James Cook University Course and Subject Handbook - 2005

POSTGRADUATE COURSES

Students are advised that all subjects are offered on condition that staff and resources are available.

CONTENTS

ANTHROPOLOGY, ARCHAEOLOGY AND SOCIOLOGY

Postgraduate studies may be taken in the School for the following awards:

Graduate Certificate of Maritime Archaeology

Graduate Certificate of Social Science

Postgraduate Certificate of Cultural Heritage Studies

Graduate Diploma of Arts or Social Science

Graduate Diploma of Maritime Archaeology

Master of Arts or Social Science by research

Master of Science by research (Archaeology)

Master of Cultural Heritage Studies (evaluation by research and coursework)

Master of Maritime Archaeology

Doctor of Philosophy.

CHILD PROTECTION PRACTICE

POSTGRADUATE CERTIFICATE OF CHILD PROTECTION PRACTICE

The Postgraduate Certificate provides specialist education in the field of child protection.

SCHEDULE

COMMUNITY DEVELOPMENT

POSTGRADUATE CERTIFICATE OF COMMUNITY DEVELOPMENT

This course is designed for social welfare professionals who work in community agencies, government departments and communities.

SCHEDULE

COMMUNITY WELFARE

Postgraduate studies in Community Welfare may be pursued leading to the awards of Graduate Diploma of Arts or Social Science, Postgraduate Diploma of Social Welfare or Master of Social Policy. Candidates should consult the Head of the School of Social Work and Community Welfare.

CULTURAL HERITAGE STUDIES

MASTER OF CULTURAL HERITAGE STUDIES

The program provides an opportunity for advanced professional training within the area of cultural heritage management. The course is evaluated by a combination of research and coursework.

SCHEDULE A

POSTGRADUATE CERTIFICATE OF CULTURAL HERITAGE STUDIES

SUBJECT SCHEDULE

EDUCATION

The School of Education offers a Master of Guidance and Counselling and programs within Graduate Certificate, Postgraduate Certificate and Master of Education.

Candidates for the Master of Education by coursework may, subject to the degree requirements, construct their own program from the subjects listed below. Candidates for the Master of Education with Honours may, subject to the degree requirements and availability of an appropriate supervisor, select any thesis topic which is acceptable to the faculty. These options are in Program A.

A number of identified programs have, however, been developed (options B to L). Candidates who complete one of these programs will have that specialism indicated on their academic record.

The Postgraduate Certificate of Education can be completed as a general program or as any one of the specialist programs B to L in the list of programs offered in the Master of Education degree. To fulfil the requirements for a specialist program, candidates should complete any two of the required subjects specified for the program, plus one other subject.

The Graduate Certificate of Education is available to James Cook University staff and educators from other institutions wishing to gain a qualification in tertiary teaching.

PROGRAM A – GENERAL

PROGRAM B – MASTER OF EDUCATION – ADULT AND VOCATIONAL EDUCATION AND TRAINING

The degree may be undertaken in coursework or honours mode.

PROGRAM C – MASTER OF EDUCATION – EARLY CHILDHOOD EDUCATION

The degree may be undertaken in coursework or honours mode.

PROGRAM D – MASTER OF EDUCATION – EFFECTIVE LEARNING AND TEACHING

The degree may be undertaken in coursework or honours mode.

PROGRAM F – MASTER OF EDUCATION – INDIGENOUS STUDIES

The degree may be undertaken in coursework or honours mode.

PROGRAM G – MASTER OF EDUCATION – LANGUAGE AND LITERACY

The degree may be undertaken in coursework or honours mode.

PROGRAM H – MASTER OF EDUCATION – LEADERSHIP AND ADMINISTRATION

The degree may be read in coursework or honours mode.

PROGRAM I – MASTER OF EDUCATION – LEARNING SUPPORT/SPECIAL EDUCATION

The degree may be undertaken in coursework or honours mode.

PROGRAM J – MASTER OF EDUCATION – LEARNING TECHNOLOGY

The degree may be undertaken in coursework or honours mode.

PROGRAM K – MASTER OF EDUCATION – RURAL STUDIES

The degree may be undertaken in coursework or honours mode.

This course is not offered in 2005.

A. Domestic Candidates

B. International Candidates

The degree may be undertaken in coursework or honours mode.

PROGRAM L – TERTIARY TEACHING

The degree may be undertaken in coursework or honours mode.

GRADUATE CERTIFICATE OF EDUCATION

This award in tertiary teaching is designed for JCU staff and educators from other institutions wishing to gain a qualification in tertiary teaching.

SCHEDULE

ENGLISH

Postgraduate studies in English may be pursued towards a Graduate Certificate of Arts, a Graduate Diploma of Arts, as well as the postgraduate research degrees of Master of Arts and Doctor of Philosophy.

Prospective students should consult the Head of the School of Humanities.

FAMILY THERAPY AND COUNSELLING

POSTGRADUATE CERTIFICATE OF FAMILY THERAPY AND COUNSELLING

This award is designed to add to social welfare professional practice skills in working with families.

SCHEDULE

FRENCH

(See Modern Languages)

GEOGRAPHY

(See Tropical Environment Studies and Geography)

GUIDANCE AND COUNSELLING

MASTER OF GUIDANCE AND COUNSELLING

SCHEDULE

HISTORY

The School of Humanities has an active postgraduate sector in which higher degree students undertake Master of Arts or Social Science and Doctor of Philosophy degrees by research only.

Graduate Certificates and Graduate Diplomas are available in Australian Studies, Southeast Asian Studies or Race Relations.

Intending students should consult with the Head of the School of Humanities.

HUMAN GEOGRAPHY

(See Tropical Environment Studies and Geography)

INDIGENOUS AUSTRALIAN STUDIES

The School of Indigenous Australian Studies offers full-time or part-time study to qualify for the Postgraduate Certificate of Indigenous Studies, the Postgraduate Diploma of Indigenous Studies, the Master of Indigenous Studies and Doctor of Philosophy. Prospective students should consult with the Postgraduate Coordinator.

Postgraduate research programs have been established to meet the growing demand for skilled graduates, knowledgeable about Aboriginal and Torres Strait Islander perspectives and cultural considerations in relation to research and development. Such people are needed for employment in Indigenous organisations, government agencies and in many areas of education, training, business, industry and commerce.

The research programs have relevance to people from many fields: Social Sciences, Education, Law, Arts, Commerce, Medicine, Public Health and Science, including Engineering and Marine Biology. It is intended that the skills and knowledge attained from these Courses will aid in the economic and social transformation of Indigenous people by increasing the self-determination of those who are employed in Indigenous organisations.

MASTER OF INDIGENOUS STUDIES

The Masters degree consists of 36 units of study to be completed within 18 months of full-time study or three years of part-time study.

Students may choose from the following three options:

Research Option

Students undertake a course of study leading to submission of a thesis, directed by a supervisor.

Coursework Option

Students study subjects from the list below.

Portfolio Option

Students complete a portfolio under supervision from the Director of Research.

POSTGRADUATE DIPLOMA OF INDIGENOUS STUDIES

24 units of study to be completed within one year of full-time study or two years of part-time study.

POSTGRADUATE CERTIFICATE OF INDIGENOUS STUDIES

12 units of study (subjects to be chosen from the list below) to be completed within six months of full-time study or one year of part-time study. There will be flexible delivery of subjects. Students who successfully complete the Postgraduate Certificate will be able to progress to the next level of study, the Postgraduate Diploma.

SUBJECTS OFFERED

All subjects for the Postgraduate programs are offered externally and include a three-day block on campus to enable students to access the expertise of staff at the School, including local Indigenous people skilled in relevant areas.

INFORMATION TECHNOLOGY

(See Faculty of Science, Engineering and Information Technology section of this Handbook)

JAPANESE

(See Modern Languages)

JOURNALISM

Postgraduate studies in Journalism may be pursued leading to the award of Graduate Diploma of Arts, Graduate Diploma of Journalism or Graduate Certificate of Journalism.

GRADUATE DIPLOMA OF JOURNALISM

The Graduate Diploma in Journalism is designed for part-time study. It is recommended that candidates complete the core before proceeding to elective subjects. Graduate Diploma students may not enrol in JN3018:03 Current Debates and Practices in Journalism in their first semester of study without special permission.

CORE SUBJECTS

SEMESTER 1

SEMESTER 2

ELECTIVES

GRADUATE CERTIFICATE OF JOURNALISM

SEMESTER 1

SEMESTER 2

LANGUAGES

(See Modern Languages)

MARITIME ARCHAEOLOGY

The discipline is taught by a small number of universities throughout the World (about 12). Flinders University of South Australia is the only other university in Australia involved in teaching maritime archaeology.

The graduate courses, as follows, are designed to provide students with a sound theoretical and methodological grounding in maritime archaeology and underwater cultural heritage management; to appreciate the place and role of maritime archaeology in the interpretation of marine sub-cultures as well as cultures in the wider text; and to understand the history of the practice of maritime and underwater archaeology.

MASTER OF MARITIME ARCHAEOLOGY

GRADUATE DIPLOMA OF MARITIME ARCHAEOLOGY

GRADUATE CERTIFICATE OF MARITIME ARCHAEOLOGY

MATHEMATICS

It is possible to gain an award of Master of Arts in Mathematics. Candidates should consult with the Head of the School of Mathematical and Physical Sciences.

MODERN LANGUAGES

Postgraduate studies in languages are available as part of a number of different awards or degrees, including the Graduate Diploma of Arts, the Master of Arts and the degree of Doctor of Philosophy. Students specialising in a particular language may qualify for any of these awards. In some cases, degree programs can be specially tailored to cater for students’ special needs. Prospective students are advised to consult the Head of the School of Humanities.

The School is, in accordance with state and national policies, committed to developing, in its students, language skills which are of use in the real world. Also in response to government policy it is committed to developing cross-cultural and inter-cultural knowledge as a way of increasing understanding between human beings.

Language and communication skills are now widely recognised as being critically important in many aspects of professional and business life. Given Australia’s clear commitment to internationalisation, the demand for speakers of languages other than English is certain to grow.

POLITICAL SCIENCE

The School of Humanities has an active postgraduate sector in which higher degree students undertake Master of Arts or Social Science and Doctor of Philosophy degrees by research only.

Graduate Certificate and Graduate Diplomas are available.

POPULATION STUDIES

Postgraduate work in Population Studies may be pursued through the School of Tropical Environment Studies and Geography, leading to a Postgraduate Diploma of Arts or Social Science in Population Studies.

PSYCHOLOGY

Postgraduate studies may be undertaken in the School of Psychology for the following awards:

Doctor of Philosophy

Doctor of Psychology.

Master of Psychology

Master of Psychology-Doctor of Philosophy

Master of Social Science by research (Psychology)

Postgraduate Diploma of Social Science

Postgraduate Diploma of Clinical Psychology

Postgraduate Diploma of Forensic Psychology

Postgraduate Diploma of Geropsychology

Postgraduate Diploma of Health Psychology

Postgraduate Diploma of Psychology

Graduate Diploma of Social Science

Postgraduate Certificate of Clinical Psychology

Postgraduate Certificate of Forensic Psychology

Postgraduate Certificate of Geropsychology

Postgraduate Certificate of Health Psychology

Graduate Certificate of Work Psychology in Rural Health Settings

DOCTOR OF PSYCHOLOGY

There are five majors of the Doctor of Psychology degree: Clinical, Clinical Geropsychology, Forensic, Forensic and Clinical, and Health. Details of each major follow:

CLINICAL

Level 1

SEMESTER 1

SEMESTER 2

Level 2

SEMESTER 1

SEMESTER 2

FULL YEAR

Level 3

FULL YEAR

CLINICAL GEROPSYCHOLOGY

Level 1

SEMESTER 1

SEMESTER 2

Level 2

SEMESTER 1

SEMESTER 2

FULL YEAR

Level 3

SEMESTER 1

SEMESTER 2

FULL YEAR

FORENSIC

Level 1

SEMESTER 1

SEMESTER 2

Level 2

SEMESTER 1

SEMESTER 2

FULL YEAR

Level 3

FULL YEAR

FORENSIC AND CLINICAL

Level 1

SEMESTER 1

SEMESTER 2

Level 2

SEMESTER 1

SEMESTER 2

FULL YEAR

Level 3

SEMESTER 2

FULL YEAR

HEALTH

The Major in Health is currently under review and may not be offered in 2005.

Level 1

SEMESTER 1

SEMESTER 2

Level 2

SEMESTER 1

SEMESTER 2

FULL YEAR

Level 3

FULL YEAR

MASTER OF PSYCHOLOGY

This course will provide advanced academic and practical postgraduate training for professional practice at a level sufficient to meet the criteria for State registration as a practising psychologist. It will also meet the requirement of six years academic training for membership of the Australian Psychological Society. To qualify for the award students must satisfactorily complete 48 credit units in the Psychology subjects listed below, consisting of:

• 27 credit units of designated course work;

• 12 credit units from three supervised practicums;

• 9 credit units by research dissertation.

Three majors are available as detailed below:

CLINICAL

Level 1

SEMESTER 1

SEMESTER 2

Level 2

SEMESTER 1

SEMESTER 2

FULL YEAR

HEALTH

The Major in Health is currently under review and may not be offered in 2005.

Level 1

SEMESTER 1

SEMESTER 2

Level 2

SEMESTER 1

SEMESTER 2

FULL YEAR

FORENSIC

Level 1

SEMESTER 1

SEMESTER 2

Level 2

SEMESTER 1

SEMESTER 2

FULL YEAR

MASTER OF PSYCHOLOGY–DOCTOR OF PHILOSOPHY

A joint Master of Psychology-Doctor of Philosophy degree is offered in the Faculty of Arts, Education and Social Sciences. For more information please contact Associate Professor Edward Helmes, Director of Professional Programs, School of Psychology.

POSTGRADUATE DIPLOMA OF CLINICAL PSYCHOLOGY

SUBJECT SCHEDULE

POSTGRADUATE DIPLOMA OF FORENSIC PSYCHOLOGY

SUBJECT SCHEDULE

POSTGRADUATE DIPLOMA OF GEROPSYCHOLOGY

SUBJECT SCHEDULE

POSTGRADUATE DIPLOMA OF HEALTH PSYCHOLOGY

This course is currently under review and may not be offered in 2005.

SUBJECT SCHEDULE

POSTGRADUATE DIPLOMA OF PSYCHOLOGY

SUBJECT SCHEDULE

POSTGRADUATE CERTIFICATE OF CLINICAL PSYCHOLOGY

SUBJECT SCHEDULE

POSTGRADUATE CERTIFICATE OF FORENSIC PSYCHOLOGY

SUBJECT SCHEDULE

POSTGRADUATE CERTIFICATE OF GEROPSYCHOLOGY

SUBJECT SCHEDULE

POSTGRADUATE CERTIFICATE OF HEALTH PSYCHOLOGY

This course is currently under review and may not be offered in 2005.

SUBJECT SCHEDULE

GRADUATE CERTIFICATE OF WORK PSYCHOLOGY IN RURAL HEALTH SETTINGS

SUBJECT SCHEDULE

SOCIAL POLICY

Postgraduate studies in Social Policy may be pursued leading to the awards of Master of Social Policy and Master of Social Policy with Honours. These programs, offered within the School of Social Work and Community Welfare, are designed for students with an interest in undertaking advanced studies in social policy, social planning and community work.

MASTER OF SOCIAL POLICY

SUBJECT SCHEDULE

MASTER OF SOCIAL POLICY WITH HONOURS

Students may qualify for the course through a 12 unit Graduate Certificate of Research Methods. A grade of Credit (or better) is required in subjects.

The Master of Social Policy with Honours course consists of a 24 unit thesis or portfolio approved by the faculty.

SOCIAL SCIENCES

Postgraduate studies within the Faculty of Arts, Education and Social Sciences may lead to the awards of Master of Social Science, Postgraduate Certificate or Diploma of Social Science or Graduate Certificate or Diploma of Social Science. For specialist studies in the Social Sciences, see entries under Anthropology, Archaeology and Sociology, History, Psychology and Social Work and Community Welfare.

SOCIAL WELFARE

POSTGRADUATE DIPLOMA OF SOCIAL WELFARE

This course, offered within the School of Social Work and Community Welfare, prepares graduates for advanced practice in management counselling or community development in the social welfare sector. It can be taken as a one year full-time or two years part-time course, or longer as negotiated with the Head of School. Students are required to take at least 18 units from Part A of the Schedule and a maximum of 6 units from Part B.

POSTGRADUATE DIPLOMA SUBJECT SCHEDULE

SOCIAL WORK

Postgraduate studies in Social Work may be taken towards the awards of Graduate or Postgraduate Certificate of Social Science, Graduate Diploma of Arts or Social Science, Master of Social Work or Master of Social Work with Honours.

These programs of Master of Social Work and Master of Social Work with Honours, offered within the School of Social Work and Community Welfare, provide opportunities for social work practitioners to enhance their professional knowledge and skills. They are available by coursework or by research Honours

MASTER OF SOCIAL WORK

SUBJECT SCHEDULE

MASTER OF SOCIAL WORK WITH HONOURS

Students may qualify for the course through a 12 unit Graduate Certificate of Research Methods (in lieu of Masters Qualifying course). A grade of Credit (or better) is required in subjects.

The Master of Social Work with Honours course consists of a 24 unit thesis or portfolio approved by the faculty.

SOCIAL WORK AND COMMUNITY WELFARE

Postgraduate studies within the School of Social Work and Community Welfare may be pursued towards any of the following awards:

Doctor of Philosophy

Master of Social Policy (Coursework and Honours)

Master of Social Work (Coursework and Honours)

Postgraduate Diploma of Social Welfare

Graduate Diploma of Arts or Social Science

Graduate or Postgraduate Certificate of Social Science

Postgraduate Certificate of Community Development

Postgraduate Certificate of Family Therapy and Counselling.

The postgraduate studies program has been designed to address a range of learning styles and interests. Coursework studies in the programs have been made available in flexible delivery mode to provide the opportunity for people not residing near the campus to undertake postgraduate studies. Full-time or part-time on-campus studies are also available.

DOCTOR OF PHILOSOPHY

The School of Social Work and Community Welfare supports advanced research and scholarship, particularly work which relates to the Northern Australian social welfare context.

Before submitting an application to the University, each student is urged to discuss possible research areas with the Postgraduate Coordinator or Head of School.

SOCIOLOGY

(See Anthropology, Archaeology and Sociology)

STATISTICS

It is possible to gain an award of Master of Arts in Statistics. Candidates should consult with the Heads of the Schools of Information Technology; and Mathematical and Physical Sciences.

TEACHING

PROGRAM A: MASTER OF TEACHING (PRIMARY)

Level 1

SEMESTER 1

SEMESTER 2

Level 2

SEMESTER 1

SEMESTER 2

PROGRAM B: MASTER OF TEACHING (SECONDARY)

Level 1

SEMESTER 1

SEMESTER 2

Level 2

SEMESTER 1

SEMESTER 2

TERTIARY TEACHING

(See Education)

TROPICAL ENVIRONMENT STUDIES AND GEOGRAPHY

A wide range of postgraduate studies is offered through the School of Tropical Environment Studies and Geography. Degrees and programs are as follows:

Master of Arts or Social Science (Human Geography)

Master of Arts or Social Science (Tropical Environment Studies)

Postgraduate Diploma of Arts or Social Science (Population Studies)

Graduate Diploma of Arts or Social Science (East and Southeast Asian Studies)

Graduate Diploma of Arts or Social Science (Geography)

In addition, facilities are available for PhD studies.

Postgraduate studies in Tropical Urban and Regional Planning are also available. Prospective students should consult with the Head of School.

The School of Tropical Environment Studies and Geography has the best equipped geographical information systems laboratory in Northern Australia and a cartographic centre which contains an extensive archive of land and natural resource information for tropical Queensland.

WOMEN’S STUDIES

Postgraduate programs in Women’s Studies are coordinated through the Centre for Women’s Studies. Candidates may specialise within a Master of Arts or Social Science degree or study towards one of the awards in Women’s Studies detailed below.

MASTER OF WOMEN’S STUDIES

As part of the commitment of the Centre for Women’s Studies to serving the diversity of women in the community, a three-step masters degree is offered. This consists of a Postgraduate Certificate and Postgraduate Diploma of Women’s Studies and Master of Women’s Studies. A Postgraduate Certificate consists of one-third units (12) of a master’s degree and a Postgraduate Diploma consists of two-thirds units (24) of a masters degree. In this model, candidates can build toward a Master of Women’s Studies by sequentially completing the Certificate and Postgraduate Diploma options.

A masters degree consists of a 36 units program, approved by the Executive Dean, made up of subjects selected from the list below. Parts A and B must be included.

SCHEDULE A

MASTER OF WOMEN’S STUDIES WITH HONOURS

Students may qualify for the course through a 12 unit Graduate Certificate of Research Methods (in lieu of Masters Qualifying course). A grade of Credit (or better) is required in subjects.

The Master of Women’s Studies with Honours course consists of a 24 unit thesis or portfolio approved by the faculty.

POSTGRADUATE DIPLOMA OF WOMEN’S STUDIES

SUBJECT SCHEDULE

POSTGRADUATE CERTIFICATE OF WOMEN’S STUDIES

SUBJECT SCHEDULE

RESEARCH ACTIVITIES

North Queensland on the Pacific Rim

Culture and continuity in the island societies of the Torres Strait;

The investigation of maritime archaeological sites and seascapes in Australia and the Pacific;

Colonisation and colonialism in Northern Australia.

Cultural, Political and Environmental Change

Health and social change in Indigenous Australia;

Urban formations and global processes;

The investigation of sustainable development and appropriate technology;

Ethnicity, nationalism and racism in Asia and Australia;

Resource development and environmental exploitation in Australia and Papua New Guinea.

Issues in cultural heritage

Investigations of concepts of heritage, custom, identity, place, and cultural landscape;

Heritage legislation, land rights and Native Title in the Australia/Pacific region;

The investigation of cultural heritage values in the Great Barrier Reef World Heritage Area and Marine Park.

Crime, deviance and juvenile justice

Restorative justice and issues in youth deviance;

Collection and analysis of crime indicators and cultural representations of crime;

Youth suicide;

History of punishment regimes.

Performance and art

Indigenous Australian dance and festival;

Temple art and architecture;

South East Asian theatre traditions;

Rock art of Northern Australia and the Pacific.

Analysis of curriculum materials; English and literature education; constructivism in science, mathematics and teacher education; social, environmental and citizenship education; ethnomusicology and education; drawing and discourse in art education; health and physical education curriculum; learning environments; metacognition in mathematics problem solving; mathematics curriculum and pedagogy; statistical thinking among children; career counselling/education and career decision making; emotion education in early childhood; road safety education; curriculum theory.

Special education; inclusive education; intellectual disability; learning difficulties; behavioural and emotional problems; teaching gifted and talented students; vision impairment; hearing impairment; communication disorders; physical disability, multiple disability; parents of children with disabilities; use of technology in education of students with special needs; multisensory environments; Autistic spectrum disorders; Foetal Alcohol Syndrome; Downs Syndrome especially with respect to mathematics teaching and learning numeracy particularly for ‘at-risk’ students; early intervention; parent collaboration; student mobility; engaging ‘at-risk’ students.

Popular culture and education; equity and access; education history; critical analysis of schooling and educational policy; critical analysis of curriculum, pedagogy and educational policy; discourse analysis and sociolinguistics; feminist theory; conceptualisations of childhood; poststructuralist theory; cultural studies; electronic gaming, youth culture identity; innovation, entrepreneurship, equity and access; mentoring across the globe; multi-ethnic education; family, school and work.

Cognitive development and school achievement; thinking and development in young children; affective development in schools; Piagetian theory; students’ in-class thinking; cognitive foundations of artistic development; affective learning in preschools; children’s fears; the role of the arts in affective and cognitive education; personality traits of optimism and pessimism; school anger and aggression; cognition and thinking in science and mathematics teaching; student thinking whilst studying from text; metacognition; teaching mathematically gifted students.

The discursive construction of gender; gender, language and literacy; gender and technology; feminist theory and education; gender and early childhood; masculinity and schooling; boys and literacy; sex-based harassment at school; gender and engagement with schooling; girls and information technology.

WWW in Indigenous education; promoting academic literacy for Indigenous students; Indigenous education (including Torres Strait Islander education); exemplary teaching for Indigenous students; School-Community relationships including school revitalisation; Aboriginal and Torres Strait Islander education including Rich Task implementation; culturally relevant pedagogy and productive pedagogies in Torres Strait Islander education.

Appropriate cultural content in multimedia design; under-represented groups in information technology careers and tertiary courses; preparation of teachers for service in rural and remote areas; Virtual Reality in schools; ICT and the development of thinking skills, strategies and processes, including the WWW’s e-Management systems, networked communications, Powerpoint; computer anxiety and its variations with age and gender; effects of the use of information technology and computer-mediated communications for learning; mental models and teaching and learning with ICTs; cultural context and ICTs; microcomputers in teaching and learning; young children’s use of microcomputers; interactive multimedia and distance education; applications of multimedia technologies in TESOL; social and cognitive aspects of electronic games.

Teaching of writing; children’s literature; gender, language and literacy; the politics of literacy; critical literacy; discourse analysis; second language teaching and learning; instructional strategies for reading and writing; the teaching of literature; cloze procedures; adult and workplace literacies; emotional, social and visual literacies’ education; secondary English education; English for academic purposes; analysing classroom texts and talk; culture and language learning; media texts and popular culture; technology and literacies; scientific discourse communities; the constitutive effects of neo-liberal discourses on intellectual work; instructional approaches to spelling; integration of English across the curriculum; development of word attack skills.

Modern measurement theory and the application of measurement models to education and social practice; large scale test construction and analysis; research instrumentation; Rasch models; unidimensional and multidimensional scaling; educational, psychological and social measurement; scaling attitudes, satisfaction and preference; assessing higher order thinking; test construction and assessment; intellectual development; measuring development and learning; evaluation; school assessment and reporting.

Interview methodology; Rasch measurement; survey design and data analysis; measuring educational outcomes, ethnographic research; qualitative research methodology; information processing; stimulated recall methodology; collective biography.

Rural schools and community development; hearing health and learning issues among rural and Indigenous children; curriculum contextualisation, ie place-based education; destination of ‘rural’ teacher education graduates; roles of rural professionals; attracting and retaining rural teachers and other professionals; factors impacting upon student aspirations and expectations in rural Australia.

Teachers’ professional development; school effectiveness and improvement; critical reflective practice; lifting the level of student thinking in tertiary education; Webconferencing and higher order thinking and online learning communities in teacher education; teaching across cultures; action research and improving pedagogy for learner outcomes; curriculum construction and implementation; roles and development of principals; teachers as leaders in Indigenous communities; micropolitical processes in school renewal; history of teacher education; changing structures and practices in teacher education.

Special interest

Australian literature.

General

Computer-assisted Old English pedagogy;

Old English Poetry;

Middle English romances;

Middle English religious literature;

Shakespearean and Jacobean drama;

Eighteenth-century fiction and poetry;

Victorian fiction;

American literature;

Contemporary women’s fiction;

North Queensland writing;

The literature, culture and history of Tasmania;

Literary responses to the South Pacific;

Australian literature and culture;

War literature;

Contemporary literary theory;

Feminist literary theories;

Feminist pedagogy;

The cultural construction of families, gender and madness;

Modernist literature and theory;

Postmodernist writing;

Literature of spirituality;

Creative writing — fiction and non-fiction.

Individual Authors

Byron;

Peter Carey;

Chaucer;

Henry Fielding;

Janet Frame;

Helen Garner;

Kate Greville;

Walter Hilton;

George Johnston;

William Langland;

David Malouf;

John Mandeville;

Milton;

The Pearl Poet;

Pope;

Shakespeare;

Christina Stead;

Randolph Stow;

Thomas Usk;

Patrick White;

Tim Winton.

History of anthropology;

Biomedical history;

Australian rural and pastoral history;

History of Australian women;

History of mining and metallurgy;

Australian race relations;

Southeast Asian history (with emphasis on Philippines and Thailand);

History of European ideas;

Cape York history;

North Queensland regional history;

Migration and citizenship;

Transnationalism.

Formal education levels among country press journalists;

Media coverage of high profile trials;

Political satire and satiric verse published in newspapers;

Asia Pacific media systems;

The role of community radio in journalism training;

Cross cultural program-making;

Media coverage of race relations.

French Cinema;

Proust;

French feminism;

Marion Campbell;

Japanese linguistics;

Language teaching methodology;

Japanese grammar;

Japanese popular Buddhism.

Australian politics and policy;

Energy and environmental politics;

Public policy formulation and implementation;

Business government relations;

Japanese politics and foreign policy;

Comparative Asian politics;

International relations of East and Southeast Asia;

Industrial relations.

Cultural heritage and intellectual property;

International developments;

Social issues (wellbeing, housing and education);

Indigenous health;

Indigenous peoples and the environment;

Indigenous legal issues;

Native title;

Indigenous people and the environment;

Indigenous curriculum development and perspectives;

Teaching and learning in higher education;

Adult education in remote areas;

Indigenous early childhood education;

Indigenous Australian education issues P-12;

Indigenous media;

Cultural identity;

Indigenous education policy.

Women’s health;

Psychosocial aspects of stress;

Stress management;

Reading disabilities;

Health psychology;

Cognitive representation of orthography and phonology;

Psycholinguistic variations across languages;

Neural network models of memory;

The effect of mood and arousal on the cognitive processing of information;

Applications of computers in psychology research and teaching;

Circadian rhythms;

Aging;

Clinical neuropsychology;

Assessment of executive functioning;

Early identification of Alzheimer’s disease;

Drug dependence;

Behavioural medicine;

Adult psychopathology;

Cognitive behaviour therapy;

Socio-behavioural aspects of primary health care;

Psychosocial rehabilitation;

Organisational climate and development;

Staff development and training;

Soft systems methodology;

Tertiary teaching;

Sports and exercise psychology;

Working memory;

Face recognition;

Alcohol and cognitive functioning;

Social and emotional development in young children;

Eating disorders;

Suicide;

Critical psychology;

Narrative psychology;

Occupational health and safety;

Identity conflict;

Human memory and attention;

Alcohol and human performance;

Psychophysical and biochemical correlates of desire for alcohol;

Social cognition and language;

Gender bias and stereotyping;

Self and social identity;

Social scientific metatheory;

Evolutionary perspectives on development;

Stress and development;

Human mate selection;

Evolution of psychological mechanisms, especially self-deception;

Perceptual learning and discriminations: skin cancer identification strategies;

Computational modelling;

Rural mental health;

Psychological assessment;

Relationship between visual and auditory temporal processing;

Sexual dysfunction;

Medical patient quality of life;

Evolutionary cognitive Neuroscience;

Human reasoning and decision-making;

Pain perception and coping;

Shyness;

Procrastination;

Game theory and social reasoning;

Chemosensory perception;

Taste and odour learning;

Food preferences, especially cross-cultural;

Neurocognitive development.

The main research activities focus on the Welfare of Families and Children, Third Sector Organisations, and Health and Mental Health. Current and recently completed projects are listed below.

Families, children and young people

• Families, crime and juvenile justice;

• Parents’ role in the sentencing of children;

• Cross-national study of child care policies;

• Working in child welfare;

• Comparative study of the lives of social welfare workers and service users;

• Violence against welfare workers;

• Empowerment work with parents of children in care;

• Parenting of young children;

• Child protection in Aboriginal communities;

• Attempted suicide in young people;

• Family support and child protection;

• Children of parents with physical or psychiatric disability;

• Cost benefit analysis of the foster care system;

• What makes a good foster carer;

• Foster children with disabilities;

• Foster care for Indigenous and Australian South Sea Islander children;

• Education training and support needs of foster carers;

• Women’s perceptions of their role and values as foster carers;

• A critical discourse analysis of a parenting education program;

• Social welfare history of services for children and families;

• Children in the Townsville Orphanage, 1878-1911.

Third Sector organisations

• Not for profit organisations: change and innovation;

• Social care in a changing rural world;

• Cross-national study of regional development;

• Implications of the rural decline for social welfare service delivery in rural Australia;

• Social support in remote areas: implications for human services;

• Models of social development for non-metropolitan areas;

• The essence of self in the social work relationship.

Health and mental health

• The needs of patients and their carers from rural and remote communities;

• Consumer participation in mental health;

• The Laceweb social movement for psychosocial healing.

Women and gender

• Women the workplace and violence;

• Mothers and Attention Deficit Disorder;

• Adoptive mothers’ experiences through the adoption life cycle;

• In search of a woman’s discourse;

• Women’s perception of breast cancer;

• Young women’s views on dating, violence, sexuality and feminism;

• Women, violence and social welfare practice;

• Female activism in North Queensland;

• The impact of female circumcision on relationships;

• Women’s birthing experiences in rural Queensland;

• Women and human service organisations;

• Feminist organisational practice;

• Women and development;

• Women’s services in Australia and the Asia/Pacific region;

• The needs of women asylum seekers from East Timor;

• Implementation and evaluation of an integrated approach to domestic violence;

• Development and evaluation of groups for male perpetrators of domestic violence;

• Understanding men who are violent;

• A holistic model of response to different forms of violence in personal relationships;

• How mothers protect their children from domestic violence;

• Gender awareness in men in welfare and welfare education.

Indigenous and cross-cultural practice

• Anti-racist welfare education;

• Reconciliation and social welfare practice;

• Styles of helping in Aboriginal and Torres Strait Islander cultures;

• Buddhism and social work;

• Immigrant settlement in country areas;

• Child protection in Aboriginal communities.

Non-specified research

• The perceptions of blind people about others and themselves.