Faculty of Education - Theses
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ItemJust reporting : does the school have a justifiable reporting process?( 2006)This thesis titled `Just Reporting' aimed to explore the question: Does the school have a justifiable reporting process that meets the needs of key stakeholders (parents, students and teachers)? Through a critical review of the research literature relevant to reporting, various ethical issues were noted that assisted in the construction of the questions guiding this study. These ethical issues provided the lens through which I explored the reporting practices at the research school. The title Just Reporting emphasises the justice issues surrounding reporting as a communicative action where the integrity of each individual is maintained and relationships strengthened. The research took the form of a case study involving the participation of thirty-three parents, eleven teachers and twenty-one students from the one school setting in a questionnaire that had both quantitative and qualitative questions that gathered their affective and cognitive responses to the school's written report. I also held one focus group interview with parents to clarify information from the questionnaire. An interactive inquiry with mixed methods approach was chosen as the best way to answer the research questions. The aim was to develop a theory about reporting rather than prove an existing theory. This study examines what reporting is, the audience and purpose of reporting, and the imperatives of justifiable reporting. It gathered the opinions and beliefs about reporting at the research school from key stakeholder groups and sought to discover whether the written report met their needs and fulfilled the requirements of justifiable reporting. Final analysis of the data provided understandings about the nature of reporting at the research school and revealed a number of issues that prevented the process from being fully justifiable.
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ItemSeeing you seeing me : constructing the learners and their target language speakers in Korean and Australian textbooks( 2006)To be successful in real-life communication with their target language (TL) speakers, language learners need to develop a sound knowledge of modern-day target language society, and an understanding of the beliefs and values most commonly shared by TL speakers. Such knowledge forms the basis of what Clark (1996) calls 'common ground', and is essential for interlocutors to exchange meanings. Removed from natural settings, textbooks are one of the principal resources for foreign language learners to construct a conception of their TL speakers in relation to themselves. This project examines the constructs of the learners' TL speakers provided in, respectively, a Korean language textbook for Australian beginner learners and an English language textbook for Korean beginner learners. By analysing how each presents the other set of people in terms of the attributes the other group assigns to itself in its own books, this study assesses how well each book assists their local learners to begin constructing sound common ground with their TL speakers. Analysis is made of the verbal and visual texts in each whole book with respect to topic and attributes; as well, using Gee's discourse analysis framework, close analysis and comparison is made of the information about the TL speakers and the learners themselves in the first three chapters of each book in relation to the three major beginner learner topics: Self-introduction, family and school. While there are a number of similarities in representation of the TL speakers by both sides, even this small examination shows glaring omissions and contradictions in the construct of the TL speakers proposed for the learners of each language compared to how their actual TL speakers project themselves. Furthermore, these differences would easily lead to confusion over meanings if used in real life. If such mismatches persisted over years of language learning, it can be predicted that learners would fail to create some elements of 'common ground' essential for them to understand what their TL speakers mean in interaction and be understood themselves.
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ItemWhy do they/we laugh? A study of theories of humour and the manifestation and interpretation of humour in multicultural classrooms( 2006)This study has been an examination of the everyday occurrence of laughter in the contemporary school classroom where students of many cultural backgrounds can be found. The laughter was taken as an indicator of humour, and the study was an attempt to ascertain the link between humour and culture in the generation of and responses to humour. The episodes of laughter that were the subject of the study were recorded in a post primary school of culturally diverse population. The episodes were written as a series of Critical Incidents with the known cultural aspects of each episode included in the written construction of each Incident. Responses to the Critical Incidents were taken from members of the staff of the school, and the cultural backgrounds of the staff were recorded. The Critical Incidents and the staff responses were analysed and comparative tables were assembled, in order to determine in what way and to what extent culture was a factor in the episodes of laughter that indicated humour in the school setting. Humour and culture were investigated through the study and analysis of writing about them. Written theories of humour were analysed, and a comparative measurement of cultures that had been undertaken by international research was investigated for its relation to humour. The study has proposed that culture affects both the generation of humour and its reception, and that staff understanding of humour generated by students is affected by the cultural knowledge, experience and background of the individual staff member.
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ItemPhenomenal robotics! : so what are students' perceptions about the robotics experience?( 2006)Robotics as a learning experience is becoming very popular in Australian schools and is being offered to students at primary and secondary level. It is considered to be a valuable integrated unit particularly in the areas of science and mathematics but also provides an ideal environment for students to engage and learn via constructionist principles. But what do young students perceive to gain from participating in a robotics experience? This investigation looks at the lived experience of doing robotics through the eyes of a group of students who were of mixed ages but had participated in the robotics' experience when they were in grade six as 12 year olds. The students were interviewed regarding the effect of the robotics experience on their learning during and after the experience ended. Students reflected on the phenomenon and made strong connections with the social value of the program. Their emphasis was not so much on academic skills gained but on the sense of self and its relationship to the group. The robotics experience provided an environment that allowed the students to feel valued and motivated to strive for goals, without realising they were gaining valuable information and skills as well as enjoying themselves.
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ItemThe parent-child mother goose program : a case study of a family-centred early intervention literacy initiative( 2006)Research related to early childhood education and development indicates the importance of the quality of social services provided to children in the early years. The Parent-Child Mother Goose study looks at the effectiveness of an early childhood program as a preventative intervention for children with additional needs through action research. The study was conducted over two cycles during 2005. It uncovers the characteristics of the Mother Goose Program; the role of the professional; and the effects of the intervention on parents and children. The study also introduces some of the most important concepts in early childhood education which include: Parent-Focused Programs, Family-Centred Practice, Inclusive Practice, and Retention in Early Intervention. Last the research examines the gaps in the Parent-Child Mother Goose Program and discusses issues such as: Concept Clarity, Cultural Competence, Access and Participation, Follow ups and Feedback, Fathers in the Early Years and Evaluation in Early Childhood Programs. The research addresses each issue separately and provides future recommendations for early childhood professionals in the context of a small scale study. The research concludes that the Parent-Child Mother Goose Program is an affective preventative intervention for parents and children who are committed to consistent participation.
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ItemEvaluating a peer mediation program : the perspectives of key stakeholders( 2006)Peer mediation has developed as a popular means of responding to and managing conflict in schools. Advocates of peer mediation assert that it is an effective method of encouraging students to resolve conflict constructively and can encourage responsible citizenship. This study emerged as a result of the researcher's involvement in a peer mediation program in a large regional girls' secondary college. The study explored the perspectives of key stakeholders (students, teachers and parents) on the impact of the peer mediation program and sought to establish what benefits, if any, were derived from the existence of the program. Specifically, the research focused on whether the program was supported, accepted and used by the school community and whether the perceptions of the program were congruent amongst different stakeholder groups. The study also investigated what outcomes were experienced by the trained mediators themselves. Factors which might encourage or limit students' use of the program were also explored. Data was collected prior to the training of a specific cohort of mediators and in the following year from key groups: the trained students, other students within the school setting, staff and parents. The findings indicate that the presence of a peer mediation program was seen to have a considerable positive effect on school climate by teachers and parents and that, in many cases, it produced positive outcomes for students. The most meaningful outcomes of the specific study, however, appeared to be the benefits for the trained mediators themselves, in terms of the development and enhancement of self confidence and life skills. The implications of the findings for the peer mediation program in the case study school and for other schools implementing peer mediation programs are discussed in this report.
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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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ItemMulticultural education: medical practitioners' experiential perspectives( 2006)This is a qualitative study exploring the experiences of medical practitioners in conducting consultations where the patient is from a non-English-speaking background. The purpose of this study is to present an overview of the medical practitioners' experiences in conducting culturally diverse consultations and their perception of their preparedness. This is to develop an understanding of their needs and their suggestions for training to ensure a high quality service is available for all. It was found that the combination of four levels of investigation into this subject was not in available literature. Data was collected from current medical practitioners, undergraduate medical students and their pedagogy team, prescriptive documents of the students' education, plus two affiliated observers. Questionnaires, interviews and document exploration were the data tools. The survey focused on the training of undergraduate students and their perceptions of their professional preparedness. Current practitioners, the undergraduate medical pedagogy team, a medical interpreter service manager, and a hospital unit manager were all interviewed. The prescriptive documents included the university handbook, the appropriate curriculum components and the Medical Council's Guidelines. Analysis of the data revealed a dichotomy between the prescriptions of multi-cultural education and the perceptions of the medical professions' preparedness in the subject. It also revealed that they believed they needed more preparation for multi-cultural consultations and provided suggested solutions. It is concluded that the medical practitioners require ongoing education, pre and post-registration, in cross cultural awareness and sensitivity. This is to ensure the same quality of care is available for the English-speaking background patients and the non-English speaking background patients. It is established that further investigation is required in order to determine the cause of the disparity between the prescribed education and the practitioners' preparedness.
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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.