Abstract Book

International Conference Innovative Research in a Changing and Challenging World
16 18 May 2012 Phuket, Thailand
Conference Abstracts
www.auamii.com/conference.html
AUAMII2012
International Conference Innovative Research in a Changing and Challenging World

Conference website: www.auamii.com/conference.html
Intern
16 18 May 2012 Phuket, Thailand
Conference Abstracts
InternationalConference:InnovativeResearchinaChangingandChallengingWorld(IRCCW)Phuket, Thailand,1618May2012
Table of Contents
TABLE OF CONTENTS .................................................................................................................................... 1 WELCOME ...................................................................................................................................................... 7 CONFERENCE ORGANISING COMMITTEE .................................................................................................... 8 CONFERENCE VENUE .................................................................................................................................... 9 CONFERENCE THEMES ................................................................................................................................ 10 KEYNOTE SESSIONS .................................................................................................................................... 11 KEYNOTE ADDRESS 1 INTERCULTURAL RESEARCH: A PARADIGM OF PLANES ....................................................................... 11 Dr Sivanes Phillipson................................................................................................................................................. 11 KEYNOTE ADDRESS 2 HEGEMONY, EMPOWERMENT AND CHALLENGES IN A GLOBAL RESEARCH DISCOURSE ...................... 13 Dr Thao L.................................................................................................................................................................. 13 KEYNOTE ADDRESS 3 RESEARCHING ACROSS BOUNDARIES............................................................................................... 15 Professor Ian Hay ..................................................................................................................................................... 15 KEYNOTE ADDRESS 4 RESEARCHING THE RAPIDLY CHANGING COMMUNITIES THAT SCHOOLS SERVE: A TEACHERS JOB? ... 17 Professor Peter Freebody, Dr Kelly Freebody ....................................................................................................... 17 KEYNOTE ADDRESS 5 YOUNG PEOPLE, THEIR VIEWS, THEIR VISIONS: CROSS CULTURAL PERSPECTIVES OFFER NEW WISDOM .......................................................................................................................................................................................... 19 Professor Margaret Robertson ................................................................................................................................ 19 KEYNOTE ADDRESS 6 GETTING RESEARCH INTO POLICY AND PRACTICE: REFLECTIONS ON A RESEARCHERS JOURNEY ........ 20 Professor Sue Kilpatrick ........................................................................................................................................... 20 PROGRAM ................................................................................................................................................... 21 ABSTRACTS ................................................................................................................................................. 23 DEVELOPMENT OF A BLENDED LEARNING ENVIRONMENT TOOL FOR TERTIARY STUDENTS OF ISABELA STATE UNIVERSITY ....... 23 Betchie E. Aguinaldo ................................................................................................................................................. 23 AUTHORIAL VOICE IN THE ACADEMIC DISCOURSE OF CHINESE INTERNATIONAL STUDENTS .................................................... 23 Davina Allison............................................................................................................................................................ 23 ADAPTING TRANSFORMATIVE EDUCATIONAL RESEARCH FOR EXPLORING MATHEMATICS EDUCATION IN/FOR SAUDI ARABIA 24 Naif Mastoor Alsulami, Peter Charles Taylor........................................................................................................ 24
InternationalConference:InnovativeResearchinaChangingandChallengingWorld(IRCCW)Phuket, Thailand,1618May2012 ENVIRONMENTAL AWARENESS, KNOWLEDGE AND ATTITUDE OF ENVIRONMENTAL SPECIALISTS AND SECONDARY SCHOOL
TEACHERS WHO TEACH COMPONENTS OF ENVIRONMENTAL EDUCATION (EE) IN THEIR CURRICULUM .................................... 25
Zarrintaj Aminrad ..................................................................................................................................................... 25 THE CHALLENGES IN PHILIPPINE MARITIME EDUCATION AND TRAINING ................................................................................. 25 Angelica M Baylon, Vadm Eduardo Ma R Santos ................................................................................................ 25 ACEMANNAN STIMULATED DENTINE SIALOPHOSPHOPROTEIN EXPRESSION IN HUMAN DENTAL PULP CELL VIA P38 MITOGEN ACTIVATED PROTEIN KINASE .............................................................................................................................................. 26 Wisakarn Boonpaisanseree1 , Kwanta Jaru-Ampornpan1, Sittichai Koontongkaew2 , Pasutha Thunyakitpisal
1 ................................................................................................................................................................................... 26
INTEGRATING PRACTICE, THEORY AND RESEARCH WITHIN THE INTERCULTURAL CLASSROOM; THE CHALLENGES AND THE
BENEFITS ............................................................................................................................................................................. 27
Michelle Brinn ............................................................................................................................................................ 27 TO SWEAR OR NOT TO SWEAR: THE CHALLENGE OF HIP-HOP IN THE LANGUAGE CLASSROOM .......................................... 27 David Caldwell .......................................................................................................................................................... 27 CROSS-CULTURAL RESEARCH IN MATHEMATICS EDUCATION: CHALLENGES AND OPPORTUNITIES ....................................... 28 Rosemary Callingham ............................................................................................................................................... 28 TEACHING TO LEARN- A CASE STUDY OF PEER TEACHING ................................................................................................. 29 Peggie Chan .............................................................................................................................................................. 29 COLLEGE STUDENTS ATTITUDES TOWARD PLAGIARISM ....................................................................................................... 29 Tamil Chellvan, Lai Yee Mun ................................................................................................................................... 29 URBAN RENEWAL AND BELONGING: RESEARCHING THE AFFORDANCES OF STUDIES OF PLACE FOR PRIMARY SCHOOL
CHILDRENS LITERACY LEARNING .......................................................................................................................................... 30
Barbara Comber, Helen Nixon ............................................................................................................................... 30 FILIPINO NURSES' CARING RESPONSES TO TRANSCULTURAL ENCOUNTERS: A CASE IN POINT FOR THE HOSPITAL ADMINISTRATION. .............................................................................................................................................................. 31 Claudette Anne Cormary.......................................................................................................................................... 31 MENTAL ISSUES IN THE 21ST CENTURY: THE RELATIONSHIP BETWEEN INTERNET AND SOCIAL ANXIETY .................................. 31 Delia Cotoros............................................................................................................................................................. 31 MANAGING TECHNOLOGY IN A LANGUAGE CENTRE ......................................................................................................... 32 Nuraihan Mat Daud .................................................................................................................................................. 32 INVESTIGATING SCIENTIFIC LITERACY AT THE AUSTRALIAN SCIENCE AND MATHEMATICS SCHOOL ....................................... 32 Neil Davis, Terry OReilly ........................................................................................................................................ 32 EXTENDED PIANO TECHNIQUES AND TWO EXAMPLES........................................................................................................... 33 irin Akbulut Demirci ................................................................................................................................................ 33 STRESS, RHYTHM AND INTONATION AT PRACTICE IN EFL CLASSES: A CASE STUDY OF MOSTAGANEM UNIVERSITY STUDENTS, ALGERIA............................................................................................................................................................................. 34 Amel Derraz............................................................................................................................................................... 34 THE AUTHORS ARGUMENTS IN THE DISCUSSION SECTIONS OF RESEARCH ARTICLES .............................................................. 34 Djuwari ....................................................................................................................................................................... 34 COMMUNICATIVE STRATEGIES IN THE VIETNAMESE CULTURAL DISCOURSE ............................................................................ 35
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InternationalConference:InnovativeResearchinaChangingandChallengingWorld(IRCCW)Phuket, Thailand,1618May2012 Kim Cuong Do ........................................................................................................................................................... 35 RETHINKING SCHOOL-SCIENTIST PARTNERSHIPS FOR THE 21ST CENTURY: CHALLENGES TO ESTABLISHING EFFECTIVE
INTERACTIONS . .................................................................................................................................................................. 36
Garry Falloon ............................................................................................................................................................ 36 EFL TEACHERS VIEWS TOWARDS LANGUAGE LEARNING STRATEGIES: AN INTERCULTURAL PERSPECTIVE ............................... 36 Siriruck Thijittang Foster........................................................................................................................................... 36 ETHICAL RESEARCH IN INDIGENOUS AUSTRALIAN CONTEXTS AND ITS PRACTICAL IMPLEMENTATION ...................................... 37 Graeme Gower .......................................................................................................................................................... 37 WHAT VARIABLES AFFECT STUDENT ERROR RESPONSE PATTERNS IN A MULTIPLE CHOICE READING COMPREHENSION TEST? IMPLICATIONS FOR PRIMARY TEACHERS ............................................................................................................................... 38 Keith Greaney ............................................................................................................................................................ 38 PARADIGMS IN MIXED METHODS SOCIAL RESEARCH ............................................................................................................ 38 Ralph Hall .................................................................................................................................................................. 38 HEALTH AND WELLBEING OF INTERMARRIED FILIPINO WOMEN IN RURAL TASMANIA ............................................................. 39 Chona Hannah ........................................................................................................................................................... 39 CONDUCTING RESEARCH IN SOCIAL MEDIA DISCOURSE: ETHICAL CHALLENGES .................................................................... 40 Sun Hee Jang, Rosemary Callingham ................................................................................................................... 40 COLLABORATIVE ACTION RESEARCH FOR CHANGING SCIENCE TEACHERS UNDERSTANDING AND PRACTICE OF INQUIRY ...... 40 Jeerawan Ketsing1 , Vantipa Roadrangka1, Jolie Mayer-Smith2 ......................................................................... 40 THE USE OF CITATIONS IN ENGLISH AND CHINESE RESEARCH ARTICLE INTRODUCTIONS: CORPUS- BASED ANALYSES AND
SPECIALIST INFORMANTS VIEWS ......................................................................................................................................... 41
Loi Chek Kim .............................................................................................................................................................. 41 NAIL BITING AND MINERAL DEFICIENCY AMONG CHILDREN .................................................................................................. 41 Thuy L1, Quynh L2.................................................................................................................................................. 41 NAVITAS ELIASCUS ............................................................................................................................................................. 42 Chai Hong Iris Lee, Eliza Lokadjaja, Herdawati Suleiman, Imelda Asari, Mun Hong Lee, Libing NG, Chee Lin Ong, Chwee Li Tan ............................................................................................................................................. 42 CULTURAL SENSITIVITY AND CROSS-CULTURAL RESEARCH: A RESPONSIBLE RESEARCHER ........................................................ 43 Pranee Liamputtong .................................................................................................................................................. 43 EVERY CONTACT LEAVES A TRACE IPA AS A METHOD FOR SOCIAL WORK RESEARCH ........................................................ 43 Erin WH Loo .............................................................................................................................................................. 43 OVERCOMING THE SHAME FACTOR: EMPOWERING INDIGENOUS PEOPLE TO SHARE AND CELEBRATE THEIR CULTURE ........ 44 Sharon Louth .............................................................................................................................................................. 44 LEARNING AND LIVING: THE CHALLENGES FACING CHINESE STUDENTS IN THE AUSTRALIAN CONTEXT ................................... 45 Jinjin Lu ....................................................................................................................................................................... 45 OUT OF DEPTH: UNTRAINED LEARNING SUPPORT ASSISTANTS TO DELIVER MEANINGFUL POST-SIXTEEN EDUCATION? .......... 45 B. McLachlan and C. Rogers .................................................................................................................................... 45 TECH-SAVVY STUDENTS: IMPLICATIONS FOR TEACHING TESOL ONLINE.............................................................................. 46 Lisa Morgan, Paul Throssell ..................................................................................................................................... 46 EFFECTIVENESS OF THE REVIEW CENTER FOR TEACHER EDUCATION IN A STATE UNIVERSITY OF THE PHILIPPINES ..................... 47
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InternationalConference:InnovativeResearchinaChangingandChallengingWorld(IRCCW)Phuket, Thailand,1618May2012 Jane D. Navalta, Juanita B. Pascua ........................................................................................................................ 47 ADAPTING ESTABLISHED TOOLS TO A NEW RESEARCH DISCOURSE: A CASE FOR LANGUAGE LEARNING STRATEGY
QUESTIONNAIRE ................................................................................................................................................................. 47
Hoang Boi Nguyen1, Quynh L2 ............................................................................................................................. 47 A MULTILINGUAL APPROACH TO LANGUAGES AND LITERACY EDUCATION: WHAT CAN SYNTHESISING THEORIES, RESEARCH
AND PRACTICE ACHIEVE?..................................................................................................................................................... 48
Peter Nielsen, Barbara Nielsen .............................................................................................................................. 48 CROSS CULTURAL PROBING: AN EXAMINATION OF UNIVERSITY STUDENT ICT OWNERSHIP AND USE OF E-LEARNING MATERIALS
IN THAI AND AUSTRALIAN CONTEXTS. ................................................................................................................................. 49
Jeremy E. Pagram, Martin G. Cooper .................................................................................................................... 49 ONLINE STUDENT INFORMATION SYSTEM (OSIS) OF BENGUET STATE UNIVERSITY ............................................................. 50 Rochelle A. Pacio....................................................................................................................................................... 50 THE IMPROVEMENT OF THE ENGLISH READING ABILITY BY USING EXTRA EXERCISES OF TECHNOLOGY COMPUTER STUDENTS AT RAJAMANGALA UNIVERSITY OF TECHNOLOGY SRIVIJAYA SONGKHLA ............................................................................... 50 Jutaporn Parapob ..................................................................................................................................................... 50 VIDEO RECORDINGS AND THE PERFORMANCE OF STUDENT-TEACHERS: METHODOLOGICAL ISSUES AND SOLUTIONS ........... 51 Shane N. Phillipson ................................................................................................................................................... 51 SORTED VAPORIZATION FOR SURFACE EXTRACTING BUTON NATURAL ASPHALTENE AS UNCONVENTIONAL HYDROCARBON
RESOURCES TO AVOID WASTEWATER ................................................................................................................................. 52
Adrian Promediaz, Nelly Irmawati, Leonard Hendrawan .................................................................................... 52 THE IMPORTANCE OF SOCIAL NETWORKS IN UNDERSTANDING OF MICRO HEALTH INSURANCE UPTAKE IN RURAL CAMBODIA 52 KimHour Ramage, John Paul Nicewinter................................................................................................................ 52 HIGHER ORDER THINKING SKILLS AND ACADEMIC PERFORMANCE IN PHYSICS OF COLLEGE STUDENTS: A REGRESSION ANALYSIS .......................................................................................................................................................................................... 53 Jennifer Lyn S. Ramos, Bretel B. Dolipas, Brenda B. Villamor ............................................................................. 53 INSTITUTIONAL RESEARCH: HOW CONCEPTUAL MAPPING COULD MAKE FAMILIAR DATA UNFAMILIAR.................................... 54 Labby Ramrathan ...................................................................................................................................................... 54 CHALLENGES OF INVESTIGATING SECOND LANGUAGE DEVELOPMENT IN THE CONTEXT OF A THEATRICAL PERFORMANCE ..... 54 Michelle R. Raquel1, Sivanes Phillipson2 ................................................................................................................. 54 EXPLORING QUALITY PRACTICE IN CONTEMPORARY INDIGENOUS EDUCATION..................................................................... 55 Bronwyn Reynolds ..................................................................................................................................................... 55 A PLACE FOR LANGUAGE IN A COMMUNITY SETTING .......................................................................................................... 56 Fuapepe Rimoni ......................................................................................................................................................... 56 PRACTICAL NETWORK SECURITY: A CAPSTONE POST GRADUATE HANDS-ON SECURITY UNIT ................................................ 56 Daniel Rolf ................................................................................................................................................................. 56 RIGHTS AND RHETORIC FOR CHILDREN WITH EDUCATIONAL DIFFICULTIES: A MEANINGFUL EDUCATION? ............................... 57 Chrissie Rogers .......................................................................................................................................................... 57 LEARNING STYLES, PERSONALITY AND READING COMPREHENSION PERFORMANCE ............................................................... 58 Nabiollah Sadeghi, Bee Hoon Tan, Zalina Mohd Kasim, Fiaz Sathi Abdullah ................................................. 58 THE CHARACTERISTIC OF ROOT CANAL SEALER WITH BACTERIA IN DENTINAL TUBULES ........................................................... 58
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InternationalConference:InnovativeResearchinaChangingandChallengingWorld(IRCCW)Phuket, Thailand,1618May2012 Porntip Sae-ung, Panida Thanyasrisung, Pavena Chivatxaranukul .................................................................... 58 INDIGENOUS HOUSING AND SERVICE LEARNING: UNDERSTANDING THE COMMUNITY IN ECOTOURISM ................................ 59 Rowena SantosDelgado .......................................................................................................................................... 59 WHAT DO WE LEARN FROM PRISON THEATRE RESEARCH? ................................................................................................... 60 Alan Scott................................................................................................................................................................... 60 TO ANALYZE THE COMPLETENESS OF ELECTRONIC MEDICAL RECORDS (EMRS) DURING TELE-CONSULTATION FOR MAKING
DIAGNOSIS AT PROVIDER END ............................................................................................................................................ 60
Raman Sharma1, A.K. Gupta2 ................................................................................................................................ 60 LEARNING FROM EXPERIENCE: REFLECTIONS ON THE CHALLENGES OF RESEARCHING ACROSS BORDERS. .............................. 61 Andrew Philip Smith .................................................................................................................................................. 61 THE DEVELOPMENT OF PRE-SERVICE SCIENCE TEACHERS TEACHING ASSESSMENT STANDARD CRITERION FOR SUPERVISION ... 62 Akarat Sreethunyoo ................................................................................................................................................. 62 ASSESSING THE EFFECT OF STUDYING ABROAD ON THE GLOBAL AWARENESS OF ENGINEERING AND TECHNOLOGY STUDENTS .......................................................................................................................................................................................... 62 Ronald Sterkenburg .................................................................................................................................................. 62 ENGLISH FOR NON-ENGLISH SPEAKERS MULTI-LEVEL CLASSROOM MANAGEMENT ........................................................... 63 Edwin Tan Pwan Sung ............................................................................................................................................... 63 STUDENTS PERCEPTIONS OF THE BLENDED LEARNING ENVIRONMENT IN EFL INSTRUCTION ................................................... 64 Thitirat Suwannasom ................................................................................................................................................. 64 THE EFFECTIVENESS OF CONSTRUCTIVIST APPROACH-BASED EXPERIMENTS IN TEACHING SELECTED PHYSICS CONCEPTS ......... 64 Lorelei C. Tabago ..................................................................................................................................................... 64 INTERNATIONAL MEDICAL GRADUATES IN TASMANIA: ISSUES, AND ACCULTURATION IN THE RURAL AND REMOTE CONTEXT ... 65 Daniel Robert Terry, Quynh L, Jess Woodroffe3, Kathryn Ogden................................................................... 65 DEVELOPING THE THEORETICAL FRAMEWORK FOR TOPIC KNOWLEDGE TRANSFERRING IN SECOND LANGUAGE WRITING .... 66 Trinh Ngoc Thanh ...................................................................................................................................................... 66 A PSEUDO-PHENOMENOLOGICAL INQUIRY ON THE ANATOMY OF THE OUTSTANDING TEACHER EDUCATORS IN A STATE
UNIVERSITY IN THE PHILIPPINES ............................................................................................................................................ 67
Bonimar A. Tominez .................................................................................................................................................. 67 THE EXAMINATION OF THE LEARNING VARIABLES OF STUDENTS AT SECONDARY VOCATIONAL SCHOOLS.............................. 67 Pter Tth, Imre J. Rudas ......................................................................................................................................... 67 POLICY FOR ALL? THE IMPACT OF CENTRALLY DEVELOPED, UNIVERSALLY APPLIED POLICY ON DECISION-MAKING IN WESTERN AUSTRALIAN PUBLIC SCHOOLS ............................................................................................................................................ 68 Karen Trimmer ........................................................................................................................................................... 68 INTERCULTURAL COMMUNICATION : THE NEED FOR MESSY RESEARCH................................................................................. 69 S. Paul Verluyten ....................................................................................................................................................... 69 STRENGTHENING THE TEACHING AND LEARNING OF ENGLISH LANGUAGE AND LITERACY IN THAI SCHOOLS. ....................... 69 Mark Vicars1, Nuntiya Doungphummes2, Marcelle Cacciatollo3, Tarquam Mckenna4, Shirley Steinberg5 ... 69 EXPLORING ACADEMIC LITERACIES OF ESL UNDERGRADUATE STUDENTS .............................................................................. 70 Wahiza Wahi, Marnie ONeill, Anne Chapman .................................................................................................. 70 THE ROLE OF INTERCULTURAL AWARENESS IN FOREIGN LANGUAGE TEACHING AND LEARNING ............................................ 71
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InternationalConference:InnovativeResearchinaChangingandChallengingWorld(IRCCW)Phuket, Thailand,1618May2012 Yanjun Wang ............................................................................................................................................................ 71 INNOVATIVE APPROACHES TO ETHNOGRAPHIC CASE DESIGN FOR LARGE PROJECTS ............................................................ 71 Annette Woods, Val Klenowski ............................................................................................................................... 71 A STUDY ON KEY PERFORMANCE INDICATORS (KPIS) FOR BASIC EDUCATION IN TAIWAN ..................................................... 72 Ching-Shan Wu, Robin Jung-Cheng Chen ........................................................................................................... 72 A METHODOLOGICAL DILEMMA IN CROSS-CULTURAL AND INTERDISCIPLINARY RESEARCH ..................................................... 73 Yang Yang ................................................................................................................................................................. 73 SOCIAL SUPPORT TO INTERNATIONAL TERTIARY STUDENTS IN AN AUSTRALIAN REGIONAL CONTEXT ..................................... 73 Yun Yue and Quynh L ............................................................................................................................................. 73
PLAGIARISM AND RESEARCH: INTERNATIONAL STUDENTS PERSPECTIVE ................................................................................. 74
Songtao Zhao............................................................................................................................................................ 74 USE OF DEFINING ISSUES TEST (DIT) TO ASSESS CHILDRENS SOCIAL EMOTIONAL COMPETENCE .......................................... 74 Mingming Zhou, Jessie Ee ........................................................................................................................................ 74 NOTES ......................................................................................................................................................... 76 NOTES ......................................................................................................................................................... 77 NOTES ......................................................................................................................................................... 78 NOTES ......................................................................................................................................................... 79 NOTES ......................................................................................................................................................... 80 NOTES ......................................................................................................................................................... 81
Welcome
OnbehalfoftheConferenceCommittee,Iwouldliketoexpressmywarmestgreetingsto youandparticularlyourprofoundappreciationofyourcontributiontotheInternational Conference:InnovativeResearchinaChangingandChallengingWorldinPhuket,Thailand on1618May2012. TheConferencehasattracteddelegatesfrommanycountriesintheworld.Theyhave broughttotheconferencenotonlytheirresearchexpertiseandachievementsbutalsotheir linguisticandculturalbackgroundswhichhavegreatlyenhancedtheinterdisciplinaryand multiculturaldiscourseofaninternationalconference. Thisisnotjustanotherresearchconference.Itsaimgoesbeyondtheacademicresearch discourse.Itisanopportunitytohumblycontributetotheenhancementofglobalco existence.Youwouldbepleasedtoknowthatapartofyourconferenceregistrationfees willbesetasidetoassistdisadvantagedschoolchildrenindevelopingcountriesthrough UNICEFandhumanitarianorganisations.Thus,wearedeeplygratefulforyourparticipation inthisconference. Wehopeyouenjoytheconferenceintellectuallyandsociallyandbringbacktoyour universitiesandcountriesthefondestmemoriesoftheconferenceatmosphereandthe tremendoushospitalityofthefriendlypeopleofThailand.
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DrSiFan ConferenceConvenor
Conference Organising Committee

TheconferenceisorganisedinclosecollaborationbetweenTheAustralianMulticultural InteractionInstituteandtheFacultyofEducation,UniversityofTasmania,Australia
Conference Convenor
DrSiFan,TheAustralianMulticulturalInteractionInstitute
Conference Manager
DrYunYue,TheAustralianMulticulturalInteractionInstitute
Associate Convenor
DrSiriruckThijittangFoster,RajamangalaUniversityofTechnologyIsan,Thailand
Committee Members
MsJoanneSinWeiYeoh MsHoangBoiNguyen MsSunHeeJang MsDoThiKimCuong, DrChonaHannah MsYanjunWang MrYangYang MsThuyL MsThaoDoan MrSongtaoZhao MsHelenLu MsMichelleRaquel
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MrDanielRobertTerry MsDavinaBrown Mr.UrapongKantawan MsLisaMorgan MrEdwinCelestineTan DrYasmineHoward MrMartinStalker DrHiroshiHasegawa DrPaulThrossell DrMeganShort DrDanielRolf
Conference Venue
TheconferencewillbeheldatthePhuketGracelandResort&Spa.Ithasbeenwidely knownasoneofthebestvenuesforinternationalconferencesintheworld.Weare proudthatGracelandResortisourconferencevenue!
TheConferenceVenueislocatedrightinfrontofPatongBeach.PatongBeachisan astonishingcombinationofbreathtakinglybeautifulwhitesandbeachedgedbythe glitteringAndamanSea,andthemostconcentratedareaoftouristaccommodations, shops,nightclubs,restaurantsandattractions. Traditionallyresearchhasbeenrigidlyconfinedtoasingleacademicdiscipline.Thisis importantformaintainingitsresearchvigour.Howeveritcanalsocreateadiscourseof researchhegemonywhichcanstiffencreativityandinnovation.Thisconference promotesdiversityandunityinresearchonaninterdisciplinarybasis.Phuketischosen asourmeetingplaceforsharinginnovativeresearchinachangingandchallenging world. CONTACTDETAILS PHUKETGRACELANDRESORT&SPA 190ThaweewongRoad,Patong,Kathu, Phuket83150, Thailand Tel:+66(0)76370500 Fax:+66(0)76370550,370559 Email:rsvn@phuketgraceland.comorinfo@phuketgraceland.com http://www.phuketgraceland.com/
Conference themes
Conductingresearchinaninterculturalcontext; Competingdiscoursesofresearch; Researchmethodologyissues; Challengesinconductingresearchinaninterdisciplinarycontext; Language,literacyandcommunicationineducationalresearch; Healthandenvironmentissuesinresearch; Scienceeducationresearch; Challengestotranslatingtheoryintoresearch; Ethicalissuesinconductingresearch; Cognitiveandaffectivedimensionsinresearch; Researchandsocialempowerment; Managementissuesinresearch; Innovativeideasandpracticesineducationalresearch; Culturalandlinguisticissuesinconductingresearch; Technologies:newfrontiersinresearch; Discourseanalysisandcriticaldiscourseanalysisinresearch;and Researchandglobalisation.
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Keynote sessions
Keynote address 1 Intercultural research: A paradigm of planes
Dr Sivanes Phillipson
Monash University, Australia
ABSTRACT Interculturalresearchisprevalentinmanycontexts,howeveritisonethemost difficultresearchtopursue.Evenatthebasiclevel,defininginterculturalasa multilayeredinteractionofcultureandhistoryinitiatesaconundrumofcomplexities associatedwiththisresearch.Furthermore,anydescriptionandexplanationthatwe mustmakeinresponsetoquestionsofinterculturalphenomenonrequiresanacute examinationoftheprocessesofsuchphenomenon.Asapossiblewayforward,I proposeLevVygotskysgeneticanalysismethod,whichdemonstratesthatresearchat theculturalandhistoricallevelhappensattwoplanesthesocialplaneandthe personplane.Thesocialplanelendstheinitiallenstotheculturallayersthatshow theintricatewebsofinteractionsbetweenpersonswithinsocialandhistorical institutionalstructures,whereas,thepersonplanepullstheresearcherintothe internalstateandmindofthepersonthroughtheuseandengagementwithcultural tools,andsociallyandculturallysignificantpersons.Rootedwithinandbetweenthe twoplanesaremultilayerofprocesses.Theseplanesandtheprocessescanbecome thefocusofindividualexplorationandanalysisofawholesystemofprocesswiththe recognitionthattheyarefundamentallyfusedandcomplementary.Suchanapproach givesresearchersanopportunitytomovebeyondthedichotomyoftheindividualand theenvironmentinaninterculturalresearchcontext. BIOGRAPHY DrSivanesPhillipsonisSeniorLectureratFacultyof Education,MonashUniversityPeninsulaCampusand formerlyanassistantprofessorintheDepartmentof EducationStudiesattheHongKongBaptistUniversity.She teachesinthebroadareaofeducationalpsychology, classroompedagogyandgiftededucation.Trainedasan Englishteacher,SivanesobtainedherPhDfromUniversityof NewEngland(Australia).Herresearchinterestsincludethe synthesisofstructuralmodelsofacademicachievementin relationtoparentalinvolvementandexpectations.Sivanes hasbeenawardedanumberofresearchgrants,resultinginresearchpublicationsin
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booksandmanyinternationalpeerreviewedjournals,includingEducational Psychology.SivanesisthecoeditorofTalentTalks,officialnewsletterofthe InternationalResearchAssociationofTalentandDevelopment.WithProfWilma Vialle,sheiscoeditorofSpecialIssueofTalentDevelopmentandExcellenceJournal. SheisalsoamemberoftheInternationalSocietyforCulturalActivityResearch, AmericanPsychologicalAssociation(APA)andAssociationforPsychologicalScience (APS).Herlatestprojectwasacolloquiumattheendof2011thatresultedinabook entitledConstructingEducationalAchievement:ASocioculturalPerspectivedueto publishedbyRoutledgeEducationbyendof2012. Herrecentselectedpublications: Phillipson,S.N.,Phillipson,S.,&PoonMcBrayer,K.F.(inpress)Anevaluation oftheusefulnessofvideorecordingsinmeasuringtheperformanceof studentteachers.TheAsiaPacificJournalofEducationResearcher. Phillipson,S.,&Phillipson,S.N.(firstonline13Nov2011).Children'scognitive abilityandtheiracademicachievement:Themediationeffectsofparental expectations.AsiaPacificEducationReview. Phillipson,S.N.,Phillipson,S.,&Eyre,D.M.(2011).BeinggiftedinHongKong: Anexaminationoftheregionspolicyforgiftededucation.GiftedChild Quarterly,55(4),235249. Phillipson,S.(2011).EvaluatingtertiarystudentperceptionofEnglishTeaching Assistants'roleinteachingandlearning:ARaschanalysis.InR.F.Cavanagh& R.F.Waugh(Eds.),ApplicationsofRaschMeasurementinLearning EnvironmentsResearch(pp.245262).Netherlands:SensePublishers. Phillipson,S.,&Forlin,C.(2011).Newlyqualifyingteachersperspectivesof diversityandinclusion:Understandingthroughvisualrepresentations. InternationalJournalofWholeSchooling,7(1),119. Phillipson,S.,&Phillipson,S.N.(2010).TheinvolvementofHongKongparents intheeducationoftheirchildren:AvalidationoftheParents'Attributionsand PerceptionQuestionnaire.EducationalPsychology,30(6),625649. Phillipson,S.(2010).Parentalroleandstudentscognitiveability:An achievementmodel.TheAsiaPacificEducationResearcher,19(2),229250.
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Keynote address 2 Hegemony, empowerment and challenges in a global research discourse

Dr Thao L
University of Tasmania, Australia
ABSTRACT Globalisationhaspermeatedvariousdomains,personally,sociallyandculturally.Itis likeamightyriverincreasinglyswampingtheearthandpresumptuouslyturningthe culturallydiversifiedworldintoaglobalvillage.Whiletherearenumerous movementsandeffortstoensurethatsocialjusticeandculturalrespectareupheld, andpeacefulcoexistenceamongglobalvillagersiscultivated,therearealsowavesof globalisationdrivenbycommercialisation,selfinterestandculturalignoranceor arrogancewhichdeprivetheglobalvillagersoftheirculturaldignity,empowerment andmeaningfulinteraction.Thisphenomenoninitsdualisticmanifestationshasalso takenplaceintheglobalresearchdiscourse. Globalisationhasbecomeasocialphenomenonandithasshapedthedestinyofmany peopleandcountries.Fromthehumanisticperspective,itcultivatesboth collaborativeinteractionandculturalunderstandingandmutualrespect.Thisisthe spiritunderlyingtheexistenceofanumberofworldhumanitarianorganisationssuch astheRedCross,UNICEF,andMdecinsSansFrontires.Ineducation,globalisation opensmanygatesforstudentsandacademicsofdifferentcountriestointeract; particularlywiththegrowingpowerofcomputertechnologies,thespiritofeducation sansfrontiershasemergedindifferentdiscourses.Thevirtualworldcoexistswith therealworld.However,globalisationalsohasitsdarkside.Hegemonicglobalisation intheresearchdiscoursecanbecontaminatedbyprofitdrivenagendaparticularly wheninternalisationofeducationisprimarilyviewedasanindustry.Heavyemphasis isplacedonreputationbuilding,profitmaking,andpowercontrol.IronicallyItstill operatesonthepretextthattheworldisaglobalvillagewheresomeprivileged villagersaremorevaluedthanothers. BIOGRAPHY "Onceuponapeacefulday,Iwasborn,longtimeago. mymothertoldmethatwhenIstartedtogotoschool attheageofchildhoodinnocence,mycountrywas crazilydividedintotwopartsbypowerfulpeoplein Genevain1954.Likeanunluckystar,myhome provincewaschosentobetheplaceofpolitical demarcation.Fromthen,peopleinmyvillagewerelike lostbirdswithoutasenseofdirection.Warandpeace havedancedasatuneinthestreamofmylife"(T.L)
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DrThaoLcompletedB.AinEnglishlinguisticsatSaigonUniversityin1969.Witha specialinterestinethnographyandanenthusiasmofayounggraduate,hemovedon toundertakearesearchMastersinJarai,ahighlandminoritylanguageinCentral HighlandsofVietnam.Howeverhisdreamoflivingwithculturallyisolatedmountain peopleasapartofhisresearchfieldworkwasdashedduetothefiercewartaking placethroughoutVietnamatthattime. Finallyin1970MonashUniversitygavehimanewdirection.Likealostbird,he startedtolearntoflyagaininthefarawayhorizonofMelbournewherehegained M.AandPhDintheoreticallinguistics. ThaoLwasofferedalectureshipattheUniversityofTasmaniain1974andhasbeen teachingintheFacultyofEducationtillnow.Hehasheldvariouspositionsandplayed importantrolesinthedevelopmentoftheUniversitysuchas:SeniorLecturer, AssistantDean,DirectoroftheMastersProgram,GraduateResearchCoordinatorand AssociateDean(Research).Currently,heislecturinginpostgraduatecoursesand supervisingeighteenresearchstudents.Hewasawarded:UniversityofTasmanias TeachingExcellenceAwardandUniversityofTasmaniasAwardforExcellent ContributiontoGraduateSupervisionandResearch. ThaoLhasbeeninvitedtobeakeynotespeakeratinternationalconferencesin Phuket,Lisbon,Iloilo,Paris,Penang,andIstanbuloneducationalresearch, globalization,appliedlinguisticsandcomputersupportededucation.Hisnewresearch booksare: L,T.&L,Q.(inpress):Conductingresearchinachangingandchallenging world.NewYork:NovaSciencePublishers. L,T.&L,Q.(2011).Technologiesforenhancingpedagogy,engagementand empowermentineducation:Creatinglearningfriendlyenvironments. Pennsylvania:CGIGlobal. L,T.&L,Q.(2011).Linguisticdiversityandculturalidentity:Aglobal perspective.NewYork:NovaSciencePublishers. L,T.&Le,Q.,Short,M.(2010).LanguageandLiteracyEducationina ChallengingWorld.NewYorkNOVASciencePublishers. L,T.&LeQ.(2009).CriticalDiscourseAnalysis:Aninterdisciplinary perspective.NewYork:NovaSciencePublishers
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Keynote address 3 Researching across boundaries

Professor Ian Hay
ABSTRACT Thispresentationreviewsresearchconductedbytheauthoroverthelast10years withinthetheoreticalframework:researchingacrossboundaries.Theresearch reviewedhasaneducationalfocus,butitalsoexploresarangeofdesignsand researchedmethods.Thepresentationsupportsthenotionthattobeaneffective researcheracrossboundariestheresearcherneedstoperceivetheresearchasmulti dimensionalandmultipurposefulandabletobetranslatedtodifferentendusers. Crossingboundaryresearchersneedtowelcomedifference,respectothers,and respondtotheopportunitieswhenboundariesarecrossed. BIOGRAPHY ProfessorIanHayistheDeanoftheFacultyofEducation, UniversityofTasmania,whichhewasappointedtoin2007. BeforecomingtoUTAS,hewasProfessorandHeadoftheSchool ofEducation,UniversityofNewEngland.Hehasalsoheld AssociateProfessorpositionsattheUniversityofQueenslandand GriffithUniversity.ProfessorHayhaspublishedmorethan100 bookchapters,refereedjournalarticles,reports,andother articlesinarangeofinternationalandnationalpeerreview publications.Asachiefinvestigator,hehasbeenawardedcompetitiveresearchfunds inexcessof1.25milliondollars,andhassupervisedsome20higherdegreeresearch students.Hismainresearchinterestsareinthedomainofstudentswithliteracyand academicdifficulties,theroleofmotivationinlearning,andstudentscognitive development. ProfessorIanHayandhisresearchteamhavejustbeengrantedamajorARCresearch grantforfouryearstoexaminethefactorsthatinfluencestudentretentionin schoolingbeyondthecompulsoryyearsinrural,regionalanddisadvantaged communities.Thegoaloftheprojectistoenhancethequalityofeducationfora diversepopulationofstudents. Selectedrecentpublications: - Hay,I.,&Ashman,A.F.(inpress).Selfconcept.InR.J.R.Levesque(Ed.), Encyclopaediaofadolescence(ppxxxx).NewYork:SpringerPublication.Hay, I.,FieldingBarnsley,R.(inpress).Sociallearning,languageandliteracy. AustralianJournalofEarlyChildhood.
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- Hay,I.,&Woolley,G.(2011).Thechallengeofreadingcomprehension.InT.L, Q.L&M.Short(Eds.),Languageandliteracyinachallengingworld(pp.123 136).NewYork:NovaSciencePublishers. - Hay,I.,&FieldingBarnsley,R.(2011).Respondingtothechallengeof transitingchildrenintoeffectiveliteracy.InT.L,Q.L&M.Short(Eds.), Languageandliteracyinachallengingworld(pp.209222).NewYork:Nova SciencePublishers - Simmons,N.,&Hay,I.(2010).Earlyadolescentsfriendshippatternsinmiddle school:Socialemotionalandacademicimplications.AustralianJournalof EducationalandDevelopmentalPsychology,22,5969
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Keynote address 4 Researching the rapidly changing communities that schools serve: A teachers job?
Professor Peter Freebody, Dr Kelly Freebody
University of Sydney, Australia
Thispresentationwillraisetheneedfortheroutine,ongoingconductofresearchinto communitiesasanintegralelementofteacherpreparationandschoolplanning.This pointwillbeexemplifiedthroughareportofaproject,supportedbythePriority SchoolsProgram,DepartmentofEducationandCommunities,NewSouthWales, Australia.Theprojectinvolvedinterviewsandobservationsinadozenrural, suburban,andurbanschoolsselectedonthebasisofthevarietyandintensityofthe challengestheyfacedfromtherapidchangesgoingoninthecommunitiesaround them.Italsoinvolvedaseriesofcommunitybasedinterventions,adaptationsof DesignBasedResearch,onthepartoftheteachersandschoolleadersonthesesites, incollaborationwiththeresearchers.Thechallengestheinterventionsaddressed included:newlevelsofcomplexityofthelinguisticandculturalsettingforAustralian education;newextremesinsocioeconomicstatus;theclear,dramatic,andongoing shortfallinqualityeducationalprovisiontoAboriginalstudentsandcommunities; heightenedexpectationsincurriculumcomplexityandextensionofschoolleaving age;schoolsandindividualteachersincreasedaccountabilitiesintermsof standardisedtestscores;andincreasedexpectationsonteachersforinnovationand thelocaladaptationofcurriculumgoalsandprocesses.Findingsaddresstheissuesof enhancingtheamountversusthekindofcommunityinvolvement,thegrowing intensityofcommunitiesbeliefsaboutthesignificanceofschoolinginthelivesof theiryoungsters,andteachersawarenessthattheyoccupiedadistinctivepositionin thedevelopmentandmaintenanceofthecommunitiestheyserved.Conclusionsare alsodrawnaboutthelargermethodologicalandconceptualpointthatresearchers, liketeachers,needtohaveakeensenseofthepossibleconsequencesfor communitiesofsocioeconomicdisadvantageandexclusiononlevelsofcooperation versuscompetition,stabilityversusvolatility,andcivilityversusdistrustandhostility. BIOGRAPHY PeterFreebodyisaProfessorialResearchFellowinthe FacultyofEducationandSocialWorkatTheUniversityof Sydney.HeisaFellowoftheAcademyoftheSocial SciencesinAustralia.Hisresearchinterestsincludeliteracy education,educationaldisadvantage,classroom interactionandresearchmethodology.Hehaspublished widelyintheseareasincludingininternationalhandbooks andencyclopedias.HehasservedonseveralAustralian stateandnationaladvisorygroupsintheareaofliteracy educationandcurriculumdesign.Hewasevaluatorofthe Australiannationalonlinecurriculuminitiativeconducted
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bytheAustralianCurriculumCorporation,andacofounderoftheCentreforResearch inPedagogyandPracticeattheNationalInstituteofEducation,Singapore.Heis currentlyamemberoftheNewSouthWalesStateMinisterialAdvisoryGroupfor LiteracyandNumeracy,theAustralianNationalLiteracyandNumeracyExpertGroup andtheInternationalReadingAssociationsLiteracyResearchPanel. Recentpublicationsinclude: Freebody,P.(2010).Sociallyresponsibleliteracyeducation:Towardanorganic relationtoourplaceandtime.InF.ChristieandA.Simpson(Eds.),Literacy andSocialResponsibility:MultiplePerspectives.London:Equinox.(pp.4055). Freebody,P.(2010).ResearchmethodsinteachingandlearningtheEnglish LanguageArts:Methodologicalchoicesandpolicy.InD.Lapp&D.Fisher(Eds.), HandbookofResearchonTeachingtheEnglishLanguageArts.NY:Routledge. (pp.364369) Freebody,K.,Freebody,P.&Maney,B.(2011).Relatingschoolsand communitiesintimesofdiversity,volatilityandrapidchange.InD.Bottrell&S. Goodwin(Eds.)Schools,CommunitiesandSocialInclusion.London:Palgrave, (pp.6679). Freebody,P.&Freiberg,J.(2011).Teachingandlearningcriticalliteracy: Beyondtheshowofwisdom.InM.Kamil,P.D.Pearson,E.B.Moje,&P. Afflerbach(Eds.)InternationalHandbookofReadingResearch,International ReadingAssociation,Mahwah,NewYork:Routledge.(pp.432453). Markauskaite,L.,Freebody,P.,&Irwin,J.(2011,Eds.)Methodologicalchoice anddesign:Scholarship,Policyandpracticeinsocialandeducationalresearch. Dordrecht,Netherlands:SpringerScience(ppxii+312).
DrKellyFreebodyisalecturerinpreserviceeducationatthe FacultyofEducationandSocialWork,TheUniversityofSydney, Australia.Kelly'steachingandresearchinterestsareintheareasof drama,socialjustice,schoolcommunityrelationshipsand qualitativeresearchmethods,particularlythedetailedstudyof talkininteraction.HerPhDuseddramapedagogytoexplorethe waysyoungpeopleindifferingsocioeconomicsituations understoodanddiscussedtheirfutureprospectsandpathways. Herrecentworkhasfocusedontheimportanceofteachersbecomingresearchersof thecommunitiesinwhichtheyworkandschoolcommunityrelationshipsinsocio economicallydisadvantagedareas.
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Keynote address 5 Young people, their views, their visions: Cross cultural perspectives offer new wisdom
Professor Margaret Robertson
La Trobe University, Australia
ABSTRACT Oneofthehurdlesfacingresearchersinsocialcontextsistheneedtoacceptthe vagariesofwhatwemeanbyknowledge.Ourepistemologicalassumptionsare invariablyburieddeepinourcognitivelandscape.Theypushusintoviewsabouthow tofunctionindailylifeaswellasthebiggerandmoreimportantelementsofpublic policyincludingeducation,healthandwellbeing.Thedominantnarrativethat underpinsschoolinginanycontextislikelytobearesponsetoavarietyofdeeply heldbeliefsandvaluesconsideredtoberight.Nationalidentitiesrelyongrand narrativessotheseassumptionsdonotseemwrong.However,inthecurrentglobal complexityofthemobilityturnorfreeingupofimaginativethinkingviacybertools thelimitationsofthisapproachseemtobeobvious.Perhapsitisthatprevirtual worlddecisionmakersdontgetit.Butyoungpeopledoandwehaveaskedthemfor advice.Innationalsettingsthatcrisscrossthecontinentsthevoicesofyoungpeople havebeenheardonissuesthatrangefromlocaldilemmastoglobaldiplomacyand sustainablefutures.Regardlessofsocioculturalcontexttherearesharedconcerns aboutourplanetearthanditsfuture.Thereareviewsthatreflectthelocalwisdomof familyeldersandcommunities.Importantlyourcommonresearchapproachhas legitimizedthevoicesofyoungpeople.Theyofferimaginativeandcreativeresponses tomajorproblemswhichdeservecloseattention. BIOGRAPHY ProfessorMargaretRobertsonisatLaTrobeUniversity.Her researchinterestsincludecrossculturalunderstandings, mobilelearningandsocialmedia.Currentprojectsincludea crossculturalstudyofadolescents'viewsandvisionsoftheir futuresandaninterestinthethemeofschoolingfor sustainability.Shehasauthoredandeditedmorethan100 publicationsincluding10books,30bookchaptersand30 articlesinpeerreviewedjournals.CurrentlyMargaretleadsan ICSUfundedprojectteaminvestigating'landscapesintransitions'intheAustralasian region.SheisamemberoftheAustralianCurriculum,AssessmentandReporting Authority'sreferencecommitteeforthedevelopmentoftheAustralianCurriculumfor GeographyandiscurrentlyDeputyChairoftheAustralianAcademyofScience's NationalCommitteeforGeography.
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Keynote address 6 Getting research into policy and practice: Reflections on a researchers journey
Professor Sue Kilpatrick
Uuniversity of Tasmania, Australia
ABSTRACT Theultimatepurposeofresearchisnottodiscoverwhathappens,whyithappensor howithappens.Neitherisitmerelytounderstandhowaparticularsliceoftheworld works.Thepurposeofresearchistobeabletostructurethingstoachieveacertain goal,oractinwaysthatalignwithsomeobjective.Forexample,toincrease productivitybyreducingtheproportionofpeoplewithoutpostschoolqualifications, ortodeliverchronicdiseasepreventionhealthprogramsthatcauseoverweight individualstomodifytheirdietandexercisebehaviors.Gettingresearchresults adoptedbygovernmentandtranslatedintopolicy,orgettingprofessionalsor organizationstochangethewaytheypracticeischallenging.Policymakersand practitionersrarelyreadourprizedacademicjournalpapers.Researchtranslation requiresadifferentsetoftactics.Thispresentationdrawsoutsomemessagesthrough areflectiononmyownresearchjourneywhichhasincludedsomewinsandsome piecesofresearchwhicharelanguishingontheshelf,thatI,atleast,thinkare worthyofimplementation.Keymessagesforgettingresearchadoptedare:network withpolicymakersandpractitionersandestablishrelationshipswiththosewhoare interestedinyourresearcharea;seekoutappliedresearchopportunities;writefor nonacademicaudiencesandpresentatpractitionerandpolicymakerconferences; andbeavailableformediacontact. BIOGRAPHY ProfessorSueKilpatrickwasProViceChancellor(Ruraland Regional),DeakinUniversity.ShewasDirectoroftheDepartmentof RuralHealth,UniversityofTasmania,ChairoftheAustralianRural HealthEducationNetworkandpreviouslyDirectoroftheCentrefor ResearchandLearninginRegionalAustralia.Sheiscurrently DirectorofCentreforUniversityPathwaysandPartnershipatthe UniversityofTasmania.Shehashadacareerlonginterestinrural andregionaldevelopmentthrougheducationandresearch. ShehasaPhDintheEconomicsofEducation.Sheispassionate abouthighereducationaccessforruralandremotestudentsandlifelonglearning. HerresearchinterestsareeducationandlearninginruralandregionalAustralia,rural healthsystems,socialcapital,ruralworkforce,communityparticipation,learningfor naturalresourcemanagementandprimaryindustry,andcommunityleadership.She hasover150publicationsandhasreceivednumerousresearchgrantsintheseareas besidesworkingasaconsultantwithlocalcommunities.
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Program
TIME ACTIVITIES Tuesday15May2012 5.007.00pm ConferenceRegistration Wednesday16May2012 7.458.15am 8.158.30am ConferenceRegistration Welcome ProfessorIanHayandDrSiFan 8.309.10am Keynoteaddress1 DrSivanesPhillipson 9.109.50am Keynoteaddress2 DrThaoL 9.5010.30am 10.3012.30pm 12.301.45pm 1.453.45pm 3.454.15pm 4.155.15pm Morningtea Concurrentsessions(25minutesforeachpresentation) Lunch Concurrentsessions(25minutesforeachpresentation) Afternoontea Concurrentsessions(25minutesforeachpresentation) Thursday17May2012 8.309.10am Keynoteaddress3 ProfessorIanHay 9.109.50am Keynoteaddress4
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ProfessorPeterFreebodyandDrKellyFreebody 9.5010.30am 10.3012.30pm 12.301.45pm 1.453.15pm 3.153.45pm 3.454.45pm 7.00pm Morningtea Concurrentsessions(25minutesforeachpresentation) Lunch Concurrentsessions(25minutesforeachpresentation) Afternoontea Concurrentsessions(25minutesforeachpresentation) Conferencedinnerwithmulticulturalfragrance(Music,fashions, dance,storiesandotherinterculturalactivities) Friday18May2012 8.309.10am Keynoteaddress5 ProfessorMargaretRobertson 9.109.50am Keynoteaddress6 ProfessorSueKilpatrick 9.5010.30am 10.3012.30pm 12.302.00pm Morningtea Concurrentsessions(25minutesforeachpresentation) Lunchandfarewellactivities(music,dance,awardsforbest presentersandforcontributiontoresearchindifferentdisciplines)
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Abstracts
Development of a blended learning environment tool for tertiary students of Isabela State University
Betchie E. Aguinaldo
Isabela State University, Philippines
Academicinstitutionsembracedthepowerandstrengthoftechnologysinceits existence.Itisevidentthatwebbasedtechnologies,onlinelearningspecifically offerededucatorstheflexibilityandconvenienceindisseminatingknowledgeand skills.Ringingofbellswaseliminatedandreplacedbytwentyfourhoursandseven daysaweekinformationovertheInternet.However,mostofthetimeonlinelearning developersaremoreconcernedwithshowcasingthetechnologyenhancedproducts ratherthanenhancingtheknowledgeaspectastheheartofonlinelearning(Tham& Tham,2011).Moreover,severalreviewofliteraturesdiscussedthatsocialinteraction isrequiredforlearningandstillthebestformoflearningwhichapparentlybecame theloopholeofonlinelearning.AccordingtoBillGates,technologyisjustatool.In termsofgettingthekidsworkingtogetherandmotivatingthem,theteacheristhe mostimportant.Blendedlearningattemptedtomergethestrengthandinfluenceof onlinelearningandthetraditionalfacetofacelearning.BlendedLearning EnvironmentToolwasdevelopedtoaddresstheissuesencounteredinanonline learningenvironment.Studentselearningawarenessandfacultyelearning readinessstudywasconductedtoserveasaninputonthedevelopmentofthetool. Theauthoradaptedtheactualcurriculumoftheuniversityinthedevelopment. Learningcontentaregeneratedbygatheringsubjectexpertsinaforumtoprepare instructionalmaterialsfitforonlinelearningandtailoroutputbasedactivitiesthat willdrivethestudenttobeactiveinafacetofaceenvironment.Asanassessmentto theactivity,arubricwasconstructedtogaugestudentslearning.RapidApplication Development(RAD)modelwasusedinthedevelopmentofthetool.
Authorial voice in the academic discourse of Chinese international students

Davina Allison
Secondlanguagewritingresearchhastypicallyconstruedauthorialvoiceasdeficient intheacademicdiscourseofsecondlanguagelearnersduetolinguisticandcultural differencesbetweenthelearnersL1backgroundandWesterntertiarycontexts.This

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isparticularlyevidentinearlierresearchontheL2writingofChinesebackground studentswhichtendedtobecharacterisedaslackingacritical,assertiveandauthentic voice(Ballard&Clanchy,1991). Morerecentapproaches,however,refutereductionistconceptualisationsofvoice, foregrounding,instead,learnervariabilityinadditiontoissuesofpoweranddiscourse asmediatedbytheparticularacademiccommunity(Kettle,2005).Thispaperreports onastudylocatedinasimilarpoststructural,postcolonialframework,which examinedtheconstructionofvoiceinthewrittentextsofChineseInternational studentsstudyingatanAustralianuniversity.ThestudyutilisedIvanic&Camps(2001) epistemologywhichpositionsvoiceacrossthelinguisticrealisationsoftheideational, theinterpersonal,andthetextualmetafunctions.Thispaperwilloutlinetheresultsof theapplicationofthistextanalyticmodeltotheessaysoftwoChineseinternational students,underscoringthedistinctivevoicetypespresentinthesetexts,aswellasthe linguisticresourcesmanipulatedbytheauthorsinordertoconstructvoice.The findingsofthestudyindicatethatwhilethestudentsinquestionsoughttoalign themselveswiththeacademicdiscoursecommunity,theywerealsoagentiveinthe constructionoftheirauthorialvoice/s.Theimplicationsofthesefindingswillbe exploredwithaparticularfocusontheexperiencesofChineseinternationalstudents aswritersinAustralianuniversities.
Adapting transformative educational research for exploring mathematics education in/for Saudi Arabia
Naif Mastoor Alsulami, Peter Charles Taylor
Curtin University, Australia IslamicsocietieswerepartoftheIslamicGoldenAgefromthemid8thcenturytothe mid13thcenturywhentheyadheredcloselytotheprinciplesandethicsofIslam. However,aftercolonialismwhenIslamicsocietiesbecamesomewhatuncritical followersofWesterncivilization,theylosttheirintellectualleadershippositioninthe world.IfIslamicsocietieswanttoregainahighstandinginthemodernworld,itis clearthattheyneedtotakethepathofmodernscienceandtechnologybut, importantly,asciencethatisbeholdentoIslamicprinciplesandviews.Inthispaper weshallarguethatatransformationofthepostgraduateeducationsystemofSaudi Arabiaisneededandthattheinclusionofcriticalauto/ethnographicresearchcan makeamajorcontributiontothisprocess.Criticalauto/ethnographyisa methodologyproducedbycombiningthreemajorresearchparadigms:interpretivism, criticalismandpostmodernism.Thispowerfulmethodologyenablesresearchersto engagedeeplyineducationalissueswith/intheirownculture(Taylor,Taylor,&Luitel, inpress/2012).Drawingondoctoralresearchconductedbythefirstauthor,a mathematicsteachereducatorfromaSaudiArabianuniversity,weshallillustratethe inquiryprocessandoutcomes.Criticalauto/ethnographyenablesme[firstauthor]to
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beimmerseddeeplyandreflectivelyinexcavatingkeymomentsofmyacademicand personallife,comingtounderstandthemcloselyandcriticallyandrepresentingthem inwaysthatresonatewiththeexperiencesofothersprovidinganavenuefordoing somethingmeaningfulformyselfasateachereducatorandfortheprofessionalworld surroundingme.
Environmental awareness, knowledge and attitude of environmental specialists and secondary school teachers who teach components of environmental education (EE) in their curriculum
Zarrintaj Aminrad
National University of Malaysia, Malaysia
Thispaperaimstoidentifythestatusonthelevelofenvironmentalawareness, knowledgeandattitudeintheconceptofsustainabledevelopmentamongsecondary schoolteachersandenvironmentalspecialistsasclubteachers.Thesurveywas conductedon35scienceteachersand20clubteachersofFormFourinthedistrictof Kajang,Selangor.Dependentsvariableswerethelevelofenvironmentalawareness, knowledgeandattitudeintheconceptofenvironmentaleducation.Independent variablesonthedemographicfactorsweregender,urbanicity,ethnicity,livingarea andentertainments.Theresearchinstrumentusedwasthequestionnaire.Methods ofanalyzingdataweredescriptiveTtest,onewayandtwowayANOVAusingSPSS softwarever.19.5.Researchoutcomesshowedthatsecondaryschoolteachersand environmentalspecialistshadmoderatelevelofenvironmentalawareness,highlevel ofknowledgeandmoderatelevelofattitudeintheconceptenvironmentaleducation. Asaresult,afewideasandsuggestionswereidentifiedforabetterimplementation towardsenvironmentaleducation.
The challenges in Philippine maritime education and training

Angelica M Baylon, Vadm Eduardo Ma R Santos
Maritime Academy of Asia and the Pacific, The Philippines
Theimportanceofmaritimeeducationandtraining(MET)cannotbeunderstated particularlywiththecurrentglobalmarketscenarioandimplementationofthe2010 revisedStandardTrainingandCertificateWatchkeeping(STCW)Conventionand Code.Around80to90percentofmaritimeaccidentsareascribedtohumanerror. Hence,itiscriticalthatseafarersbewelleducatedandtrained,abletofolloworders, managerisks,solvesproblems,andmustbepsychologicallyandemotionallyhappyto ensuresafe,secure,cleanandefficientoperationsforsafetyoflifeatsea.Withthisin mind,therearechallengesinMETthattheseafarersfacewhichmayalsosomehow

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directlyorindirectlyaffectthem,theirfamilyandthemaritimeindustryingeneral. ThispaperpresentsthetwomainchallengesinMET:theglobalmarketsupplyand demandscenario(coveringtheissuesonshortage,recruitment,retention)andthe implementationoftherevisedSTCWConventionandCode(coveringtheissueson competencyofseafarers)andtheroleofvariousstakeholderstorecruit,trainand retaintheseafarersforthesafeoperationoftheirvessels.
Acemannan stimulated dentine sialophosphoprotein expression in Human Dental Pulp cell via p38 Mitogen Activated Protein Kinase
Wisakarn Boonpaisanseree1 , Kwanta Jaru-Ampornpan1, Sittichai Koontongkaew2 , Pasutha Thunyakitpisal 1
1Chulalongkorn
University, 2Thammasat University, Thailand.
Introduction:Acemannan,thepolysaccharideextractedfromaloeveragelhasbeen reporteditsefficacytoenhanceoralwoundhealinganddentineregeneration. Acemannanwasabletostimulatecollagen,dentinesialophosphoprotein(DSPP)and mineraldepositioninhumandentalpulpfibroblast.However,theunderlying molecularpathwayofacemannanstimulationonDSPPmRNAexpressionhasnotyet beeninvestigated. Objective:Inthisstudy,effectofacemannanondentinesialophosphoprotein expressioninhumandentalpulpcellviap38mitogenactivatedproteinkinase(MAPK) signalpathwaywereinvestigated. Methods:Humandentalpulpfibroblastsweretreatedwithacemannan.The expressionofDSPPmRNAwasdeterminedbyReverseTranscriptionPolymerase ChainReaction(RTPCR)technique.Thephosphorylationofp38MAPK,withand withoutspecificp38MAPKinhibitornamelySB203580,weredeterminedbywestern blotanalysis. Results:Acemannan,at4mg/mlsignificantly,stimulatedDSPPmRNAexpression.The phosphorylationofp38MAPKwasreachedthemaximumlevelat15minute,and graduallydeclinedfrom30to60minutesofincubation.At15minuteincubationtime, acemannanstimulatedphosphorylationofp38MAPKupto3.110.09foldcompared withcontrolgroup.Acemannanpretreatedwithspecificp38MAPKinhibitor (SB203580)revealedfiftyonepercentagereductionofp38MAPKphosphorylationin comparisonwithacemannantreatedgroup. Conclusion:Withthisstudy,acemannanwasabletoenhancetheDSPPmRNA expressionviaatp38MAPKsignalingpathwayinhumandentalpulpcells.
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Integrating practice, theory and research within the intercultural classroom; the challenges and the benefits
Michelle Brinn
Bangkok Patana School, Thailand
Forschoolbasedpractitioners,educationaltheoryandclassroompracticeareoften perceivedasdistinctdiscourses.Educationalliteratureoftendoeslittletodispelthis perception.Longdistance,modularresearchprogrammes,howevermayoffera solution,throughencouragingpractitionerresearch.Throughsuchresearch, practitionersareabletochallengetheirpedagogicalhabitsofthoughtBohm(1996) andturnVygotskianeverydayconcepts(1962)intoscientificconcepts.Thishas hadenormousbenefitsinpreviouslylittleunderstoodeducationalfieldssuchas internationalschooling.Integratingpractice,theoryandresearchintotheclassroom however,isnotwithoutmethodological,theoreticalandethicalchallenges,especially withinaninterculturalcontext. Reflectingonexperiencesasapractitionerresearcher,thispaperexplorersomeof theseissuesandarguesthatengaginginatrulydialogiccommunicationmaybe beneficialwhenattemptinginterculturalresearch.However,todosoonemustfirst establishaneffectivemethodofengagingingenuinedialogue(Buber,1947,Pg22). Theconceptofdialogue,however,iscomplexandfordialoguetomovebeyond monologuedisguisedasdialogue(ibid)anumberofprerequisitesmaybenecessary. ForBohm(1996)thesewouldincludeacertaindegreeofselfknowledge,alongsidea willingnesstobeflexibleinoneshabitsofthought(Pg8).ForBohmandBuberthis canleadtotheformationofhybridizedknowledgeandunderstanding.However, supportersofActivityTheory,suchasEngestrom(2001)andDaniels(2001),would arguethatBohmshabitsofthoughtbecomeembeddedwithinthetoolsand artefacts(Engestrom,1999acitedinDaniels2000,Pg90)includingtherulesand traditions,usedbyActivitySystems(Engestrom2001,Pg133)suchasschools,to recreatetheirunderlyingnormsandvalues.Thusengaginginamoredialogic understandingmaytakecommitmenttochallengeinstitutionalhabitsofthoughtas wellasindividualhabits.
To Swear or Not to Swear: The challenge of hip-hop in the language classroom

David Caldwell
National Institute of Education, Singapore
Thispaperaddressesoneofthekeychallengesfacinghiphoppedagogies:the censorshipofswearing.Drawingonthreekeypublicationsinthefieldofhiphop
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literacy(Morrell&DuncanAndrade2002,Fisher2005,Hill2009),thispaperargues thatcurrentpracticeisoftenhighlyselective,eitherdiscouragingorsimplyavoiding swearingaltogether.Inpresentinganidealizedversionofrap,itisarguedthatcurrent practicefailstoexposestudentstotherealityofrapatypicallyaggressive,didactic, resistantvoice.Inresponse,thispaperoffersthreepotentialsolutionstotheissueof swearinginthehiphoplanguageclassroom:(1)permitswearing,withoutexception; (2)modifytheform,andrestrictthetypesofswearing;(3)donotpermitswearing, andinstead,engagestudentsinlanguagesystemssuchasNAMINGandNEGATION, bothofwhichhaveasimilarlyresistantfunctiontoswearing.Thepotential advantagesanddisadvantagesofallthreesolutionsarediscussed,withpreference giventothethirdsolution.Andwhilethispaperacknowledgesthatlanguagesystems suchasNAMINGandNEGATIONcannevercompletelysubstitutefortheexplicit teachingofswearing,thepointisthatstudentsaretaughttorecognizethe interpersonalfunctionofresistantlanguagepractices,andinturn,recognizethat whatistaboointheclassroom,isnonethelessintegraltoaresistant,marginalized voice.
Cross-cultural Research in Mathematics Education: Challenges and Opportunities

Rosemary Callingham
Mathematicsisoftenperceivedasaculturefree,objectivediscipline.Thereis considerableevidence,however,thatmathematicsisinextricablylinkedtolocal culture.Thehistoryofmathematicsreflectsthedevelopmentofsocialculture,and branchesofmathematicshavedeveloped,andcontinuetodevelop,tosolveproblems inaparticularcontext.Mathematicsastaughtinschoolsisaffectedbythelanguage, ethosandneedsofthesociety.Curriculumdevelopmentisnotcontextfree,andthe choiceofwhatmathematicstoinclude,oratwhichpointinschoolingparticular mathematicstopicsshouldbeaddressedisasmuchapoliticalasaneducational decision.UsingexperiencesfromAustralia,HongKongandNorthKorea,examplesof waysinwhichmathematicseducationisintertwinedwithsocietyandthechallenges thatthelinkswithlocalculturepresentformathematicseducationwillbeexplored. Theimplicationsforcrossculturalresearchwillbediscussed.
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Teaching to Learn- A Case Study of Peer Teaching

Peggie Chan
National University of Singapore, Singapore
Learningtogetherandpeerteachingarenotnewconcepts.Vygotsky(1962)found thatpeercollaborationhelpslearnersdeveloparangeofskillsthatweregreaterthan thosedevelopedthroughlearningalone.Piaget(1971)believedthatwhenpeers cooperate,thereislikelytoberealdiscussionandthought.Knownbenefitsofpeer teachingincludemaximizingofstudentresponsibilityforlearningandtheenhancing ofcooperativeandsocialskills(Falchikov,2001). ThispaperreportsonastudythatassessesGrashas(1972)teacheroftheday techniqueofpeerlearningusedinacommunicationmodulethatteaches undergraduatesbasicsofcommunicationprinciples. Thestudywhichusedaquestionnaireandstudentreflectionstoexaminetheir responsestothetechnique,foundthatalargemajorityfeltthatthepeerteaching exercisehelpedthemtobetterunderstandthematerialofthecourse;aslightly smallermajorityfeltthatthepeerlecturehelpedthemdevelophigherorderthinking skillssuchasanalysisandsynthesis;asimilarpercentagesaidthatthepeerlecture gavethemasenseofownershipoftheteachingandlearningprocessandofthe knowledgefound.Asforusefulnessofskillsdevelopedwhileundertakingthepeer lecture,taskmanagementwasthetopchoice,followedbytimemanagementand teamcollaboration.Asanticipated,athirdoftherespondentsratedpresentationskills asbeingaveryusefulskilllearnt. Thestudyisvaluableinthatpeerteachingmightwellprovetobeanalternative teachingmodethatwillenrichthelearningexperience,especiallyofundergraduates, andthatonethatmightwellovercomeconventional,highlystructured,and restrictiveclassroompractices.
College Students Attitudes toward Plagiarism

Tamil Chellvan, Lai Yee Mun
INTI International University, Malaysia
Purpose:Thepurposeofthisresearchistoinvestigatetheattitudesofcollege studentstowardplagiarismincludingthestudentsknowledgeontheconceptof plagiarismandthelevelofawarenessonplagiarismintheirassignments.Besides,this researchistoevaluatehowmuchstudentsknowabouttheeffectsofplagiarize. Design/methodology/approach:Themethodologyapproachimplementedforthis

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researchpaperarebothquantitativeandqualitativeinnature.Atotalof182youth age1822weresurveyedusingquestionnairewithinauniversityinNilai,Malaysia. Thequestionnairewasgiventothecollegestudentswhoareofdifferentbackgrounds suchasgender,age,raceandeducationalbackground.Uponanalyzingthesurvey results,evaluationsfromanumberofliteratureswereusedandconclusionsare drawnbasedonthequantitativeanalysisofthesecondaryresearchdata. Findings:Theresultsofthisresearchprovesthatgenderdonotdirectlyaffectsthe attitudesofstudentstowardplagiarism.However,thereisaslightrelationship betweentheCGPAandstudentsunderstandingtowardplagiarism.Currentlythough, thefindingsofthisresearchhasquiteclearlyproventhatstudentsarenowmore awareonplagiarismwiththemediaandothersinfluenced.Furtherelaborationofthe findingsthroughsurveyisevidentthattheelderthestudentsare,themore knowledgetheyhaveonplagiarism. Practicalimplications:Thereseemtobeaneedtounderstandtheattitudesof studentstowardplagiarismnow.Fromthisstudyalso,wecanfindoutthestudents levelofawarenessonplagiarism. Originality/value:Thoughtherehavebeenotherresearchersdoneoncollege studentsattitudestowardplagiarism,thisresearchspecificontheattitudestoward plagiarismamongMalaysiancollegestudentsisthefirstofitskindtobedone.Thus, thisresearchprovidesaninsightintohowmuchstudentsawareonplagiarismand theirunderstandingtowardplagiarisminthisdigitalera.
Urban renewal and belonging: researching the affordances of studies of place for primary school childrens literacy learning
Barbara Comber, Helen Nixon
Queensland University of Technology, Australia
InthecontextofculturallydiversehighpovertyareasofAustralia,wehaveconducted collaborativeresearchwithteachersandstudentsinaprimaryschoolformorethana decade.Teachershavebeenexploringtheaffordancesofplacebasedpedagogies (Gruenewald&Smith,2008)forthedevelopmentofstudentsspatialliteraciesand theirunderstandingsofthepoliticsofplacesandbuiltenvironments(Comber,Nixon, Ashmore,Loo&Cook,2006;Comber,ThomsonandWells,2001).Thispaperreports ontheNewliteracydemandsinthemiddleyearsofschoolingprojectinwhichthe affordancesofplacedbasedpedagogy(Gruenewald&Smith,2008)arebeing exploredthroughteacherinquiriesandclassroombaseddesignexperiments(Cobb, Confrey,diSessa,Lehrer&Schauble,2003).Locatedwithinalargescaleurban renewalprojectinwhichhousesarebeingdemolishedandfamiliesrelocated,the originalschoolhasbeenreplacedbyaSuperschoolthatservesabiggerstudent
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populationfromawiderarea.Inthispaperwedrawonthestudytoconsiderthe challengesofworkingwithteachersandstudentsaged1013tostudyinnovative ideasandpracticesineducationalresearch.Specificallyweconsiderissuesraisedby collaborativestudiesoftheaffordancesofcrosscurricularprojectsfocussingon environmentalchangetoengagestudentsinacademiclearningandexpandtheir literaterepertoires.
Filipino Nurses' Caring Responses to Transcultural Encounters: A Case in Point for the Hospital Administration.
Claudette Anne Cormary
St Paul University, Philippines
Thisstudywasconductedwiththehopethattheknowledgethatwasobtainedcan impactthenursingcurriculuminthePhilippinesandprepareFilipinonursesto providesensitive,safe,beneficialandmeaningfulcaretopeopleofdifferentcultures. Transculturalnursinghasbeenrecognizedinnursingandotherfieldsasoneofthe mostsignificantandgrowingtrendsinthetwentiethandtwentyfirstcenturies (Leininger,1997).Thisstudyaimedtodeterminethetransculturalencountersand responsesofthenursesintheselectedtertiaryhospitalsinIloiloCity.Itadaptedthe datagatheringtoolofCangWongMurphyandAdelmanwhichwasdevelopedin 2009.Anotherdatagatheringmethodemployedwasthefocusgroupdiscussion (FGD).TheresearcherconductedtheFGDineveryhospitalinseparateschedules dependingupontheavailabilityoftheinformants. IthasbeenevidentthatIlonggonursesarenotindifferenttothisphenomenon, findingitbeneficialtopracticetheemergentMakibagayTheoryaculture engrainedtoanyIlonggo.Thisencompassesthevaluesystemsuchascompassion, respectandempathy.Thus,affirmingtheglobalimageknownastheTenderLoving CareoftheFilipinonursewhichreflectstheIlonggonurseashighlyvalueoriented.
Mental issues in the 21st Century: The relationship between Internet and Social Anxiety
Delia Cotoros
University of Auckland, New Zealand
GiventherapidexpansionoftheInternet,numerousstudieshavefocusedonthe associationbetweenInternetandawiderangeofdisorders.Thepresentationwill focusontherolethatnewtechnologiesplayonmentaldisorders.Therelationship betweenmentaldisordersandInternetingeneralwillbeexplored,drawingupona

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specificstudycarriedoutbythepresenter,whichexaminedtheconnectionbetween socialanxiety(SA)andnetworkingsites,currentlythemostcommonlyusedfeatures oftheInternet.
Managing Technology in a Language Centre

Nuraihan Mat Daud
International Islamic University Malaysia
LanguageCentrestendtobeconservativebynature.Manyofitsmembersare reluctanttomovefromfacetofacetoonlineteachingandlearning.Thispaper discussesmeasurestakenbythetopmanagementofonesuchcentretoencourage theintegrationoftechnologyintolanguageteaching.BalanceScoreCard,ISOand KeyPerformanceIndicators(KPI)areadoptedtoensureeffectivemanagementofthe centre.Withover300languageinstructorsteachingEnglish,Arabic,Malay,Mandarin andJapanesecoursestherewasalsoaneedtoadoptemergentstrategyinthe planningandmanagementprocess.Thetechnologywasintroducedtoteachers teachingcertaincourses,andtheimplementationevaluated.TheInstituteforHigher EducationPolicy(IHEP)2000Benchmarkswereadoptedintheevaluation.Theplanof actionwasmodifiedtogetmoretojointhebandwagon.Thisincludesthe appointmentoftechnologysavvyteachersascoordinatorsofCALLrelatedprojects andgivingworkshopstocoursecoordinators.Thecascadeapproachwasadoptedin somecases.Afteralongstrenuousprocess,thecentreisseeingmoreinstructors usingthetechnology.Someareactivelyresearchingonitsuseintheirclassroom.An increasingnumberofcoursesareadoptingtheblendedapproach.
Investigating Scientific Literacy at the Australian Science and Mathematics School

Neil Davis, Terry OReilly
Flinders University, Australia
TheAustralianScienceandMathematicsSchool(ASMS)isaspecialistpublicschool thatcatersforthethreefinalyearsofschooling(year1012)beforeentryintohigher education.Establishedin2002,thepurposebuiltfacilityonthegroundsofFlinders UniversityinAdelaide,SouthAustralia,isdesignedtopromoteandsupporthighly collaborative,interactive,studentdirectedlearningwithinaninnovativecurriculum. Thetwoyearteachingcycleusingverticalgroupings(10and11)challengestraditional structures.Theinterdisciplinaryapproachfocusesondeeplearningand metacognitionthroughtheuseofafertilequestionandliteracyincorporatedacross thecurriculum.

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Giventhearchitecturaldesign,interdisciplinarycurriculum,professional development,meetingstructureandgeneralethosandcultureoftheASMSitisno surprisethatwearedevelopinganunderstandingofScientificLiteracythatappearsto haveaverydifferentfocustootherschoolsandadministrations. AuthenticlearningisdemonstratedthroughinnovativeexperiencessuchasTheEarth Summit,TechnohistoryMuseum,TownMeetingonNanotechnologyIssues, NanotechnologyExpo,JigSawapproachtoproblembasedlearninginHealthIssues, DigitalstoriesaboutBiologicalandCulturaldiversityWithinEcosystems,Planningfor ASustainableGarden,allofwhichdemandhighlevelsofarangeofformsofscientific literacy. Ourresearchinvolvestheanalysisofhoworal,visual,digital,writtenandcritical literaciesaredevelopedfromyear10toyear12.Ourrecentcontinuingresearchinto scientificliteracyhasfocussedonclassroompracticeinvolvingdesignpracticalsand investigativereports.Ouraimistosupportthepursuitofdeeplearningand metacognition.Wehaveinvestigatedhowscientificliteracyismademoreexplicitvia rubricsandstudentreflectionsandhowdifferingviewsonmetacognitionanddeep learningareemerging.Theirinfluenceonstudentmotivation,theopendigital learningenvironmentandpedagogicalinterventionareadditionalconcernsofour research.
Extended piano techniques and two examples

irin Akbulut Demirci
Uludag University, Turkey
Theextendedpianotechniquesaimistoproduceausualsoundsandtimbreswith piano.Althoughtheuseofextendedpianotechniqueswereuncommoninthe commonpracticeperiod(c.16001900),extendedpianotechniquesbecamemore commoninmodern,classicalmusicsinceabout1900.Manycontemporarycomposers exploringthedifferentpossibilitiesofinstrumentslikepiano.Ofcoursethis techniquesincreasethediversityofcolorsininstrumentalcontemporaryworks. AlthoughcomposersinTurkeyusethesetechniquesintheirworks,thepracticearea isnotcommon. Inthisstudy,MesruhSavas(1978)twoworkswhichwerecomposedfortheproject ExtendedPianoTechniquesandTeachinginMusicEducationDepartmentswere chosenasanexample.Themusicanalysiswasmade,theircontributiontomusic literatureandtheirplaceandimportancewasexamined.Accordingtotheresultsthe extendedtechniquesweredetected:(a)preparedpiano,(b)stringpiano,(c) wwhistling,singingortalkingintothepiano,(d)silentlydepressingoneormorekeys, allowingthecorrespondingstringstovibratefreely;thus,creatingakindofreverb effect,(e)percussiveuseofdifferentpartsofthepianosuchastheouterrim,and(f)
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microtones. Accordingthelimitedliteratureaboutsubject,likeonlyonedoctoratethesisinTurkey, bymakingthisanalysisthisstudywillmakeimportantcontributionstotheliterature.
Stress, rhythm and intonation at practice in EFL classes: A case study of Mostaganem University Students, Algeria
Amel Derraz
Mostaganem University, Algeria
ArabicandEnglishphonologicalsystemsvarywidely.TeachersoftheEnglishlanguage toArablearnersmoreoftenthannotencounterproblemsduetothedifferences betweentheArabicandEnglishwritingsystems.Practically,teachersandlearnersof EnglishasaforeignlanguageinAlgeria,facethesamekindofproblems.Twomain questionsareaddressedinthispaper.Whatare,then,themainproblemslearnersof Englishfacewhilelearningand/oracquiringEnglishstress,intonationandrhythm. Furthermore,inthispaper,rhythmicstructureofArabicandEnglishwillbecompared totrytoexplorethepossibilitiesoffindingthereasonslyingbeneaththe mispronunciationorthemisreproductionofEnglishrhythmbyArabicspeakers. AlthoughArabicandEnglishrhythmicmodesaresaidtobesimilartoeachother, ArabicspeakersofEnglishtendtomisstheamountofreductioninduration(of unstressedsyllables)andthusseemsomehowunabletoreproducethecorrect Englishrhythm,tomaintainthecorrectisochronyjustastheyareunabletomaintain thecorrectstressEnglishsyllableshave,orevenperceiveandinterprettheEnglish sentenceintonationorworsereproduceit.Thispaperinvestigatestheissuesnon nativelearnersofEnglishoftheEnglishdepartmentofMostaganemUniversity AlgeriafaceinPerceiving,interpretingandlearningtheEnglishpronunciation.A greateremphasisontheteachingofthesuprasegmentalfeaturesincommunication isadvocatedinsteadofitsstructuralanalysisinEFL/ESLclassrooms.
The authors arguments in the discussion sections of research articles

Djuwari
STIE Perbanas Surabaya, Indonesia
Mostauthorsoftheresearcharticleshavetheirargumentsinthediscussionsection. Thisisimportantfortheresearcharticleswhenthesearticlesarepresentedforthe readers.Inaddition,argumentisconsideredessentialinresearcharticles.Therefore,it isalsoimportanttoseehowtheauthorsargumentsintheirresearcharticles.This

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studydiscoverstheargumentsexpressedbytheauthors,especiallyinthepartsofthe discussioninresearcharticles.Basedonthedatacollectedandanalyzed,thisresearch isqualitativeinnature,and,therefore,itisalsoconsideredacontentanalysisin linguistics.Thedataaretakenfromthedocumentsrelatedtothepartsofdiscussions ofresearcharticlespublishedintheacademicjournals.Theinstrumentusedisby meansofmodalityconsistingofthreekindsofcommitments:highcommitment, mediancommitment,andlowcommitment.About20piecesofthepartsofthe discussionsoftheresearcharticlesareusedforanalysis.Basedontheinstrumentof thethreekindsofmodality,these20articlesareanalyzedandthenpresentedintable usingpercentageshowingthefrequenciesofthethreecommitmentsasexpressedin theauthorsarguments.Theresultshowsthattheauthorshavetheirown characteristicsinexpressingtheirargumentsinthediscussionsoftheresearch articles.However,itisimperativethattheauthorsshouldatleastusemedianor ideallyhighcommitmentswhenarguingbasedontheessentialevidences.Thisis intendedtomaketheirargumentsstronglyconvincing.
Communicative strategies in the Vietnamese cultural discourse

Kim Cuong Do
Hanoi National University of Education, Vietnam
Communicationplaysanimportantpartinhumanlife,socially,cognitivelyand emotionally.Broadlyspeaking,communicationisaprocessinwhichthesender constructsamessageandtransmitsittothereceiver.Themainfunctionof communicationistoachievethecommunicativegoalssetoutbythesender.Inother words,communicationgoesbeyondsendingamessageasitaimsatgettingthings donebecausewhatlanguageisdependsonwhatlanguagecandoforus.Thus, communicativestrategiesareoftenusedinsocialinteractionforaspecificpurpose. Forinstance,theyareusedtopersuadesomeonetodosomething,tocontrolcertain behaviours,andtonegotiatewithothersforsomegains.Whytherearedifferent typesofcommunicativestrategieswhichareuniversalandoccurinvariouscontexts, cultureplaysanimportantroleinshaping,selectingandexecutingtheuseof communicativestrategies.Astudywasconductedtoexaminehowcommunicative strategiesareusedintheVietnameseculturaldiscourse,withafocusonvariables suchasage,genderandsocialeconomicbackground.Thefindingsrevealthatthose variablesarestrongfactorsindecidingchoicesofcommunicativestrategies.
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Rethinking School-Scientist Partnerships for the Challenges to establishing effective interactions .

Garry Falloon
University of Waikato, New Zealand
21st
Century:
FollowingU.Sgovernmentinitiativesinthemid1980stoencouragebusiness engagementwithschoolsasameansofpromotingimprovementsincurriculumand teaching,variousprogrammesworldwidehaveattemptedtodevelopmodelswhere scienceorganisationsandscientistshavepartneredwithschoolsinprojectbased learningexperiences,oftenofsignificantduration.Thesehavebecomeknownas schoolscientistpartnershipsorSSPs.LiteraturesuggeststhatsuccessfulSSPsare collaborativeinnature,sharecommongoalsandresponsibilities,positionpartnersas equalsinprojectsofcommoninterest,andengageinscienceinquiresofauthenticity andmutualrelevance(eg.,Caton,Brewer&Brown,2000;Pelaez&Gonzalez,2002; Tinker,1997). Thispaperpresentsanddiscussesfindingsoftwo,yearlongSSPsbetweenaNew Zealandscienceresearchinstituteandtwoprimary(Year16)schools.Unlikeother studiesonSSPsitisnotoutcomefocused,butratherevaluatestheprocessesinvolved inestablishingthepartnerships,usingGrobe,CurnanandMelchiors(1993)typology ofbusinesseducationpartnershipsasananalyticallens.Resultsindicatethatforming successfulpartnershipsalignedwiththeaboveprinciplesintodayschallenging economicclimateishighlyproblematic,andthatrevisionofthenotionof partnershipsandhowtheyareestablishedisneeded,iftheyaretocontinuetobea viablemeansofenhancingscienceteachingandlearninginthe21stCentury.This paperusesfindingsfromthesepartnershipstudiestosuggestareaswheresucha revisionisneed,andsuggestshowthismaytakeplace.
EFL teachers views towards language learning strategies: An intercultural perspective

Siriruck Thijittang Foster
Rajamangala University of Technology Isan, Thailand
Theparadigmshiftfromtheinstructionistperspectivetotheconstructivistonehas broughtgreatattentiontotheactiveroleoflearnersinthelearningprocess.In secondlanguagelearning,learnersusearangeoflanguagelearningstrategies. Foreignorsecondlanguage(L2)learningstrategiesarespecificactions,behaviors, steps,ortechniquesstudentsuse,oftenconsciously,toimprovetheirprogressin apprehending,internalizing,andusingtheL2(Oxford,1990).Therearevarious factors,whichaffectthechoiceandimplementationoflearningstrategiessuchas

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cognitive,socialandaffectivefactors.Itisimportantforteacherstobeawareofthese factorstofacilitatesecondlanguagelearning.Thispaperreportstheintercultural perspectiveofEFLteachersonlanguagelearningstrategiesregardingsignificanceof strategy,strategyinstruction,selfdevelopmentinteachinglearningstrategiesand factorsaffectingthelanguagelearningstrategieschoice.Implicationsforlanguage teachereducationarediscussed.
Ethical research in Indigenous Australian contexts and its practical implementation

Graeme Gower
Edith Cowan University, Australia
Thispaperisbasedonafiveyearlongitudinalcasestudyinvolvinganumberof IndigenousAustraliancommunitiesinmetropolitan,ruralandremotesettings.Itwill brieflydiscusscurrentethicalguidelineswhichhavebeendevelopedbytheNational Health&MedicalResearchCouncil(NHMRC)fortheconductofresearchinvolving IndigenousAustraliansubjects(2003).TheseguidelinesareinadditiontotheNational Statementonethicalconductinresearchinvolvinghumans(1999)andareaimedat incorporatingvaluesandprinciplesofAboriginal&TorresStraitIslanderculturesin theconductofresearch.InthecaseofIndigenouscommunities,researchhas historicallybeencontrolledanddominatedbynonIndigenousresearchers.Inmany cases,Indigenousinvolvementandownershipovertheresearchactivityhasbeen minimalornonexistentandthebenefitsoftheresearchhavenotbeensharedby Indigenousparticipantsand/orcommunities. Themainfocusofthepaperwilldiscussissuesarisingoutoftheresearchprocessthat occurredduringthelongitudinalstudythatimpactedonethicsandtheresearchstudy itself.Issuessuchasgainingconsentfrommultiplesites,obtainingconsentfromafar, thewordingofconsentforms,theuseofpassiveconsentandtheneedforongoing consentwillbeaddressed.Despitefollowingethicalresearchguidelinesand promotingbestpracticeinresearch,researchersinthisstudyencounteredfactors whichbothsupportedandinhibitedtheresearchprocess.Inclosing,thepaperwill discusstheimportanceofobservingIndigenousprotocolsduringtheresearchprocess andtheneedforIndigenousculturalcompetencytrainingforresearcherswho researchinIndigenouscontexts.
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What variables affect student error response patterns in a multiple choice reading comprehension test? Implications for primary teachers
Keith Greaney
Massey University, New Zealand
TherecentintroductionofthenationalReadingandWritingStandardsinNew Zealandandhighstakesmandatedtestingregimesthatarenowpresentinmany othercountries,hasresultedinmoreemphasisbeingplacedontheuseofvarious literacyassessmentsforaccountabilitypurposes.Furthermore,manyofthese mandatedtestsusevariousformsofmultiplechoicequestionanswerformats.While therearecurrentlynomandatedliteracyassessmentsinNewZealandprimaryschools theteachersdohaveaccesstomoreassessmentsinliteracythanforanyother curriculumarea.Between1996and2009therehavealsobeenaseriesofnational surveysundertakeninvolvingyear4&8studentsperformancesacrossallcurriculum areasincludingreading.ThesesurveyshavebeencarriedoutbytheOtagoUniversity NationalEducationMonitoringProject(NEMP).Oneareathatwassurveyedinthe 2008evaluationprojectincludedreadingcomprehension.Oneparticulartaskinthe 2008surveyinvolvedthesilentreadingofaprosepassagefollowedby18multiple choicequestions.Ananalysisofthequestiontypes,sometextfeaturesandthe studentsresponsepatternsfor15ofthesequestionswasundertakentoinvestigate thepossiblereasonswhyparticularincorrectoptionsmayhavebeenselectedbythe students.Resultsfromtheanalysis(includingsometeachingimplications)willbe discussed.
Paradigms in mixed methods social research

Ralph Hall
University of New South Wales, Australia
Theemergenceofmixedmethodsasamethodologyforsocialresearchhasbeen claimedtoprovideasolutiontotheparadigmwarsbetweenquantitativeand qualitativeresearchtraditions.Therehas,however,beenlittleagreementamong proponentsofmixedmethodsonchoiceofanappropriateparadigmtolegitimatethis approach.Whilesomeauthorsargueforan'aparadigmaticstance'whereresearchers justignoretheepistemologicalissuesunderlyingtheirresearchotherssuchasTeddlie andTashakkoriargueforacoherentrationaletojustifymixedmethodsasaresearch methodology. Choiceofanappropriateparadigmismadedifficultbythewidegapbetweenthose thatunderpinquantitativeandqualitativeresearchtraditions.Thedifferences
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betweenpositivismorpostpositivismontheonehandandconstructivismor interpretivismontheotherhandaresogreatastomakeanycompromiseseem impossible.So,mixedmethodsresearchershavedevisedalternativesthattendto sidestepthesedifferences. Themostpopularsingleparadigmformixedmethodsresearchhasbeenpragmatism, whichfocusesonoutcomesratherthanonunderlyingepistemologicalandontological assumptions.EarlyformsofpragmatismoutlinedbyPierce,DeweyandJamescame underintensivecriticismbyRusselandothersandthesecriticismshavebeenechoed bymixedmethodresearcherssuchasMertenswhoproposeda'transformative perspective'asanalternativeparadigm. Inthispaperparadigmsformixedmethodsresearchwillbeanalysedanditwillbe arguedthatneitherpragmatismnorthetransformativeperspectiveprovidean acceptablejustificationformixedmethods.Analternativerealistperspectivewillbe proposedsimilartothecriticalrealismofBhaskar.
Health and wellbeing of intermarried Filipino women in rural Tasmania

Chona Hannah
IntermarriagehasbecomeasocialphenomenonforsomeFilipinowomen.Thisis particularlytrueinAustralia,wheremostFilipinowomenhavearrivedonthebasisof marriage.Theybringwiththemtheirculturalvaluesandbeliefswhichaffecttheway inwhichtheyviewtheirnewenvironment,throughtheirculturallensesandtheir viewsandattitudesmaynotbeunderstoodoraccommodatedbythemainstream. Themainpurposeofthisresearchwastoinvestigatethehealthandwellbeingof FilipinowiveswhocametoAustraliaasaresultofintermarriageandnowliveinrural partsofTasmania.Thefocuswasonthefollowingaspects:acculturationproblems, healthconceptsandhealthcareinruralTasmania,problemsinaccesstohealthcare services,andthesocialandculturalcapital. Thisstudyemployedmixedmethodswithacombinationofquantitativeand qualitativeapproaches.Dataanalysisrevealedthathealthandwellbeingwerethetwo mostimportantaspectsinthelifeoftheintermarriedFilipinowomeninrural Tasmania.Themainfactorswhichsignificantlyaffecttheirhealthandwellbeingin theiracculturationintoruralTasmaniainclude:agegap,Englishlanguageproficiency, highestlevelofeducation,andlengthofstayinTasmania.Thefindingsofthisstudy alsopresentedinsightsintothementalandemotionalintelligenceoftheintermarried Filipinowomenastohowtheyhandledpossiblecultureshockandhowtheyadapted tothemainstreamculturethroughouttheirinterracialmarriedlife.
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Conducting research in social media discourse: Ethical challenges

Sun Hee Jang, Rosemary Callingham
AnumberofsocialmediaapplicationsandplatformsbasedonWeb2.0technology havebeenextensivelyusedinsocialscienceresearchandpractice.Manyresearchers havediscussedthepossibilitiesandchallengesinconductingresearchinthesesocial mediasettings.Themostfrequentlyidentifiedobstaclesfacingsocialmedia researcherspertaintoethicalissuesandquestionsofcopyright.Asdataobtained fromsocialmediachannelsvarywidelyincomplexity,theethicalissuesattachedto theprocessofdatacollectionarecomplicatedandcontroversial.Thispaperinitially explorescommonethicalissuesinthedatacollectionphase,withaparticularfocus ontheutilisationofplatformslikeblogs,socialnetworksites,TwitterandYouTube.In ordertoofferanefficientguideforresearchers,teachersandstudents,whenusinga socialmediaapplicationfortheirresearchstudies,itprovidessuggestionsastohow theycaneffectivelyensurethevalidityofthedata.Atthelargermanageriallevel, recommendationsaremadeonhowtomanageethicalissuesinthesocialmedia researchlandscape.Thispaperwillbeofinteresttosocialmediaresearchers,and thoseinterestedinethicsandcopyrightpoliciesinonlinesettings.
Collaborative action research for changing science teachers understanding and practice of inquiry
Jeerawan Ketsing1 , Vantipa Roadrangka1, Jolie Mayer-Smith2
1Kasetsart
University, Thailand; 2University of British Columbia, Canada
Thisinterpretivecasestudyexaminedthechangesofthreescienceteachers understandingsandpracticesofinquirybasedinstruction(IBI)asaresultoftheir participationsintheprofessionaldevelopmentprogram,entitledthecollaborative actionresearchprogram.Thefindingsofthisstudywereobtainedfrommultipledata sourcesincludingindividualinterviews,teacherslessonplans,teacherswritten reflections,classroomobservationsandgroupmeetings.Thedatawereanalyzedby usingwithincaseandcrosscaseanalyses.Theresultsdemonstratedanimprovement ofteachersunderstandingsandpracticesofIBIafterattendingtheprofessional developmentprogram.Thethreeteachersconceivedandincorporatedmostofthe keyfeaturesofIBIintotheirpractices.Asaresult,theprofessionaldevelopment programthatincludedbasicelementsofactionresearchwasseentobeeffectivein promotingscienceteachersunderstandingsandpracticesofIBIinclassroomsettings.
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The use of citations in English and Chinese research article introductions: Corpus- based analyses and specialist informants views
Loi Chek Kim
Universiti Malaysia Sabah, Malaysia
Thepresentstudyexaminestheuseofcitationsinresearcharticleintroductionsinthe fieldofeducationalpsychologyusingSwaless(1990)categorisationofcitationsas integralandnonintegral.Thecorpusforthisstudycomprises40introductionsof researcharticles20Chineseand20Englishinthefieldofeducationalpsychology. Thefirstpartofthisstudyisacontrastivecorpusbasedanalysisofthetwosetsof introductionsontheuseofcitations.Thesecondpartelicitsspecialistinformants viewsontheimportanceintheuseofcitationsforpedagogicalpurposes.Whenever applicable,specialistinformantsviewsalsoofferadditionalinsightsintothefindings inthecorpusbasedcontrastiveanalysis.Tenprofessorsaffiliatedwithhigher institutionsinnativeEnglishspeakingcountriesandsixprofessorswithhigher institutionsinmainlandChinaparticipatedasthespecialistinformantsforthepresent study.Theseprofessorsareacademicwriterswhohavepublishedtheirarticlesinthe twoselectedrepresentativejournalsofthepresentstudy.Thefindingsofthepresent studyprovidesomeinsightsintotheteachingandlearningofacademicEnglishwriting forChineseESLstudents.
Nail biting and mineral deficiency among children

Thuy L1, Quynh L2
1,2
Thepaperisareportofastudyexaminingtheviewsofparentsandhealth professionalsonchildrensnailbitingintermsofsocial,psychologicalandclinical dimensions;andtoinvestigatetherelationshipbetweennailbitingandmineral deficiency.Itattemptedtoidentify: theviewsofhealthprofessionalsandparentsofchildrensnailbitingon:a) possiblecausesofnailbiting(withsomereferencetomineralimbalances); andb)associatedhealthissuesofnailbiting;andthetreatmentofnailbiting. implicationsandrecommendationsforparentsandhealthprofessionalsin dealingwithchildrenwithnailbitingproblems. Amixedmethodologywasemployedinthestudy.Quantitativeandqualitative methodsincludedsurveysandindepthinterviewswithhealthprofessionalsand
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parentsofnailbitingchildren.Asnowballrecruitmentmethodwasused,startingwith afewparentsandhealthprofessionalsoftheresearchersprofessionalnetworkwho agreedtodistributetheinformationsheetsamongsttheirnetworkofparentsand healthprofessionalsinTasmania. Basedonsometheoreticalassumptionsandexplanations,itisanticipatedthatthe mostprobablecauseofnailbitinginchildrenismineralimbalance.Cooccurring symptomsandhealthissueswithnailbitingwereexamined.Theimplicationsofthe findingsofthisresearchisdirectedtowardsthedevelopmentofbotheffectiveand longlastingtreatmentsandpreventionstrategies.
Navitas Eliascus
Chai Hong Iris Lee, Eliza Lokadjaja, Herdawati Suleiman, Imelda Asari, Mun Hong Lee, Libing NG, Chee Lin Ong, Chwee Li Tan
Elias Park Primary School, Singapore
InEliasParkPrimarySchool(EPPS),severallearningcentresexistinsupportofthe teachingandlearningofScience.Thelearningcentresaredesignedtocatertopupils multipleintelligences(Gardner,1983)anddifferentlearningstyles.Inaddition,the learningcentresallowfortheincorporationofthe5EsEngagement,Exploration, Explanation,ElaborationandEvaluationtoenhancepupilslearning.
Tofurtherenhancetheuseofthelearningcentres,ourcurriculumproject(CP)team, madeupofheadsofdepartment,wastaskedtocraftaninterdisciplinarylesson package.TheschooladoptsaConstructivistObjectOrientedLearning(C.O.O.L) ApproachwhichhaselementsoflearningthroughConstructionism(Papert,1991), CurriculumKnowledgeLadder(Kozma,2010)andUbD(Wiggins,McTighe,2007).The interdisciplinarycurriculumencompassesthemesrelatedtotheunderstandingofthe environmentwhichservestounifythesedisciplines,whiletheelectivemodulesand fieldworkroundupthepupils'experience.NavitasEliascus,ortheEnergyHub,was chosenasthelearningcentretobeusedforitsthemeonEnergyConservation.Inour preandpostperceptionsurveys,significantcorrelation(.633)isseenbetween studentsusingNavitasEliascushelpedstudentstounderstandaboutrenewable energyandknowinghowenergyisconverted.
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Cultural sensitivity and cross-cultural research: A responsible researcher

Pranee Liamputtong
La Trobe University, Australia
Culturalsensitivityisanimportantissueinconductingresearchwithpeoplefrom differentcultures.Culturalsensitivityistheunderstandingandapproachesthat enableonetogainaccesstoindividualsinagivenculture,tolearnabouttheiractual lifestyles(beliefs,habits,needs,fearsandrisks).Thisisreferredtoasknowingthe culturalcontextofthegroupthattheresearcherswishtoworkwith.Theresearchers exhibitculturalsensitivityandcompetencethroughtheirknowledgeofkeyvaluesof thesocialgroups.Theyneedtoalsodemonstrateculturallyappropriate communicationandwillingnesstolearn.Withoutappropriateculturalsensitivity, misunderstanding(orworse)racistattitudesmaysurfaceandthiswilljeopardisethe progressofresearch,orattheextremelevel,theterminationoftheproject.In conductingcrossculturalresearch,thereareseveralculturalsensitivitiestobe carefullyconsidered.Weneedtolearnabouttheculturesinwhichwewishtodoour research.Wehavetogetourpantsdirtyinordertobuildourgoodrapportandtrust withourparticipants.Therearemanyissuesweneedtoconsiderbutmostcanbe donesensitively.Thesewillbediscussedinthispaper.Itisexpectedthattheseissues willallowcrossculturalresearcherstohavemoreconfidenceinperformingtheir research.
Every contact leaves a trace IPA as a method for social work research
Erin WH Loo
University of Canterbury, New Zealand
Morris(2006)arguesthatjustasinpractice,socialworkresearcherswouldneeda myriadofskillsandknowledgeinarangeofparadigms,theoriesandmethods.Itwas suggestedthatthereismorethanonewaytoconductsystematicsocialwork research:positivism,postpositivism,criticaltheoryandconstructivism.Itisin constructivism,throughtheuseofInterpretivePhenomenologicalAnalysis(IPA)thatI situatemyresearchtopictotryandinterpretandmakesenseofMuslimstudents livedexperienceinNewZealandschools. Inthestudyofforensicscience,Locardwasfamousforsayingthatwitheverycontact, atraceisleftbehind(Thornton,1927).ThepremisebehindLocardstheoryisthatwe alwaystakesomethingwithusandwealsoalwaysleavesomethingbehind.Inmy studyofMuslimstudentslivedexperienceinNZschools,Iseeitassomethinglocated
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withinLocardstheorywherebyineachstudentscontactwithanother,beit individualsorgroups,thereisacontact.ThroughIPAIhopetodiscoverhowMuslim studentsmakesenseofthiscontact,interpretitandunderstandit. AnIPAstudyisabouttryingtounderstandtheexperiencesofanindividualinacertain phenomenon,howtheymadesenseofitandwhatmeaningsthoseexperienceshold (Smith,2004).Ithasanidiographicfocusandisbasedontwoimportant underpinnings,phenomenologyandhermeneutics. IPAasamethodinsocialworkresearchisnewandrare,howeveritisverymuch alignedwithsocialworkvaluesofstrivingtogiveavoicetominorities,toempower andeducatethem,allowingthemtotelltheirstoriesasitis,througharelationship thatisbuiltbasedontrustandrespectandforsocialworkers,theopportunitytobe objectiveyetempathetic,allowingthemtheopportunitytoselfreflectandimprove.
Overcoming the shame factor: Empowering indigenous people to share and celebrate their culture
Sharon Louth
University of Southern Queensland, Australia
ThispaperexploresthetenuousrelationshipbetweenIndigenousperspectivesand educationalinstitutions.Itdiscussestheimportanceofdevelopingrespectful dialoguebetweenthetwo,alongwiththefundamentalnecessityofworkingwithina communityasopposedtouponit.Theseprinciplesaredemonstratedthroughthe creationofajointcommunityculturalcelebrationinvolvinglocalIndigenous communities,schoolsandtheirUniversity.Anevaluationoftheeventdemonstrated howknowledgewasenhancedandrespectfulrelationshipsdeveloped.Theproject birrbamburungagambaytoplayandlearntogether,involvedover350people whoparticipatedinasharedculturalexperience,whereIndigenousperspectiveswere showcasedbypeoplewithinthelocalcommunity.Theprojectstimulatedasenseof pridewithintheIndigenouspeoplebecausetheirtraditionalknowledgewasvalued andrespectedbythelocalcommunity.Theresultwasasenseofconnectednessfor Indigenouspeoplewiththeuniversityandlocalschools,whicharosefromtheclose communicationandconsultationtheprojectembodied.RespectforIndigenous peopleandtheirtraditionalknowledgeandskillswereshownbythelocalcommunity attheculturalevent.Byovercomingtheshamefactor,birrbamburungagambayhas empoweredIndigenouspeopletoshareandcelebratetheirculturewiththewider community.
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Learning and living: the challenges facing Chinese students in the Australian context
Jinjin Lu
ThispaperexaminesthestressorsthatChineseinternationalstudentsfacewhile studyinginAustralianuniversities..Threemainfactorshindertheireffectivestudying andlivinginAustralia.Theyarelinguistic,socialandlearningstylefactors.Among these,linguisticfactorplaysthemostsignificantpartindeterminingthesuccessor otherwiseoftheiracademicaswellassocialandemotionalwellbeing.Lackingof sufficientlanguageskillswillimpactonstaffstudentsinteraction,peercooperation, andinterculturalacculturation.. Chinesestudentsbringtoanewculturalenvironmenttheirculturalbackground whichissodeeprootedintheiridentitiesandpersonalitiesthattheintercultural acculturationprocesscanbeimpeded.Thiscouldleadtotheirpreferenceforco existencewithotherfellowstudentsforinterpersonalcomfortandpersonalsecurity. Othersmaytakeadifferentviewpointbyconsideringtheproblemsasneeded challengestoimprovetheirsocialandacademiclives.Thereareimplicationsfor academicstaff,universityadministratorsandcommunityleadersforenhancing ChineseinternationalstudentsachievementsinAustralia,sociallyandacademically.
of depth: Untrained learning support assistants to deliver meaningful post-sixteen education?

B. McLachlan and C. Rogers
Anglia Ruskin University, UK
Out
EducationlegislativeframeworksinEngland,inwhichlearningsupportassistants (LSAs),andallothercollegestaffworkandtrain,developedandintensified internationally,nationallyandlocallyduringthelastthreeandahalfdecades.Policy developmentsbecamethespringboardformodernisationinclassroompractice strivingtowardsequalityandnondiscriminationandadvantagingalllearners, includingthosewithlearningdifficultiesanddisabilities(LDD).Thereiscurrentlyno nationaltrainingframeworkforcollegeLSAswhoworkwithpostsixteenlearnerswith LDDinEngland.ThispaperisdrawnfromethnographicresearchcarriedoutwithLSAs whoparticipatedinanEnhancedLearningSupportAssistantProgramme(ELSAP)to developtheirprofessionalskillsforchangedclassroompracticetobenefitthese learnerswithLDD.(ELSAPwasdevelopedbyoneoftheresearchers).LSAs professionallearningjourneyswereexploredthroughqualitativemethodsusing; reflectivediaries,writtentutorials,participantobservationandfieldnotes.Narrative
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themesemergeduponcriticalengagementwiththedatatoprovidemeaningand understandingofhowpolicydevelopmentfailedtoprovideaframeworkforthe trainingandpracticeofLSAs.CriticallyitseemsthatwiththeLSAstobemosteffective intheirroles,developmentplaysavitalpartintheprofessionallearningof educationalstaff.Thispaperaimstoshowthatalackofpolicydevelopmentto supportLSAsprofessionallearninghinderedtheirdevelopmentandtherebytheir efficacyininclusiveclassroomsatbothmacro(national)andmeso(college)levels.
Tech-Savvy students: Implications for teaching TESOL online

Lisa Morgan, Paul Throssell
AsstudyingESLonlinebecomesincreasinglyimportant,throughstudentstaking advantageofitsflexibilityandconvenience,questionsarebeingraisedaboutthe effectivenessofthisformofteaching.Inparticular,howtherelationshipbetween teacherandstudentcanimpactonlearning.(Presky2001,Queiroz2003andUshida 2005) Itissuggestedthatthetechnologicalgenerationgapbetweentheteacherandstudent couldimpactontheirlearningrelationship.Manyoftodayslanguagestudents includethosebornaroundthemid1980sreferredtobyPrensky(2001)asdigital nativeshavegrownupwiththeInternetandareveryfamiliarwithcommunication andinformationtechnologytoolssuchasemail,Internet,blogs,instantandtext messaging,videocomputergamesandparticipationinSocialNetworkingsites.In contrasttheirteachers,generallyborninanearlierpredigitalera,andreferredtoby Prenskyasdigitalimmigrants,maystruggleinteachingtheseindividualsandmayalso exhibitanegativeattitudetowardssomeofthistechnology.Itissuggestedthatthese digitalimmigrantsmayviewsocialnetworkingsitessuchasFacebookasaddictive andathreattonormalformsofsocialising.Itcanseemthatthetechnology generationgapiswideningbetweenstudentsandteachers. Thispapercriticallyexaminesthedevelopmentandsignificanceofcommunication andinformationtechnologytoolsinTESOLteachinginparticularthoseassociated withtheInternet.Itwillexaminetherelationshipbetweenstudentandteacherinan onlineESLlearningenvironmentandhowitimpactsonthestudentslearning experience.Itissuggestedthatmanystudentshavemoreknowledgeand understandingofthesenewerformsoftechnologythantheirTESOLteachers,with studentsbeinglikelytolearnandprocessinformationdifferentlyfromtheirteachers.
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Effectiveness of the review center for teacher education in a state university of the Philippines
Jane D. Navalta, Juanita B. Pascua
Nueva Vizcaya State University, Philippines
ThisstudyanalyzedtheeffectivenessoftheReviewCenterforTeacherEducationof theNuevaVizcayaStateUniversity.PhaseIaimedtodescribetheextentof effectivenessofthereviewprogramintermsofcontent,methodology,review materials,resourcespeaker,duration,venueandfacilities,andreviewmanagement; determinetheareasortopicsthatneedtobefurtherclarified;determinethe problemsthattherevieweesencounteredduringthereview;anddetermine suggestedchanges/innovationstoimprovethereviewprogram.ForPhaseII,the studyaimedtodeterminetheperformanceoftheCenterthrough:comparisonof proportionofpassersamongtherevieweesfromthenonreviewees;andcomparison oftheLETperformanceratingofthosewhoattendedthereviewfromthosewhohave notattendedthereview.Descriptivecomparativesurveymethodwasutilized.The resultrevealedthattheoverallassessmentoftherespondentsontheeffectivenessof thereviewprogramwasmoderatelyhigh;thereviewmaterialsusedwerethemost effectiveofalltheareasofthereviewprogramwhiletheleasteffectivewasthe durationofthereviewprogram;mostrespondents/revieweesfounddifficultyand neededfurtherexplanationinMathematicsunderGeneralEducation,and PhilosophicalFoundationsofEducationunderProfessionalEducation;therewas muchproblemontheventilationandroomspaceofthereviewhallandon lecturers/resourcespeakerswhojustreadthehandouts;andthevenueofthereview programshouldbewideenoughtoaccommodatealltherevieweesandshouldhave enoughventilation.TheCenterproducedabiggerproportionofpassersamong revieweesthanthenonrevieweesingeneraleducation,professionaleducation,and intheoverallperformanceofbothelementaryandsecondarylevels.TheLET performanceratingoftherevieweeswassignificantlyhigherthanthenonreviewees ingeneraleducation,professionaleducation,specializationcomponents,andoverall forelementaryandsecondarylevels.
Adapting established tools to a new research discourse: A case for language learning strategy questionnaire
Hoang Boi Nguyen1, Quynh L2
1,2
Asevidencedbynumerousstudies,languagelearningstrategies(LLS)playan importantroleinlanguagelearning.Therefore,theissueofLLSisenjoyingwidespread
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attentionfromresearchersandpractitionersalike,especiallyinthefieldofTESOL. Varioustypesofstrategyassessments,themostprevalentofwhichare questionnaires,havebeendevisedtoexaminethestrategyuseofindividualESL/EFL learnersworldwide.However,whileLLSarebelievedtobeculturallysituated, contextuallybound,andlearnerdependent,thereisalwaysaneedtoadapt establishedtoolstoanewresearchdiscoursesothattheycanbetterreflecttheactual LLSuseamonglearnersunderstudy.Thispaperreportsontheadaptation, developmentandvalidationoftheLanguageLearningStrategyQuestionnaire(LLSQ), whichwasemployedinamixedmethodsresearchstudyonLLSamongVietnamese tertiarylearners.Firstly,theneedfortheadaptationoftheLLSQisexamined. Secondly,variousstepsintheadaptationanddevelopmentoftheLLSQaredescribed indetails,includingthereviewofrelevantliterature,discussionswithsurveyexperts andfocusgroupswithtargetlearners.Thirdly,thevalidationoftheLLSQisaddressed throughtheprocessesofconductinginformalexpertreviewsandfieldpretests.The reliabilityandvalidityoftheLLSQarethenclearlyarticulatedwithstatisticalevidence. Finally,practicalimplicationsforfutureattemptsareprovidedregardingthe constructionofreliableandvalidquestionnairesinanewresearchdiscourse.
A multilingual approach to languages and literacy education: what can synthesising theories, research and practice achieve?
Peter Nielsen, Barbara Nielsen
Flinders University, Australia
ThispaperwillreportonsevenyearsofcollaborativeresearchwiththeDepartmentof EducationandChildrensServices.Ithasbeencarriedoutintwelveprimaryschools usingsixlanguages.Thelongitudinalstudyexaminestheimpactofamultilingual literacyapproachasithasbeenappliedintheteachingofFrench,German, Indonesian,Italian,JapaneseandSpanishacrosstwelvedifferentschoolsettingsin SouthAustralia. ThemovetointroducethestudyofadditionallanguagesinAustralianprimaryschools hasyettoestablishwideranging,ongoingstudentengagementandoftenfailsto progressstudentsbeyondsimplepragmaticlanguageuse.Ingeneral,studentsarenot leavingprimaryschoolswithadesiretocontinuelanguageslearning. Itisarguedanewapproachthatintegrateslanguagesindailyclassroomliteracy practicescanredressthissituation:amultilingualliteracyapproach.Thetheoretical frameworkthatdrivesthisapproachdrawsformfromthenotionsofuniversalityand transferthatareestablishedintheliteraturefromappliedlinguisticsandcognitive neurosciencestoclassroompedagogy.Thisliteraturealsosupportsthenotionthat phonologicalskillsarethemostsignificantpredictorofreadingsuccessinandacross languages.Resultsfromthislongitudinalstudydemonstratethatwhenthe
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aforementionedtheoreticalnotionsbridgetheresearchpracticedivideandare adoptedintodailyclassroomteachingandlearningactivities,thereisaqualitative andquantitativeimprovementinstudentliteracylearning.Thispaperwilldiscussthe interactivemechanismsthatenabledthesenotionstobetranslatedforpractice, implementedacrosslanguagesandtheirongoingimpactonteaching,learningand research. Keyfinding:theapproachisworkingandevolving.Studentengagementisongoing andmeasurableliteracyoutcomesareconsistentlyachievedinandacrosslanguages. Aninterestingfindingisthatclassroomteachersnotedthatstudentswhostruggle withEnglishliteracycanbehelpedthroughthestudyofmoreregularlanguagecodes.
Cross cultural probing: An examination of university student ICT ownership and use of e-learning materials in Thai and Australian contexts.
Jeremy E. Pagram, Martin G. Cooper
Edith Cowan University, Australia
Thispaperreportsonthesecondphaseofanongoingprojectbeingcarriedoutat EdithCowanUniversity(ECU)inWesternAustraliaexaminingECUEducationstudents ownershipanduseofinformationandcommunicationtechnologies(ICT).Itiscritical thatmodernuniversitiesunderstandtheirstudentsICTcapabilitiesintermsof hardwareownership,softwarefacility,andpreferencesinorderthatonlinecourse andcontentdeliverymaybetailoredtodelivereffective,usableandengaging learningresources.Inaddition,withmoreandmorefocusuponattractingstudents beyondthebordersofanyonecountrythoughelearning,itisequallyimportantthat weunderstandthesebasiccapabilitiesmoreglobally. InthissecondphasedatawascollectedattwoThaiuniversitiesaswellasinAustralia. Theobjectivebeingtobothinformtheindividualinstitutions,andtoprovide comparativedata. Inparticularthestudygatheredinformationconcerningstudentsselfperceived softwareskillsandfrequencyofuse,hardwareownershipandfrequencyofuse, accesstoandlocationofInternetuse,preferenceforvarioustypesofonlinelearning materials,andaccessanduseofuniversityemailanduniversityonlinelearning environments.Anonlinesurvey(bothThaiandEnglishversions)wasusedthatfed intoacommondatabasethatrananonlinestudentsurveywithseparatelanguage versions.
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Online Student Information System (OSIS) of Benguet State University

Rochelle A. Pacio
Benguet State University, Philippines
ChangesinInformationTechnology(IT)allowschoolstoutilizedatabasesand applicationssuchasOnlineStudentInformationSystem(OSIS)thusmakingthe accessingofrecordscentralized.Oneofthechangesthatcameaboutistheonline basedapplications.Theseapplicationsimprovedthetraditionalmanualtransaction processingsystems.Thus,mostuniversitiesswitchtotheonlinebasedsystem becauseofitseffectivitytoacquire,process,storeandretrieveinformationfromthe Internet.Moreover,thissystemisaccessibletoallstudentsinformation. BenguetStateUniversity(BSU)isstillusingthetraditionalmanualandpaperbased studentinformationsystem.Withthecurrentsystem,theregistrarandaccounting stafffindsittediousinsearchingandpreparingreportsonstudentsinformationwhile theOfficeofStudentsAffairandDeansStafffindsitlaboriousduetorepetitionof processesdoneinfilingandupdatingofrecords.Asmaingoalsoftheschoolto generateanddisseminatenewknowledgeandtechnologiesthatwillpromote sustainableresourcedevelopmentandenrichtheacademicprogramsofthe universityandtoestablishcompetentandeffectiveservicesgearedtowards efficiencyandeconomythecurrentsystemisinconsistentwiththeassertedschools maingoals. TheproposedOSISofBSUwouldbeanewwayofrecordmanagementand transactionprocessingthatwouldachieveefficiencyonprocessingstudent information.Itwouldbeagreathelptotheadministrativepersonnel,academic personnel,grantorsorstakeholders,parentsandstudentsinupdating,retrievingand generatingstudentdata.
The improvement of the English reading ability by using extra exercises of technology computer students at Rajamangala University of Technology Srivijaya Songkhla
Jutaporn Parapob
Rajamangala University of Technology, Songkhla, Thailand
ThepurposewastoimprovetheabilityinreadingEnglishbyusingextraexerciseof TechnologyComputerStudentsatRajamangalaUniversityofTechnologySrivijaya Songkhla.Thepopulationwere34TechnologyComputerStudentswhotookan EnglishReadingSkillCourseatthefirstsemester2010.TheinstrumentswereaPre

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testandaPosttest.ThePretestwasusedafterthestudyofreadingstrategy:reading fortopic,readingformainidea,usingcontextcluesandreadingcomprehension.The scoreofeachstudentwasarrangedfromthehighesttothelowest.Fromthisthe populationweredividedintothreegroupsbyusingapercentile:good,moderateand poor.Extraexercisesweregiventothosethreegroups.Attheendofthefirst semesterthreegroupsofthestudentstookaPosttest.Thedatafromthetwotest wereanalyzedintermsofMean,StandardDeviationandTtest. TheresultsfromthePretestandthePosttestfoundthatthemeanscorefromthe Posttestwas20.79whichwashigherthanthePretest(16.32).Comparingwiththe scoreofagoodstudentsgroupfoundthatthePosttestwashigherthanthePretest. Thatis22.64per21.8. ThePosttestinamoderategroupwasbetterthanthePretest.Themeanscorewas 19.86and15.79.Asforapoorgroup,themeanofthePosttestwas20.00whichwas higherthanthePretestwhichgot11.22.Ingeneral,themeanscoreofthePosttest afterusingtheextraexerciseswashigherthanthePretestinallthreegroupsofthe population.
Video recordings and the performance of student-teachers: Methodological issues and solutions
Shane N. Phillipson
Monash University, Australia
Theevaluationofstudentteacherperformanceduringtheirfield experienceremainsanimportantcomponentoftheirprofessional training.However,increasingpressureonuniversityfacultyhaspromptedasearchfor alternativestothepracticeofonsitevisitsforthisevaluation.Thisresearch investigatedtheusefulnessofvideorecordingstoevaluatestudentteacher performanceinateachereducationprogrammefromHongKong.Basedon assessmentsoftheperformanceof19studentteachersandthreeuniversityfaculty duringtheirfieldexperience,thispaperdescribesananalysisoftheresponsesusing Gwetsfirstorderagreementcoefficienttoestimatebothintraandinterrater agreementofstudentteacherperformance,andamultifacetRaschmodeltostudy theinteractionsbetweenstudentteachers,ratersandmedium.Theresultsshowthat videorecordedlessonscanbeaneffectivealternativetoonsiteevaluationsof studentteacherperformance.
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Sorted vaporization for surface extracting buton natural asphaltene as unconventional hydrocarbon resources to avoid wastewater
Adrian Promediaz, Nelly Irmawati, Leonard Hendrawan
Institut Teknologi Bandung, Indonesia
Asphalteneistheoneofprospectiveunconventionalhydrocarbon.The1640million tonnesdepositofnaturalasphaltenetakesplaceonButonIsland,Indonesia.Several methodsofextractingaresurfacemining,SteamAssistedGravityDrainage(SAGD), CyclicSteamStimulation(CSS),andthenewestoneisVaporExtraction(Vapex).The surfaceminingisthemostefficientextractingmethodforthelargeamountsof asphalteneonsurface.Afterexcavation,hotwaterandcausticsodaispouredtothe sandtoresulttheslurryforupgrading.Ontheotherhand,theVapexreducetheoil viscositybydilutingtheoilviscositywithvaporizedhydrocarbonsolventssothatthe dilutedoilflowtosurfcethroughtheproductionwell. Conventionalextractingmethodaftersurfaceminingneedslighterpetroleum,warm water,andcausticsodatomixwithasphaltene.Toreduceutilizinglightpetroleum andproducingofwastewaterforextracting,weadoptvapexconceptaftersurface mining.But,basedonthelaboratoryexperiment,thenonuniformityofgrainsize demandedthelongestdilutiontimemeanwhiletheuniformgrainsizerequired relativelyshortertimebecausethesteamremainrequiredtodilutehydrocarbonon thesmallergrainwhereasthereisnomorehydrocarboninlargergrain.Toavoid ongoingheatingthegrainwithoutdilutionhydrocarbon,weoffermechanicalsorting firstbeforeextractingwithsolvent.UniforminggrainandadoptingconceptofVapex inclosedsystemreduceutilizingandwastingwaterandcausticsoda.
The importance of social networks in understanding of micro health insurance uptake in rural Cambodia
KimHour Ramage, John Paul Nicewinter
Domrei Research and Consulting, Cambodia
SKY(SokhapheapKrousarYeung;HealthforOurFamilies)microhealthinsuranceisa voluntary,communitybasedhealthinsuranceprogram,relyingonamonthly registrationandpremiumcollectionsystematthefamilylevel.Ithasbeenoperating inCambodiasince1998throughanonprofitorganizationasaninnovativemodelfor extendinghealthinsurancetounderservedurbanandruralpoor. Findingsfromquantitativesurveysofover5000householdshaveshownthatSKY membershipisclusteredgeographically.TheVillageMonographsareintendedasa wayofgatheringthewealthofqualitativedatasurroundingtheSKYmicrohealth

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insuranceimpactevaluation.Theobjectiveistounderstandthereasonswhypeople becomeandstaySKYclients,ofteninthefaceofcontraryinformationandadvice. Sevenvillageswereidentifiedwithparticularemphasisonrepresentingvarioustrends inmembership.ApproximatelythirtycurrentandpastSKYmemberswereinterviewed ineachtargetvillage(invillageswithlessthanthirtySKYmembers,allwere interviewed).Teamsalsoproducedgraphicrepresentationsofthesocialnetworks amongSKYmembersinthevillagesbycreatingdetailedvillagemaps.Preliminary reportswereanalysedusingopencodingandthenformingcodefamiliesoflikedata. Codefamilieswerethenexploredintheframeworkoftheinitialgenerativequestions toprovideacomprehensivesummaryofresponses. ThispaperwillexaminetheinfluencesofsocialnetworksonSKYmembership, including:howandwhypeoplebecomeSKYmembers(primaryandsecondary members);influencesonsustainingmembership(whystay,whydropout,whyrejoin); and,impactonhealthservices.Recommendationsforattractingnewmembersand sustainingmembershipareprovided.
Higher order thinking skills and academic performance in physics of college students: A regression analysis
Jennifer Lyn S. Ramos, Bretel B. Dolipas, Brenda B. Villamor
Benguet State University, Philippines
Thestudydeterminedtherelationshipbetweenhigherorderthinkingskills(HOTS)of studentsandtheperformanceinphysics.Specificallythestudyintendedtodetermine andcomparetheHOTSalongtheareas:analysis,comparison,inference,and evaluationinphysicsofcollegestudentsgroupedaccordingtogender;andto determinetheregressioncorrelationoftheHOTStoacademicperformanceinphysics ofstudentswhengroupedaccordingtogender.Theresearchwasconductedat BenguetStateUniversityduringtheschoolyear20102011andrespondentswere studentsenrolledinPhysics.ResultshowsthatontheanalysisaspectofHOTS,alittle morethan50%ofmalestudentsarebelowaveragewhilealmosthalfofthefemale studentsareaverage.Onthecomprehensionaspect,almost50%ofbothmaleand femalestudentsarebelowaverage.TheHOTSoninferenceofmorethanhalfofthe maleandfemalestudentsisaverage.TheHOTSonevaluationofalmosthalfofthe malestudentsareaveragewhile40%offemalestudentsareaverageandtheother 40%isbelowaverage.MaleandfemalestudentshavedifferentlevelofHOTSon analysis,comparison,inferenceandevaluation.Moreover,analysis,comparison, inferenceandevaluationcombinedeffecttothephysicsperformanceofmale studentsissignificantbutamongthefourareas,onlyinferencedoesnothavea significantcombinedeffecttotheperformanceinphysicsofmalestudents.Among thefourareasofHOTSanalysis,inferenceandevaluationhavesignificanteffecton
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thephysicsperformanceoffemalestudents. Teachersshouldincorporateteachingtechniquesinphysicsthatenhancehigherorder thinkingskillsofstudents.Furthermore,seminarsortrainingsonenhancementof studentshigherorderthinkingskillscouldbegiventophysicsteachers.Thiswould includeformulationofactivitiesinclassanddiagnostictestsorexaminationquestions thatwillenhancethefourareasofhigherorderthinkingskillsofstudents.
Institutional research: How conceptual mapping could make familiar data unfamiliar
Labby Ramrathan
University of kwaZulu-Natal, Durban, South Africa
Thispaperhasbeenconceptualisedwithinabroaderinstitutionalresearchfocusing onexploringstudentdropoutfromhighereducationundergraduatestudies.Acase studyofstudentdropout,usingacohortanalysisprocess,atalargemulticampus, contacthighereducationinstitutionprovidedthecontextfordevelopingaresearch conceptualmapthatallowsonetoframesubstudiesincoherentconceptions. Throughthisconception,newlensemergeallowingonetogeneratehypothesis emergingfromfamiliardatathataremadeunfamiliarthroughthismapping. Thepaperpresentssomedata(largelyfamiliardata)onstudentdropout,fromwhich aconceptualmaphadbeendeveloped.Theconceptualmapshowshowthemixed methodapproachtoinstitutionalresearchdirectstheresearchprocessoftheproject. Finally,thepapershowshow,forexample,insidiousinstitutionalviolencebecomesa focalconcerninstudentdropoutfromhighereducationstudiesthroughconceptual mappingusingthesamedatasetbutvieweddifferently.
Challenges of investigating second language development in the context of a theatrical performance

Michelle R. Raquel1, Sivanes Phillipson2
1University
of Tasmania, Australia; 2Monash University, Australia
Researchoflanguagedevelopmentinthecontextofdramaortheatreisnotnew. Currentpracticehasbeentomostlyusequalitativemethods,particularlyacasestudy approach,becausequantitativemethodsrequirealargenumberofparticipantsfor resultstobeconsideredvalidandreliable.Inaddition,qualitativemethodscan provideindepthinvestigationofsecondlanguagedevelopmentinaparticular context.However,suchapproachesneedfurthersharpeninginpursuingamore rigorousresearchprocess.Usingadynamicassessmentmethodologyininvestigating

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secondlanguagedevelopmentwithinatheatricalperformanceprovidessuchrigor andsharpening.Thescaffoldmethodofinvestigationthathappenswithinthe dynamicassessmentbasesitselfinanappropriatetheoreticalframeworkthatseeks evidenceoflanguageusageandlearningbefore,duringandpostatheatrical production.Thispaperpresentsasnapshotofsocioculturallystructuredevidence collectedandanalysedfromdifferenttimelinesofatheatricalproductiontoshowthe usefulnessofdynamicassessmentinresearchingsecondlanguagedevelopmentinthe contextofatheatricalperformanceinHongKong.
Exploring quality practice in contemporary Indigenous education

Bronwyn Reynolds
Mostpeoplewouldnotdisputetheneedtoimproveeducationoutcomesforour youngIndigenousstudentsinAustralia.Tomakeadifference,however,alsomeans ensuringthatouruniversitygraduatesarecompetentintheirknowledgeand understandingsabouthowbesttoteachIndigenouschildrentoensurebest outcomes.Thisinvolvesspecificknowledgeandskillsabouthowthesechildrenmay learnmoreeffectively,andimportantly,ourattitudesandexpectationsaboutraising theeducationbarforIndigenouschildren.Thestudyreportedherecapturedthe perceptions,beliefsandexperiencesofkeystakeholdersinvolvedinIndigenous educationinAustraliaforchildreninprimaryschool.Theoverallaimofthisresearch wastobuildaholisticpictureofthereportedkeyprinciplesthatconstitutehigh qualityeducationforIndigenousstudents.The26participantsintheresearch includedfellowacademics,recentgraduatesfromtheUniversityofTasmaniateaching inIndigenouscommunityschools,localandnationalexpertsinthefieldandkey Indigenouseducationproviders.Thestudywasqualitativeandemployedanindepth structuredquestionnaire.Irrespectiveofthenumbersinthisstudybeingsmall,the findingsindicatethatteachersneedtoraisetheireducationexpectationsconcerning Indigenouschildren,particularlyintheareasofliteracyandmathematics.Culturaland contextualknowledgeandunderstandings,includingsensitivitiesanddiversitywere alsohighlighted,alongwiththeneedtoidentifywhensomeareasoflearningmaybe besttaughtmoreexplicitly,ratherthanarelianceoninquirybasedmethods.Great importancewasalsoplacedoncelebratingthechildrenslearningandengagementat school.
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A place for language in a community setting

Fuapepe Rimoni
Victoria University of Wellington, New Zealand
Attheheartofmanydiscussionsonlanguagemaintenanceisthetopicofspeaking onesmothertonguetoidentifywhooneisandwhereonecomesfrom.Formany PacificpeopleinNewZealandthistopicoflanguageandidentityiscontentious.On onehandthereisanoldergenerationofPacificpeoplewhostronglybelievethatif oneisunabletospeakonesmothertonguethereforeoneisnottrulyofaPacific ethnicity.Ontheotherhand,NewZealandbornPacificpeoplebelievetheirstrong connectionstotheirfamiliesandculturalunderstandingsareenoughtoidentifywho theyareandwheretheycomefrom.FortheolderPacificpeoplemaintainingmother tongueinonesethnicityallowsforinteractionbetweengenerations.Forthem, maintainingmothertongueisasymbolofwhereonecomesfrom.Forthenew contemporaryPacificgeneration,theirsenseofplaceisintheirchoicetoidentifywith theirheritage.ThisisthefutureofPacificpeople,wherelanguageisonlyonepartof onesidentity. OnewaythatlanguagemaintenancehasbeenkeptaliveformanyPacificpeoplein NewZealandisthroughbeingpartofcommunitygroupssuchaschurchandcultural groups.InthisabstractIarguethatanappropriatestrategyforcontemporaryPacific generationisthevalueofbeingpartofacommunitygroupanditisthroughthisthat languagemaintenancecanbeeffectivelyimplemented.Further,Isupportthis argumentthroughtheuseofcasestudies,todemonstratethevalueofthisapproach tothecontemporaryPacificgenerationinNewZealand.
Practical network security: A capstone post graduate hands-on security unit

Daniel Rolf
Inthecurrenteraofnetworkdependencyingovernmentandcorporateenterprisesit isessentialformanagersandprofessionalstoappreciatethecrucialimportanceof applyingappropriatenetworkandcomputersecuritymeasures.Traditionalteaching approachescanexplainanddemonstratetheissuesbutareseldomabletoinstillthe senseofrealityinvolvedintacklingrealworldsituations.Suchclassesareusually constrainedinwhatisacceptablepracticebythepoliciesoftheteachinginstitution. Thispaperdescribesapostgraduatecapstoneunitdevelopedusingtheprinciplesof problembasedandexperientiallearningandreflectsonourlearningfrom2offerings

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oftheunit.Theunitcommenceswiththedevelopmentofanethicalbehaviourpolicy bythestudentsthemselvesandprogressesviaacasestudyforwhichstudentsdesign andimplementanenterprisenetworkwhichconformstotheriskanalysisand securitypoliciestheydevelopandisalsoconstrainedbyequipmentandsoftware availability.Studentsexperimentwithvarioushackingtoolsandusethemfor penetrationtestingtheirimplementation.Allpracticalworkiscarriedoutusingan isolatednetworkenvironmentonwhichavarietyofhardwareandsoftwareis available. Overthepasttwoyearsofdeliverystudentfeedbackhasbeenhighlypositivewith studentscommentingonasenseofexcitementandsatisfactionwiththeirlearning experienceandoutcomes.Theyhaveinternalizedboththesenseofvictorythatcan comefromgainingcontrolofanetworkplusthehoursofpatiencethatshouldbe neededtobeabletodoso.Asaresulttheydeveloprealisticexpectationsofwhat needstobedonetocreateandmaintaingoodenoughsecurityinanetwork.
Rights and rhetoric for children with educational difficulties: A meaningful education?
Chrissie Rogers
Anglia Ruskin University, UK
Despiteactivismandacademicresearchdrivingspecialandinclusiveeducationand disabilitystudiesintothepublicandacademicarenasthebenevolentrhetoricaround inclusiveeducationandpartnershipstillexistsforfamiliesandyoungpeoplewho aremarginalisedandconsidereddifficulttoeducate.Meaningfuleducationisa humanrightforallchildrenandyoungpeoplewhatevertheir(dis)ability.Itmightbe thecasethatwehavelostsightofwhatlearningandeducationactuallyisin privilegingacademicexcellence.Theassessmentofwhichisgoverned,inthemain, throughstructuredtestsandexaminationsenablingUKGovernmenttopenalise schoolsforfailingtheirstudents.Leaguetablesthathighlightthegoodschoolsfrom thebadfeedintopublicnarrativesaroundacademicachievementleavingthosewho areunabletoaccesseducationinthisrestrictedwayareatbestexcluded(inavariety ofways),atworstmistreated.Thispaperwillfocusonexclusionandinclusion discoursesineducationandonchildrenidentifiedwitheducationaldifficultiesand theirfamilieswithinwideracademicandpolicydebates.Itwillexplorewhether inclusionarypoliciesacrosstheboardhideexclusionarytacticsandifameaningful education
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Learning styles, personality and reading comprehension performance

Nabiollah Sadeghi, Bee Hoon Tan, Zalina Mohd Kasim, Fiaz Sathi Abdullah
Putra University of Malaysia, Malaysia
Thisstudyaimsatreviewingtherelationshipbetweenlearningstyles,personalityand readingcomprehensionperformance.Inthelasttwodecades,amplestudieshave beendonetoexaminetherelationshipbetweenlearningstyles,learnerspersonality andperformanceinacademicsettings.Thereviewedstudiessubstantiatethatthereis arelationshipbetweenpersonalitytypesand/ortraitsofthelearners,thewaythey establishtheirlearningstylesandtheiracademicsuccessinschoolanduniversityboth atanundergraduateandpostgraduatelevel.Therefore,learnersdependingonthe typeoftheirpersonalityresorttodifferentlearningstylesorpreferenceswhichin turnaffecttheirlearningperformance.However,therearenostudieseither theoreticalorempiricalexaminingexclusivelytheroleofpersonalityandlearning stylesonreadingcomprehensionperformance. Moreover,thefindingswithregardtothebulkofresearchontherelationship betweenpersonalityandsuccessinreadingcomprehensionarenotthatcongruent. Accordinglyduetothescarcityoftheresearchonshowingtherelationshipbetween personality,learningstylesandachievementinreadingcomprehension,andalso incongruityoftheresearchresultsonpersonalityandreadingcomprehension performancethecurrentstudyproposesthatfurtherresearchontheaboveareas wouldbeofthegreatneed.
The characteristic of root canal sealer with bacteria in dentinal tubules

Porntip Sae-ung, Panida Thanyasrisung, Pavena Chivatxaranukul
Chulalongkorn University, Thailand
Rootcanalfillingmaterialsarebelievedtoplayroleinmanagingendodonticbacteria. Itispossiblethatbacteriaremainingininaccessibleareasuchasdentinaltubulesmay beentombedbyrootcanalsealers.PreviousstudiesshowedthatflowabilityofAH plusweresuperiortoZincoxideeugenol(ZOE)sealer.Thisstudyproposedthatwell penetratedsealermayentombbacteriabetterthanpoorpenetratedsealer.The objectiveofthisstudywastoobservethecharacteristicsofsealerwithdifferent flowabilitytopenetratethedentinaltubulesofinfecteddentine.Fivemillimeters rootsegmentsthatwereinfectedwithEnterococcusfaecaliswereprepared.After cleaningrootcanaluptosize50,sampleswereobturatedwithguttaperchaandone ofthesealers:AHplusorZOE.Afterthesealerswereset,thesamplesweresplitfor
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furtherexaminationunderScanningElectronMicroscope.Theresultsshowedthat bothsealerscouldpenetrateinconsistentlyintothedentinaltubulescontaining bacteria.However,AHplusssealertagsweremorehomogenous,longerandableto penetratedtubulesinahighernumberthanZOE.AHplussealerappearedtosealthe dentinaltubulesbetterthanZOE.Thisstudydemonstratedapossibleroleoftheroot canalsealerasaphysicalbarriertoblockthebacteriafromthedentinaltubulesto reentertherootcanalspace.Applyingsealerwithsuperiorflowabilitymaybe beneficialtobacterialmanagement.However,furtherstudyshouldconductto observetheeffectofthesealerstopreventremainingbacteriatoreenterrootcanal space.Thiswillprovidemorecomprehensiveinformationinbacterialmanagement.
Indigenous housing and service learning: Understanding the community in Ecotourism

Rowena SantosDelgado
University of Melbourne, Australia
Existingliteratureonecotourismidentifiedpositiveandnegativeimpactsonlocal communities.However,theyaremainlytargetedtoidentifydifferenceofperceptions inhostsandtourists,andnotsomuchinunderstandingthetermcommunityin termsofmultisectorengagementsorinterdependence.Thisstudyarguesthatin ordertoprovideanunderstandingoftheinterrelationshipsbetweensectorswithin indigenouscommunitieslocatedinecotouristdestinations,researchersneedto embarkonaparticipatoryapproachtodatagathering. Thisstudyexplorestheliteratureonthedevelopmentofindigenoushousingand servicelearningprogramsasmutuallybeneficialtoboththehostsandparticipants,in particular,thoseundertakingtourismeducationandresearchindevelopingcountries. Itisrecognizedinthisstudythatagrowingnumberofstudiesoncommunitybased ecotourismdemonstratehowtouristsareattractedtoanexperientiallearningoflocal cultureandhowitcontributestothesustenanceofthehostcommunity. Indeed,combiningnaturetourswithasocialcontributionprovidearicherandmore meaningfultouristexperience.Inessencethispaperdemonstratesthatthesame benefitfortouristsappliestoresearchers.Experientialresearchincreasesthe potentialoftheresearchinvestigatortointegrateawidersectorofinfluencestothe phenomenabeingstudied. Thisresearchalsoinvestigatescommunityhousinginvariousecotouristdestinations inthePhilippines,inparticular,theGawadKalinga VillagesinCamSur,Philippines thatareseenastouristattractionsasidefromitsnaturalresources.TheGK communitiesareimplementedthroughselfhelphousingprovisionforthepoorand homelessresidentsthroughBayanihan(voluntarymutualhelp)spirit.Thehomestay
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experiencewasfoundasausefulapproachineffectivelyconductingparticipatory observation,FGDworkshops,interviewsandsuveys.Thedatagatheredledtoamodel thatestablishestheinfluenceofhousingstrategiesonecotourismdevelopmentin termsofcommunityparticipation.
What do we learn from prison theatre research?

Alan Scott
University of Canterbury, New Zealand
ThispaperwilllookattheworkoftheMaoritheatreineducationcompany:TeRakau HuaOTeWaoTapu.Forthelastfewyearsthecompanyhasworkedinprisons,youth justicecentresandinthecommunity,employingtechniquesfromgrouptherapy, angermanagementandaddictiontherapytoenableparticipantstopresentpublic theatreabouttheirlivestoapayingaudience.Thetheatreisalsopoliticaltheatre, challengingbothparticipantsandaudiencestoanalysewheretheresponsibilityfor crimelies.UsingelementsofMaoriritualsuchaskaranga,waiataandhaka,the companybreakswiththeculturalformofconventionalWesterntheatretoproducea biculturaltheatrepractice.Theaimofthebiculturalpracticeistousetheatreasa formofrehabilitationandtoapplytheatretothepurposeofchange.Atthesame time,TeRakausbrandofappliedtheatrehasexploredtheresearchquestion:Whatis itthatturnspeopletolawlessness? Byexploringanduncoveringthedistressingandabusivechildhoodexperiencesof prisonersandatriskyouth,thecompanyhasprovidedauniqueinsightintothe causesofcrime.Atthesametime,ithasrevealedtheinterconnectionsofrace,class andgenderinrelationtocrimeinNewZealandsocietyandprovidedinsightsinto humannatureandissuesofsocialempowerment.ThispaperwilloutlineTeRakaus innovativeandcreativeapproachtoresearchintoyouthoffendinganddiscussits findings.Thepaperalsoinvestigatestheimplicationsarisingfromtheworkinrelation towhatistocountasresearch,howitistobepromulgatedandwhetherresearch thatusesanartsbasedpracticeandmethodologyisproblematic.
To analyze the completeness of Electronic Medical Records (EMRs) during Tele-consultation for making diagnosis at provider end
Raman Sharma1, A.K. Gupta2
1, 2 Department
of Hospital Administration GMCH 32, Chandigarh, India
Telemedicineisaimedtoprovidehealthcaretoruralpopulations,especiallywhere thereisascarcityofresources.Astelemedicineisuniqueamonghealthcareservices, especiallyindevelopingcountries,inlackingevidenceofitseffectiveness;the

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increasingdemandadvocatestheclinicaltelemedicinetoundertakemoreandbetter evaluationsofitspracticality,value,andaffordability.Toanalyzethecompleteness andpracticalityofEMRPerformaformakingdiagnosisatproviderendduringTele consultations,astudywasconductedinPGIMER,atertiarymultispecialtyreferral institutethathasbeenprovidingTeleconsultationstotwentypartnersites.The clinicianswererequestedtofillupaPretestedcloseendedQuestionnaireaftertheir Teleconsultationsessionwasover.Outof367Teleconsultationsreceivedduring studyperiod,itwasfoundthatin231(62.9%)casesdiagnosiscouldbemade,while 136(37.1%)casesremainedundiagnosed.Onfurtheranalysis,itwasfound,that chiefcomplaintswereenumeratedin232(63.2%)cases,Historyexplainedcompletely in166(45.2%)casesandPersonalhistoryin194(52.9%)cases.In74(20.1%)Tele consultations,Vitalshadbeenrecorded,filledandGPEdonein164(44.5%)ofcases. Investigationsanddiagnostictestshadbeendoneinjust194(52.9%)ofcases. PediatriciansreferredtothisTelemedicineservice(19.5%cases)morefrequentlythan otherspecialties. Thus,stresswasneededtobefocusedondevelopinganappropriateandsimpleEMR Performawhichmaybefilledeasilyandneedmodificationsspecialtywise,and,also thereferringphysicianneedtobemotivatedtosupplyallthenecessaryclinicaldetails tofacilitatetheTeleconsultantatproviderendinmakingcorrectdiagnosis.
Learning from experience: Reflections on the challenges of researching across borders.

Andrew Philip Smith
Bethlehem Tertiary Institute, New Zealand
Researchprojectsintheirfinalpresentedformoftenappearwellorderedandtidy. However,therealityoftheprocesscanbequitedifferent. Inanincreasinglycomplexresearchenvironment,researchersarefrequentlyfinding themselvesworkingacrossculturaldivides,andneedingtonegotiatethechallenges thatcomewithsuchsituations.Thispaperreflectsonthelearningfromtheprocessof conductingthreeresearchprojectsundertakenbytheauthorinrecentyears,either aloneorastheleaderofateam.Eachoftheprojectsinvolvedworkingorattempting toworkacrossbordersborderscreatedbyeitherthenatureofthepersonnel involvedorthesubjectmaterialoftheproject.Therewasaneedtoacknowledge multiplesetsofvaluesandperspectives,andyetcreateacoherentfinishedproduct acceptabletoafundingorcommissioningagency.Thedivideswereofdifferingtypes cultural,methodological,ethicalbuttherearesimilaritiesinthethreeworking acrossbordersexperiencesthatmeritconsiderationoftheprojectsasagroup. Forthepurposeofthereflection,theanalogyofanartgalleryisused,andtherolesof
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subject,artist,curatorandgalleryownerareusedasmetaphorstoconsidertherights andresponsibilitiesofparticipants,researchersandfundingagencies. Issuesofresearcheridentityandintegrity,ownership,andcollaborationand teamworkarediscussedinthehopeoflearningfromexperience.
The development of pre-service science teachers teaching assessment standard criterion for supervision
Akarat Sreethunyoo
Kasetsart University, Thailand
Thepurposeofthisdescriptiveresearchistodevelopacriterionforevaluatingpre servicescienceteachersteachingpracticesbasedoncooperatingteachersand universitysupervisorsviews.Theviewsofcooperatingteachersanduniversity supervisorsinschoolsandscienceteacherpreparinginstitutesinThailandonpre servicescienceteachersteachingpracticeswerecollectedbyquestionnaire.Thedata wasanalyzedandservedasabasisfordevelopingthestandardcriteria.Themeeting wasconductedwithfiveexperiencedcooperatingteachersandfiveuniversity supervisorstomodifythestandardcriterion.Thefindingsshowedthreeaspectsof planninginstruction,teaching,andlearningenvironmentshouldbeincludedinthe standardcriterion.Inaspectofplanninginstruction,thereweresixcriteriaincluding understandingaboutcurriculum,contentknowledge,teachingstrategies/techniques, studentslearning,learningmediaandresourcesandassessmenttechniques.Inaspect ofteaching,thereweresixcriteriaincludingeffectiveinstruction,meaningful learning,appropriateassessmentandeffectivecommunication.Thelearning environmentincludedcareandrespecttostudents,physicalenvironment,motivated studentlearning,andclassroommanagement.Moreover,theindicatorsof performancesthatdescribewhatpreservicesscienceteachershoulddemonstratein eachcriteriaareinformed.Thefindingsofthisstudywillbeusedtobeaguidelinefor cooperatingteachersanduniversitysupervisorsforsupervisingstudentteachers duringfieldexperience.
Assessing the effect of studying abroad on the global awareness of engineering and technology students
Ronald Sterkenburg
Indiana, USA
Studyabroadwasonewaytoengagestudentsintheglobalmarket,andisusedby manyinstitutionsofhighereducationtointroducetheirstudentstoglobalization.The
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specificproblemtobeaddressedbythisquantitativestudyiswhetherstudyabroadis asuitableeducationalmethodthatwillendowengineeringandtechnologystudents withtheglobalawarenessandmotivationtopursueinternationalcareers.The participantsforthisstudywereundergraduatestudentsenrolledinthecollegeof engineeringandthecollegeoftechnologyatPurdueUniversity.Thisquantitative studyutilizedanexpostfactodesign,andawebbasedsurveywasusedtocollect evidencefromstudents.Theresponserateforthestudyabroadgroupwas56.5% (N=111)andtheresponserateforthenonstudyabroadgroupwas51.5%(N=103).A posthocpoweranalysisindicatedthatthesamplesizewassufficient.Ananalysisof thedemographicdatarevealedthatgender,age,andacademicclassificationwere possibleconfoundingvariables.Theresultsoftheindependentttestsforglobal awarenessandmotivationtopursueaninternationalcareerindicatedthattheeffects ofstudyabroadwerestatisticallysignificant.ThefactorialANOVAforinbetween subjecteffectsforbothglobalawarenessandmotivationtopursueaninternational careerindicatedthattheeffectoftheindependentvariablestudyabroadwas statisticallysignificant.Theeffectofcofoundingvariablegenderwasalsostatistically significant.Theeffectsofageandacademicclassificationwerenotstatistically significant.Theconclusionofthisresearchisthatuniversityadministrators,faculty, andpersonnelinvolvedinstudyabroadshouldpromoteandexpandstudyabroad opportunitiesforengineeringandtechnologystudentsandintegratestudyabroadin thecurriculumtopreparestudentsforaglobalworkforce.
English for non-English speakers Multi-level classroom management

Edwin Tan Pwan Sung
Singapore
Mostofmyadultstudentsarelinguistically,culturallyandethnicallydiverse; therefore,Iamoftenfacedwithformidablechallengesinteaching.Byfar,managing multilevelEnglishclassesismostchallengingforme.WhenIhaveamixclassof localbornSingaporeansandforeignstudentsinthesameclass,thelanguageissue becomesmoreobvious.Thus,mylessonplansareoftenwrittenwithmultilevel activitiesthatcatertostudentswithdifferentstrengths. Interestingly,Irealizedthatnotallstudentsofaparticularnationalityareweakin Englishlanguage.Therefore,Iwouldsaythatitisessentiallyimportantforthe teachertohavestrongclassroommanagementskills. Forinstance,whendoingpairorgroupwork,theteachershouldmakesurethat strongerandweakerstudentshaveopportunitiestointeractandlearnfromeach other.ThoughinthepastIoftenplacedstrongerandweakerstudentstogetherwhich isarathertraditionalpractice,Inowlearntoapplymultilevelmanagementinclass.
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Insuchacontext,strongandweakstudentsareformedintoseparateclusterstowork ontheirrespectivetasks.Whentheyhavecompletedtheirtasks,individualswill sharewithintheirowngroupandthewholeclasswillalsolearnfromtheteacher.Itis expectedtohavesomeresistancewhenadoptingthismethod,butstudentsgenerally feelagreatersenseofachievementwithintheirrespectiveclusters.
Students perceptions of the blended learning environment in EFL instruction

Thitirat Suwannasom
Naresuan University, Thailand
ThetertiaryEFLinstructionintheInformationageneedstokeepupwiththetrendof usingICTtoenhancestudentslanguagelearningaswellastopromotestudents learningautonomy.Thispaperaimstoinvestigatestudentsperceptionsabouttheir learninginablendedenvironmentinwhichfacetofaceinstructionandonline activitieswereincorporated.Thesurveyquestionnairewasadministeredto33 studentsofanacademicreadingclassinwhichstudentsrequiredtopracticeacademic readingskillsinbothonlineandfacetofaceenvironments.Theresultsrevealthat studentsfoundtheonlineexercisesandmaterialsusefulfortheirlanguagelearningas theyfeelpositiveabouthavingcontrolovertheirownlanguagelearningand practices.Althoughstudentsexpressedpositiveattitudestowardsusingtechnologyto enhanceEnglishlanguagelearning,theymentionedthatteachersupportisgreatly neededintheblendedenvironment.
The effectiveness of constructivist approach-based experiments in teaching selected physics concepts

Lorelei C. Tabago
Isabela State University, Philippines
Thestudydevelopedconstructivistapproachbasedexperimentstodetermineits effectivenessinteachingphysicsconcepts.Intheconductofthestudy,thequasi experimentfollowinganonequivalentcontrolgroupdesignwasused.Thestudy startedwiththeadministrationofpretestandattitudeinventorytest.Theteaching makinguseofconstructivistapproachbasedexperimentsfortheexperimentalgroup andtraditionalexperimentsforthecontrolgroupfollowed.Finally,itendedwiththe administrationoftheposttestandattitudeinventorytest. Thecontrolgroupandtheexperimentalgroupwereequalintermsofcognitivelevel inphysics.However,thestudentsexposedtotheconstructivistapproachhad

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significantlyhigherposttestscoresandhighermeangainscoresthanthestudents exposedtotraditionalapproach.Thestudyalsorevealedthattheexperimentalgroup developedamorepositiveattitudetowardsphysicsthanthecontrolgroup.There wasasignificantdifferencebetweenthepostachievementscoresofthestudents exposedtoconstructivistapproachbasedexperimentsandtraditionalexperiments. Asrevealedinthestudy,theConstructivistApproachBasedExperimentsareeffective inenhancingstudentsachievementandindevelopingamorepositiveattitude towardsphysicsthantheTraditionalExperiments.Furthermore,thestudents achievementandattitudetowardsthesubjectcanbeintensifiedwhentheywork cooperatively,providingthemwithmoreopportunitiestoapplytheirownskillsand maketheirowndecisionsthusovercomingtheirmisconceptionsonthesubject. Theconstructivistapproachbasedexperimentsreallyaffirmeditsworthand advantageasinstructionalmaterialinteachingphysicsconcepts.
International medical graduates in Tasmania: Issues, and acculturation in the rural and remote context
Daniel Robert Terry, Quynh L, Jess Woodroffe3, Kathryn Ogden
AnAustralianwideshortageofdoctorshasledtoanincreasedrelianceon InternationalMedicalGraduates(IMGs)recruitment.Undercurrentpolicymandates, IMGsareoftenplacedinruralandremoteareaswhereashortageandmaldistribution ofdoctorsoftenexist.Concernsregardingimmigration,appropriatesupportand ongoingexaminationprocesseshavebeenexpressedbyIMGs;howeverthereisvery littleinsightintotheintegrationandacculturationofIMGsastheyresideintherural Tasmaniacontext. ThestudyaimstoexploretheexperiencesandchallengesofIMGslivingandworking inruralandremoteTasmania,andhowthisinformstheacculturationprocess.It attemptstoidentify: thebarriersandenableswhichIMGsfaceastheyworkinTasmanian communities; theacculturationprocessandstrategieswhichfacilitatesacceptanceofIMGs byotherhealthserviceprovidersandthecommunity;and strategiesusedbyIMGstoimprovecommunityengagementandintegration. Amixedmethodologywillbeemployedinthestudy.Quantitativeandqualitative methodsincludingsurveysandindepthinterviewswithIMGsworkinginruraland
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remoteTasmaniawillbeusedtoinformtheresearchaims. BasedoncurrentliteratureitisanticipatedIMGsinruralTasmaniamaybe comparabletoIMGsinotherAustralianruralsettings.Forexample,integrationand acculturationislikelytooccurrapidlyamonghighereducatedmigrants,IMGswith Australianspousesandthosewhohavepracticedinruralsettingspriortomigration. However,maintainingculturalandreligiousconnectivitymaybechallengingin Tasmania.ItisalsoexpectedacommunitysawarenessandabilitytoembraceanIMG andhis/herfamilysculturaldifferenceswillremaincrucialforacculturationand retentioninTasmania.
Developing the theoretical framework for topic knowledge transferring in second language writing
Trinh Ngoc Thanh
National University of Singapore, Singapore
Thepaperaimstodiscusstheimportanceofunderstandingtheoreticalelaborationon topictransferringknowledgefromL1toL2inSecondLanguageWriting(L2Writing). Withthehopetobuildathoroughtheoreticalframeworkinthetransferring knowledgeactivity,thepaperwillmakeanattempttomovefromthelimitof understandingtransferringknowledgeinL2writingastheL2translatingactivity; rather,itshouldbetheroleofinteractionthatwillamendthecognitiveandaffective dimensionsinexploringthetopicknowledgetransferringinL2writingatthedeeper level.Thepaperissupportedbythekeyargumentthattopicknowledgetransferring activityforL2Writingshouldbetheresultsthedualcycleofinteractionsbetweenthe externalenvironmentandindividualinternalconstructionofinknowledgeandout knowledgewithanemphasisontheroleoflanguageandcommunicationinhuman cognition.Thedualcycleofinteractionsasillustratedintheoreticalframeworkand themodelsketchareintegratedinplanningandrevisingbehavioursastheinitialand finalstagesoftopictransferringactivity.Animportantimplicationofthepaperisto opennewdirectionsforfutureresearchintopicknowledgetransferringinL2writing. Suggestionsfornewdirectionsforfutureresearchareconductedfromtheelaborative literaturereviewsoftheroleofcommunicationinL2Writing,L2writerscognitive constraintsandresearchinplanningandrevisingbehaviours.
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A pseudo-phenomenological inquiry on the anatomy of the outstanding teacher educators in a state university in the Philippines
Bonimar A. Tominez
Nueva Vizcaya State university, Philippines
Thisstudywasenvisionedtoinvestigatethevariablesthatcrafttheteaching effectivenessofoutstandingteachersoftheCollegeofTeacherEducationatthe NuevaVizcayaStateUniversityBayombongCampusduringtheschoolyears2007 2008and20082009andtocomeupwithacollectionofattributesthatmakeupan effectiveteacher. Thisresearchutilizedtheintegrativeapproach:acombinationofquantitativeresearch (descriptivesurvey)andqualitativeresearch(phenomenologicalinquiry).The respondentswerecategorizedasresearchparticipantsandresearchinformants. Surveys,documentarymappings,interviews,andclassroomobservationsweredone tosubstantiatethethemeofthestudy. Theinquiryauthenticatedthatanoutstandingteacherupholdsexcellenceandis highlyoptimistic,positive,enthusiastic,idealistic,taskoriented,risktaker,well organized,prioritizeswork,sensible,humorous,balancescompassionwithrules,puts primordialimportancetolongcherishedvalues.Hepromotestrustand understandinginbuildingcommunitypartnership;bringslearningexperiencesto maximumlevel;displaysasensitiveawarenessofstudentsfeelings;designs meaningfullearningexperiences;adjustslearningenvironment,employsgroupfocus; delegateslearningtasks;integratesconventionaltechnologywithmodernknowhow; directs/redirectshisstudentscoursesofaction;driveshisstudentstobringouttheir resourcefulness,creativity,independenceanddiligenceandoffersimprovementto theeducativeprocessthroughinnovativetechniquesderivedfromresearches.
The examination of the learning variables of students at secondary vocational schools

Pter Tth, Imre J. Rudas
Obuda University, Hungary
Inthepresentpaperanattemptismadetoexplorethelearningcharacteristicsof vocationalschoolstudentsinBudapest(Hungary),applyingaformerversionofKolbs LearningStyleInventory.Firstthetheoreticalbackgroundtotheresearchthenthe circumstancesoftheexaminationareformulated. Ourfouryearlongitudinalexaminationswereperformedbetween2007and2011in

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whichabout5000studentstookpart.InourrepresentativeexaminationKolbs LearningStyleInventorywasused,speciallyadaptedforstudentsatsecondary vocationalschoolsinHungary.Anonlineversionoftheinventorywasprepared. Insteadofmakingahypothesistestoftenappliedinpedagogicalresearch,questions wereconstructedbecauseresearchfocusingonlyontheverificationordismissalof hypotheseswouldhavelimitedtherecognitionofdeeperandmorecomplex connections. Themostimportantquestiontobeansweredbythepresentresearchiswhether learningvariablemaybeinterpretedasanattitudeofcharacteristicallyindividual cognitivestrategy,which,asapartofthepersonality,mostlyexpressesarelationto theacquisitionandapplicationofinformation,thatislearninginoneword. Differencesamongstudentswithrespecttoconcreteinformationacquisitiondeepen inhigheryears.Withrespecttotheotherlearningvariableschangeisminimalor seemsattitudinal.
Policy for all? The impact of centrally developed, universally applied policy on decision-making in Western Australian public schools
Karen Trimmer
University of Southern Queensland, Australia
Inmanyorganisations,policiesandproceduresaredevelopedtobefollowedand compliedwithbyallmanagersandstaffineachbranch,geographicallocationand community.Thesecentrallydevelopedgovernanceframeworksaredeemedtoapply toalldecisionmakingregardlessofcontextualcircumstancesthatapplylocally. Governmentschoolsarenoexception.InWesternAustralia(WA)principalsofpublic schoolsareprovidedwithguidancefortheirdecisionmakingbycentrallydeveloped educationalpolicyandproceduresincludedonaregulatoryframework.Policywriters withinthecentralofficehaveworkedundertheassumptionthatpoliciesand procedurescanbedevelopedthatwillapplyuniversallytoallschoolsand circumstances. Thispaperconsiderstheimpactofthisassumptiononrisktakingindecisionmaking byprincipalsinschoolsthathavedifferentcharacteristicswithintheschool community.Thepaperreflectsonastudyofprincipalsinastratifiedrandomsample of253WApublicschools.Itwasfoundthatprincipalsofschoolswherelocal circumstancesweredifferent,includinggeographicalandculturalfactors,weremore likelytotakerisksindecisionmaking.Asaconsequencetheseprincipalswerenot compliantwiththeDepartmentalregulatoryframework. Interviewswithprincipalsalsoindicatedthatpoliciescreatedcentrallywereoftennot
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applicabletoschoolsinremotelocationsorwithdifferentculturalcharacteristics, suchashighproportionsofIndigenousstudentsorstudentsfromawiderangeof culturalbackgroundswithEnglishasasecondlanguage.Thedilemmaforprincipalsis tobeabletotranslatelocallyidentifiedneedsintoalocaleducationalprogramwithin aschoolandsimultaneouslycomplywithallStateandCommonwealthdepartmental requirements.
Intercultural communication : the need for messy research

S. Paul Verluyten
University of Antwerp, Belgium
InthispresentationIwillcriticallyreviewvariousresearchmethodologiesthathave beenappliedtothefieldofinterculturalcommunication:sociology(e.g.,Hofstede), anthropology(e.g.dIribarne,crossculturalpsychology(e.g.,Nisbett)andlinguistics (discourseanalysisorconversationalanalysis,e.g.,Gumperz). Iwillarguethatallofthesemethodshavetheirsetbacks,andthatthereforeonlya multiprongedapproachwillallowustoshedsomelightonthecomplexfieldof interculturalcommunication:doingwhatUsuniercallsmessyresearch. Regrettably,mostoftheresearchthatiscarriedoutnowadaysinthefieldisinspired bysociology:itissurveybasedandquantitative.Aninventoryofarticlesinthe InternationalJournalofInterculturalRelationsshowsthatapproximately90%ofall publishedarticlesarequantitative.ThismaybeduetoHofstedesoverwhelming influence,butalsotothepressuretopublish:itiseasierandquickertoorganizea survey(possiblywithacaptiveaudiencesuchasonesownstudents)andprocessit statisticallythantocarryoutqualitative,fieldworkbasedstudies.Thereisapressing needformorequalitativeresearchinafieldsuchasinterculturalcommunication wherenumbersandfigurescanonlypleadtoverypartialanalysisandunderstanding.
Strengthening the teaching and learning of English language and literacy in Thai Schools.
Mark Vicars1, Nuntiya Doungphummes2, Marcelle Cacciatollo3, Tarquam Mckenna4, Shirley Steinberg5
1,3,4
Victoria University, Australia; 2 Suan Dusit Rajabhat University, Thailand ; 5University of Calgary,
Canada
OurpaperwillexaminetheimplementationofanEnglishLanguageandLiteracy researchprojectconductedinBangkok,2011betweeneducationalresearchersat
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VictoriaUniversityinMelbourne,AustraliaandSuanDusitRajaphatUniversity, Bangkok,Thailand.Theobjectiveofthejointresearchprojectwastodevelopand supportculturallyrelevantinnovationsinteachingandlearningofEnglishatprimary andsecondaryschoolsinThailand.Drawingontheprinciplesofpraxisinquiry,the projectsoughttogeneratereflexiveselfsustainingprofessionalteachingandlearning networksbetweenThaiteachersandThai/Australianeducationalacademics. Embeddedwithintheprojectwasacommitmenttoencourageandprovideongoing academicandpastoralsupporttotheThaiprimaryandsecondaryteachersandto encouragepractitionerinvestigationsofEnglishlanguageteachingandlearningin largemixedabilityEFLclasses.Anintegralfocusofourcollaborativeworkwasto maximizeopportunitiesfordevelopingmodelsofpracticethatbestsupportedthe implementationofcommunicativestudentcentredapproachestotheteachingand learningofEnglishlanguageandliteracy.Toachievethisobjectiveweimplementeda numberofblendedteachingapproachesinThaiprimaryandsecondaryschools.In documentingthefirstphaseoftheresearch,weofferanemergentanalysisofthe praxisofinterculturalethnographicorientatedresearchapproachesandreflecton andshareexperientialdatadrawnfromourexperiencesofworkingcollaboratively.
Exploring academic literacies of ESL undergraduate students

Wahiza Wahi, Marnie ONeill, Anne Chapman
The University of Western Australia, Australia
Whiletherehavebeenanumberofstudiesonundergraduatestudentsacademic literaciesinhighereducationworldwide,suchstudiesarelargelyconfinedtothe experiencesofEnglishasasecondlanguage(ESL)andnonnativespeakersofEnglish (NNSE)studentsintheEnglishasfirstlanguage(L1)ortargetlanguagemilieu. Informedbytheoriesofliteracyasasocialpractice,thispaperdescribesan explorationofundergraduatesacademicliteracypracticesandexperienceswithinthe contextinwhichEnglishisregardedasasecondlanguage(L2)whilethewidespread useofBahasaMelayuasL1ispredominantlyevidenced.Specifically,thispaper reportsthefindingsofadoctoralstudyonhowMalaysianundergraduatestudents acquireandexploitknowledgeintheirquesttomeetthedemandsplaceduponthem bytheirhigherlearninginstitution.Employingaqualitativecasestudyapproach,this paperdrawsondatagatheredfromfocusgroupandindividualinterviewswiththe studentsandsupplementedbyclassroomobservations.Keyfindingscentreonthe complexitiesofstudentsEnglishlanguageacademicliteracies,constitutingarich blendofmultipleliteracypractices,encapsulatingavarietyofacademicdiscourses andmixedchoicesoflanguageusetoserveawiderangeoflearningpurposesatthe tertiarylevel.Theresearchfindingsalsocallattentiontothestudentstechnical difficultiesandpessimisticoutlookontheiracademicliteracypracticesand competenciesinEnglish.
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The role of intercultural awareness in foreign language teaching and learning

Yanjun Wang
InAustralia,Chineseisrecognizedasoneofthefastestgrowinglanguagesandhas oneofthelargestgroupsofnonEnglishbackgroundspeakers.Aconsiderablenumber ofuniversities,collegesandschoolswithdifferentbackgroundsandsettingsare strengtheningorestablishingtheirownChineselanguageprograms.However, studentsindifferentprogramsgenerallyexhibitcollectivedifferencesinlearning objectives,motivationlevels,academicabilities,learningstyles,committedstudying timeframesandexpectationsoflearningoutcomes.Howtocreateabetterlanguage environmenttofacilitatestudentsdevelopmentofallfourmacroskillsintheir Chinesestudy?Whataretheprinciplesandpracticalwaysofadoptingteachingto catertheneedsofdifferentstudentsbodies? Thispaperbeginswithadescriptionofthecurrenttrends,issuesandchallengesof ChineselanguageeducationinthemulticulturalsocietyofAustralia;thesecondpart ofthearticleisabriefoverviewoflanguagepoliciesinAustraliaandthedevelopment ofChineselanguagelearning;thethirdpartofthearticledealswiththefindingsofa casestudyandanactionresearchstudy;thearticleconcludeswithsomeconcrete suggestionsforthedesignandimplementationofteachingmethodsthatfacilitate effectiveChineseteachingandlearning.
Innovative approaches to ethnographic case design for large projects

Annette Woods, Val Klenowski
Queensland University of Technology, Australia
Largeeducationalresearchprojectswithaqualitativecomponentbringadded complexitytodesign,datacollectionanddataanalysisforavarietyofreasons,not leastofwhichistheproblematicofdealingwithdatathathasbeencollectedby multipleresearchersacrossmultiplesites.Itisdifficultinsucharesearchcontextto supportanapproachthatgoesbeyondthepresentationofdescriptivecasestudies, writtenbyindividualresearchersbydrawingondatathattheyhavecollected themselves.Inthispaperwepresentanapproachdesignedtoenablealargeteamto workacrossdatasetscollectedbyindividualresearchersintheteamaspartofa largescaleevaluationofanationalnetworkofschoolsinAustralia.Theapproachset upaniterativeanddialogicanalysisspacewherenarrativeaccounts,descriptionsof dataaftercodingaccordingtoasetofanalyticquestions,andinterpretivediscussions
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ofthedatabythewholeteamwhichinthemselvesbecamepartofthedataset werecalledontoproduceanalyticcasereportsofindividualsites.Theapproach ensuredthattheindividualsiteswerenotpositionedinisolationamongstothercases, butinsteadthatanoverarchinganalysisofthecasesitesastheyworkwithina networkofschoolswasachieved.Inthiswaythefocusremainedonthenetworkof schoolsandhowindividualschoolsorcasesworkedwithinthatnetwork,andnoton thepresentationofindividualcasestudyreports.Thepaperendswithadiscussionof thechallengesofattemptingtoworkininnovativewayswithinlargeresearchteams andtheimplicationsofthisforanalysisofqualitativedatasetsinlargescaleresearch projectsineducation.
A study on key performance indicators (kpis) for basic education in Taiwan

Ching-Shan Wu, Robin Jung-Cheng Chen
National Academy for Educational Research, Taiwan
Theoriginofkeyperformanceindicators(KPIs)foreducationcanbetracedbackfrom therequiringofaccountabilityamonghighereducationinstitutions.Accordingtothe significantandpositiveimpactonhighereducation,KPIsforbasiceducationcanalso beregardedasthemainreferenceofschoolmanagement,effectivenessand competitiveness.Nevertheless,utilizingtheframeworkorconceptofKPIstothebasic educationisquiterare,eventhoughsomecertainperformanceindicatorsaregetting influentialwhilerunningtheschools.Basedonabovesituation,thispaperwillexplore thepossibleandappropriatewaysofdoingKPIsinelementaryandjuniorhighschools inTaiwan.DuetoTaiwanwinsveryhighreputationwithvariousinternational academicachievementtestsofbasiceducation,itisworthofusingKPIsasameanto illustratethesuccessfulexperiencescomingfromTaiwan. ThispaperwillarguethesuitabilityofKPIsforbasiceducationbygoingthroughfour dimensions,respectively,exploringthestrategies,factors,characteristicsandmodels thatdemonstratethepracticeofusingKPIsinelementaryandjuniorhighschooling. InordertosuccessfullytransferKPIsfromhighereducationtobasiceducation,this studyadoptedbothqualitativeandquantitativemethodstoconducttheresearch, includingindepthinterviews,focusgroups,andstatisticalanalysisofquestionnaires collectingfromschoolleaders.
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A methodological dilemma in cross-cultural and interdisciplinary research

Yang Yang
Thispaperdrawstogetherissuesofcrosscultureandinterdisciplinaryin conductingresearch.Crossculturalandinterdisciplinaryresearchishighlycomplexas itinvolvesarangeoffactorswhichcanbeconsideredfrommanydifferent,even conflictingpointsofview.Thispaperfirstlydefinestheuseofthesetwotermsin researchdesign.Itattemptstoexaminesomemethodologicalchallengesin conductingamixmethodsresearch,particularlyfocusingonthewaysinwhichthese issuesimpingeonbothdatacollectionandanalysisresearchprocess.Itisarguedthat thedesignofacrossculturalandinterdisciplinarystudynotonlydependsuponthe researchaimsandquestions,butalsorequiressomeconceptualandsociocultural consideration.
Social support to international tertiary students in an Australian regional context

Yun Yue and Quynh L
Culturaltransitioncanleadtoacculturativestresswhichhasahugeimpacton theacademicandemotionallifeofinternationalstudents.Astudywasconductedin anAustralianuniversitycontexttoexaminetheproblemsfacingAsian backgroundinternationalstudentsintheiracculturationintoannewcultural andenvironment.Inthisstudy,atotalof20internationalstudentsand5university staffwererecruitedinthesemistructuredinterviewstogivetheirunderstandingof socialsupportsysteminaregionalareainAustralia.Fourvitalsourcesofsocial supportwereidentified:family,friend,universityandcommunity.Dependingon differentfactors,eachsourceofsocialsupportplaysdistinctrolesinassisting internationalstudents.Evaluationtothesesourcesofsocialsupportwasalso discussedinthisstudy.Inordertoreleasetheirpressureandenhancetheir psychologicalandsocialwellbeing,asystemofsocialsupportshouldbeestablishedto helpthesestudentstoadjusttothenewdiscourse.
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plagiarism and research: International students perspective

Songtao Zhao
Plagiarismhasreceivedgreatattentioninteachingandlearningasstudentsare requiredtosubmittheiracademicworksforassessment.Itisexpectedthatstudents willbemoreawareofplagiarismwhentheyhavegonethroughtheundergraduate phaseoftheiracademicjourney.However,thismaynotbethecaseasresearch studentsmaynotbefamiliarwithmanyaspectsofplagiarismintheresearch discourse.Internationalstudentscaneasilycommitplagiarismunintentionallyifthe conceptplagiarismisnotclearlydefinedandcategorised.Forexamples,students maynotbeawarethatplagiarismalsoincludescopyingsomeonesideas.Thismay beduetothefailuretoidentifypublicdomainandprivatedomaininresearch.
Use of Defining Issues Test (DIT) to assess childrens social emotional competence
Mingming Zhou, Jessie Ee
Nanyang Technological University, Singapore
Thispaperreportsonthedevelopmentofaresearchinstrumentdesignedtoexplore thesocialemotionalcompetencies(SEC)ofprimaryschoolchildreninSingapore.This researchinstrumentwasdesignedbasedontheDefiningIssuesTest(DIT)originally developedbyRest(1975),byintegratingKohlbergsdilemma.TheDITwasadaptedto focusspecificallyonsocialemotionaldevelopmentbypresentingonescenariomost likelytobeencounteredbythechildreninschool.Itdescribedafourthgraderwho witnessedhisbestfriendbeingbulliedinschool.Thepaperexploresreasonsfor developingacontextspecific,reallifetest,anddetailsthemannerinwhichthiswas undertaken.Byansweringfivequestionsrelatedtothescenario,responsesfrom279 fourthgraders(52%boys)wereevaluatedbymatchingtothefiveSECidentifiedin CASELssocialemotionallearning(SEL)model,namely,selfawareness,social awareness,selfmanagement,relationshipmanagement,andresponsibledecision making.Ingeneral,whenaskedaboutwhattheywoulddoiftheyarebullied,12.9% ofthemreportedahighlevelofresponsibledecisionmakingbyconfrontingthe situationinapeacefullywayversus9.0%withalowlevelofresponsibledecision makingthroughretaliation.Also,90%ofthechildrenwereabletounderstandthe otherpersonsfeelingsandneeds.Whenquestionedaboutwhattheywoulddowhen theysawtheirfriendbeingbullied,96.4%reportedahighlevelofresponsible decisionmakingbyhelpingtheirfriendorusingstrategiestostopthebullyversus ignoringthesituationorfightingback(4.3%).36.2%oftherespondentschosetohelp theirfriendoutorapologizingfornothelpingonthespotaftertheincidentindicating
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ahighlevelofrelationshipmanagement.Thefocusoninstrumentdevelopmentto measureonesSECcontributestotheliteratureonresearchmethodsinSELandwill facilitatecrossgender/culturalcomparisons.
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Conference Convenor Dr Si Fan Contacts Australian Multicultural Interaction Institute

Phone: +61 (0)413725838 Email: Conference_convenor@auamii.com Web site: http://www.auamii.com
PO Box 61 Mowbray TAS, Australia 7248

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International Conference Innovative Research in a Changing and Challenging World

16 18 May 2012 Phuket, Thailand

International Conference Innovative Research in a Changing and Challenging World

16 18 May 2012 Phuket, Thailand

Conference Organising Committee

Keynote address 2 Hegemony, empowerment and challenges in a global research discourse

Keynote address 3 Researching across boundaries

Authorial voice in the academic discourse of Chinese international students

Secondlanguagewritingresearchhastypicallyconstruedauthorialvoiceasdeficient intheacademicdiscourseofsecondlanguagelearnersduetolinguisticandcultural differencesbetweenthelearnersL1backgroundandWesterntertiarycontexts.This

The challenges in Philippine maritime education and training

University, 2Thammasat University, Thailand.

To Swear or Not to Swear: The challenge of hip-hop in the language classroom

Cross-cultural Research in Mathematics Education: Challenges and Opportunities

Teaching to Learn- A Case Study of Peer Teaching

College Students Attitudes toward Plagiarism

GiventherapidexpansionoftheInternet,numerousstudieshavefocusedonthe associationbetweenInternetandawiderangeofdisorders.Thepresentationwill focusontherolethatnewtechnologiesplayonmentaldisorders.Therelationship betweenmentaldisordersandInternetingeneralwillbeexplored,drawingupona

specificstudycarriedoutbythepresenter,whichexaminedtheconnectionbetween socialanxiety(SA)andnetworkingsites,currentlythemostcommonlyusedfeatures oftheInternet.

Managing Technology in a Language Centre

Investigating Scientific Literacy at the Australian Science and Mathematics School

Extended piano techniques and two examples

microtones. Accordingthelimitedliteratureaboutsubject,likeonlyonedoctoratethesisinTurkey, bymakingthisanalysisthisstudywillmakeimportantcontributionstotheliterature.

The authors arguments in the discussion sections of research articles

Mostauthorsoftheresearcharticleshavetheirargumentsinthediscussionsection. Thisisimportantfortheresearcharticleswhenthesearticlesarepresentedforthe readers.Inaddition,argumentisconsideredessentialinresearcharticles.Therefore,it isalsoimportanttoseehowtheauthorsargumentsintheirresearcharticles.This

Communicative strategies in the Vietnamese cultural discourse

Rethinking School-Scientist Partnerships for the Challenges to establishing effective interactions .

EFL teachers views towards language learning strategies: An intercultural perspective

Ethical research in Indigenous Australian contexts and its practical implementation

Paradigms in mixed methods social research

Health and wellbeing of intermarried Filipino women in rural Tasmania

Conducting research in social media discourse: Ethical challenges

University, Thailand; 2University of British Columbia, Canada

Nail biting and mineral deficiency among children

University of Tasmania, Australia

Cultural sensitivity and cross-cultural research: A responsible researcher

of depth: Untrained learning support assistants to deliver meaningful post-sixteen education?

Tech-Savvy students: Implications for teaching TESOL online

University of Tasmania, Australia

Online Student Information System (OSIS) of Benguet State University

ThepurposewastoimprovetheabilityinreadingEnglishbyusingextraexerciseof TechnologyComputerStudentsatRajamangalaUniversityofTechnologySrivijaya Songkhla.Thepopulationwere34TechnologyComputerStudentswhotookan EnglishReadingSkillCourseatthefirstsemester2010.TheinstrumentswereaPre

Challenges of investigating second language development in the context of a theatrical performance

of Tasmania, Australia; 2Monash University, Australia

Exploring quality practice in contemporary Indigenous education

A place for language in a community setting

Practical network security: A capstone post graduate hands-on security unit

Learning styles, personality and reading comprehension performance

The characteristic of root canal sealer with bacteria in dentinal tubules

Indigenous housing and service learning: Understanding the community in Ecotourism

experiencewasfoundasausefulapproachineffectivelyconductingparticipatory observation,FGDworkshops,interviewsandsuveys.Thedatagatheredledtoamodel thatestablishestheinfluenceofhousingstrategiesonecotourismdevelopmentin termsofcommunityparticipation.

What do we learn from prison theatre research?

of Hospital Administration GMCH 32, Chandigarh, India

Telemedicineisaimedtoprovidehealthcaretoruralpopulations,especiallywhere thereisascarcityofresources.Astelemedicineisuniqueamonghealthcareservices, especiallyindevelopingcountries,inlackingevidenceofitseffectiveness;the

Learning from experience: Reflections on the challenges of researching across borders.

subject,artist,curatorandgalleryownerareusedasmetaphorstoconsidertherights andresponsibilitiesofparticipants,researchersandfundingagencies. Issuesofresearcheridentityandintegrity,ownership,andcollaborationand teamworkarediscussedinthehopeoflearningfromexperience.

English for non-English speakers Multi-level classroom management

Students perceptions of the blended learning environment in EFL instruction

The effectiveness of constructivist approach-based experiments in teaching selected physics concepts

The examination of the learning variables of students at secondary vocational schools

Intercultural communication : the need for messy research

Exploring academic literacies of ESL undergraduate students

The role of intercultural awareness in foreign language teaching and learning

Innovative approaches to ethnographic case design for large projects

A study on key performance indicators (kpis) for basic education in Taiwan

A methodological dilemma in cross-cultural and interdisciplinary research

Social support to international tertiary students in an Australian regional context