Faculty of Education - Theses
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ItemUneasy lies the head : the repositioning of heads of English in independent schools in Victoria in the age of new learning technologies( 2004)This study explores the discursive practice of six Heads of English in Independent Schools in Victoria during a period of major cultural change. This change has been associated with huge public investment in New Learning Technologies and shifting perceptions and expectations of cultural agency in communities of practice such as English Departments in Schools. In this social milieu tensions exist between the societal rhetoric of school management and marketing of the efficacy of NLTs as educational realities and discursive practices at a departmental level, embodying and embedding academic values and attainments. In their conversations with the author, the Heads of English reveal much about themselves and the nature and distribution of their duties and responsibilities within the local moral order of their schools and with their individual communities of practice. A model is developed of the dual praxis of the Heads of the Heads of English, mediated by autobiography and historically available cultural resources in a community of practice. As agents concerned to both maintain and transform their local culture of English teaching, and consequently the whole school culture, the Heads of English account for themselves as responding to their own `sense of place' in their own community of practice, but also the `structure of feeling' of the period by which their achievements and standing are known. This study of the persons of the English co-ordinators draws upon both Positioning Theory and critical realism to reveal the dynamic nature of both their identity and the social organization of English teaching in schools.
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ItemThe academic achievements of language centre students at a secondary college( 2001)What are the academic achievements of adolescent new-arrival English as a Second Language (ESL) students at secondary schools in Victoria, Australia? Research on Non-English Speaking Background (NESB) students in Australia has tended to neglect new arrival ESL students. To examine the academic achievements of this important subgroup of NESB students, the current study will highlight the academic achievements of a cohort of Victorian Language Centre students at a Secondary College over six years with interruption to schooling in their first language (L1) as the key variable linked to academic achievement in their second language (L2). Victorian Language Centres provide new-arrival ESL students with the English skills they need to start their secondary educations in L2. The current study examined the academic achievement of two groups of Language Centre students, those who completed their Victorian Certificate of Education (VCE) and those who left the Secondary College prior to completing VCE. Their academic results were summarised into spreadsheets for quantitative analysis. Subsequent to the quantitative analysis interviews were conducted with four ESL students from the Language Centre currently completing their VCE studies to provide further insight into the factors that enabled them to do their VCE. Results indicate that the academic achievements of this cohort of ESL Language Centre students are poor and that interruption to education in Ll had a major impact on the students' ability to achieve academically at the Secondary College. The study suggests that L1 education is the key variable influencing the student's ability to acquire the academic language skills necessary to meet the academic demands of secondary education, particularly the VCE. Other factors such as support for learning and strong motivation were found to help students overcome difficulties encountered in their secondary education. However, students who were unable to overcome these difficulties left the College prior to completing VCE. It was concluded that the majority of Language Centre students faced uncertain economic futures once they left the Secondary College. The results of the study suggest that Language Centre students need more support and assistance to enable them to complete VCE or to access educational alternatives to the VCE. This study also suggests that more research into the effect of L1 education on L2 education be conducted as this was found to be the key variable in the students' ability to acquire the academic language skills necessary to meet the academic demands of VCE.
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ItemThe morning after : a novella based on a study of a drama performance exploring young people's views of teenage pregnancy( 2004)This thesis is in two parts. Firstly I describe my research, which centred on a Drama performance devised for the 2002 Monash Schools Drama Festival. The performance project was coordinated by myself, as the school Drama teacher, and involved twelve students from Years 9 and 10. The performance focused on the theme of teenage pregnancy and explored some of the difficulties a young girl encounters when faced with an unplanned pregnancy. The story created for the performance project then became the basis for the second part of this thesis, a novella - 'The Morning After'. As a practitioner teacher-researcher, I collected data through interviews with my students and observations of their work in drama as they created the storyline and constructed the performance for the Monash Drama Festival. Through the process of discussion and improvisation, students revealed their perceptions, life experiences, questions and concerns around the issue of teenage pregnancy. These insights were reflected in the play and then this data was analyzed, organized into themes, interpreted and transformed into the novella - The Morning After'. This study reveals a need for more effective forums for discussing sex education and teenage relationships and pregnancy with young people in schools. The Morning After' aims to preserve the story at the heart of the students' play by offering it in fictional form to other young people.
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ItemRelationships between modernism, postmodernism, new technologies and visual culture in Victorian secondary visual arts education( 2001)This study investigates relationships between computer technologies, modernism, postmodernism, visual culture and visual arts education. The literature research focuses on relationships between modernism and new technologies, modernism and postmodernism, postmodernism and new technologies and art education and computer technologies. The field research consisted of three 'semi-structured interviews with secondary visual arts teachers in metropolitan Melbourne, Victoria. I investigated selected teachers' perceptions of the extent to which they addressed computer technologies, modernism, postmodernism and visual culture in their visual arts curricula. Initially I aimed to discover the extent that they included computer technologies and postmodern theories into their visual arts curricula. I used a combination of research methods when undertaking this study and in particular when analysing the field research findings. The deductive method of Orientational Qualitative Inquiry was combined with the inductive method of grounded theory. Whilst investigating relationships between postmodernism and new technologies using Orientational Qualitative Inquiry I found that modernism impacted upon both postmodernism and computer technologies. I then used grounded theory to document the interrelationships between modernism, postmodernism, visual culture, new technologies and arts education. This study was limited by several factors, including the following. Firstly, I limited the investigation to only three participants. Secondly, there were flaws inherent in the combination of inductive and deductive research methods. Most significantly, I was limited by the fact that the three interviewees worked in modern institutions. The relationships between modernism and new technologies encountered in section 2.1 were echoed by the interviewees' comments, particularly in sections 4.1 and 4.2. The interviewees held strong modern values such as a belief in progress and the importance of originality. The investigations surrounding postmodernism and visual culture in sections 2.2 and 2.3 were less well established in the field research. However, these were still present, especially in section 4.3. Finally, the traditions of the incorporation of computer technologies established in Australian and American visual arts education in section 2.4 were continued by all three participants in chapter four and summarised in section 5.1. By exploring relationships between modernism, postmodernism, visual culture and new technologies in visual arts education I found that modernism and postmodernism are not mutually exclusive but rather deeply interconnected.
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ItemWhat are the blockers/facilitators for a science coordinator to integrate datalogging into science teaching( 2002)This project investigates a coeducational Secondary College Science Department that decided to introduce datalogging as a teaching tool. Datalogging is the electronic recording of data during an experiment using sensor probes. Decisions concerning the introduction of datalogging involved the science teaching staff, the laboratory technician and the Science Coordinator, all stakeholders in this process. This investigation was developed with the hindsight of a Literature Review, which provided the advice of others' experiences and catalogues the introduction in a case study format. Action research strategies were invoked through a series of focus interview questions, which provide a 'snap-shot' of the perceptions. From here a collaborative Change Management strategy of introducing datalogging into science teaching was produced. The factors that inhibited or prevented the use of datalogging in teaching were considered to be 'blockers'. Through interview questions the teachers and the laboratory technician were asked what they felt blocked their use of datalogging. The time required to become comfortable, familiar, confident and experiment with the equipment arose as the major concern for all teachers prior to using datalogging in science teaching, while the laboratory technician had more physical impediments. The technology capable participants did not encounter major hindrances. There was a constant limitation of equipment due to its expense, which was a factor accepted by all and where innovation in teaching style was required to overcome this impediment. However, all felt that visual 'memory-jogs' of the availability and uses of the equipment would encourage use. The factors that contributed to datalogging use were the 'facilitators'. These included a well rounded, informative and ongoing professional development strategy involving all staff members sharing knowledge combined with a laboratory technician who was conversant with the equipment, constantly promoting and encouraging usage and aiding the process. Throughout the project constant active problem solving emerged as a strategy by teachers whenever a 'blocker' was suggested. The advantage of collegial sharing through professional development was also recognised by staff and thought to integrate well when developing technology as a teaching tool. The process overall was time intensive due to lack of time in the working week when people are at different stages in embracing change and technology. Consequently whatever was learnt by individuals was regarded as worth sharing professionally.
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ItemUse of computers in mathematics teaching and learning : transition from grade 6 to year 7( 2001)Over the past ten years computer resources within Victorian schools have improved. Adequate level of facilities and resources has enabled teachers and students to use computers in the teaching and learning of mathematics. However it appears that computer skills acquired during primary years are not always the basis for further and continuous development of skills in the early years of secondary schooling. Research shows that during transition from grade 6 to year 7 there is need for stability and a sense of continuity in the adolescents' education and this applies to the area of mathematics as well. To gain further insight, this research investigated the use of computers in mathematics in a group of feeder primary schools and their linked secondary school. The study initially investigates whether the computer skills introduced in primary schools were known or built upon in secondary schools. The research then makes recommendations to the network of schools involved concerning continuity in teaching and using computer skills in the teaching and learning of mathematics during the transition years. This study was qualitative and involved parents, students and teachers. Questionnaires, interviews and classroom observations were used to obtain data. Recommendations include the need for continuous communication between grade 6 and year 7 mathematics teachers to form and maintain links regarding the development of computer skills, the need to develop a common goal for all grade 6 teachers in terms of teaching computer skills to prepare students for secondary school and finally, the need to increase computer literacy of primary and secondary mathematics teachers and make hardware and software available and accessible to all.
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ItemNew tools for an old craft : introducing information and communication technologies to Victorian schools( 2001)Many teachers in Victorian schools are using information and communication technologies (ICT's) in their teaching. This study investigates the relationship between the use of ICT's and teachers' work practices. The first part of the thesis (sections one and two) outlines the prevailing stories associated with ICT's and the various perspectives on technology. Different perspectives of technology are explored to show how they influence what we believe can be achieved with the use of ICT's in the classroom. The second part of the thesis (sections three and four) uses actor network theory (ANT) to build a local network of teachers and machines. The aim is to show that the relationship between teachers and ICT's may be better conceived as a 'sociotechnical' network of people and technical objects. The work concludes by examining the political implications of a sociotechnical network on the practices of teaching and explores the available opportunities for teachers to re-fashion their craft.
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ItemTeacher beliefs about mathematical problem solving in Free Wesleyan Church secondary schools in Tonga( 2001)It is clear from the literature that attention should be paid to teachers' beliefs about how the mathematics classroom operates and about the nature of mathematical problem solving. The introduction of a mathematical problem-solving curriculum which ignores these aspects is likely to be frustrated. This research seeks to learn more about the use of mathematical problem solving by Tongan teachers and what these teachers consider to be good teaching of mathematics and mathematical problem solving. Five mathematics teachers in the Free Wesleyan Church of Tonga education system were interviewed about their beliefs using the Kelly Repertory Grid technique through Enquire Within software. Surveys were also conducted of the material produced for schools by the Tongan Government's Ministry of Education. It was found that the Ministry of Education has implemented a minimal problem-solving curriculum throughout the Kingdom and that the beliefs of the majority of teachers interviewed were compatible with this minimalist model. Recommendations for the Free Wesleyan Church's Education Department are made on possible approaches to fulfilling the Ministry of Education's stated aim of preparing students to apply the principles of mathematics to unfamiliar situations.
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ItemPreparing teachers and students for a digital age: fostering the development of a technological and information literate school community( 2004)Information and communications technology has become commonplace in secondary schools. However, how this technology is used to enhance teaching and learning varies amongst schools, teachers and classrooms. In 2001, a single site case study was conducted at MacKillop College, a Catholic secondary school, to identify the factors that influence the development of a technological and information literate school community. That is, a community in which teachers and students utilise print and electronic forms of information effectively, and use computer and communications technology to perform day-to-day tasks. This study involved Year Seven students and their teachers. Data was gathered using both qualitative and quantitative methodologies to identify: school administration support required to facilitate the development of a school community that is technologically and information literate; the relationship between teacher professional development in ICT and the use of ICT in curriculum planning and implementation; and the relationship between teacher ICT skills and that of their students. The full support of administrative bodies governing educational institutions is essential to ensure the seamless integration of information literacy skills and ICT into school curricula. The literature surrounding ICT and information literacy in schools identifies support from school Principals and school administration bodies as contributing factors in the development of an ICT learning community. The findings from this research support this view, suggesting that school administration plays a very influential role in the successful implementation of ICT within a secondary school, corroborating research conducted by McKenzie (1999) and Meredyth (et al. 1999), highlighting the lack of adequate support for teachers in the use of ICT as one of the major obstacles to the integration of ICT in a school environment. Lemke (1999), McKenzie (1999) and Rogers (1994) suggest the way in which the professional development for teachers is presented, and the expectations placed on teaching staff with regard to their own learning and skill development plays an important role in the ongoing participation in ICT professional development. Over a period of four years the ICT resources at MacKillop College were upgraded, and professional development activities in ICT were organised for teaching staff. Professional development in ICT succeeded in increasing teacher skill, however this was not reflected in an increase in the use of ICT by teachers in the classroom, or an increase the use of ICT in curriculum planning and delivery. The findings of this research concur with those of Meredyth (1999) and McKenzie (2001) who suggest that the money spent on technology infrastructure within schools has had minimal impact on the daily practice of teachers and the use of ICT in the classroom. Becker, Ravitz and Wong (1999) have also concluded that only one-third of teachers encourage students to use ICT on a regular basis in the classroom. At MacKillop College student access to ICT was increased, however teacher access was not. Without adequate teacher access to technology and technical support, ICT at the school was under utilised. These findings are similar to those found by McKenzie (1999) who suggests that the downfall of many ICT plans is their emphasis on hardware and software, with little consideration given to the support required by teachers to utilise ICT effectively. The findings of this research reinforce studies conducted by Ronnkvist, Dexter and Anderson (2000), strongly reinforcing the need for teachers to have adequate access to technology, identifying support staff, professional development and facilities as key determinants to the successful development of a technological and information literate school community. The results of this study support the findings of Todd, Lamb and McNicholas (1993). Students entering Year Seven were proficient in basic computer applications, but lacked information literacy skills. They were able to locate information successfully, however, they relied heavily on electronic information. Without adequate skills in defining, synthesising and evaluating information, students tended to produce work that was poorly written, and many tasks were an assembly of information taken directly from the Internet or other electronic medium such as a CD-ROM. The findings of this research indicate that many teachers did not have a clear understanding of the information literacy process, nor were they comfortable with the use of electronic resources such as the Internet, electronic libraries and CD-ROMs. As a result they were unable, or reluctant, to instruct their students in the use of these resources. The findings of this research suggest a link between student ICT skills and the skills of their teachers. Teachers who were confident and competent in ICT, utilised ICT on a regular basis in their classrooms, and modelled these skills to their students. These teachers were also more likely to design ICT inclusive programs, and encourage the development of these skills in their students. Similar findings have been reported by Downes (1990) and Campbell (1996), confirming a relationship between teacher familiarity with hardware/software, use of computers in the classroom and the link between information literacy and ICT. Lanksher (2000) and Duckett (1994) also suggest teachers confident in their own ICT skills are more likely to engage their students in activities that involve the use of ICT. The Real Time Report (Meredyth et al. 1999) suggests many schools have experienced issues similar to those documented in this research, such as computer access; hardware/software issues, maintenance and support, with secondary school Principals in Victoria identifying ICT as one of the highest budget priorities within their schools. This research supports the current literature surrounding the use of ICT in schools, highlighting the importance of an integrated approach to ICT, and identifies many of the obstacles that inhibit the development of a technological and information literate school community. The recommendations from this research promote the need for continual evaluation of ICT within schools, focusing on infrastructure, professional development for teachers, access to technology, and technological and administration support.
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ItemA case study in identifying institutional influences on why female students at a private co-educational school do not elect to study Information Technology at senior secondary level( 2000)This thesis is a study of the patterns of female enrolment in Information Technology in a co-educational private school in the Eastern suburbs of Melbourne. What makes this school so interesting is that few girls elect to take any of the Information Technology subjects in Years 11 and 12. This study set out to explore the reasons for these striking statistics in the light of the research which has already been undertaken as well as indicating areas for future research. The first chapter provides a basic introduction to the study outlining the context in which the research took place. Chapter Two sums up the theoretical writings and research findings conducted by others in the field of females not studying Information Technology. What emerges is that the literature is categorized into the seven factors and each factor is discussed in turn. Chapter Three outlines the method of evaluation of the history of the introduction of Computer Science at Wrixon Grammar. The method of evaluation was by case study. The case study which is Chapter Four reconstructs the history and development of Computer Science at Wrixon Grammar. Chapter Five analyses the case study in Chapter Four and compares it to the current literature in Chapter Two. The seven factors which became apparent in Chapter Two form the basis for the analysis. The findings suggest that rather than identifying only sociological factors in the reasons why females do not elect to study Information Technology, more research needs to be conducted on school based/institutional factors which have an impact on Information Technology enrolments. In the final chapter, the conclusions and recommendations for further research and practice are presented.