Faculty of Education - Theses
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ItemEvaluation of a Cancer/Palliative Nursing Care subject and a comparison of processes and outcomes for traditional classroom and distance education teaching modes of delivery( 2000)This Evaluation is concerned with the educational outcomes of a postgraduate subject, 'Cancer/palliative care nursing 1'. The subject is taught in the classroom as well as by distance education in the print medium and, as well as considering the outcomes for the subject per se, the Evaluation also compares the outcomes for each teaching mode. The questions addressed in the Evaluation are: a) does the delivery of the subject (regardless of the method used) have the outcomes that might be expected of a postgraduate diploma level subject? and b) are students taught by distance education mode disadvantaged by comparison with students who are taught by traditional classroom methods? There is an abundance of literature on distance education, most of which uses, explicitly or implicitly, classroom teaching as a largely unexamined exemplar by which distance education is judged. This thesis critically examines the distance education literature and identifies factors salient to a comparison of these two methods of teaching. The Evaluation method is based on the theory-driven approach advocated by Chen (1990) and incorporates an adaptation of the program logic framework put forward by Funnell (1996). It incorporates two methods of evaluation: the subject's outcomes measured against a prescription; and, a comparison of the distance education outcomes with classroom teaching outcomes. A prescription of how the subject should be delivered and the outcomes that should be expected was developed from stakeholder interviews, informed by a critical review of the distance education literature and the evaluator's knowledge of the discipline. A method of measuring the actual delivery of the subject against the prescription (regardless of the teaching mode) was devised and a minimum acceptable standard of success established. Substantive methods used include both qualitative and quantitative data gathered by questionnaires, interviews, classroom observations and a content analysis of the study guide used by distance education students. The Evaluation findings are that on most, but not all, outcome measures the subject met the set standard of success. One outcome unspecified in the prescription (although implied) was the increased clinical confidence engendered by undertaking this subject. Students taught by the traditional mode gained from classroom interaction although the degree of interactivity was found to depend on the personal qualities of lecturers and students and the structure of teaching sessions. Distance education students were not disadvantaged by this teaching mode and on some measures, such as being able to study at their own pace or the grades they achieved, could be said to be advantaged.
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ItemPerceptions of educational change: a case study of LOTE teachers in Catholic schools( 2000)Change permeates every aspect of education. The objective of this study has been to investigate the multidimensional nature of educational change as perceived, experienced and managed by teachers of Languages Other Than English (LOTE) within the context of global school change. It was designed to gain insights into effective change processes and bring to the fore characteristics that challenge schools to become even better schools. The research undertaken is innovative as it targets teachers of Languages Other Than English (LOTE). Whilst the educational change literature has expanded over the last twenty years, LOTE teachers have been given little attention by researchers of educational change. This and the tentative nature of LOTE programs in schools acted as inspiration. The literature review focused on three dimensions of educational change relating to the individual, the curriculum and the organisation. These dimensions form the basis of the study and are discussed in relation to individual professional and personal experiences and reactions to change initiatives and to the impact of structural organizational changes on curriculum renewal. Particular emphasis has been given to curriculum development as an eclectic process. However, through the interaction of the three dimensions the process of change recultures, renews and transforms the learning community. This study draws on historical ethnography in a case study of a critical event. Through oral history, hindsight provided a more considered appraisal of results. It was evident in this case study that subjective and objective realities gave meaning to change. Participants shared their perceptions of educational change, and in particular how these influenced their professional lives and consequently how their personal lives influenced their work. The amalgamation of three schools was used as the vehicle of the research. It challenged teachers to rethink the way they went about teaching and learning. Values and beliefs were questioned imposing strain on self-confidence. New beliefs and values were embraced out of loss, grief and anxiety. Whether or not desired, real change brought with it uncertainty, ambivalence and contradiction. Yet, these very factors spurred growth and encouraged shared meanings in a myriad of change factors.