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2. Feeding Two Birds with One Scone? The Relationship between Teaching and Research for Graduate Students across the Disciplines

Author

Gilmore, Joanna, Lewis, David M. G., Maher, Michelle, Feldon, David, and Timmerman, Briana E.

Abstract

We surveyed over 300 graduate students at a Southeastern research university to increase our understanding of their perceptions of (a) the connection between teaching and research, (b) the means by which integration occurs, and (c) the extent to which teaching and research contribute to a shared skill set that is of value in both contexts. We also examined differences across disciplines in the perception of this teaching-research nexus. Overall, findings indicate that graduate students perceive important relationships between teaching and research, and they point toward opportunities for administrators to promote teaching and research integration.

Published
2015

3. Cognitive Apprenticeship and the Supervision of Science and Engineering Research Assistants

Author

Maher, Michelle A., Gilmore, Joanna A., Feldon, David F., and Davis, Telesia E.

Abstract

We explore and critically reflect on the research development of eight science or engineering doctoral students serving as research assistants over the course of an academic year. We use a cognitive apprenticeship framework, assumed to explain doctoral students' skill development, to interpret narratives of skill development for students and their faculty supervisors, and compare these narratives against empirical measurements of student research skill development over the course of an academic year. We found abundant evidence for the "cognitive" component of cognitive apprenticeship, but questionable evidence for the "apprenticeship" component. We suggest that cognitive apprenticeship can be particularly potent in the development of students' research skills through research assistantship, but not without deliberate intention of both faculty supervisor and student.

Published
2013

4. An Exploratory Study of Factors Influencing the Development of STEM Graduate Students' Teaching Skills

Author

Gilmore, Joanna and Hurst, Melissa

Abstract

Graduate students in the sciences, technology, engineering, and mathematics (STEM) fields, represent an important link in current reforms emphasizing inquiry-based learning and teaching, as they represent the future of the STEM professoriate. Although graduate students commonly hold teaching assistantships, they rarely receive training on how to teach (Prieto & Meyers, 1999) and even less frequently on inquiry-based teaching methods. Thus this study explored the factors that facilitate the development of inquiry-based teaching skills among 17 STEM graduate students. Graduate students who made gains in inquiry-based teaching skills across an academic year were more likely to regularly discuss their teaching with their mentors, graduate student peers, or practicing K-12 teachers. Graduate students who showed gains in inquiry-related teaching skills also emphasized the importance of having their students' develop their own research questions and engage in critical thinking when unexpected results arise during experimentation. (Contains 1 footnote.)

Published
2010

5. Measuring Graduate Students' Teaching and Research Skills through Self-Report: Descriptive Findings and Validity Evidence

Author

Gilmore, Joanna and Feldon, David

Abstract

This study extends research on graduate student development by examining descriptive findings and validity of a self-report survey designed to capture graduate students' assessments of their teaching and research skills. Descriptive findings provide some information about areas of growth among graduate students' in the first years of their graduate studies. Validity is examined using a retrospective think-aloud method and by exploring the relationship between responses to the self-report survey and other measures of participants' teaching and research skills. Findings indicate that several factors contribute to graduate students' perceptions of their research and teaching skills such as their personal values and research and teaching practices. Additionally, participants' self-reported teaching and research skills were inconsistent with the perceptions of their students and researchers, respectively. These findings support previous research indicating that the interpretation of personal efficacy instruments may be problematic (Tshannen-Moran et al., 1998). Research and Teaching Skills Assessment is appended. (Contains 11 tables.)

Published
2010

6. Professional Identity Development in Teachers of Science, Technology, Engineering, Math, and Science and Math Education

Author

Gilmore, Joanna, Hurst, Melissa, and Maher, Michelle

Abstract

Much of the science education community has advocated for a new vision of instruction emphasizing inquiry-based teaching (National Research Council, 1996). Unfortunately, as Anderson (2002) notes, many science teachers are not adopting inquiry-based teaching practices for a variety of reasons such as that teachers commonly favor text-book approaches to instruction. To facilitate the adoption of reformed teaching, Luehmann (2007) argues that teacher education must address the development of one's professional identity as a teacher. Unfortunately, little is known about the beliefs, values, experiences, and ways of acting and interacting that teachers in science and related fields use to form their professional teaching identity. Through repeated interviews with 18 graduate students who taught science and related disciplines, this study outlined generalizations defining the developmental trajectory of science educators' professional identity. In general, for less experienced teacher participants, one's own experiences as a student were particularly influential in learning how to teach, while for more experienced teacher participants, coursework, self-reflection, professional development experiences, and the review of professional journals were influential to skill development. Study results generally reflected the trajectory of teacher development (from teacher-centered concerns to student-centered concerns) put forth by Fuller and Bown (1975). More detailed findings indicated, however, that co-teaching experiences may have assisted teachers in moving from more teacher-centered concerns, including a focus on one's personality characteristics and ability to develop and implement engaging instructional activities, to more student-centered concerns, such as adjusting instruction to meet students' needs and facilitating student investigations. Therefore, in this study, participants' co-teaching experiences positively impacted their developing professional identities as inquiry-minded teachers. (Contains 8 tables and 4 footnotes.) [Paper published in: Proceedings of the NARST 2009 Annual Meeting.]

Published
2009

7. 'This is not a riot!' : regulation of public protest and the impact of the Human Rights Act 1998

Author

Gilmore, Joanna Helen, Aldridge, Judith, and Smith, Graham

Subjects
341.4, Public Order Law, Policing, Counter Terrorism, Human Rights
Abstract

The death of Ian Tomlinson at the G20 protests in London in April 2009 triggered a haemorrhaging of public confidence in public order policing. The protests were swiftly followed by a plethora of official inquiries and reports tasked with investigating the legitimacy of existing public order policing tactics and the associated mechanisms of accountability. Events since Tomlinson’s death indicate that this is an issue that is unlikely to dissipate any time soon. Dramatic footage taken during the 2010-11 student protests, including police officers charging protesters on horseback and dragging a disabled activist from his wheelchair, attracted widespread condemnation. The on-going revelations into the activities of undercover police officers suggest that such practices may be the tip of the iceberg. These disclosures have caused a serious crisis of legitimacy for an institution supposedly founded on a principle of ‘policing by consent’. Paradoxically, these developments have occurred during a period in which the right to protest is for the first time reflected in law. In October 2000 the much trumpeted Human Rights Act 1998 (HRA 1998) came into force in England and Wales, incorporating into domestic law the rights and freedoms enshrined in the European Convention on Human Rights (ECHR). Although the ECHR does not establish a legal right to protest per se, it does guarantee positive rights to “freedom of expression” and “freedom of peaceful assembly”, as well as prohibiting arbitrary state interferences with an individual’s liberty and security, thought, conscious and religion and right to privacy. The HRA 1998 appeared to mark a radical departure from the traditional approach and was celebrated as signalling a “constitutional shift” in the state’s approach towards public protest. A principle aim of this thesis is to examine the impact of the HRA 1998 on the regulation of public protest in England and Wales. Whilst a growing body of academic literature has analysed public order law and policy against abstract human rights principles, relatively few have attempted to ground the analysis in the experiences of protesters. This thesis seeks to begin to fill this lacuna. Moving away from a doctrinal analysis of human rights law, I utilise a socio-legal framework to examine contemporary developments in the regulation of public protest in the context of a view from below. Drawing on extensive ethnographic data and analyses of policy documents, newspaper reports, case-law, legislation and Hansard, I adopt a critical normative perspective to assess the legitimacy of the current restrictive interpretations of human rights principles in legal, political and policing-policy discourses.

Published
2013

12. Lessons from Orgreave : Police Power and the Criminalisaton of Protest

Author

Gilmore, Joanna

Abstract

In October 2016, the Home Secretary ruled out a public inquiry into the ‘Battle of Orgreave', arguing that ‘very few lessons’ could be learned from a review of practices of three decades ago. It was suggested that policing has undergone a progressive transformation since the 1984–5 miners’ strike, at political, legal, and operational levels. This article, in contrast, charts a significant expansion of state control over public protest since the strike, including a proliferation of public order offences and an extension of pre‐emptive policing powers. Whilst concerns have been raised about the impact of these developments on protest rights, there is an absence of socio‐legal research into the operation of public order powers in practice. In this article, I begin to fill this lacuna. Drawing on three empirical case‐studies of protesters’ experiences of arrest and the criminal justice process, I highlight the relevance of Orgreave for contemporary policing practice.

Published
2019

14. Policing the UK's Anti-fracking Movement: Facilitating Peaceful Protest or Facilitating the Industry?

Author

Gilmore, Joanna, Jackson, Will, Monk, Helen, and Short, Damien

Subjects
PUBLIC demonstrations, POLICE, PUBLIC officers, POLICE-community relations, POLICE services, PUBLIC policy (Law)
Abstract

Official public order policing policy in England and Wales has apparently undergone significant changes in the period since the G20 meeting in London in 2009 in order to move towards a new 'human rights compliant' framework, based on dialogue, communication and a commitment to 'facilitating' peaceful protest, which was proposed as a necessary response to help the police service 'adapt to the modern day demands of public order policing' (HMIC 2009, 27). It was our aim in conducting this research to test this official position against the empirical reality of the policing of 'anti-fracking' protests across the UK. Drawing upon longitudinal case studies of the policing of UK-wide protests against 'fracking', this paper seeks to make a contribution to the growing body of academic research that seeks to evaluate the impact of the apparent policing policy changes on the 'real-world' day-to-day operational policing of such protests. In developing our analysis, we draw attention to the definitions of 'acceptable' and 'unacceptable' protest defined by the police and consider the extent to which these definitions are reflected in the police response to anti-fracking protest. The article suggests that, in the case of antifracking protests, an official policing commitment to a human rights approach to protest facilitation is at odds with the empirical reality. [ABSTRACT FROM AUTHOR]

Published
2020
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18. Weedsin the flower garden: An exploration of plagiarism in graduate students' research proposalsand its connection to enculturation, ESL, and contextual factors

Author

Gilmore, Joanna, Strickland, Denise, Timmerman, Briana, Maher, Michelle, and Feldon, David F.

Subjects
enculturation, esl, research proposals, Instructional Media Design, graduate students, plagiarism, Library and Information Science, context, Educational Assessment, Evaluation, and Research
Abstract

Existing literature provides insight into the nature and extent of plagiarism amongst undergraduate students (e.g., Ellery, 2008; Parameswaran & Devi, 2006; Selwyn, 2008). Plagiarism amongst graduate students is relatively unstudied, however, and the existing data are largely based on self-reports. This study investigated the rates and potential causes of plagiarism amongst graduate students in master’s and doctoral programmes in science, technology, engineering, mathematics, and science or mathematics education by examining actual research proposals written by graduate students. Results indicate that plagiarism is a prevalent issue at each of the three university sites sampled and across all of the investigated disciplines. Fine grained analyses suggest that this plagiarism may be largely unintentional and due to a lack of disciplinary enculturation. Specifically, participants that plagiarised had approximately one less semester of research experience than graduate students who did not plagiarise. Furthermore, participants who lacked primary literature in their research proposals were significantly more likely to plagiarise and often used inappropriate citation styles. Follow-up correspondence with participants indicates that participants plagiarised, in part, because they lacked an awareness of the role of primary literature in the research process. This suggests that explicit training in the role and use of primary literature may provide an opportunity for programmes or mentors to accelerate the development of graduate students’ research skills. This study also revealed that plagiarism was more common amongst English as a Second Language (ESL) participants. Potential causes of plagiarism and solutions to address plagiarism among the ESL population will be discussed.

Published
2010

21. Requiring Research May Improve Retention In STEM Fields for Underrepresented Women.

Author

Vieyra, Michelle, Gilmore, Joanna, and Timmerman, Briana

Subjects
UNDERGRADUATES, SCIENCE students, CHI-squared test, COLLEGE students, RESEARCH, SCIENCE education research
Abstract

The article presents a study regarding the necessity of undergraduate research to improve retention of students in science field. A survey was conducted to new biology graduates with regards to mandatory research project. A chi-square test was utilized to determine their voluntary engagement in research project. It mentions that mandatory research is an effective tool for the future career students to become scientists.

Published
2011

22. Pacifying Disruptive Subjects: Police violence and anti-fracking protests

Author

Jackson, William, Monk, Helen, and Gilmore, Joanna

Subjects
HV
Abstract

This article considers the policing of protests against “fracking” at Barton Moss, Salford, Greater Manchester between November 2013 and April 2014. The article seeks to make sense of the policing response to the protest camp established at the Barton Moss site and to consider what the policing of anti-fracking protests reveals about state responses to resistance in the current era. The article begins by sketching out the background to fracking in the UK and to the specific protest at Barton Moss. It then provides some detail about the nature of policing experienced at the camp during its five month operation before considering how the policing of anti-fracking protests – and protest policing more generally – need to be considered in relation to the general function of police . To do this we draw upon the concept of pacification to consider both the destructive and productive effects of the exercise of police power and suggest that this concept, and the reorientation of critical policing studies that it demands, are essential for understanding police and state violence in the contemporary liberal democracy.

25. The prevent duty : its implementation by university management in the context of external speaker events

Author

Hud, Nu Zeinedin, Matravers, Matt, and Gilmore, Joanna

Abstract

This thesis is concerned with how the requirements of the Prevent duty are understood and implemented by university management (UM) when assessing external speaker events. The main concern is how UM balance two seemingly opposite duties - the Prevent duty and the freedom of speech duty. Although previous studies have focused on student and academic staff perspectives on the effects of the Prevent duty on free speech in universities, this thesis sheds new light by using empirical data gathered through interviews, freedom of information (FOI) requests and online policies to create a picture of how the two duties are understood and implemented by UM. The participants were the final decision makers on controversial events. They were responsible for assessing the risk of radicalisation and extremism and then balancing that risk with the duty to uphold freedom of speech for external speaker events. Thus, their views on radicalisation, extremism, freedom of speech and the Prevent duty provide new insight into how relevant pieces of legislation, including the Counter-Terrorism and Security Act 2015 and the accompanying guidance, are implemented in universities, and the challenges UM face in the process. The over-arching research question is, 'how do university management interpret the requirements of the Prevent duty and the freedom of speech duty, and what practical implications does their interpretation have on the implementation of these duties in the context of external speaker events?'

Published
2021

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