Jill Scevak

Jill Scevak
The University of Newcastle, Australia · School of Education

BA Dip Ed M Ed Studies PhD

About

57
Publications
51,421
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673
Citations

Publications

Publications (57)
Preprint
Full-text available
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 va...
Article
Full-text available
Older students have reported a series of barriers to starting their higher education experience. However, quantitative evidence suggests that older students, particularly older women, have unique approaches to learning that enhance their satisfaction with their higher education studies. The current study sought to extend these findings by quantitat...
Article
A research project at an Australian regional university reframed “disability” by defining the diagnosis of a disability with an impact on learning as a learning challenge. Using the terminology of learning challenge, an anonymous, online survey found there was a significant number of students who chose institutional non-dis-closure and excluded the...
Article
Internationally, students with disabilities (SWD) are increasing in numbers in in higher education institutions. SWD are legally required to be supported by their institutions to ensure equity of access and outcome. Most research around SWD is focused on the provision of support and accommodation to achieve equitable access. Recent research has sho...
Conference Paper
Full-text available
This paper explores the degree to which university students understand and manage their online reputations. Digital technologies and social media are increasingly entwined in all spheres of human activity. The concept of 'postdigital' is slowly gaining traction as a way of analysing life after the digital revolution. The increasing integration of t...
Conference Paper
Doctoral level study involves learning outcomes such as acquiring deep understanding of existing knowledge, creating new knowledge, creative and critical thinking and reasoning, and defining unique problems. It is a challenging regime, and high attrition among candidates has attracted the attention of governments, universities and researchers. In a...
Article
Increasing numbers of children and young people are experiencing immersive virtual reality as part of leisure and schooling. Immersive virtual reality mediated through head-mounted displays presents significant challenges as well as tantalising opportunities for learning within schools. The purpose of this paper is to report on key issues that aros...
Article
Full-text available
The present study explored the interactive effect of age and gender in predicting surface and deep learning approaches. It also investigated how these variables related to degree satisfaction. Participants were 983 undergraduate students at a large public Australian university. They completed a research survey either online or on paper. Consistent...
Article
Students with disabilities (SWD) in Australian higher education need to disclose to their institution to access a range of ‘reasonable adjustments’ to support their learning. Nationally, 5.8% of the university population disclose their disability to their institution. It is suspected that there is a much larger population of students who choose non...
Article
Internationally, university students with disabilities (SWD) are recognised as being under-represented in higher education. They face significant problems accessing appropriate accommodations for their disability. Academic outcomes for this group are lower in terms of achievement and graduation rates. The true size of the SWD group at university is...
Conference Paper
Full-text available
Social media usage is now understood as playing a role in career access and success, and the development of a positive online presence or digital footprint is an important part of this. However, there is a paucity of knowledge in Australia on how children, adolescents and young people comprehend digital footprints despite social media being amongst...
Article
Full-text available
Over the past two decades, there have been calls by scholars for a more concerted effort to develop empirically grounded research studies on educational leadership management and administration in an indigenous context rather than hegemonic western contexts. This paper presents a review of contemporary literature on educational leadership from Afri...
Technical Report
Full-text available
Recent government objectives aimed at increasing student enrolment from non-traditional backgrounds has led to a broadening of the university student enrolment base. The profile of the university student population has diversified, and diversification is likely to continue. Diverse student groups may include, but are not limited to: Students from...
Article
Full-text available
A national cohort of doctoral students (n = 1390) completed a suite of metacognitive questionnaires indicating management of affective, intellectual and contingency demands in learning. Responses to the questionnaires were analysed for evidence of individual differences in reported metacognitive behaviours. Three patterns of metacognitive response...
Article
Full-text available
Purpose – The purpose of this paper is to evaluate the quality of the current provision for school leadership in Kenya, the extent to which they have an impact on student outcomes and the return on school leadership preparation and development investment. Design/methodology/approach – The paper draws from educational leadership, management and admi...
Conference Paper
Older Women Deeper Learning Greater Satisfaction J Scevak M Rubin E Southgate S Macqueen P Williams H Douglas This study explored the interactive effects of age and gender in predicting surface and deep learning approaches among university students. It also investigated how age and gender differences in learning approaches affect degree satisfacti...
Conference Paper
Full-text available
All individuals hold a range of stable beliefs about knowledge and learning. Such beliefs may relate to the structure of knowledge, the ability to meet required standards, or the flexibility to respond to different tasks. Collectively, these dispositional attributes provide a framework within which the learning environment is interpreted and evalua...
Article
Full-text available
Although the first-generation and first-in-family status (FIF) of university students has been of intense interest in the USA, it has received very little consideration in Australia. The present research redressed this imbalance by investigating the academic outcomes of FIF undergraduate students at a large, public, Australian university. Undergrad...
Article
Full-text available
This paper identifies the nature of initial expectations of PhD candidates, the prevalence and type of mismatch between expectations and experience, and to what extent mismatch is reflected in satisfaction with candidature. The data were drawn from telephone interviews with a sub-sample of 104 PhD candidates from an initial online national survey o...
Conference Paper
Full-text available
Abstract This paper identifies the nature of initial expectations of PhD candidates, the prevalence and type of mismatch between expectations and experience, and to what extent mismatch is reflected in satisfaction with candidature. The data were drawn from telephone interviews with a sub-sample of 104 PhD candidates from an initial online national...
Article
Full-text available
This paper examines preservice teaching students' personal epistemological and metacognitive awareness (PEMA) and changes that occurred in these over the first semester of university study. Reflective learning journals of a selective sample of 18 students were analysed for evidence of PEMA. Rather than identifying particular epistemological beliefs...
Article
Understanding how candidates cope with the demands of PhD candidature is important for institutions, supervisors and candidates. Individual differences in affective and metacognitive disposition were explored in 263 PhD candidates from two Australian universities. Several questionnaires relating to affective and metacognitive beliefs were completed...
Chapter
Full-text available
This chapter addresses issues relating to quality learning in the specific context of doctoral study. As the elite level of formal education, doctoral study places a high level of expectation on candidates to contribute in an important and original way to the field of study. This expectation imposes a high metacognitive load on students, in appropr...
Chapter
Full-text available
University curriculum is complex and abstract - indeed, it becomes increasingly more complex and abstract as students progress through their degree programmes – third year is, or should be, more abstract and complex than first year. What kinds of intellectual demands typify academic learning, and how do these change over time? In understanding this...
Article
This paper draws on 159 survey responses of fourth year Education students as they embark on a research project based in their internship school. The project explores predisposition to research and the level of preparedness to undertake a research project. The students who met most frequently with their supervisor and showed higher research self-ef...
Article
In this study, the academic experiences of 33 male students from an industrial background were investigated as they completed a two‐year education degree. The purpose of the study was to investigate the quality of student adjustment to an academic environment following extensive industrial training and experience. Students completed a series of que...
Article
Full-text available
Gender role attitudes of adolescent girls have not been widely studied, nor have the mechanisms by which attitudes towards women's roles develop. The present study focussed on adolescent girls' gender role attitudes. Specifically it focussed on developmental differences in gender role attitudes of adolescent girls (n=642). The results indicated tha...
Article
Two studies are reported in which high school students were forced to process a text containing a geographical map. In Study 1, 86 students read the materials under one of four different conditions in which levels of processing of the text and accompanying map were varied: Question Mapcue (the materials contained adjunct questions and cues to inspe...
Article
A two‐part study was undertaken with students enrolled in a first year university subject (development psychology). The theory of achievement goals formed the framework for the study. The first part of the study was designed to delineate students’ perceptions of the motivational ‘climate’ of the subject and to relate these perceptions to other theo...
Article
The aims of this research were to investigate the ways in which students in primary and secondary schools process texts and accompanying visual aids and to ascertain any developmental patterns. Think-aloud protocols were gathered from 119 Grade 5, Grade 7 and Grade 9 students while they read and studied grade-appropriate History and Science materia...
Article
This research examines the effects of a reciprocal teaching intervention aimed at providing high school students. with a repertoire of strategies to integrate text and visual aid information (graphs, diagrams) while learning in science. Experimental subjects received an hour of instruction each week for 7 weeks using SLIC (Summarise, Link, Image, C...
Chapter
This paper examines the effects of forced processing of a tree diagram on comprehension of redundant and non-redundant information at both detail and main idea levels of abstraction. Also of concern was the role of reading ability in such processing. High school students read a social studies text under one of three conditions: text without tree di...
Article
In this study, high school students were trained to use adjunct maps strategically while studying a History text. Subjects were randomly assigned to either a control or map training group which read a lengthy passage which was accompanied by three maps. The control group was instructed to study the materials and write an essay about them. The map t...
Article
To determine whether high school students can be trained to use maps more effectively, a study examined linkage of feature and event information, the role of individual differences, and the roles of reading ability and preference for dealing with visual information. Subjects were 31 16- to 17-year-old high school students. Experimental and control...
Article
Full-text available
Once a research project has been completed, one of the most prestigious forms of publication is a journal paper. In the current outputs-driven environment there is not only increasing pressure to publish, but to publish in 'top tier' journals. However, there is little comprehensive information about the range and scope of refereed research journals...

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Projects

Projects (6)
Project
The core purpose of this study is to explore the relationship between the use of video-based pedagogical responses (VBPRs) and teacher knowledge domains (TKDs) in teaching practise in two different school structures: primary and secondary. A particular interest is how the processes involved in the use of video technology (VT) transform the different domains of teacher knowledge including CK, PK, TK, PCK, TCK, TPK, and TPACK. This is relevant for understanding the complex relationship between the use of VT and knowledge domains and how this relationship can be explained through socio-demographic, technological, geographical, educational, religious, and cultural, financial, and political factors in the Jordanian context. Most importantly, investigating the relationship between the use of VT and knowledge domains will help bridge the knowledge gap between education and technology in Jordanians schools, particularly for the three school structures in Amman where this study will be carried out. While the proposed study covers a broad range of topics in terms of the relationship between VT and teacher knowledge, it is important to note the scope of the current study. For example, this research uses the term video technology broadly, and includes a range of digital and ICT-related devices and resources and may include, but it is not limited to, interactive whiteboards, smart phones, computers, laptops, multi-media devices, and touch screen tablets. Video technology (VT) will be used as a term referring to all or any of these devices. Lastly, this research adopts a Sequential Explanatory Mixed Method (SEMM) approach. SEMM is a step-by-step approach which addresses the quantitative methods to test measurable variables. The outcomes of this stage from part of the input in the design of the qualitative research questions. SEMM is also used for the focus group discussions which aims to explain and illuminate the quantitative results. This research design offers a much deeper engagement with the themes and provides a richer complementary data set for theory and practice. Owing to this methodology, one important purpose of this study is to contribute to the mixed method research design in advancing education and technology research. From all above, it is envisaged that the information gained in this study will be used to fill the knowledge gap that technological and education exists in the schools of Amman, Jordan where this study is conducted.
Project
The core purpose of this study is to explore the extent to which teachers use VT as a tool for teaching in JSS in Amman city by assessing the kinds of video devices used to view instructional videos and how frequently they are used for teaching, as well as the factors influencing video usage among the JSS teachers. This study purpose is relevant for understanding the interplay between VT and education in general, and specifically in the Jordanian context. It also contributes to the gaps in knowledge in terms of the usage of video-based technology for teaching in Jordan and in another similar context. Additionally, by exploring the extent to which JSS teachers use video-based technology as a tool for teaching, this study thus provides baseline knowledge for future researchers who might be interested in investigating this phenomenon further.