Faculty of Education - Theses
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ItemThe effectiveness of curriculum co-ordinator networks for Catholic secondary schools in Victoria( 1990)This study into the effectiveness of curriculum co-ordinator networks for Catholic secondary schools in Victoria focused on the evaluation of a pilot project in 1989. Specifically, the researcher sought to determine whether the availability of pilot convenors would enhance curriculum co-ordinators' perceptions of professional development, curriculum information and peer support via the networks. Simultaneously, the study described the pilot convenor role, thereby identifying the characteristics ascribed to effective network convenors and attempting to isolate factors which influence network effectiveness. Under the umbrella of illuminative evaluation, a range of research instruments were used, including interviews and questionnaires. Most curriculum co-ordinators who participated in this study believed they had informally rather than formally skilled themselves for their role, despite being multiply credentialled. Prior to the study they had a limited understanding of how the network could improve their professional skills -- this consciousness was only marginally heightened during the project. Similarly evidence of peer support from within the network was scant prior to the pilot project and increased minimally during the study. Attitudes to the accessibility of curriculum information were very high prior to the project and increased slightly during the study. Curriculum co-ordinators placed a high value on information access via the network and the curriculum knowledge of convenors. There is evidence from this study that convenor commitment and accessibility affect network success : further, that professional knowledge, managerial competence and responsive, non-directive interpersonal convenor skills positively influence network effectiveness. Environmental factors such as network size, the mix of schools and the professional experience of participants also impact on network effectiveness. Conceptual flaws in the networking model being trialled were revealed during this study: namely, the use of school-based personnel as pilot convenors did not inherently add to their credibility with curriculum co-ordinators but likely detracted from their effectiveness. Further, the availability of a pilot convenor as 'critical friend' appeared to undermine peer support rather than enhance it. iii