- Faculty of Education - Theses
Faculty of Education - Theses
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ItemUnderstanding the perceptions of primary school and early childhood teachers about the inclusion of children with special needs in regular classroomsSuppiah, Sukuna D ( 2003)Today, many regular schools in the State of Victoria provide inclusive education programs. Educating children with and without disabilities is linked with upholding the rights of all children regardless of their class, culture, gender or developmental abilities. This study was aimed at exploring perceptions of early childhood and primary school teachers about the inclusion of children with special needs from six independent schools located in metropolitan Victoria. Data were analysed and compared to identify if there were differences in teachers' attitudes in relation to beliefs and values, feasibility of implementing inclusive programs in regular classrooms and their confidence to carry out inclusive practices. Findings indicated that all participants in the study were very positive about the philosophy of including children with disabilities in regular classrooms. Several factors were identified as major contributors to the positive perceptions of teachers. Data also revealed that teachers had many concerns regarding the implementation of inclusion in their regular classrooms. The findings of this study had implications for best practice to improve the implementation of inclusive programs in regular classrooms.
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ItemPeer appraisal : as envisaged, enacted, perceived, and experienced : a case study of a catholic secondary collegeMiles, Victor J ( 2000)This study explores the dimensions of a peer appraisal process in a secondary Catholic College. The purpose of the peer appraisal process is to enhance the teaching and learning environment within the school. It aims to help to create a dynamic learning environment by affirming areas of teacher strength and achievement, by identifying aspects of professional development that will contribute to continual growth and forward planning. The study examined, through a retrospective case study, the purpose, the process and the experiences of the participant teachers. Through the examination of the theoretical model as designed by Iwanicki (1981) this study used a combination of qualitative and quantitative methodology to compare the essential characteristics of this theoretical model with that of the College's model as envisaged and enacted. The findings of the study provide a rich illumination of the shared and unique experiences and perceived outcomes as told by the appraisees. In some aspects the College's model is congruent with the theoretical model, however significant areas of mismatch arose and are discussed as issues. These issues include: 1. Collaboration between appraisee and mentor. 2. Written documentation of the process. 3. Professional commitment to the process. 4. Impact on teaching and learning. 5. Professional responsibility and reform. They are discussed in the light of the findings.
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ItemGetting IT together: the integration of IT into a humanities subject in a pre-service teaching degreeFisher, Alison ( 2001)This research examines the extent to which an academic uses the support of an Educational IT Consultant to assist with the integration of some simple information technologies (IT) into an existing humanities (English Method) subject of a pre-service teacher education degree in an Australian university. The thesis briefly examines the debate for integration of IT across the curriculum against stand-alone IT courses and establishes, from the literature, that integration generally seems to be the preferred method for ensuring that newly graduated teachers use IT in the classroom. The thesis then attempts to ascertain the environmental elements that would be conducive to the integration of IT across the pre-service curriculum, and examines whether this environment was present in the Faculty where the case study took place. The research took the form of a qualitative ethnographic case study using multiple methods of data collection. Detailed descriptions of the characteristics and role of the Educational IT Consultant, along with a description of the subject and academic are also included should anyone wish to repeat the study. The findings suggest that adoption of IT is hastened into humanities areas of the pre-service curriculum with the assistance of an Educational IT Consultant approach to staff development.