pacific's distance education program.
Dr J. Wakim (PhD), University of Sydney, The effects of the principal's leadership style on teacher motivation: a comparative study of missionary schools in Australia and Lebanon.
Dr P. Wachob (EdD), University of Sydney, Mature language learners.
Dr R. Sparrow (PhD), Edith Cowan University, The professional development of beginning teachers of primary mathematics.
The purpose of this study was twofold: to investigate factors which influence the pedagogical practices and beliefs of beginning teachers of mathematics in primary classrooms, and secondly to evaluate a professional development support model for beginning primary mathematics teachers. A model for professional development and support of beginning teachers of primary mathematics was designed from critical characteristics of effective teacher support obtained from the literature. The model was designed via the use of a 'fellow worker' to help beginning teachers implement constructivist ways of teaching mathematics in their classrooms. It was implemented over a period of the first year of teaching for the five participants. The research took the form of an interpretative, qualitative study. The main methods of data collection were interviews, observation, journals, case methods meetings, repertory grids, RADIATE categories, questionnaires and characterisation scales. Data were analysed using techniques of qualitative analysis and incorporated the use of the NUD*IST computer program. Findings suggest that the professional development, support model was successful in helping beginning teachers implement and sustain a more constructivist philosophy in mathematics teaching. It appeared to provide an effective framework to meet the individual needs of teachers within specific contexts. It was an effective alternative to the isolation and 'sink-or-swim' attitude of the first year of teaching felt by the participants. Beginning teachers used reflection in their teaching and generally began to implement less teacher-directed, traditional methods of teaching after emerging from a foreshortened 'survival' period. The major influences acting on pedagogical practices were the children in the classrooms of the beginning teachers. Other factors such as limited pedagogical knowledge, traditional ways of behaving as a teacher, beliefs about mathematics, mathematics teaching and learning, and time also influenced classroom practice in primary mathematics. The major finding of the research is that, with personal and context-specific support, beginning teachers can start to implement pedagogical practices in primary mathematics consistent with recent recommendations. This thesis recommends that the support must come from both the general system and the school levels and must address the needs of the individual teachers rather than mass induction methods. Distinction and separation must be made between beginning teacher support and the assessment of the beginning teacher's competence.
Dr M. Thomas (PhD), University of Adelaide, Virtual learning environments: the impact of information and communication technologies on a sustainable higher education.
Increasing use of information and communication technologies, and a growing focus on social and environmental issues, are important elements of contemporary higher education. However, there has been limited analysis of the compatibility of these two distinct areas of educational innovation. This thesis examines the possible conflict between the increasing use of information and communication technology and a higher education, which contributes to social and ecological sustainability. Firstly, a theoretical framework is developed for how higher education can be reoriented towards social and ecological sustainability. From this discussion, a sustainable higher education is shown to necessitate a shift towards dialogical modes of learning. Secondly, current research pertaining to the use of information and communication technologies in the teaching and learning process is examined in relation to the framework for a sustainable higher education. This analysis highlights potential benefits and problems of the use of new technologies towards a sustainable higher education. Three case studies are then presented to examine the interplay between the potential benefits and problems of utilising information and communication technology towards a sustainable higher education. The first case study examines the use of information and communication technology in a collaborative group project. This study demonstrates major differences between students' technology-mediated communication and their face-to-face group interaction. The second case study evaluates the use of an on-line discussion forum in facilitating an on-line community of learning. It is shown that while the use of information and communication technology supported higher-order cognitive learning outcomes, dialogical modes of learning were inhibited within the virtual learning environment. The final case study further examines on-line interactive learning environments and finds that the virtual learning environment limited students' learning to an information-orientated approach. The thesis presents the argument that information and communication technology might be unable to support the dialogical modes of learning necessary for a sustainable higher education. The thesis draws the conclusion that the lack of dialogue and the information-orientated nature of learning within virtual learning environments are areas for serious concern. The thesis concludes by drawing some broad lessons for future practice and research.
Dr C. Walta (EdD), University of Melbourne, Micro-worlds programming, mathematical problem solving and teaching for transfer: a year-long classroom study.
This thesis is based on research conducted to investigate the effects of computer programming on cognitive and affective outcomes in two upper primary classes. The aims of the research were to establish whether a particular type of methodological intervention, which reinforced strategies developed in a programming context, could improve the likelihood that problem-solving strategies acquired through programming would be transferred to mathematical problem-solving. In addition, the research set out to investigate whether programming affected individuals with differing personality traits in different ways. Students worked over a twelve-month period with the programming software MicroWorlds. In the first term they learned basic semantics and syntax of the programming language and thereafter completed five tasks that were research assignments from a range of key learning areas. These tasks were called Lap-T tasks and as part of the overall curriculum were completed and presented for evaluation. Pre and post-tests in mathematical problem solving which sought evidence of ability to obtain correct answers, identify appropriate strategies and articulate strategies used, were administered at the beginning and end of the year. In addition, students completed a questionnaire at the beginning, middle and end of the year to establish attitude change to aspects of learning with computers and learning through programming. Other data was obtained through the Rosenberg Self Esteem Test and the Eysenck Personality Inventory. Students kept journals in which they reflected on their programming experience. A series of class lessons for reinforcing strategies developed in programming, called strategy training was directed towards one group only, the Strategy Training Group (STG) for a total of 18 hours. The other group, the Independent Learning Group, was not assisted to make connections beyond those automatically acquired while programming. The findings of the research were an affirmation for the value of the strategy training for improving the likelihood that strategies acquired during programming would transfer to other problem-solving contexts. In addition, there was confirmation that programming is a valuable addition to an upper primary curriculum, contributing to students' perceptions of control of their own learning and providing challenge and satisfaction while developing transferable problem-solving skills. The research indicates that strategic use of programming in the primary school curriculum can be utilised in the development of mathematical problem-solving skills.
Dr A. White (PhD), University of Sydney, Teacher action theories in the upper primary mathematics classroom.
The thesis reports upon an investigation into the specific action theories of upper primary teachers of mathematics towards common classroom teaching behaviours. The initial phase of the study described and defined six common upper primary mathematics classroom teaching behaviours through the use of descriptive scenarios. These classroom teaching behaviours were: the use of a prepared stencil; the use of group work; the use of a textbook for homework; the student use of calculators; the use of the standard multiplication algorithm; and, the use of a pen and paper short answer test. Using a qualitative approach (phenomenography) the research identified the range of conceptions and normative beliefs held by the teachers towards each of six specific classroom behaviours. The results were able to confirm and expand the data uncovered by the review of literature. The Theory of Planned Behaviour (TPB) was then used to analyse the conceptions that arose from three of the specific classroom behaviours. The theory provided the framework for the teacher action theories for each behaviour. Teacher action theories were described and examined for the classroom behaviours: use of stencils; use of group work; and student use of calculators. As teacher action theories were postulated to be the basis for the performance of common specific classroom behaviours, teachers were categorised according to their intentions to perform as well as their performance for each specific behaviour. The design of the study emerged from the review of literature associated with intention, the predictors of intention (beliefs, attitudes, subjective norm, perceived behavioural control) and the classroom behaviours. The research uses approaches from scientific and postmodern traditions. Together with the methodological considerations, a total of 9 research hypotheses and 10 research questions were postulated, examined, discussed and reported. The thesis concludes with a consideration of the implications of the findings as they relate to values research and to preservice and inservice teacher education, and the development of more effective reflective practice in schooling.
| Contact t.gale@cqu.edu.au |
Listing of directories with at least 0.01% of the traffic, sorted by the amount of traffic. These are last month. For current stats see www.aare.edu.au/stats/index.htm
In the table below columns are separated by colons.
Number of Requests: %bytes of traffic: directory visited on the site [/00pap/ is papers from 2000 conference]
206958: 35.49%: /99pap/187973: 17.89%: [root directory]
40646: 14.07%: /00pap/
61870: 13.05%: /98pap/
45693: 7.39%: /97pap/
26651: 3.13%: /94pap/
20135: 2.37%: /96pap/
16211: 2.07%: /95pap/
14128: 1.81%: /93pap/
9210: 1.09%: /92pap/
3807: 0.38%: /91pap/
2883: 0.29%: /90pap/
1899: 0.25%: /89pap/
2254: 0.14%: /news/
789: 0.11%: /ethics/
3040: 0.11%: /aer/
5270: 0.08%: /conf/
1211: 0.05%: /secure/
1938: 0.04%: /docthes/
395: 0.03%: /stats/
1555: 0.03%: /rare/
1703: 0.02%: /members/
144: 0.01%: /exec/
81: 0.01%: /news34/
4628: 0.06%: [not listed: 20 directories]
|
Contact pjeff@aare.edu.au |
The Education Foundation's second annual Summit on Thursday 18 October at Melbourne's Hotel Sofitel will showcase creative school-community collaborative partnerships operating in rural and urban settings around Australia and internationally. The day will highlight the findings of recent research and provide a forum for an exchange of ideas led by international and national policy makers, researchers, community leaders and innovators. For more information, see the Education Foundation's website at www.educationfoundation.org.au or contact the Conference Manager on 03 9596 8881 or at diana@resourcesforcourses.com.au
The 2001 AARE conference, at Fremantle this December, is shaping up to be a very exciting and educationally worthwhile occasion. For example, at this conference:
On Teachers' Day, Professor Sue Willis will deliver the Radford Lecture, titled, "Students in all circumstances: Learning to count." This address will draw on Sue's work on inclusivity and social justice, her experience in engaging in systemic curriculum reform, and her research and professional work on numeracy. In doing so, Sue will examine the practical complexities of inclusivity and social justice in the context of early numeracy.
Most of the 700 abstracts have now been posted on the web (www.aare.edu.au ). Here is a random selection of the titles:
If the book you have recently written is due to be released this year, why not approach your publisher to contact us to arrange a public launch at the conference?
Google (http://images.google.com/) is trialing a search engine for images with 150 million images. It is a BETA (trial version not officially released yet) but seems to work fine. Entering "Fremantle", for example, brings up many images in 0.18 seconds. Entering "University of Notre Dame Australia" brings up a campus map and other useful information. Other useful websites providing information about Fremantle and Western Australia are:
Programming
Decisions on a few papers submitted for full refereeing are still awaiting arrival of referees' reports. It is now possible and necessary, however, to begin the massive tasks of programming because all the abstracts for the conference have been submitted. If anyone who submitted an abstract is not able now to attend the conference could you please let Ruth Jeffery know by either email (aare@aare.edu.au), or fax (03 5964 9586) or post (PO Box 71 Coldstream Victoria 3770, Australia). This will make programming much easier. We hope to be able to inform everyone of the day and time of their presentations before the end of October.
Early Bird Registration
These close at midnight on 31 August 2001 when the prices click over on the AARE website. No period of grace can operate. Pay on-line before then for the discount rate. Stale Link Removed.
From Here to December 2
Information on most matters relating to the conference has been posted on the AARE website (www.aare.edu.au. Regular updates about the conference will be entered on this website and sent to you by e-bulletins from the AARE Office. The stage is rapidly being set for a great conference. We look forward to seeing you in Fremantle.
Dates:
31 August
Earlybird discount registrations close. Registrations available at normal rates only after this date.
31 September
Email letters will be sent from office with time-table details for each presenter. Symposia leaders please check your collaborators.
31 October
Last date for withdrawals by presenters.
19 November
Last date for withdrawals by non-presenters
1 December
Pre-conference program including President's Reception. Collect satchels and Abstract Book and Programme Book from Registration Desk at Notre Dame University.
Rod Chadbourne
Chair, 2001 Conference Committee.
Conference Dinner:2001
Do not collect $200 or even $2001!
Go directly to jail!
When you first arrive in Fremantle please make sure you don't get sent to gaol. Because, we're hoping that everyone will go the old Freo prison on Tuesday night for the annual AARE dinner.
The evening will start with pre-dinner drinks in the slammer as the sun sets on the Indian Ocean, followed by a hearty meal in the refurbished inmates restaurant, then a candle lit tour of the Heritage buildings conducted by some shady characters, then back to the restaurant for more wining, dining and dancing.
Of course, it's a case of user-pays, but at $75 per person it's a steal - certainly worth going to prison for.
(PS the old Freo gaol was built by convicts in the 19th century close to the heart of the city, next the mighty Dockers footy oval, and now operates under the control of the National Trust.)
NOTICE -- AARE 2001 CONFERENCE DINNER HAS MOVED TO TUESDAY
|
Member |
Student M |
Retired M |
Life M |
Complimentary |
Total |
|
|
NT |
5 |
5 |
||||
|
NSW |
220 |
57 |
4 |
3 |
284 |
|
|
ACT |
12 |
1 [voluntary deposit] |
13 |
|||
|
VIC |
141 |
23 |
5 |
2 [Legal deposit] |
171 |
|
|
QLD |
106 |
21 |
127 |
|||
|
SA |
52 |
16 |
1 |
69 |
||
|
WA |
61 |
6 |
1 |
68 |
||
|
TAS |
19 |
1 |
20 |
|||
|
O'SEAS |
69 |
12 |
7 |
88 |
||
|
685 |
136 |
6 |
8 |
10 |
845 |
A great deal of teamwork is evident by the large number of Symposia proposed for the Fremantle conference this year. There are 32 symposia now being edited for the AARE 2001 Conference Abstract Book and for the web and program. I have been working through them prior to sending them to the web and Lesley Vidovich [member of the Fremantle Conference Committee] and I'm most impressed with the collaborative work they display on a widely varying range of topics. I've been making a preliminary sifting of the symposia prior to Lesley working through them to sort out which few of them can be put on in the limited time on Teachers Day. Obviously, Lesley and I are looking for what might particularly interest teachers or symposia that have teachers as co-presenters. It's a tough job and Lesley and I have been communicating about it since the closing of abstracts date. Give us our daily email!
Despite the pain of working the sifter, we think it is great to see so much cooperative work. Don't miss Teachers Day! Invite a teacher. Start fixing the dissemination weakness in educational research effort [cf DETYA Report].
Peter Jeffery
The Thirtieth Conference of the Philosophy of Education Society of Australasia will be held at Claremont Teachers College, Perth 30 November to 2 December 2001 just ahead of the AARE 2001 Conference - Fremantle. Contact b.haynes@cowan.edu.au
If you are reading AARE NEWS on-line, just click on the link to jump to the item you want. If you click on the email address in the "contact" box it will create an email for you to type your message. If you are reading this on paper, go to www.aare.edu.au/news/ and then follow the links on screen. If you are reading on-line and want a paper copy use the "download in PDF" button to get a version that will print anywhere.
All I ever seem to get by way of voluntary contributions to AARE NEWS is adverts for books authored by members and notices of conferences and symposia with which members are affiliated. We have a spot for those things on the AARE website and we take paid inserts [for single A4 inserts supplied by publishers or authors] to include with AARE NEWS and AER.
Follow Peter's exhortations and VOLUNTEER! Please consider writing some news item about research in your institution. Volunteer to be an AARE NEWS correspondent and send me [on email] short stories for reading by AARE members. There's no GST on volunteering news. I've tried everything else to get some members' news stories so why not ape the pollies? Perhaps rollback your work to leave time to volunteer to help AARE.
Peter Jeffery
AARE NEWS Editor.
|
Contactpjeff@aare.edu.au |
Changing Agendas in Teacher Education, a joint conference organized by School of Curriculum Studies UNE and the Change in Education Research Group UTS, will be held February 3 - 7, 2002. It is not entirely clear whether it is at UNE or elsewhere but further information can be obtained from confo@metz.une.edu.au
This book is much sought after by students undertaking postgraduate studies. It was 'sold out' of its first printing within 18 months and after further demand was identified AARE Executive decided to reprint.
ISBN 0 9585903 11
AUD$35.00 per copy plus post and packing of AUD$5.00.
Not available to order on-line from AARE yet. See www.aare.edu.au for PDF Order Form to print and fax.
In the newsletter each year, the Honorary Secretary will call for nominations due by September 30. Members nominating a particular candidate should:
Pertinent information would include but not necessarily be limited to the following: The candidate's contribution to educational research; their contribution to AARE and the length of membership of the Association; their overall contribution to the educational community (policy formulation, public awareness, and so on).
This is the Call for Nominations for 2001
Selection Procedures:
A sub-committee of the Executive, chaired by the Honorary Secretary will examine the nominations received and taking into account the criteria for Honorary Life Membership, make a recommendation at the mid-year Executive meeting for one, and under special circumstances more than one Honorary Life Membership. The Executive should pass a resolution at the mid-year meeting to bestow an Honorary Life Membership on the nominated member or members. In addition to the stated criteria, the subcommittee should provide an ongoing review of gender, regional and disciplinary distribution of Honorary Life Members. Where marked discrepancies in the distribution occur, 'the sub-Committee should implement positive discrimination procedures.
Support for the Honorary Member to attend the conference:
Financial support will be provided by the Association, through the Annual Conference Organising Committee, to the nominated member(s) to attend the annual conference. The financial support will consist of. Conference registration fee waiver, actual transport costs to the conference, not to exceed the equivalent of an economy class airfare from the member's Australia home address to the conference site. Members residing overseas will be limited to a transport grant of $1,000.
The Annual Conference Organising Committee will arrange for a time during the conference for the bestowal of the Honorary Life Membership. Sufficient time should be allowed to have the President or the President's proxy present a profile of the nominee that provides justification for the bestowal, have the nominee respond, have the President bestow the Honorary Life Membership certificate. A certificate will be granted to the Honorary Life Member that registers the Honour bestowed by the Association.
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URL: Stale Link Removed. |
Contact -debrac@btr.qld.edu.au |
In accordance with the decisions made at the 1992 Annual General Meeting, nominations for the following positions on the Executive Committee of AARE should be forwarded to the Secretary by 5th October 2001. President-Elect for 2002 [to be President in 2003], Secretary, Treasurer, Research Training Coordinator, Editor of AARE NEWS [newsletter] and Executive Member (four positions).
I, ............................................................................................................................................ (full name of proposer)
Nominate: ................................................................................................ (full name of nominee)
For the position of: .................................................................................(one of the above positions)
Signed: ....................................................................................(proposer must be financial member)
I second the nomination: ...........................................................(full name of seconder financial member)
Signed by member seconder: .......................................................................signed (seconder member)
I will accept the nomination: ......................................................(signed by nominated financial member)
Proposers, seconders and nominees must be financial members of AARE. Check membership status with Ruth at AARE Office . aare@aare.edu.au
Please send completed nomination forms to Hon. Secretary Debra Cunningham, Box 389 Toowong Q 4006 as soon as possible so that ballot material can be prepared, printed and distributed by post. [See dates below]. A list of serving AARE Executive is in this issue of AARE NEWS.
Nominations to close 5 OCT 2001
Print and distribute ballot material to all members by post by 2 Nov.
Polling closes 3 days before Conference - 27 Nov.
One aspect of achieving recognition for AARE members' work is to have it referenced in the international bibliographic services.
AARE Conference Papers and Abstracts on the WWW.
The ISSN numbers were added to the web page titles in October 1995. The number is: ISSN 1324-9339.
AARE Conference Papers on Disk also have a number ISSN 1324-9320. This number is added to each disk set label [Mac or PC] as they are published on demand.
The ISSN for AARE News is ISSN 1324-1214.[The previous AARE Newsletter was ISSN 1320-1018 but we changed the name just a little and the International Bureau at the National Library rightly chastised us for using the old number for the new News on issue No. 12].
Review of Australian Research In Education series [RARE] has an ISSN number ISSN 1034-0130. Each book in this series has a separate title so each of these also has an ISBN number.
The Australian Educational Researcher [AER] is ISSN 0311-6999.
So that members can get a better picture of the present AARE Executive as they approach the question of nominations for the next Executive Committee, we have reproduced below the list of names and duties. The photo taken early in 2001 is to put faces to the names.
AARE EXECUTIVE 2001
| Name and Position | Address | Telephone, Fax & Email Address |
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| BLACKMORE, Jill (Dr) (President-Elect) |
Faculty of Education Deakin University Geelong Vic 3217 |
Phone:(03) 5227 1489 Fax:(03) 5227 2014 jillb@deakin.edu.au |
| CUNNINGHAM, Debra (Secretary) | Board of Teacher Registration PO Box 389 Toowong Q 4066 | Phone: (07) 3377 4736 Fax: (07) 3870 5006 DebraC@btr.qld.edu.au |
| CHADBOURNE, Rod (A/Prof) (Conference Convenor) | School of Education Edith Cowan University Churchlands WA 6018 | Phone: (08) 9273 8423 Fax: (08) 9273 8705 r.chadbourne@cowan.edu.au |
| DOIG, Brian (Treasurer) | ACER Private Bag 55 Camberwell Vic 3124 | Phone: (03) 9277 5555 Fax: (03) 9277 5500 doigpc@acer.edu.au |
| GALE, Trevor (Dr) | Graduate School of Education Central Queensland University Rockhampton Q 4702 | Phone: (07) 4930 9278 Fax: (07) 4930 9604 t.gale@cqu.edu.au |
| GILL, Judith (A/Prof) | Faculty of Education University of South Australia Holbrooks Road Underdale SA 5032 | Phone: (08) 8302 Fax: (08) 8302 6239 judith.gill@unisa.edu.au |
| GORE, Jennifer (Prof) (Research Training Coord.) | Faculty of Education University of Newcastle University Drive Callaghan NSW 2308 | Phone: (02) 4921 6709 ejmg@cc.newcastle.edu.au |
| JEFFERY, Peter (Editor, AARE NEWS) | Professional Resources Services Box 71 Coldstream Vic 3770 | Phone: (03) 5964 9031 Fax: (03) 5964 9586 pjeff@aare.edu.au |
| KENWAY, Jane (Prof) (Editor, AER) | School of Education University of South Australia Holbrooks Road Underdale SA 5032 | Phone: (08) 8302 6739 Fax: (08) 8302 6315 Jane.Kenway@unisa.edu.au |
| LINGARD, Bob (Prof) (Immediate Past President) | Graduate School of Education The University of Queensland Q 4072 | Phone: (07) 3365 6863 Fax: (07) 3365 7199 r.lingard@mailbox.uq.edu.au |
| RAWOLLE, Shaun (P/G Students) | Graduate School of Education The University of Queensland Q 4072 | Phone: (07) 3365 6508 Fax: (07) 3365 7199 s201330@student.uq.edu.au |
| RENSHAW, Peter (A/Prof) (President) | Graduate School of Education The University of Queensland Q 4072 | Phone: (07) 3365 6497 Fax: (07) 3365 7199 p.renshaw@mailbox.uq.edu.au |
| SLEE, Roger (Prof) | Faculty of Education The University of Western Australia Nedlands WA 6907 | Phone: (08) 9380 2380 Fax: (08) 9380 1056 |
| SUMSION, Jennifer (Dr) Special Interest Groups [SIGs] | Institute of Early Childhood Macquarie University Sydney NSW 2109 | Phone: (02) 9850 9864 Fax: (02) 9850 9890 jsumsion@iec.iec.mq.edu.au |
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NO EMBARGO |
FURTHER INFORMATION Ph: 07 3365 6497 Email: p.renshaw@mailbox.uq.edu.au |
The DETYA Report, The Impact of Educational Research (DETYA, December, 2000) was commisioned in 1998 in the context of local and international debate about the quality and relevance of education research to practitioners and policy makers. The five separate studies summarised in the Impact Report used a variety of methods and drew upon different sources and information to conclude that Australian education research is highly respected internationally and makes a significant difference in schools and in policy development.
This extremely positive report-card challenges dominant perceptions, both within the university sector and among the broader community, that education research is neither particularly relevant to practice nor highly respected. As the authors of one study in the Impact Report note,
After an extensive review of the research we are also confident that Australian educational research has a great deal to offer to educational practitioners, and that arguments to the contrary are unfounded. (Phelan, Anderson and Bourke, December 2000, p.669)
The Impact Report also found that compared to all other research fields, Australia's share of international publications was greater in Education than any other major field in the country except for the Earth Sciences.(p10) This achievement of both high international standing and local relevance is worthy of celebration. It is also important to consider whether current policy priorties and funding regimes will sustain the productivty of the education research community.
Background
The 1992 report Educational Research in Australia, was commisioned by the ARC and chaired by Dr Barry McGaw, argued for a significant increase in the overall funding of education research and for a range of other administrative reforms in setting research agendas and allocating funds. It is fair to say that the report was largely ignored and had little influence on research policy or subsequent funding of education research. Nonetheless, it documented some of the contemporary dilemmas in maintaining a strong educational research culture with a limited resource base, and highlighted the crucial role played by postgraduate research students within Faculties/Schools of Education in the production of education research.
The second report, Response by the ARC to Reviews of Grant Outcomes No 24: Education 1989-1993 identified the strength of educational research, as well as some areas for development, particularly the need to build connections between researchers and educators.
Perhaps of more immediate relevance to the commissioning of the Impact Report, however, was the publication of the Tooley and Darby (1998) scathing critique of educational research in the UK (Educational research - A critique: A survey of published educational research). This critique was sparked by Professor David Hargreaves comments that education research in the UK was remote from practice, of poor quality, and wasteful of public monies. Tooley and Darby examined published research in a range of quality journals and contended that overall it was flawed by partisanship, by methodological inadequacies, by the adulation of great (predominantly European) thinkers, and by detachment from the practical endeavours of teachers and other professionals.
In this context, many education research were apprehensive about the intentions of DETYA when tenders were called for the Impact study. There was concern that this was to be an Australian version of Tooley and Darby. The policy implications of the UK report involved greater concentration of research money in fewer hands - based on the assumption that only certain high quality researchers following certain research practices and paradigms deserved public support. Research was also seen merely as an instrumental process that should directly serve the interests of policy makers and practitioners rather than being a process of critical engagement with policy and practice.
Key Findings From The Impact Study
The Impact Report provides clear evidence that education research in Australia is relevant and of high quality. Data collected across different studies in the Impact Report found that: (i) education research made a positive difference to the practices of professionals; (ii) was regarded as necessary for policy development and implementation; (iii) it occurred in a complex and multi-layered partnership between practitioners and university-based researchers; and (iv) education research as a field, was found to be outstanding in terms of its contribution to international scholarship compared to other fields of research endeavour in Australia.
Selected key quotes from the Report.
The links between educational research and schools were clearly evident. The researchers found that almost all the school principals, professional associations of educators, and school system administrators expressed the view that educational research had benefited Australian education (p5)
Teachers' decisions were strongly influenced by sources that are themselves directly impacted on by research, specifically initial teacher training, professional reading, the advice of other teachers, professional development courses, and formal postgraduate studies.(p8)
Australia ranks a creditable fourth out of 35 nations in terms of its publications and citation record over the period 1987-1998. Australia's share of international publications is greater in education than any other major field in this country except for the earth sciences.(p10)
The studies [in the report] demonstrate the inadequacies of conceiving the relationship between educational research and practice as a linear relationship. 'Impact' suggests a clear, identifiable, measurable and direct relationship. This research [the report] contests such a view. Instead, it presents a multi-layered, unpredictable, interacting process of engagement between the researcher and the educator. (p10)
The project documents a more positive attitude to research, since the 1992 review. There is an expectation that policy shifts be supported by research. (p11)
The inescapable conclusion from this review of Australian educational research is that the vast majority of it is extremely applied. There may be a problem in disseminating this research to the potential audiences that could best use it, but it is simply incorrect to think that the research itself has little inherent practical value. (p.661)
This report has provided a comprehensive set of data appropriate for the evaluation of australia's contribution to international educational education research. Our principal finding is that this nation makes a very substantial contribution in this area, and in fact, education is one of austrlaia's strongest research fields relative to size. (p.669)
As the quotations attest, the Impact Report provides evidence that education research in Australia is both relevant to policy makers and practitioners and internationally of very high standing. However, the challenge now is to remain vigilant regarding the factors that have enabled the research community in Australia to achieve such positive outcomes.
Challenges Facing the Education Research Community
There are reasons to be worried about the current funding and staffing of Faculties of Education which, the Impact Report found, produce about 90% of all educational research in Australia (based on figures for the 1992-1997 period). In the current university funding regime, academic staff are facing larger classes. Recent data on current staff/student ratios in Faculties of Education showed an average ratio of about 1: 30 (NTEU, June 2001). This is an extraordinarily high figure. Coupled with the increasing need to raise income from fee-paying students, and expectations that significant revenue will be raised from contract research and consultancies, the capacity of university staff to maintain involvement in research and research supervision is being progressively undermined.
A key indicator of research strength within Faculties is the clustering of postgraduate students. This underlines the crucial importance of support for research higher degree students if Australia is to maintain the capacity to produce high-quality, relevant education research. Postgraduate research students constitute the largest single group involved in education research. In the main, they are part-time mature-age students who work in the education sector as teachers and administrators. Their positioning at the intersection of research and practice, it can be argued, has been crucial in simultaneously producing a research output of international standing that remains relevant at the local level.
There are a number of worrying signs regarding these research students. First, the rapid decline in postgraduate coursework students in education across Australia as a result of the introduction of full-fee tuition, will inevitably have consequences for the research programs in universities. The most direct effect will be increased pressure on staffing as Education Faculities respond to reduced revenues. In turn, this reduces the capacity of Faculties to provide academic expertise and supervision across the broad scope of educational issues and problems. The flow-through of students from coursework masters degrees to postgraduate research degrees will also be affected. The most common pattern of progression for practitioners to enter the research community, has been through masters coursework programmes. Such degree programmes provided substantive input in terms of contemporary educational theory and methodology, and thereby prepared postgraduate students for the task of completing research projects.
Conclusion.
The Impact Report comes at a time when there is widespread public debate about Australia's future and the need to develop an innovative and knowledge-based economy. Central to this economic enterprise is the development of a system of education that can provide the community with the technical, personal and ethical skills to make wise judgements about the common good and how the the enterprises of science and technology might serve our best interests in the long-term. Education researchers are uniquely situated in this on-going process of public policy development and implementation. The educational enterprise is necessarily focussed on the future (but cognizant of the past). It is concerned with the range of qualities and expertise that citizens will need in the future, the skills and resources they will be able to draw upon to contribute to the common good, and how they will organise themselves to contribute in innovative ways to solving problems. It is timely, therefore, for politicians and community leaders to recognise the importance of education generally and education research in particular. If what we need is internationally competitive enterprises that also are responsive to local needs, then the education research community is a good exemplar.
Peter Renshaw, President AARE, July 2001.
Many things are happening with the Australian an Educational Researcher. Firstly, we have in place two future special issues. One focuses on the report on the "Impact of Educational Research" that has just been released. We are still finalising contributions for that and if you wish to contribute you should contact me to discuss this. Erica McWilliam and Parlo Singh at QUT are putting another special issue together. This is on epistemological issues in educational research.
Also, the Editorial team is about to begin work with a team in Education at RMIT to consider innovative ways of developing an online journal. The European Educational Research Association is exploring this issue too and we will continue to have conversations with Professor Martin Lawn from the University of Birmingham on our shared interests.
We remind PhD students, early career researchers and their mentors and managers of the Fremantle pre-conference workshop we are conducting on 'writing for publication'. Details are on the Website. We have also put together a Symposium panel for the conference called Spatial paradoxes: What if anything is Australian about Australian educational research? Does Australian-ness matter? Amongst much, this allows us to consider what is Australian about the journal itself. The speakers will be Associate Professor Martin Nakata, Uni SA, Professor Bill Louden, Edith Cowen, Dr Julie Mathews, UQ, Professor Robin Usher, RMIT and me. There will be lots of space for discussion. We have added many new names to our lists of peer and book reviewers and are still looking for more. Contact me if you are interested. We are also getting a strong steam of quality papers being submitted many from overseas.
The editorial team and our support staff have developed a process that is allowing us to process things smoothly and relatively quickly. This smooth running does depend a lot on authors complying with 'Notes to contributors' and on the speedy responses to our queries and a quick return of papers from reviewers. Most people are terrific in this regard and we thank you.
Jane Kenway, Managing Editor.
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Contact - Jane.Kenway@unisa.edu.au |
If you are reading AARE NEWS on-line, just click on the link to jump to the item you want. If you click on the email address in the "contact" box it will create an email for you to type your message. If you are reading this on paper, go to www.aare.edu.au/news/ and then follow the links on screen. If you are reading on-line and want a paper copy use the "download in PDF" button to get a version that will print anywhere.
All I ever seem to get by way of voluntary contributions to AARE NEWS is adverts for books authored by members and notices of conferences and symposia with which members are affiliated. We have a spot for those things on the AARE website and we take paid inserts [supplied by publishers or authors] to include with AARE NEWS and AER.
Follow the Peter'S exhortations and VOLUNTEER! Please consider writing some news item about research in your institution. Volunteer to be an AARE NEWS correspondent and send me on email short stories for reading by AARE members. There's no GST on volunteering news.
Peter Jeffery
AARE NEWS Editor.
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Contact - pjeff@aare.edu.au |
The AARE is an association of persons interested in fostering educational research in Australia. AARE facilitates contact between educational researchers. AARE encourages and actively lobbies for development of all aspects of educational research.
AARE assists members with educational research by:
Brief early planning details are given below for the AARE 2002 Conference in Brisbane at the University of Queensland.
December 1st to 5th 2002 -- University of Queensland, St Lucia, Brisbane.
Special dates to plan for:
Make sure your small address with us is kept up to date and your email box has space to receive mail.
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Contact - pjeff@aare.edu.au |
AARE Conference Committee members have been working hard to referee abstracts for the 2001 conference. The system for this gate-keeping role is that all the members of the steering committee for each conference become about a 15 person expert panel with each group reading about a third of all the abstracts that are submitted.
Conference Committee Reviewers
AARE Office reads all the abstracts and propositions for presentations at the conference and sends the emailed abstracts to one of 3 groups of committee members. These abstract review people read the abstracts and email back a simple yes - admit to conference or no -exclude from conference to each abstract. In actual fact many abstract reviews are more extensive, offering advice to the proposers via the AARE Office or creating a debate between abstract referees on the merits of a proposal. Disputes are settled by the Convenor. Some abstracts/proposals are refused and declined each year and some require modification to be admitted to the conference. The number of rejected papers is small but the process is necessary to ensure that the conference does not contain too much irrelevant or inadequate content.
Publishing Abstracts
After the abstracts are approved or not, or modified as detailed by the reviewers, they are reformatted to Word [yes, all those carriage returns and funny formatting things are removed by hand] ready for the creation of the 300pp Abstract Book and for posting on AARE website for all to examine and plan their attendance at conference. To go on the website the abstracts are reformatted from Word into html so that browsing through the huge file of abstracts is possible [that is - keywords searching is possible].
2001 Effort
This year 720 abstracts have been reviewed [each abstract emailed to at least 3 committee members and read and commented on by them]. Each reviewer has seen at least 250 abstracts, some many more as they have assisted when other committee persons have been away or otherwise engaged. AARE members are grateful to the abstract referees for taking on this extra academic work on behalf of all members.
This service was introduced to allow Australian academics and their institutions to fit the demands of DETYA. Some overseas people submit papers for full paper refereeing.
Full Paper Refereeing
A small charge [currently $20 per paper] is levied on those requesting this service as a contribution to the huge administrative cost on AARE to do the refereeing processing. This fee does not actually cover the cost of the administrative work and no fee is paid for the professional refereeing work of members.
Choosing Peer Referees
AARE Office uses its resources and knowledge of members' interests and specialities [as reported on the membership questionnaire and collected on the bush telegraph] to choose 3 members out of approximately 1000, to ask whether they are willing to review a paper. Potential reviewers are sent the referee report form and the paper [suitably stripped of identifying names, etc., and converted to PDF so that it can be read everywhere].
Eventually, 3 referees [academic peers] are found for every paper over a period of two or three months. Their comments and decisions are faxed back to AARE Office which keeps the records on paper and in digital form and contacts the paper authors/s when the paper is accepted. At the end of processing all the reports are copied [without identifying marks] and mailed prior to conference to the candidates for their information.
AARE Office makes endless requests to many members to find 3 referees for each paper. The average number of members contacted per paper is 7. Many say, "Yes, I'll review it." but do nothing, therefore necessitating another approach to another peer after a delay of 2 or 3 weeks. Eventually, 3 peers do read the paper and their decisions are the ones that decide admission. Two affirmatives are required for admission.
Releasing the Results
It is extremely frustrating to have the results of the 2 or 3 months process on hand but have to with-hold the decision pending payment of the refereeing fee. We have discovered some institutions which will not pay the fee unless the paper has been successful and AARE will not release this information until the fee is paid. The solution is for the author to pay by credit card on-line [thus getting an instant receipt and notification to AARE] and then claim the money back from the institution later if they wish.
AARE is grateful for the cooperation of members in this refereeing process which places an additional burden on everyone. We wish that everyone would immediately review papers and fax back the referee form but we realise that everyone is busy.
Ultimate Refereeing
The ultimate refereeing occurs at conference when authors present the paper to an assembly of peers in public. This exposes their work to public peer criticism by presenting their research work at an assembly of academic colleagues and subsequently that paper is made available on the Internet and on a CD. What exposure!
Peter Jeffery
Editor, AARE NEWS
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Contact - pjeff@aare.edu.au |
Letter to all AARE Menbers,
As you may know, Kluwer Academic Publishers is a publisher of scholarly books and journals aimed at an international, post-graduate academic audience. The company has offices in Boston, New York and in Dordrecht, The Netherlands. I am the Social Sciences Publishing Editor and I would appreciate your advice regarding the following.
We are investigating the viability of launching a new journal of the Asia-Pacific Association for Educational Research, entitled Educational Research, Policy and Practice. It will be dedicated to the educational reform process in the Asian Pacific region. We would greatly appreciate your expert opinion about this project. Enclosed you will find a description of the aims and scope of the prospective journal and the proposed Editorial Board.
I would like to ask you to review the proposal and share your views with us by filling out the attached questionnaire. It should not take longer than approximately 10 minutes. Your answers and remarks will be used for the evaluation of the journal proposal only, and will be treated with utmost confidentiality. You may fill out the questionnaire anonymously if you wish to. (Please be aware that your name will not be revealed to the prospective editors). However, we would appreciate your name and address for future reference. You may send your comments by fax or email or via regular mail.
Again, I would like to thank you in advance for your time and effort.
Sincerely,
Joy Carp - Senior Editor
Social Sciences Unit
Kluwer Academic Publishers
P.O. Box 17
3300 AA Dordrecht
The Netherlands
Phone: +31 (78) 6392208
Fax: +31 (78) 6392254
E-mail: Joy.Carp@wkap.nl
Please go to AARE website to download the questionnaire from SURVEY SECTION [in Table of Contents] and send it back to Joy Carp - AARE NEWS Editor
NOMINATIONS FOR AARE LIFE MEMBER AWARD 2001 ARE CALLED FOR IN THIS ISSUE
AARE Office runs on email but it is not connected continuously all day.
In 2001 AARE Office has sent 3326 messages and received 1018 replies to refereeing messages. The busiest month thus far was 24/5 to 24/6 with 670 emails received. All messages are filed and retained in archives.
Broadcast messages to all members and conferees are sent about once a month to 1200 people.
Hugh Whitelaw Stuart Philp was born on New Years Day, 1919, in Gourock, Scotland. His family moved to Australia in 1927 and Hugh was educated at Canterbury Boys High School, Sydney Teachers College and The University of Sydney, where he completed his MA in Psychology. He went on to complete his AM and PhD at Harvard University for which his thesis was entitled, "Prejudice Towards the Australian Aborigine". After teaching in NSW government schools, Hugh served during WW2 in the Army Psychology Corps. Upon discharge he joined the Commonwealth Education Office as a Senior Education Officer (Research) from 1947-54 and from 1955-59 was Senior Lecturer in Education at The University of Sydney. He was then appointed Director of the Institute for Child Study in Thailand from 1959-64, when he became Head of the Division of Educational Studies and Research of UNESCO. In 1966 he took up the position of Foundation Professor and Head of the School of Education at Macquarie University from which he retired in 1984. He chaired the committee appointed to develop a draft constitution for AARE and to plan its Founding Conference. At that conference in November, 1970, Hugh was elected unopposed to the position of first President of AARE. He was a member of the UNESCO Executive Board, 1974-78, and its Vice-Chairman, 1977-78, and was awarded the UNESCO Silver Medal in 1978. Following his retirement in 1984, Hugh remained a member of the Council of Macquarie University for many years and was awarded the honorary degree of Doctor of Letters by that university. In 1984, AARE conferred Honorary Life Membership on him. On 8 June, 1998, his award of the Medal of the Order of Australia was announced. The citation read:
For service to education in the areas of research, teaching and administration and as an advocate for the provision of education as a basic human right, particularly for disadvantaged members of the community in both Australia and developing countries.In addition to founding Macquarie's School of Education, a school which by 1975 had 120 full-time members of academic staff and over 1,000 students in its first year course, Hugh pursued major projects in child development and educational planning and development. He became well known for his research on the former in Thailand and in Papua New Guinea and his pioneering research there with Max Kelly broke much new ground. That contribution continued in Australia with the Mount Druitt Project on early childhood education in Sydney's outer western suburbs. The latter work was supported by grants Hugh succeeded in obtaining from the Bernard van Leer Foundation. That association endured for many years with Hugh's becoming a consultant to the Foundation. His work in development education led to many projects, perhaps the most notable of which was the Presidential Commission to Survey Education in the Philippines for which the Macquarie School of Education provided consultants in 1970 and which led to several more years' consulting on the implementation of the policies adopted in the light of the survey's findings.
Those who had the pleasure of working with Hugh were inspired by his good-natured leadership, his wonderfully agile mind, his boundless energy, his generosity and his deep commitment to education.
He died peacefully on 30 July, 2001, in the company of his family, after a long illness.
MJD
