Carolyn D Baker Scholarship Rules and Criteria

Scholarship rules

The Carolyn D Baker Scholarship was established in 2004 as a memorial to Dr Carolyn Baker, a former Associate Professor at the School of Education of The University of Queensland.  The scholarship is maintained by donations from her family, friends and work colleagues.

1. The object of the scholarship is to provide an annual financial contribution to allow a higher degree research student, studying in the discipline of Education at The University of Queensland, to attend and present a paper at an international conference.
2. The scholarship is awarded by the Dean of the Graduate School, on the recommendation of the Head, School of Education, after a consultation with a Selection Committee comprising the Head, School of Education; Mr John Baker or nominee; the Associate Dean of Research in the Faculty of Humanities and Social Sciences; and three people selected by the Head, School of Education and Mr John Baker from within the discipline of Education research, of whom two must be employed by The University of Queensland.
3. The scholarship is open to a full or part-time higher degree research student undertaking research in the discipline of Education at The University of Queensland.
4. Selection is based on research potential as assessed by the Selection Committee.
5. The scholarship is awarded once per year.
6. The value of the scholarship is $2500.

Scholarship criteria

1. Confirmed higher degree research student (full-time or part-time) undertaking research in the discipline of Education at The University of Queensland.
2. Research potential of the applicant.
3. Well advanced in research to present data based on their project.
4. Preference given to applications dealing with work close to Carolyn's in terms of research orientation and interests.
5. Attendance at an international prestigious conference.
6. Regard given to the substance of the presentation and likelihood of it bringing credit to the School of Education.
7. Award to be applied to a conference in the year of the award or the subsequent year.
8. Award is contingent upon acceptance of the paper at the nominated conference.  Notification is to be provided prior to accepting the award.
9. Award recipient will receive the award in person at the School of Education's Postgraduate Research Community Conference, and will make a presentation at the Conference, based upon the international conference presentation.

Book chapters
  
Chen, H., Christensen, C. A. & Baker, C. D. (2003). Pedagogy and the construction of learning disabilities: Identifying students as "disabled". In Vadeboncoeur, J. A. & Rawolle, S. (Eds.), Educational Imaginings: On the Play of Texts and Contexts First ed. (pp. 126-151) Brisbane Australia: Australian Academic Press.
 
Freebody, P. & Baker, C. D. (2003). Categories and accounts in literacy research and education: Changing targets. In Bull, G. & Anstey, M. (Eds.), The Literacy Lexicon 2nd ed. (pp. 225-239) Australia: Prentice Hall.
 
Baker, C. D. (2002). Ethnomethodological analyses of interviews. In Gubrium, J. F. & Holstein, J. A. (Eds.), Handbook of Interview Research: Context and Method (pp. 777-795) Thousand Oaks, CA: Sage.
 
Baker, C. D. & Freebody, P. (2001). The crediting of literate competence in classroom talk. In Fehring, H. & Green, P. (Eds.), Critical Literacy: A Collection of Articles from the Australian Literacy Educators' Association (pp. 58-74) Newark, DE: International Reading Association.
 
Baker, C. D. (2000). Locating culture in action: Membership categorisation in texts and talk. In Lee, A. & Poynton, C. (Eds.), Culture & Text: Discourse and Methodology in Social Research and Cultural Studies (pp. 99-113) St Leonards, NSW: Allen & Unwin.
 
Baker, C. D. & Campbell, R. (2000). Children, language and power. In Campbell, R. & Green, D. (Eds.), Literacies and learners: Current perspectives (pp. 15-29) Sydney: Prentice Hall.
 
Danby, S. & Baker, C. D. (2000). Unravelling the fabric of social order in block area. In Hester, S. & Francis, D. (Eds.), Local Educational Order: Ethnomethodological Studies of Knowledge in Action (pp. 91-140) Amsterdam: John Benjamins.
 
 
Journal articles
 
Baker, C. D. (2005) Review essay: Surviving a winter of desolation. International Journal of Disability, Development and Education, 52 3: 259-263.
 
Baker, C. D. (2005) Review of counseling children and adolescents (3rd ed.) edited by Ann Vernon. Australian Journal of Guidance & Counselling, 15 1: 117-118.
 
Baker, C. D. (2005) Review of counseling families: An introduction to marriage and family therapy (3rd ed) by David L. Fennell & Barry K. Weinhold. Australian Journal of Guidance and Counselling, 15 2: 241-242.
 
Moni, K. B., Van Kraayenoord, C. E. & Baker, C.D. (2003) An investigation of discourses of literacy assessment in two first year high school English classrooms. Australian Journal of Language and Literacy, 26 1: 67-83.
 
Christensen, C. & Baker, C. (2002) Pedagogy, observation and the construction of learning disabilities. Pedagogy, Culture and Society, 10 1: 73-93.
 
Moni, K., Van Kraayenoord, C. & Baker, C. (2002) Students’ perceptions of literacy assessment. Assessment in Education, 9 3: 319-342.
 
Danby, S. & Baker, C.D. (2001) Escalating terror: Communicative strategies in a preschool classroom dispute. Early Education and Development, 12 3: 343-358.
 
Honan, E., Knobel, M., Baker, C.D. & Davies, B. (2001) La produccion de posibles anas: La teoria y el objeto de la investigacion. Desencuestros: Revista de Analisis Educativo y Social, 2 2: 14-38.
 
Roulston, K., Baker, C.D. & Liljestrom, A. (2001) Analyzing the researcher's work in generating data: The case of complaints. Qualitative Inquiry, 7 6: 745-772.
 
Baker, C. D. (1999) Review of N. Yelland (Ed.) 'Gender in early childhood'. Educating Young Children: Learning and Teaching in the Early Childhood Years, 5 2: 54-54.