Faculty of Education - Theses

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End date: 2003 × Start date: 2000 × Subject: School improvement programs ×

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    Program evaluation of an alternative school
    Schier, Karl ( 2003)
    This program evaluation aims to identify the strengths and the areas that require improvement in an alternative school. The alternative school involved in this study was established to cater for 'at risk' students. The design of the study utilises both qualitative and quantitative methods. The qualitative data collection involved the use of standardised semi-structured interviews and focus group interviews. Questionnaires were the research instruments used for the collection of the quantitative data. Analysis of the results of this study indicated that the strengths of the alternative school related to the school culture/ethos, support for parents and students, relationship and connectedness and, student development and learning. The areas that require improvement involved the length of time for the students in the alternative setting, the transition from the alternative school back into mainstream, and the support for students after returning to mainstream education.
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    Mandated improvement: an examination of the impact of the school accountability framework in Victoria, Australia
    Kavanagh, Michael Bartholomew ( 2002)
    This research set out to examine the impact of the Victorian Government's Accountability Framework, on three primary schools. Located within a naturalistic paradigm, this case study research focused on the understandings and experiences of principals, other school leaders and teachers, as they completed the first three-year cycle of implementation. Using the Hargreaves, Shaw and Fink (1997) Change Frames as the basis for interviews with participants, it was revealed that participants across the three schools faced many personal and professional challenges, as they engaged in processes of charter development, charter implementation and review. A mix of administrative, leadership, socio-cultural and educational factors impacted both positively and negatively on the implementation. A number of these factors were found to relate directly to political challenges of the period. The study reveals a key weakness in the Accountability Framework's capacity to translate findings arising from the self-evaluative components (Annual and Triennial Review) into teaching and learning practices. The findings suggest that there is a risk that some schools may `institutionalise' the practices of charter development, implementation and review, to meet Education Department of Education and Training expectations, but without significantly addressing the real needs of students within the Framework's processes, strategies and outcomes. A number of recommendations are offered to help strengthen the impact of the Framework on school improvement practices, and especially teaching and learning outcomes.