Faculty of Education - Theses
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ItemThe impact of the zone based professional development program, "Skill review and professional development", on knowledge, understanding and practice within selected school communities( 1995)While engaged in documenting a retrospective account of a zone based professional development program, Skill Review and Professional Development, which aimed to support school communities in the implementation of skill review and professional development according to the Tripartite Agreement on School Development Planning, I reflected on a statement by Harwayne (1992): 'We take courses. We attend workshops. We read books, We get lots of information. But the really important information comes later on. It comes when we take that seed information back to our classrooms, when we experiment and innovate and invent, when we make it our own. The story really is 'to be continued' (p.337 ). This reflection led to the following questions which drove my investigation: # has the 'seed information' collected during the program been taken back to the school level?; # have school communities been able to 'experiment', 'innovate' and 'invent' in order to make skill review and professional development their own?; and, # in what areas has the zone based professional development program, Skill Review and Professional Development, impacted at the school level? The information gathered to discover the answers to these questions was qualitative in nature and comes from those involved directly with the delivery and implementation of the program. The information draws on what happened at the zone level and what is now happening at the school level. The gathered data took the form of words: written and anecdotal; record and document observations; and transcripts of discussions and interviews, as words captured the spirit of the happenings. The writings of Joyce and Showers (1987), Joyce and Weil (1992), Fullan and Stiegelbauer (1991), Hargreaves (1992), Fullan (1993), Johnson (1993), Guskey (1994) and others have helped make sense of the impact of this program at the school level.
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ItemFundraising in seven independent schools in Victoria : a pilot study( 1996)Structured fundraising is being formalised in independent schools through the establishment of development offices. Money raised through development aims to fill the gap between incoming money from fees and government grants and programs and resources considered necessary to provide exemplary education. However, development in schools is not only concerned with monetary gain. To achieve financial success, development officers must identify their supporters. To this end, friend raising is assuming greater importance in schools. Alumni and parents are nurtured to form a solid donor base within the school community. This study was designed to look at the development work being undertaken in seven independent schools in Victoria. The various fundraising strategies of these schools are described in the contexts of each of the selected schools' histories. Much of the development work being undertaken is influenced by the American experience. Australian independent schools can learn from the American experience. A model of the events and stages that appear from this pilot study is proposed as a contribution to ideas and concepts to offer interesting points for further study. The question of who constitutes the donor base and how development officers can identify this group is investigated. The types of programs to which donors give are also explored. Libraries are one area of schools which are likely to require substantial injection of funds, particularly as the use of new information technology is adopted in schools. Librarians need to be aware of the fundraising process within their school and any likely budgetary implications for their department. They can advise on aspects of fundraising where they have special expertise. The logistics of fundraising in schools frequently involves the use of volunteers. The study investigates the attitudes of development officers to this unpaid workforce, and if and how it can be used most effectively to assist development in schools. Librarians can be useful in this aspect because they have a long history of effective volunteer use in library programs. This is a descriptive study of development and fundraising practices in seven independent schools in Victoria. The study examined how fundraising is conducted by means of structured interviews with development officers responsible for implementation of development tasks and questionnaires to librarians in the same schools to expose specific aspects of the fundraising process in a school situation. Findings from this purposive sample of the population are not representative of all independent schools and refer only to the schools concerned. The data sheds light on aspects of fundraising and development practices and may be useful as reference for other independent schools. The study contributes to a better understanding of some of the factors that would be useful to explore further in a larger study of development and fundraising in schools. The issue of philanthropy in Australian schools is one which is currently of great importance given that an increasing number of independent schools are considering getting involved in development offices and fundraising activities.
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ItemImposed change and the transmutation of established career paradigms( 1994)Sikes (1985) suggests that although fundamental career patterns for teachers may be recognised, external influences more often imposed changes which disrupted womens' careers as teachers. Few studies have, however, been attempted in Australia. This study examines the impact of a particular imposed change on a specific group of senior women teachers and their resultant careers within/out the school. It looks specifically at the breaking of an established culture in a Catholic girls' school with the amalgamation of a neighbouring Catholic boys' school. The impact on the careers and lives of a group of senior female staff members from the former girls' school are examined. These teachers' stories were told to the author, who was also a colleague, in a series of confidential interviews and discussions. The stories raise important theoretical issues about the nature of womens' careers in teaching, but also critical questions about the rationality of models of institutional reconstruction that deny or ignore the unique qualities of individuals or groups of individuals, networks and connections that characterize educational life in that school.
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ItemSchools of the Future and curriculum development and implementation : an investigation( 1995)Restructure of the Ministry of Education has ensured that schools are no longer centrally administered but are self-managing within the Schools of the Future program under the Directorate of School Education. As a result, changes have occurred in many areas including administration, financial management, staffing structure and teacher support in areas such as curriculum. This study investigates three schools that are members of the Schools of the Future Pilot Program and seeks to find the effect that the changes from the Program, have had on Curriculum Development and Implementation. The study reviews the literature available on the topic, in particular the notion of self-managing schools in Victoria. Therefore it reviews information on the Schools of the Future Program. It also seeks to understand the effect of changes in curriculum policy and the provision of professional development. The study also seeks to explore the effect of leadership style on the implementation of curriculum within a school. Qualitative research methods were employed when data was collected from the three participating schools. The schools were selected for the following reasons: (i) they are members of the Schools of the Future Pilot Program(or Intake 1); (ii) they are situated in a similar socio-economic area; (iii) the author had ready access to those schools. By applying grounded theory technique to the data a model was developed - The Curriculum Triangle. This model is a suggested representation of what is occurring in the selected schools and could be used further to analyse data from schools, and thus generate the possible areas requiring professional development and curriculum leadership.
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ItemPrincipal expertise and problem-solving processes( 1997)This case study is an exploration of Principal expertise and problem-solving in a large, co-educational, independent school in the eastern metropolitan area of Melbourne. Cognitive science perspectives are adopted to develop the nature of expert administrative practice, in order to highlight Principals' internal mental processes and their direct relationship to Principals' practices. Four characteristics or dimensions of expertise are examined, including a strong commitment to shared goals, cognitive flexibility, the Principal's contribution to the long-term development of staff and his or her use of the capacity of the staff to obtain solutions. The literature review involves an analysis of both expert, as opposed to typical Principals, since they vary in the processes they adopt to solve problems in group settings. Fourteen themes related to Principal expertise and problem-solving emerged from the findings of this particular case study. These include vision, communication of the vision and goals to the staff and decision making. This Principal demonstrated creative, future thinking; knowledge and information gathering; delegation; cognitive flexibility; strong values, especially when problems were non-routine and challenging together with a concentration on the change process. Also, the affect or feelings, mood and self-confidence that the Principal experiences when involved in problem-solving was studied. Finally, the possible relationship between expert problem-solving and transformational leadership, followed by the desirable features of school leadership expertise training programs, were examined. The findings from this study recommend a combination of strong theoretical knowledge, practical experience together with training in the human resource area and personnel management to include sound decision making processes and effective delegation. Further research is recommended concerning both the nature of educational expertise and problems encountered by school Principals as well as the identification of features for school leadership training programs.
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ItemA case study of multi-school evolution: the development of Caulfied Grammar School, Wheelers Hill - the process of restructuring at work( 1990)In the 1980's there has been, and continues to be, an unmistakable trend for the restructuring of the framework of Australian Education as depicted by the various autonomous State and Territorial Authorities of Education. Indeed, it has been pointed out somewhat prophetically as time has revealed that of the nine systems represented at the Conference of Australian Directors-General of Education, seven faced substantial restructuring during 1981"(1), and that the consequences of these proposals could well see the 1980's being regarded as the period of the structural reform movement in Australian education.(From introduction)
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ItemThe impact of positions of leadership in Catholic primary schools( 1997)This research emanated from an interest that was developed in leadership roles and how these have impacted on Victorian Catholic Primary Schools, especially in the North Central Zone. Questions that were used as the main focus for this study were: How does the role of the Catholic Primary Principal impact on Positions of Leadership? And Does the existence of Positions of Leadership make Catholic Primary Schools more effective? In order to find the answers to these questions both quantitative and qualitative research was undertaken in the form of a Case Study. The study involved gathering data from Principals, teachers with Positions of Leadership and teachers without Positions of Leadership in the North Central Zone. The data for this research came from collated responses in the form of questionnaires from eighteen schools and transcripts of interviews from six people at two schools within the zone. Whilst writings from a variety of sources have been used to clarify and add meaning to this research, several writers were used as a basis for the study including; Bolman and Deal (1991), Fullan (1991), Fullan and Stiegelbauer (1991), Hargreaves (1994) and Little and McLaughlin (c1993). This research highlighted several areas that need to be addressed if Positions of Leadership are to have a positive impact on Victorian Catholic Primary Schools. 1) Schools need to incorporate ongoing review of all aspects of school operations through the School Development Plan. In particular, this could seek to ensure that the school is operating effectively both administratively and educationally. 2) The role of principals should not be underestimated as they have responsibility for all aspects of the running of the school. The leadership style used by the principal will directly impact on the effectiveness of Positions of Leadership operating within the school. It is only through the use of a collaborative style of leadership that POLs will be able to have maximum effect. 3) Personnel chosen for Positions of Leadership need to be carefully screened ensuring that they have not only an enthusiasm and understanding of the area for which they will have responsibility but that their disposition allows for open communication.
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ItemA planning scheme for school development( 1991)A general introduction into the problems associated with the cultural and religious maintenance of Muslim immigrants leads to a rationale for the need for Islamic schools for Muslim children. Problems encountered in the establishment of the first Islamic School in Australia at Coburg in Melbourne indicate among other things a failure of a lack of planning. A planning scheme for implementation by the Coburg Islamic School can be devised by looking into the literature on planning theory as it relates to schools, and listing the key elements of the planning process. An exploration of these elements can then make it possible for an inexperienced planning team to implement a planning exercise based on the scheme devised. The members of the School Board of the Coburg Islamic School have the ultimate responsibility for planning and it is unlikely that any members of the Board have expertise in planning. Therefore the provision of a planning scheme with explanations should enable members of the School Board to successfully implement a planning exercise. To optimise the chances of success, indications relating to the Coburg Islamic School can be provided for each of the elements. These indications, being drawn from the School's present situation and stated intentions, can expedite the process of implementing a planning exercise for the School.
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ItemSources of knowledge used in the development of school charters( 1995)The Department of School Education, Victoria, introduced an innovative program of reform which it titled "Schools of the Future." A critical document in this program is the School Charter, an agreement between the Department of School Education and the local school and its community. The School Charter outlines the schools operation over the succeeding three years. A School Charter is a totally new concept in Victoria, which creates some difficulties in selecting sources of knowledge to be used in its development. This thesis explores the ways in which eight Victorian primary schools, from a similar geographic area, went about the task of creating their school charters. It looks at types of knowledge most used, identifies patterns of use of knowledge and differences in patterns of use between schools in the first intake to the Schools of the Future program and schools in the second intake. A theoretical framework, outlining links between change processes and available sources of knowledge is presented. This framework serves as a basis for the analysis of research data.
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ItemChange: stop it if you can: organisational defence mechanisms and change resistance in a primary school setting( 1999)The study investigates change resistance in a Victorian primary school. Interviews were conducted with teachers at various levels in the organisation and with the administrator, the principal. The purpose of the study is to seek improved understanding of change resistance by examining and mapping each individual's perspective. Argyris's writings are referred to extensively throughout the study because he has defined the essence of the challenge which confronts organisations faced with change. He notes that organisations can appear successful and profitable yet hide the true malaise underneath. He refers to this as the puzzle where: The puzzle means that buried deep in organisations is the capacity to be over protective and anti learning and to be unaware that this is the case and to do all this precisely when organisations need the opposite capacity. That is problems are tough and are also embarrassing or threatening. (Argyris, 1990, p.2) There is strong evidence from the study to support the hypothesis that people in organisations obtain a strong sense of security and surety from the culture of the organisation. In the face of threat their response is to create a culture of resistance to protect themselves from change. The study finds, that long term, meaningful change occurs when the organisation becomes a learning organisation. The learning referred to here must be of the quality which involves a change in the culture of the organisation. Argyris and Schon refer to this type of learning as deutero learning. This form of learning has the capacity to reculture the organisation toward a progressive learning organisation.