Allyson P Holbrook
Biographic Data
| ID | 7245555 |
|---|---|
| NAME | Allyson P Holbrook |
| GIVEN NAMES | Allyson P |
| FAMILY NAME | Holbrook |
| SIGNATURE | HOLBROOK A P |
| AFFILIATIONS | Centre for the Study of Research Training & Innovation (SORTI), Faculty of Education & Arts, The University of Newcastle, Callaghan, NSW, Australia |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 0 |
Doctoral candidates as learners
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 to doctoral learning were identified through cluster analysis: Constructive Engagement, Struggling t…
Examining PhD and research masters theses
The examination of research theses has only relatively recently attracted research interest that has focused on what examiners do and how consistent they are. The research questions in this study address firstly whether PhD and research masters theses were treated by examiners as qualitatively different on 12 indicators of importance across the areas: contribution of the thesis, the literature review, approach and methodology, analyses and result…
No prominent works on this page.
Examining PhD and research masters theses
The examination of research theses has only relatively recently attracted research interest that has focused on what examiners do and how consistent they are. The research questions in this study address firstly whether PhD and research masters theses were treated by examiners as qualitatively different on 12 indicators of importance across the areas: contribution of the thesis, the literature review, approach and methodology, analyses and result…
Doctoral candidates as learners
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 to doctoral learning were identified through cluster analysis: Constructive Engagement, Struggling t…
Doctoral Education Challenges and Solutions (2 works) · Psychology (2 works) · Cognition (1 work) · Constructive (1 work) · Contingency (1 work) · Education, Achievement, and Giftedness (1 work) · Higher education (1 work) · Higher Education Governance and Development (1 work) · Mathematics education (1 work) · Medical education (1 work)