Allyson Holbrook

Doctoral supervision in a cross-cultural context: issues affecting supervisors and candidates

Publisher: Informa UK Limited

Date: 13-11-2013

DOI: 10.1080/07294360.2013.841648

Why we should capitalise on early childhood interest in engineering: changes in students’ interest over the school years

Publisher: Informa UK Limited

Date: 24-05-2021

DOI: 10.1080/22054952.2021.1928867

Influences on engineering enrolments. A synthesis of the findings of recent reports

Publisher: Informa UK Limited

Date: 23-04-2009

DOI: 10.1080/03043790902835940

Cohort Profile: The New South Wales Child Development Study (NSW-CDS)-Wave 2 (child age 13 years).

Publisher: Oxford University Press (OUP)

Date: 16-07-2018

DOI: 10.1093/IJE/DYY115

Ways of knowing in doctoral examination: How well is the doctoral regime?

Publisher: Elsevier BV

Date: 2008

DOI: 10.1016/J.EDUREV.2007.06.002

Investigating PhD thesis examination reports

Publisher: Elsevier BV

Date: 2004

DOI: 10.1016/J.IJER.2005.04.008

Appraisal of School Principals in an Australian Department of Education

Publisher: Informa UK Limited

Date: 1991

DOI: 10.1080/01619569309538722

Examiner comment on the literature review in Ph.D. theses

Publisher: Informa UK Limited

Date: 06-2007

DOI: 10.1080/03075070701346899

Assessment of the English Skills of Tertiary Students

Publisher: Informa UK Limited

Date: 1989

DOI: 10.1080/0729436890080204

Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles

Publisher: Elsevier BV

Date: 12-2017

DOI: 10.1016/J.LINGED.2017.07.008

The focus and substance of formative comment provided by PhD examiners

Publisher: Informa UK Limited

Date: 18-12-2014

DOI: 10.1080/03075079.2012.750289

Methodological developments in oral history: A multi-layered approach

Publisher: Springer Science and Business Media LLC

Date: 12-1995

DOI: 10.1007/BF03219599

Research Ethics in the Assessment of PhD Theses: Footprint or Footnote?

Publisher: Springer Science and Business Media LLC

Date: 27-04-2017

DOI: 10.1007/S10805-017-9276-Z

An analysis of Ph.D. examiners’ reports in engineering

Publisher: Informa UK Limited

Date: 16-06-2015

DOI: 10.1080/03043797.2015.1056096

Erratum to: Research Ethics in the Assessment of PhD Theses: Footprint or Footnote? (Journal of Academic Ethics, (2017), 15, 4, (321-340), 10.1007/s10805-017-9276-z)

Publisher: Springer Science and Business Media LLC

Date: 03-08-2017

DOI: 10.1007/S10805-017-9287-9

Links between research and schools: The role of postgraduate students

Publisher: Springer Science and Business Media LLC

Date: 08-2002

DOI: 10.1007/BF03216762

Timebanking, co-production and normative principles: putting normative principles into practice

Publisher: INTERNATIONAL JOURNAL OF COMMUNITY CURRENCY RESEARCH

Date: 2017

DOI: 10.15133/J.IJCCR.2017.004

The 2015 Middle Childhood Survey (MCS) of mental health and well-being at age 11 years in an Australian population cohort.

Publisher: BMJ

Date: 06-2017

DOI: 10.1136/BMJOPEN-2017-016244

Uses of qualitative data analysis software in educational research: The literature, the hard questions and some specific research applications

Publisher: Springer Science and Business Media LLC

Date: 12-1996

DOI: 10.1007/BF03219631

The processes and parameters of Fine Art PhD examination

Publisher: Elsevier BV

Date: 2004

DOI: 10.1016/J.IJER.2005.04.010

Student dispositions towards learning: A cross-sectional analysis

Publisher: Research Square Platform LLC

Date: 15-03-2022

DOI: 10.21203/RS.3.RS-1440345/V1

Abstract: This article reports the dispositional profile of 880 Masters students in Australia, based on their responses to an online survey. Learners’ dispositional attributes form the foundations for learning behaviour and therefore academic outcomes. The profile of the cohort overall was as expected for an elite academic group, yet there was substantial variation between in iduals. Cluster analysis identified three groups of students with meaningfully different dispositional profiles. These profiles related to academic achievement, with participants’ academic achievement most closely related to their epistemic attributes. It is argued that students at the Masters level typically possess the agentic attributes necessary for effective self-regulation. Epistemic attributes are therefore more relevant for differentiating between higher and lower achieving students at this level. The importance of sophisticated epistemic attributes is in line with the stated goals of postgraduate education around the world. Collectively, this evidence supports the explicit teaching of metacognitive and epistemic skills within postgraduate coursework degrees.

Identifying individual differences among doctoral candidates: A framework for understanding problematic candidature

Publisher: Elsevier BV

Date: 2012

DOI: 10.1016/J.IJER.2012.02.001

Affinity for music: A study of the role of emotion in musical instrument learning

Publisher: SAGE Publications

Date: 10-07-2014

DOI: 10.1177/0255761413491178

Abstract: For many people, the appeal of music lies in its connection to human emotions. A significant body of research has explored the emotions that are experienced through either the formal structure of music or through its symbolic messages. Yet in the instrumental music education field, this emotional connection is rarely examined. In this article, it is argued that identifying more about “liking music,” especially in young learners, has a role to play in explaining the music-learning experience and how participation in learning can be sustained. Based on findings from the qualitative elements of a larger study that explored student engagement with learning, this article proposes the concept of “affinity” as the affective and subjective connection to music that motivates in iduals’ continuing involvement with music.

PhD Theses at the Margin: Examiner Comment on Re-examined Theses

Publisher: Informa UK Limited

Date: 05-2004

DOI: 10.1080/17508487.2004.9558608

Learning patterns in music practice: Links between disposition, practice strategies and outcomes

Publisher: Informa UK Limited

Date: 06-2012

DOI: 10.1080/14613808.2012.685454

ENGINEERING IN CHILDREN’S FICTION - NOT A GOOD STORY?

Publisher: Springer Science and Business Media LLC

Date: 14-05-2008

DOI: 10.1007/S10763-008-9129-8

Examining PhD and research masters theses

Publisher: Informa UK Limited

Date: 06-2013

DOI: 10.1080/02602938.2011.638738

Connection to the natural environment and well-being in middle childhood

Publisher: Mary Ann Liebert Inc

Date: 12-2018

DOI: 10.1089/ECO.2018.0010

University students’ writing: Types of errors and some comparisons across disciplines

Publisher: Informa UK Limited

Date: 1992

DOI: 10.1080/0729436920110202

Examiner reference to theory in PhD theses

Publisher: Informa UK Limited

Date: 02-01-2015

DOI: 10.1080/14703297.2014.981842

New South Wales child development study (NSW-CDS): An Australian multiagency, multigenerational, longitudinal record linkage study

Publisher: BMJ

Date: 02-2016

DOI: 10.1136/BMJOPEN-2015-009023

Models for vocational guidance in australia 1920s-1930s: American influence in conflict with british tradition

Publisher: Informa UK Limited

Date: 08-1989

DOI: 10.1080/10408347308003331

Doctoral candidates as learners: a study of individual differences in responses to learning and its management

Publisher: Informa UK Limited

Date: 05-2017

DOI: 10.1080/03075079.2015.1034263

From rupture to resonance: Uncertainty and scholarship in Fine Art research degrees

Publisher: SAGE Publications

Date: 20-11-2013

DOI: 10.1177/1474022212465687

Abstract: This article focuses on the phenomenon of ‘rupture’ identified in student narratives of uncertainty and scholarship experienced during the course of Fine Art research degrees in two Australian universities. Rupture captures the phenomenon of severe disruption or discontinuity in existing knowledge and typically signifies epistemological rift for the students. On one level candidates become anxious and directionless on another they adapt and resolve the challenges they face. All candidates enter research degrees ready to be challenged, but can soon become overwhelmed by what they perceive as chaos in their thinking, combined with organizational hurdles and, in the disciplinary area of fine art, an unfamiliar and newly evolving community of practice. They identify struggle as a crucial stage in their scholarly development, knowledge construction and the advancement of research and art making in their discipline area. This article advances a perspective on the roles of challenge and adaptivity in knowledge production that further informs the literature on the supervision needs of new researchers.

Wellbeing and doctoral candidature: the background and development of the importance to doctoral wellbeing questionnaire

Publisher: Informa UK Limited

Date: 25-10-2022

DOI: 10.1080/14703297.2022.2138939

Oral defence as a feedback mechanism in doctoral development and examination

Publisher: Springer Science and Business Media LLC

Date: 09-06-2021

DOI: 10.1007/S13384-021-00456-6

Professional Confidence: A Powerful Enabling Mechanism in the Transition to Becoming a Specialist RN: Qualitative Findings from a Mixed Method Study

Publisher: Coventry University, Lanchester Library

Date: 2014

DOI: 10.11120/PBLH.2013.00023

Understanding the language of evaluation in examiners' reports on doctoral theses

Publisher: Elsevier BV

Date: 09-2015

DOI: 10.1016/J.LINGED.2015.06.004

The University Of Newcastle

Location: Australia

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The Impact Of Examiner Feedback On Doctoral Learners And Thesis Outcomes

Start Date: 2018

End Date: 2019

Funder: Australian Research Council

Using Learner Profiles To Enhance Research Learning

Start Date: 2015

End Date: 2019

Funder: Australian Research Council

A Cross-national Study Of The Relative Impact Of An Oral Component On PhD Examination Quality, Language And Practice

Start Date: 2011

End Date: 2013

Funder: Australian Research Council

The Identification And Development Of Strategies For Increasing Engineering Enrolments

Start Date: 2005

End Date: 2008

Funder: Australian Research Council

Modelling And Validating An Approach To Maximise Consistency In Research Thesis Examination

Start Date: 2008

End Date: 2010

Funder: Australian Research Council

Influences Of Metacognitive Beliefs On Success In PhD Candidature

Start Date: 2009

End Date: 2011

Funder: Australian Research Council

PhD ASSESSMENT: AN INVESTIGATION OF EXAMINATION PROCESS, EXAMINER CONSISTENCY AND FACTORS THAT IDENTIFY THESIS QUALITY ACROSS DISCIPLINES

Start Date: 2003

End Date: 2005

Funder: Australian Research Council

The NSW Child Development Study

Start Date: 2011

End Date: 2014

Funder: Australian Research Council

Discovery Projects - Grant ID: DP0880092

Start Date: 01-2008

End Date: 12-2010

Amount: $175,000.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP110103007

Start Date: 07-2011

End Date: 06-2014

Amount: $194,000.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP150102088

Start Date: 01-2015

End Date: 06-2022

Amount: $313,536.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP0987446

Start Date: 2009

End Date: 11-2012

Amount: $190,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP0562653

Start Date: 09-2005

End Date: 08-2009

Amount: $206,433.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP180100448

Start Date: 01-2018

End Date: 12-2020

Amount: $163,460.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP0343462

Start Date: 2003

End Date: 06-2006

Amount: $174,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP110100150

Start Date: 06-2011

End Date: 06-2017

Amount: $429,099.00

Funder: Australian Research Council