Faculty of Education - Theses
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ItemEffective Catholic secondary schools : the findings of two case studies( 1996)This study utilises both qualitative and quantitative methods to investigate school effectiveness in Catholic secondary schools. While some researchers, both in Australia and overseas, tend to rely on quantitative methods when they examine school effectiveness, the current study adopts a case study approach, involving both qualitative and quantitative methods. In adopting this approach, the researcher's aim is to investigate and portray the various factors or processes in schools, which are perceived to make them effective. This process approach differs from that of many researchers, who have adopted an "outcomes" approach in investigating school effectiveness in Western education over the past thirty years, and thus sheds additional light on the various factors within schools which contribute to their overall effectiveness. Also, as this study is focused specifically on Catholic secondary schools it illustrates some of the more specific factors operating within this context. The major finding of the study is that there are several pivotal factors which influence the effectiveness of a Catholic secondary school.
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ItemAn evaluation of an orientation to higher education studies program( 1996)This study is an evaluation of the effectiveness of an Orientation to Higher Education Studies program presented at the Footscray campus of Victoria University of Technology (VUT) in February 1994, to new and continuing students who perceived themselves to be underprepared for university studies in general, and for meeting the standards required for written assignments in higher education in particular. The investigation was undertaken to gain insight into the strengths and weaknesses of the program's present curriculum, delivery techniques and organisational details, but, more importantly, it sought to better understand the potential short term and medium term effects for students of participation in the program. Deeper understandings of these issues will allow the presenters to make informed decisions regarding the development and delivery of future orientation programs for non-traditional students who enter higher education studies. It is also anticipated that this work will contribute to the current interest in the experiences of students in the first year of undergraduate degrees. A variety of methods was used to collect data for the study, including surveys, a questionnaire and interviews. The informants included the participants in the program, five case study students, lecturing staff and an independent assessor. Whilst data gathered through the questionnaire were useful in providing background information, it was investigation into the five case study students' experiences that gave deeper insight into the short and medium term effects on students' attitudes and actions with respect to the preparation of their first written assignment. The evaluation revealed that students from diverse non-traditional backgrounds can gain much from participating in such a program, particularly if it is complemented by the provision of on-going support . As well as identifying the benefits which occurred for the case study students, some limitations of the program were also revealed.
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ItemAspects of metalinguistic awareness and the use of algebraic notation( 1996)This study critically examined the paper "Metalinguistics and Algebra Learning" by M. MacGregor and K. Stacey (1994). It showed that the striking results obtained by MacGregor and Stacey could be accounted for by methodological flaws. An attempt was made to repeat the MacGregor and Stacey study in a way which eliminated the identified flaws. This attempt was not completely successful. The reasons for the lack of success were examined. A second test was developed to investigate whether the ability to detect synonymy and ambiguity, later developing aspects of metalinguistic awareness not explored by MacGregor and Stacey, is related to students' success in learning to use algebraic notation. It was shown that this aspect of metalinguistic awareness was not related to success in learning to use algebraic notation. This study has confirmed the existence of the relationship found by MacGregor and Stacey between certain aspects of the metalinguistic awareness of students and their success in learning to use algebraic notation, but has raised doubts about the nature of that relationship.
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ItemChange management and project closure in the corporate environment( 1996)This minor thesis is a study of change management in relation to project closure and the impact this aspect of change management has upon the learning organisation in a corporate environment. It provides a literature review of the current understanding of project closure and through six semi-structured in-depth interviews tests some current theories of project closure. This leads to the questioning of the capability of organisational management to fulfil the aims of the learning organisation in relation to project environments. The thesis concludes by suggesting further areas of research.
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ItemIntroducing a gifted program in a rural secondary school( 1996)The study reported here outlines the steps taken to address a problem in the field of Education in a rural, secondary school. The problem, "What can be done to cater for the needs of gifted students in Years 7 and 8?" was posed by a member of staff of this school. He recognised that there was a need for an interventionist, in this case an external consultant, to undertake research on the existing educational setting, with members of the school community. The external consultant had expertise in the area of gifted programming, and also the necessary time to devote to lead the research which needed to be carried out. Action Research was chosen as a methodology which would be appropriate in this real-life situation. It involved the process of problem-solving through cycles of planning, acting and reflecting. It was a means of identifying and implementing a practical solution to a practical problem and, it was a method of carefully examining a practice and bringing about change in that practice. The process of change involved the participation of people who were part of the problem, viz. a number of administrators and teachers. These staff members were prepared to become part of a planning team instrumental in bringing about change in the learning environment of the school. The external consultant was also part of the planning team. The planning team gathered relevant data relating to current provisions for highly-able students, reflected on the data, planned appropriate action, acted and reflected on the action. This cyclical process utilised the reflection component to modify any procedural steps, thereby commencing the next cycle with substantive issues arising from the reflective practice. Through the 'Action Research process, significant attitudinal and structural changes occurred in the school setting involving administrators, teachers, students and parents. A definition of giftedness was accepted and a Talent Pool of highly able students was identified. In addition, community involvement was initiated, a resource pool of mentor volunteers was compiled and a Mentor program commenced. One of the outcomes of the process of change was the acceptance of future directions for the school in the area of gifted education. A number of proposals was accepted into the school structure for 1997, viz. the blocking of English periods in Years 7, 8 and 9 for subject acceleration, the continuation of the Mentor program and the deployment of interested staff in the gifted program. Action Research provided the means of improving a practice by the undertaking of new action in the form of a Mentor program for Year 7 students. This was a provision which was envisaged as being part of an extended gifted program in 1997. New direction for the following cycle of action focused on the problem, "What can be done to establish a comprehensive gifted program throughout the school?" The emphasis had shifted from the Year 7 level to a total-school approach, leading to a new perception of the problem and a new cycle of planning and action.
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ItemCurriculum coordination in practice( 1996)The implementation of whole-school curriculum change is a challenge faced by principals and senior staff with curriculum leadership responsibilities. Success depends on the cooperation and commitment of all teachers in a school, so that curriculum leaders require skills for manoeuvring groups of teachers towards a common goal. In Victorian government secondary schools the Curriculum Coordinator, an experienced teacher, is charged with overseeing curriculum change, and this customarily entails chairing a Curriculum Committee, the composition of which is invariably dominated by teachers. Schwab (1983) writes about the creation of a similar role in American schools, and proffers suggestions for the role and training of a curriculum coordinator and the composition of a curriculum committee, in order to encourage a refocussing on the liberal democratic traditions of education. This study uses Schwab's views as a reference point for examining the work of three experienced Curriculum Coordinators in Victorian government schools, who shared their stories with the author, himself a practising Curriculum Coordinator. Each participant in the study was asked to reflect on a Critical Incident of whole-school curriculum change, for which they had responsibility, and which influenced the ways in which they carried out the role of Curriculum Coordinator. The sharing of these reflections benefits both researcher and participant alike (Tripp, (1994)) and can offer insights into the skills and knowledge employed by effective curriculum leaders. Interpretation of the Critical Incidents provided a framework by which curriculum change can be analysed. The effect of the educational culture of a school, the status of the Curriculum Coordinator in the school and the extent to which the proposed curriculum change affects existing participant areas cumulatively influence the successful implementation. A number of writers identify teachers as inhibitors of change (eg: Cowie (1995), Weiss (1995) and Little (1990)), and the management and communication skills of effective Curriculum Coordinators are tested by this resistance. The stories presented confirm the notion of curriculum leadership as a practical, multi-faceted activity, and each participant has developed professionally through the practical execution of their roles. While each story is unique, the participants shared a common view of whole-school curriculum leadership as a collaborative exercise, focussed on improving educational outcomes for their students.
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ItemSchool organization as an internal teaching context : case studies of two Hong Kong aided secondary schools( 1996)In this study, school organization is investigated as a teaching context from the teachers' perspective. The study investigates the theoretical position that characteristics of the school organization affect teachers' job-related attitudes which, in turn, affect educational outcomes. A review of the literature shows that various characteristics of school organization are related to teachers' attitudes and performance and educational outcomes of schools. In this study, the case study approach is adopted and both qualitative and quantitative research methods are used. The teachers' job-related attitudes of two aided secondary schools in Hong Kong are analyzed. The internal teaching contexts of the schools are then described in terms of structural, cultural and social relations perspectives. Factors of school organization which may affect teachers' attitudes are identified. The findings from this study provide support for previous research into the influence of teachers' working environments or the internal context of teaching on school effectiveness. Implications for efforts directed at improving workplace conditions in Hong Kong secondary schools and an agenda for further research are discussed.
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ItemThe mind, the imagination, the feelings, the body: tertiary drama education in the 1990s( 1996)This study aims to investigate the impact of the aesthetic and aesthetic education, critical theory and critical pedagogy on tertiary drama in three Bachelor of Arts courses. The relative influence of these three areas has been principally gauged through interviewing key drama academics all of whom are involved in the design and teaching of undergraduate drama courses across three universities. Particular emphasis has been given to the first year of higher education. The overall objective of the study is to reflect on current tertiary drama education practice and to contribute to scholarship in the field of drama studies in higher education.
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ItemEvaluation of a movement and dance therapy program in head injury rehabilitation( 1996)This thesis reports on the application of Movement and Dance Therapy (MDT) in head injury rehabilitation. The research adopted a mixed method approach to examine whether a cause and effect relationship could be established between MDT and movement quality and control. Sub categories of questions posed related to whether MDT could increase movement range; adaptability to the environment; postural awareness and alignment, and movement confidence. The research design and details were decided by the clinical circumstances. The study, largely empirical, also involved movement observation and subject report via documentation and interview. The major procedure was an ABA single case design. A balance of quantitative and qualitative procedures were employed including videotape time sampling of movement behaviour over nine weeks in the case design; comparisons of the subject within MDT over time; the subject's own perceptions of change; and a time and task analysis of selected outcomes. The research results indicated that MDT contributed to changes that occurred. The graphic displays of ABA case results demonstrated a majority of plateau or near plateau baseline situations and definite responses to treatment. This outcome was supported by the results of the additional procedures. Although the sample size prevents generalisation of the results to the head injury population, the researcher suggests that a cause and effect relationship between MDT and the research outcomes was established. The research endeavoured to build a bridge between physiotherapy and MDT, advocating the use of the movement assessment tool, Laban Movement Analysis (LMA), in physiotherapy and MDT in rehabilitation.
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ItemThree women: their work and influence in the Free Kindergarten Union of Victoria 1908-1911( 1996)The participation of women has been vital at every stage in the growth of the free kindergarten movement but at no time was it more important than in its formative years. This thesis explores the influence of significant women through the events that shaped the Free Kindergarten Union of Victoria (FKUV) during the years 1908 to 1911. These women, drawn from middle-class backgrounds, played a major role in developing a system of kindergarten education and care for the disadvantaged children of poor families in inner-urban Melbourne. In contrast with other philanthropic organisations the membership of the FKUV was predominantly women. The minority of men on the original committees did little to impose their views and had minimal influence. As a consequence, the women of the FKUV experienced a level of autonomy unknown in public organisations. In my examination of women's influence, I look at the contribution and influence of three women whose backgrounds and reasons for involvement varied and who brought to the fledgling FKUV differing degrees of interest, experience and expertise. I will examine aspects of the women's contribution to social reform; the affects of women's pre-eminence on the FKUV and the personal and professional development of these women; the styles and approaches which the three women brought to their work; the social values and beliefs which may have contributed to the decisions made and the directions taken; and the differences of opinion which culminated in the controversy of 1911. In the FKUV, the years from 1908 to 1911 were fraught with challenges and difficulties. Issues of kindergarten teacher training were widely debated as the new FKUV endeavoured to develop a system which balanced its equal priority for education and philanthropy. By 1911, following several contentious incidents between some members of the FKUV committees of management and the supervisor, tension had escalated and a major controversy culminated in the resignations of the supervisor, the president, the secretary and the entire Educational Committee. I shall refer to social and political contexts in order to tease out the roles of the principal players