Faculty of Education - Theses
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ItemSchool evaluation practice in Japan : case studies of four public schools in Hiroshima( 2006)This thesis analyses and discusses recent developments in the practice of school evaluation in Japan. Such an investigation was considered to be valuable because there appeared to be little research that had elucidated how Japanese schools actually set about self-evaluation. Therefore, this thesis aimed to identify ways in which school evaluation occurs and how it can be embedded in Japanese public schools. To achieve this aim, four questions were posed to find out: (a) how evaluations are carried out in Japanese schools, specifically in the Hiroshima Prefecture; (b) how such school evaluation contributes towards school improvement; (c) what constitutes 'best evaluation practice' in the Japanese school context; and (d) how other Japanese schools can be assisted to introduce best evaluation practice. To find answers to these questions, a qualitative case study approach was used and data were collected from four Japanese public schools (two primary and two middle schools) in Hiroshima City. The four case schools were selected because they had previously participated in a pilot project of school evaluation and, therefore, were considered to be exemplary. Other information was obtained from a local education board and an educational training centre. Findings from the data analysis demonstrated that: 1. School evaluation in Hiroshima involved a form of Action Research and comprised both school-self evaluation and external evaluation; 2. Positive impacts on teachers from the evaluation experience (both individually and collectively) were considered to contribute towards an evolving process that could eventually lead to overall improvements in the quality of school education in the Prefecture; and 3. 'Best evaluation practice' in the Japanese school context comprised: (1) Systematic planning and implementation of the evaluation; (2) A clear vision and relevant goals set by school principals in relation to all school activities; (3) Involvement of all school staff in undertaking evaluation tasks; (4) School evaluation models that were instigated by schools, rather than imposed by those outside the school; (5) The prioritisation of school goals and improvement strategies; and (6) Teachers who were motivated regarding improvement. It was also suggested that there was a particular local educational culture underlying the embedding of school evaluation in Hiroshima. Such a context was regarded as one of the enabling conditions related to the advancement of school evaluation in the Prefecture. Based on these findings, the research produced some useful lessons regarding how to introduce successful evaluation so that other Japanese schools might be encouraged to evaluate their own practices.
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ItemMauritius and inclusion : a study of teachers' attitudes toward the inclusion of students with special needs in regular primary schools( 2006)This study was undertaken to investigate the attitudes of regular education teachers toward the inclusion of students with Special Needs in regular education classrooms in Mauritius. In the context of Ajzen's (1991) Theory of Planned Behaviour, a survey and case studies were undertaken in Mauritius. The data was used to identify teachers' attitudes, to explore teachers' intentions and to investigate teachers' inclusive classroom practices in regards to the inclusion of students with Special Needs in their classrooms. A three-part self-completion questionnaire was used to collect the data. Part 1, the STATIC-MR scale, consisted of an expanded version of Cochran's (1997) Scale of Teachers' Attitudes Toward Inclusive Classrooms. Part 2 collected background information about teachers. Part 3 gathered data regarding teacher training and professional development. In addition, the survey instrument included an open-ended question, which required respondents to comment on inclusion in Mauritius. Six hundred and seven regular education teachers from a non-proportionate, stratified sample of 62 primary schools took part in the survey and follow-up case studies of eleven teachers were carried out. SPSS and QUEST software were utilised to analyse the data. Results yielded high reliability for the STATIC-MR scale, (Cronbach alpha: .89) and each individual item had an alpha value above .88. Using a one-parameter Rasch model rating scale analysis, four bands of attitudes were identified. In the first band, 4.9% of the teachers were found to be very agreeable with inclusion. In the second band, 35% were found to be agreeable with inclusion. In the third band, 51.7% were not so agreeable with inclusion because certain conditions were not present; yet teachers in this band thought that students with Special Needs should not be placed in special schools. The fourth band revealed that 8.4% were opposed to inclusion. Responses to the open-ended question: 'What suggestions would you like to make about the inclusion of students with Special Needs in regular education classrooms in Mauritius?' indicated that teachers greatest concerns were logistical in nature (32.8%). Logistical concerns were about large class sizes, lack of space and time, unavailability of specialist support and lack of parent support. Teachers also had professional concerns (20.5%), philosophical concerns (11.3%), concern related to the advantages to the student with Special Needs (4%), concerns related to the disadvantages to students with and/or without Special Needs (7.5%). Other teachers expressed the need for parent involvement (2%), or favoured integration rather than inclusion (7%) or were categorically opposed to inclusion without a specified reason (15%). Descriptive analyses identified differences in attitudes between teachers in different school sectors, teachers of different grades, teachers with different class sizes, and teachers with different training and qualifications. The 572 respondents, teachers of 8,560 students, reported 3135 students with Special Needs (16.3%) in their classes. They identified students having health or physical differences (9 %), students with behaviour differences (24 %), students with learning differences (63%), and students with other differences (4%). Several major findings emerged from the study. The majority of teachers surveyed indicated that they had no Special Education Qualifications (93%), no in-service training related to inclusion or disability (91%), and yet were willing to be trained for inclusion (77%). Correlation and regression analyses revealed a strong correlation between teachers' intentions (willingness to be trained) and their attitude toward inclusion. Several background variables of teachers correlated with teachers' attitudes and with teachers' intentions. Primarily, class size appeared to have some effect on teachers' attitudes and teachers' experience with inclusion and in-service training an effect on teachers' intentions. Follow-up case studies of the eleven teachers explored the modifications and adaptations teachers made to accommodate students with Special Needs in their classes. Teachers' reports of modifications allowed for them to be placed along a spectrum ranging from 'preventive' to 'intervene traditionally' to 'traditional', similar to Stanovich and Jordan's (1998) spectrum. Results of the interviews with the eleven teachers indicated a strong association between teachers' attitudes and their behaviours. The more positive the teachers' attitudes, the more likely they were to address the needs of students in their classes. This study provided discussion of the implications of the findings and made recommendations for improving teachers' attitudes toward the inclusion of students with Special Needs in Mauritius.
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ItemValues and the teaching of history to junior secondary school students( 2006)Entitled 'Values and the teaching of history to junior secondary school students' this thesis aims to explore the value of history as a subject for study by junior secondary school students and the role of values in the teaching of history. A focus on the types of knowledge that teachers bring to their professional practice forms part of the groundwork for the study. Professional knowledge is considered as pedagogical knowledge and content knowledge (Darling-Hammond, 1999; Shulman, 1986, 1987). These branches of a teacher's knowledge are discussed in relation to the teaching of history. History is broadly identified as a field of knowledge (Carr, 1961; Hexter, 1971; Leinhardt, 1994; Marwick, 1983), a discipline for study (Ang, 2001; Collingwood, 1946; Leinhardt, 1994; Levstik, 2000; Marwick, 1983; Rogers, 1984; Skilbeck, 1979) and a subject within the school curriculum (Board of Studies, 2000; Foshay, 2000; Macintrye, 1997; Mays, 1974; Victorian Curriculum and Assessment Authority (VCAA), 2004, 2005). The value of teaching history to junior secondary school students is broadly considered in terms of the knowledge and understanding that can be developed through the study of history as a school subject. The embedded nature of values within teaching is acknowledged and distinctions drawn between social/community values, general educational values taught through history and more specific values associated with the study of history. The research is situated within the qualitative paradigm (Denzin & Lincoln, 2000, 2005; Flick, 2002; Strauss & Corbin, 1990) and involved a case study (Bassey, 1999; Denzin & Lincoln, 2000; Merriam, 1988; Stake, 1995, 2000, 2005; Stenhouse, 1985; Yin, 2003a, 2003b) conducted at the junior secondary level that included the participation of the researcher, three other history teachers and students from Year 7 and Year 8 history classes. The methods used to collect data included an initial session with the teacher-participants and, at the conclusion of the study, a debriefing focus group with the teacher-participants, lesson observation and post lesson small-scale student discussions. The data gathered from this investigation is presented as a number of narratives (Bage, 1999; Bruner, 1986; Clandinin & Connelly, 2000; Connelly & Clandinin, 1990; Freebody, 2003; Mishler, 1986; Stake, 2000). The researcher contributes to these narratives as a teacher of history. The study affirms the value of teaching history to junior secondary students, recognizing an association with broad educational values (Department of Education, Science and Training (DEST), 2005; Gilbert & Hoepper, 1996, 2004) and subject specific values, such as, sharing knowledge about the past (Fitzgerald, 1977). Values that are imparted through the study of history are categorized as general and specific and are closely linked to skills. The study is premised on the beliefs that thinking about practice (the past and the present) may enlighten future history teaching and learning (Schtin, 1996) and that 'mindfulness' (Leinhardt, 1994) is an essential characteristic of history teaching that engages both the teacher and student in the learning process.
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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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ItemReconstruction of leadership in a situation of significant organizational change( 2006)Leadership and Change are two diverse and yet intertwined complex fields. Leaders in many organizations continually undergo, lead and introduce change to their workplace. These individuals and others reconstruct their leadership differently according to the situation and the group of which they are a part. Some organizations are changing their leadership practices to include managing teams in remote locations using a virtual organization model rather than a face to face approach. This change invites organizational leadership to develop new perspectives to meet new challenges. This thesis is concerned with this question, "How do middle and senior managers implementing this kind of change reconstruct their leadership as they manage their roles, departments and the transition?" The research investigated the above question in relation to eight middle/senior managers at an Australian national public health provider going through a major restructure process. Some survived the restructure and stayed in the organization. Others did not survive and had to leave the organization because they no longer identified with the new organization or the people in the organizational leadership. The study was an interpretivist inquiry that documented the perceptions, meanings and interpretations of the changing organizational situation by the participants through two semi-structured interviews conducted with each manager about ten months apart. Significant changes were experienced by the participants in this study. These changes were at organizational, relational and personal levels. The middle managers reported feeling a great deal of pressure. Their organizational relationships were changed, disrupted and to some of them were damaged. The participants rethought their skills, roles, functions and their emotional investment in the organization due to the change process. The length of the transitional period became burdensome. A matrix of interaction between six research factors identified from the literature and seven emergent themes was constructed and tested against the empirical data. The matrix successfully accommodated the data categories of the study, establishing its validity as an informative and useful Change Management Framework. The Framework was used to compare and contrast the perceptions, feelings, and ideas of the different individuals to understand how they reconstructed their leadership in a change situation. Furthermore, a model for the reconstruction of leadership in a significant organizational change was developed based on the grounded research. The researcher believes that the work presented in this thesis adds to the richness of the tapestry of perspectives in the arena of leadership and change research. It is also hoped that the framework and model developed in this study will contribute to the practice of change leaders in many circumstances.
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ItemFrom general coping orientation to task-specific responses: how does coping style influence self-efficacy, interest, and task performance?( 2006)Adolescence involves a number of challenges and stressors. To manage the demands that confront them, adolescents draw on their coping resources. The main purpose of this study was to investigate the relationships between general coping styles and task specific responses in a sample of Australian high 'school students. An interactive computer program presented students with the Adolescent Coping Scale (ACS) - Short Form (Frydenberg & Lewis, 1993a) and two problem-based curriculum tasks: the first task required students to make recommendations to their school council about the types of food that should be sold in their school canteen; the second task invited students to write a letter to their local politician stating whether charges should be put on plastic bags in their local supermarket. The ACS was used to measure students' use of 18 coping strategies. A principal component analysis of the ACS was performed to determine the coping styles represented by students in this sample. As well as recording students' ACS responses, the computer program recorded students' task selection, task specific self-efficacy, levels of situational interest immediately before and immediately after the task, and task solutions in their real-time sequence. All solutions were subsequently scored by two independent scorers. In confirmation of previous studies investigating the coping strategies used by adolescents, female students reported more use of the coping strategy, social support than male students, and older students reported more use of the strategy tension reduction than younger students. It was also found that male students reported greater use of the strategy invest in close friends than female students, and younger students reported greater use of the strategy wishful thinking than older students. The principal component analysis of the ACS showed that two factors described the students' coping styles, a maladaptive coping style and an adaptive coping style. This study identified a number of paths linking coping styles with task-specific responses. Importantly, the results revealed that maladaptive coping style was negatively associated with self-efficacy, and that adaptive coping style was positively associated with self-efficacy and situational interest at both points. In addition, self-efficacy was positively associated with situational interest before the task, which, in turn, was positively associated with task performance and situational interest after the task. These findings provide a unique insight into the relationships between adolescent coping orientations and responses to a specific task, and have clear implications for programs that attempt to enhance the coping skills of young people.
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ItemA case study of a genre-based approach to teaching writing in a tertiary context in Thailand( 2006)There were two main purposes for this study. One main purpose was to investigate how the genre-based approach to teaching writing affected the extent to which students gained control over key features of the Recount Genre and became better writers of English. The second main purpose was to explore their attitudes towards learning to write with the approach. The participants in this study were three second-year students in a four-year Bachelor of Arts in English at a Rajabhat university in Bangkok, Thailand. The overall research design was an in-depth case study of the effectiveness of the genre-based approach on improving students’ writing ability.
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ItemBeing a school councillor in a government secondary college in Victoria, Australia: constructions of role and meaning( 2006)While the responsibilities and functions of school councils in government secondary schools in Victoria are set down in legislation, there is still considerable scope for councillors - principals, staff, parents, students and community members - to apply their own understandings, interests and skills to their participation in this form of governance. This study focused on how individual school councillors interpret the part they play in school governance, in terms of the roles they construct for themselves and the meanings that they develop through enacting those roles. The ultimate purpose of the research was the development of a middle-range grounded theory about how they construct their roles and meanings. In this qualitative research, data were gathered through semi-structured interviews with a total of thirty-four school councillors, including all membership categories, in four secondary colleges in the metropolitan area of Melbourne. Respondens discussed their beliefs about school governance, their motivations and aims as councillors, their interpretation of their councils' work, some of their experiences, and meaningful outcomes. Data were analysed according to the principles of developing grounded theory, and, through the processes of open and axial coding, diagramming and comparison and testing of data, five themes and six components were identified as common to all respondents' constructions of roles and meaning as councillors. These components – The Big Vision, Coherence of Values, Meaning within the Biographical Trajectory, Social Relationships, Capacity, and Agency within the School Council Structure – form, in order, three pairs relating to dimensions of thinking, feeling and doing. The component which emerged as particularly dominant in the construction of role and meaning as a councillor was found to vary among individuals.