Faculty of Education - Theses
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ItemTowards a model for colleague support : matching support to needs and contexts( 1999)This thesis explores the issue of colleague support in schools observed in five case site schools over several years. The study sought to ascertain how colleagues perceive, rate, utilise and value colleague support and the effect of colleague support across a school culture. The research study is predominantly qualitative using participant observation and interviews, over several years. The interviews are based on an earlier pilot study (conducted in 1995-96) and a later survey of each of the five case site schools that make up this research study. The thesis outlines how colleagues describe, value, and utilise colleague support and proposes a typology of support based in grounded theory. This typology asserts that schools have definable `colleague-shape; based in characteristics and protocols of support that have an increasing degree of school-wide consciousness. The typology, and emerging protocols, it is hoped, have both a descriptive and diagnostic facility and an adaptive utility. This thesis concludes with a chapter on adaptive facility proposing suggestions, arising from this study, that might increase a school's conscious awareness and use of colleague support.
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ItemThe politics of curriculum( 1999)This thesis seeks to document the development, establishment and subsequent demise of Victoria's first independent regulatory body of senior secondary curriculum and assessment, the Victorian Institute of Secondary Education. Analysis of the origins of VISE helps reveal the implicit social conflicts at work within the senior secondary curriculum. The thesis investigates the response of policy makers to the shift in senior secondary education from an 'elite' system to a 'mass' system in light of this conflict. The thesis argues that these responses in general, and VISE's in particular, while significantly expanding school control over the curriculum and pedagogical autonomy, failed to moderate social patterns of success and failure by not challenging the implicit rationale behind the curriculum hierarchy - the needs of the university for selection - and by failing to base curriculum policy on a wider understanding of the origins of such patterns.
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ItemThe learning needs of non-English-speaking-background student nurses( 1998)This thesis has investigated the learning needs of non-English-speaking-background (NESB) students in a tertiary nursing course and whether they are being met. It has reviewed literature predominently from Australia, Britain and the USA. Whilst there are similarites it has been recognised that all situations are not the same so the literature has been used appropritely to establish the theoretical framework for the study and in the support of the research findings. Qualitative methodology has been used focusing on observation, survey, and interview methods from two groups studied, ie., NESB students and academics. The findings from the two groups researched, are expressed as results; from students who have analysed that their learning as affected by predominently academic factors, such as reading and writing for assessments and professional documentation, and on a minor level by language and cultural expectations in relation to teaching/learning. Academic findings support students responses but also identify some professional nursing issues such as expectations of students as affecting the learning needs of these students. The recommendations of this thesis are to provide better academic support for NESB students and to effect greater academic and university awareness of the learning needs of NESB students.
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ItemLearning to live over again : the resettlement stories of refugees from the former Yugoslavia( 1999)This thesis followed the resettlement in Australia, specifically Victoria, of three refugee families from the former Yugoslavia. The three families arrived here in 1995, and have made a new life for themselves. The settlement process was the key issue under examination, as the assumption was that if new arrivals can find a sense of belonging, then this is of benefit to themselves and the Australian community. The examination of this process focussed on the role of education, and coming to the conclusion as to which factors have helped them and which factors have been more difficult to contend with. In-depth, case study interviews were conducted, with an emphasis on a limited number of open-ended questions, so as to maximise the families' conclusions about their situation after discussion. Specifically the key research questions concerned: firstly, key information about the biography of the families; secondly, the circumstances of their move out of the former Yugoslavia; thirdly, what happened when they arrived in Australia - with respect to key services, such as education. The thesis findings illustrate that refugees need to be assisted in their grieving process before a satisfactory sense of belonging can be achieved. This sense of belonging is necessary in order to make adequate progress in a new culture.
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ItemImproved student learning and leadership in self-managed schools( 1998)This thesis examines improved student learning and leadership in schools under conditions of decentralisation, in a study designated the Learning Outcomes Project. In 1993, in the State of Victoria, Australia, a set of initiatives called Schools of the Future was introduced into government schools. The operation of the school system was changed from a relatively centralised system to one where much of the decision making about operations was decentralised to the school site. The impact on teachers, principals and schools has been considerable. Changes have occurred to teachers' working conditions and the accountability functions of schools through School Charters, Annual Reports and the introduction of Curriculum and Standards Frameworks (CSF) in eight Key Learning Areas (KLA). The Cooperative Research Project, a joint venture of the Victorian Secondary Principals' Association, the Victorian Primary Principals' Association, the Victorian Department of Education and The University of Melbourne, conducted a series of investigations into the processes and outcomes of Schools of the Future, including this study. The Learning Outcomes Project sought to investigate links from the reforms associated with decentralisation in school systems to improved student learning. This is a critical and vital area for research where little concrete evidence is available to support the benefits of decentralisation in relation to improved student learning. Previous studies have found the benefits of decentralisation to be mainly operational and managerial. A qualitative methodology was adopted to seek evidence of improved student learning in schools and explore leadership function under the conditions of decentralisation. Four schools that claimed improved student learning agreed to be part of the study. A conceptual framework was developed that allowed actions at school level be traced through the reforms to improved student learning. The leadership dimensions and strategies suited to schools under conditions of decentralisation were studied with the aid of a conceptual model, using a new model of educational leadership. Causal links from the reforms of decentralisation to improved student learning were mapped. This study reinforces the difficulties of making causal links. The findings indicate that improved student learning under conditions of decentralisation is evident in certain circumstances where clearly defined pathways are established from the reforms to improved student learning. It was shown that direct pathways to student learning were consistently and directly evident from Curriculum- CSF Implementation and Professional Development in all schools and were developing from Monitoring, Assessment and Reporting. The causal maps defined pathways which could be used by schools to monitor improved student learning in Schools of the Future. Leadership suited to decentralised systems was shown to require strong and balanced leadership across the six dimensional model used in this study. It was further shown that leadership dimensions that were not strong in the principal needed to be evident in other leaders for effective curriculum implementation to occur. Useful trends which may be relevant to other schools were found in this study. However, due to the favourable conditions in which this study was conducted across a small number of schools, further research is necessary to validate these findings and caution may be needed if using the findings in other settings.
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ItemThe Eleanor Davis Memorial Project : one piece of the jigsaw..( 1999)This study is primarily concerned with the Eleanor Davis Memorial Project, a mentoring program for women teachers aspiring to the Principal Class in the Victorian Department of Education. To understand more fully the nature of this unique mentoring program, it is first necessary to explore issues pertaining to women's under representation in leadership positions, particularly in the Victorian teaching service. A number of obstacles confronting women generally, such as culture of educational systems and traditional domestic roles of women are identified and discussed. Whilst mentoring has been noted as an excellent vehicle for career advancement, associated gender issues and obstacles still restrict women from taking full advantage of opportunities. The Victorian Department of Education, in an attempt to increase the number of women seeking and successfully gaining principal class positions, introduced the Eleanor Davis Memorial Project in 1992, along with numerous other 'Women in leadership' initiatives. This study examines the perceptions of ten women, all former mentee and mentor participants, who today hold varied leadership positions within the Leading Teacher, principal class and higher Regional levels. Their views on women's inequality, mentoring and the Eleanor Davis Memorial Project are discussed and interpreted in light of related literature.
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ItemInfluences on the academic progress of males in a TAFE business course : a case-study approach( 1998)This study is concerned with the academic achievement of young Post-VCE male students undertaking the TAFE Associate Diploma of Business (Marketing) at Swinburne University of Technology's Hawthorn Campus. All had failed to secure a university place. The research sheds light on the influences that contribute to an apparent lack of achievement among these young men while in TAFE. Specifically, it identifies, as significant, inflated expectations of their academic ability, threatened identities as successful learners, the socio-cultural construction of masculinity in their predominantly middle-class secondary schools, and their perceptions that TAFE is best suited to tradesmen. These many influences on academic outcomes can be drawn into two interrelated themes concerning socio-cultural constructions of hegemonic masculinity within their secondary schools, and how this generates a particular view of what it is to be a successful male learner. Thus conditions are established under which these young males have a tendency to over-estimate their academic ability, leading to unrealistic course choices at the end of VCE, which then positioned them for failure. Their inability to secure a university place was, for many, a point of rupture, presenting a threat to their identity, both as a successful learner and as a successful young man. In an effort to protect their 'threatened identities' they sought out a TAFE business course at a multi-sectoral institution to disguise their student status. However, once enrolled in this course they came to realise that their preconceptions of TAFE were unfounded, the classes were not peopled with tradesmen, and the standard was more professional and 'harder' than they had anticipated. This together with the realisation that many other students were similar to themselves, allowed them to maintain their identity as successful learners and ultimately provided them with the opportunity to articulate into a degree course or secure a valued 'white collar' position.
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ItemMandated curriculum change, the Victorian experience : the impact of the VCE on the practice, tools, and beliefs of teachers in three schools( 1998)This study aimed to explore the extent to which the externally mandated curriculum change - the VCE - had resulted in change in teacher practice, use of tools and beliefs. The study intended to discover if, as in other experiences of mandated curriculum reform, beliefs in the imposed system would follow a change in practice. This was done by the use of both quantitative and qualitative means. Teachers of the VCE in three schools were surveyed in this study. it was not the intention of the study to comment on the VCE itself, but on the way teachers believe it is best serving the cohort of students with whom they work. As the literature would suggest is true for mandated curriculum reforms, teachers in this study demonstrated change in many aspects of practice and the adoption of new tools. However, there are a number of aspects of the VCE which teachers believe are not serving the best interests of all students. Teachers in this study viewed positively those aspects of the VCE that allowed them the flexibility to cater adequately for all students. Those aspects of the VCE which posed difficulties were those that restricted the ability of teachers to cater adequately for all students.
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ItemGhost stories : an ethnographic journey( 1998)This is an ethnographic study of a school theatre project, 'Ghost Stories'. The study explores what the role and nature of extra curricular theatre is in an independent boys' school. The concept of 'school theatre' is defined as an aesthetically rich, extra curricular event. The study argues that a teacher of 'school theatre' creates learning experiences for students that empower and challenge the politically or economically sanctioned educational culture. The value of school theatre, the role of the teacher, the development of students' artistic and personal skills and the relationship between school theatre and the dramatic heritage is investigated. The study argues that a believable, trustworthy account of the school theatre event needs to incorporate the variety of participant voices. The report is written in the form of a narrative and is told by the drama teacher responsible for the performance project, a male and female student, a teacher assisting in the performance project and a senior member of the administration. The narrative traces the participants' motives in becoming involved in the 'Ghost Stories' performance project, the various perceptions of the value of student devised performance texts, the conflicts within this educational context, culminating in the final night's presentation ceremony. The 'Ghost Stories' performance event challenges the conduct of teaching and learning in this educational context. The study contends that a teacher of 'school theatre is engaged in 'critical pedagogy'.
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ItemEnvironmental stewardship through public education programs in waste and litter reduction in Victoria and its significance for Fiji, 1989-1999( 1999)This ethnographic research investigated the educational network of the litter and waste minimisation program that has been developed and implemented in Victoria, Australia; since 1989, and its place in the Environmental Education movement. It looks specifically at the autonomy and accountability of environmental agents and agencies in the Waste Wise program. The Government of Victoria's statutory funding body for waste management is EcoRecycle Victoria. The research examines documentation on how EcoRecycle's initiatives have been collaboratively managed and delivered by experienced local environmental action organizations such as the Gould League of Victoria, the Centre for Education and Research in Environmental Strategies (CERES) and the Merri Creek Management Committee (MCMC), through providing appropriate teacher development, the production of curriculum resources and direct community action. The researcher also interviewed key network agents employed in the various organisations through the Waste Wise program.