Faculty of Education - Theses
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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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ItemCaught in the middle : teachers' perceptions of the usefulness of the Record of oral language when used with ESL students( 2004)In the present educational context, large-scale literacy reform has been hotly debated in the media by various stakeholders while on the other hand the " voice that has been largely absent from these debates has been that of teachers". This study attempts to correct this imbalance by reporting on a study of teachers' perceptions of the usefulness of the ROL as a testing tool for students learning English as a second language. It was designed to offer the researcher, the participants and other stakeholders great insight into the current complexities that teachers face when assessing the oral competence of students learning English as a second language. Teachers were given the opportunity to critically examine their own assumptions, beliefs and practices about oral language learning and assessment and challenge the current use of the ROL in the Children's Literacy Success Strategy (CLaSS) program. A qualitative case study approach was selected to allow the voices of the participants and the researcher to be heard in a familiar setting. Thirty minute semi-structured interviews were conducted separately so that teachers could speak freely thus enabling the researcher to follow individual trains of thought and obtain in-depth responses. The study concluded that the usefulness of the Record of Oral Language as a testing tool for students from language backgrounds other than English was not the central issue. Research findings instead highlighted the difficulties faced by mainstream teachers expected to effectively assess the oral language skills of students for whom English is a second language without effective Professional Development support. The central issue that has emerged in this study is the place of teacher professional knowledge for these teachers of ESL students. Not only are ESL students disadvantaged in the current educational climate but so are the mainstream teachers. Teachers' responses to this study reaffirm the need for Professional Development in ESL pedagogy as a way to effectively support the Oral Language and Literacy Learning of ESL which was valued pre Literacy Advance.
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ItemLaying the foundations for surgical excellence: strategic alignment of questions in program evaluation( 2006)The question of how to prioritise program evaluation questions in the best way is an important issue for evaluation practice. This is because the prioritisation of evaluation questions can determine how resources are allocated to the program evaluation effort. Obviously, if critical questions are not addressed, then the information obtained may not be the most useful in terms of program improvement. In the area of Program Theory Evaluation (PTE), prioritisation of questions, emerging from a program theory, has been highlighted as a need. This thesis used case study methodology to investigate a novel method of prioritising evaluation questions in a program theory evaluation, with the intention of creating a strategically-aligned evaluation plan. The case study concerned the Basic Surgical Training (BST) program of the Royal Australasian College of Surgeon (RACS). The thesis set out first to develop the program theory for the BST program, and to construct a balanced score card (BSC) with respect to education within the RACS. Subsequently, the aim was to develop a strategically aligned evaluation plan for BST using the BSC as a quality framework of reference. Multiple data collection methods were used including document analysis, focus group interviews, and individual interviews. The findings from the data analysis were used as a basis for both the BST program theory and the BSC, termed the "RACS Education Quality Framework". The application of the BSC to the program theory then resulted in an evaluation plan for an aspect of the BST program, which was considered to be a priority by the RACS. The outcomes of this thesis illustrate the utility of this approach in prioritising evaluation questions in program theory evaluation. There are, however, a number of caveats that relate primarily to the commitment needed to develop the BSC and the complex program theory. Despite this, a number of recommendations relating to evaluation within the RACS, evaluation practice in medical education settings, and evaluation practice more widely have been made. Finally, the processes and outcomes described in the thesis provide the basis for further exploration of prioritisation of questions in program theory evaluation, and the concepts explored should have wider applicability to evaluation practice. Further work in other case settings would assist in defining the utility of this approach.
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ItemPreservice teacher education for the preparation of secondary teachers of english as a second language in Australia( 2003)English as a Second Language (ESL) education in Australia has undergone tremendous changes in the last thirty years or so. Along with the changes in policy, the roles of the ESL teacher have also changed, reflecting the changing socio-cultural, economic and political climate of the time. Several new roles that have emerged can be seen as being particular only to this group of teachers. Student-teachers need to be effectively prepared for the roles that they will take on upon completion of their teacher education programs. This study investigates the effectiveness of one preservice ESL teacher education program, particularly from the perspectives of student-teachers, in preparing them for their future roles as ESL teachers. The study reveals the varied opinions that student-teachers have regarding different aspects of their course di study and the factors which influence their perceptions. It also discusses suggestions of improvement made for such a teacher education program, from the perspectives of student-teachers, their course lecturers and a sample of trained ESL teachers.