Faculty of Education - Theses
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ItemThe village fund microcredit program in Thailand : a critical evaluation(University of Melbourne, 2007)
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ItemAttitudes, knowledge, concerns and coping strategies regarding inclusive education in a community of Thai special educators(University of Melbourne, 2007)
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ItemA study of transformational and transactional leadership among leaders at the Rajabhat University, Thailand( 2007)The purpose of this thesis was to investigate the leadership styles and organizational culture in The Rajabhat University in Thailand as viewed from the leaders' and non-leaders' perspectives. The study examined leadership behavior based on the notions of transformational and transactional leadership. A survey research methodology was used to gather data from six departments in The Rajabhat University. A total of 96 leaders and 99 non-leaders responded to the Multifactor Leadership Questionnaire (MLQ), and 95 leaders and 101 non-leaders responded to the Organizational Description Questionnaire (ODQ). Leaders perceived their leadership styles to be transformational. Conversely, the non-leaders perceived the leadership styles of their leaders as highly transactional. These results were confirmed by the results of the organizational culture surveys both leaders and non-leaders agreed that the organizational culture were moderately transformational and highly transactional, with non-leaders viewing organizational culture as more transactional than that viewed by the leaders. Transformational leadership culture has been associated with improved organizational outcomes These findings suggest that organizations like The Rajabhat University may need to develop a more transformational leadership culture.
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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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ItemTeachers' use of ICT in the secondary school: investigating the impact of change on teachers' use of ICT( 2007)This thesis investigates the impact of four initiatives (the provision of a desktop computer, the change of operating systems from Windows to Linux, the compulsory use of a Learning Management System (LMS) and the implementation of professional development) on the use of Information Communications Technologies (ICT) as perceived by secondary teachers at an independent school in Melbourne's East. A mix of qualitative and quantitative data were gathered for this case study by surveying the secondary teaching staff, interviewing six teachers and two key leaders of ICT, and analysing documentation such as computer bookings and school policy records. These data were analysed and compared to that of wider local, national and international research and the following five findings were evident: 1. Evidence was found of an overall increase in the use of ICT since the four initiatives were implemented; 2. Less than half (44%) of the teachers surveyed perceived that there was an improvement in the quality of their use of ICT as a result of the changes, the majority (52%) perceived that no change had occurred for them with 4% claiming that the quality of their use of ICT had actually decreased as a result of changes; 3. At least one of the teachers interviewed demonstrated some profound improvements in their use of ICT as a result of the four initiatives; 4. The provision of personal access to a desktop computer was perceived by the teachers to have had the most impact on improving the use of ICT, followed by the implementation of the LMS and the PD program; S. The change of operating systems from Windows to Linux was perceived by the majority of teachers as a having a negative influence on their use and development of ICT. This study should be of benefit to school administrators who are in the processes of implementing initiatives to help improve the use of ICT by their teachers. It could also be helpful for teachers who are wanting to develop their professional attributes in relation to the use of ICT and make ICT a more effective tool in the teaching and learning process.
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ItemNew cars, new work, new learning: productive workplace learning at a lean manufacturing site( 2007)This study investigates the construction of knowledge through action, teamwork and problem-solving. Within the context of a competitive global industry, the vehicle manufacturing industry, production workers and font-line supervisors from a component manufacturing company, Toyota-Boshoku, were interviewed about their work. Workers in a production environment are active and participative and the fieldwork indicates that they learn most effectively from the practical performance of tasks. Clearly, the embodied actions of workers are epistemologically significant because it is the doing of the task that their learning, knowledge and understanding are expressed. Therefore, learning practices that emerge from the performative nature of the work are most likely to present workers with opportunities to display their skills, knowledge and understanding. The whole person is involved in such learning - the cognitive, social, psychomotor and affective domains - and helps to shape knowledge for workers as expressive bodies. Knowledge is constructed in the social and atmosphere of the workplace as workers learn from one another in their everyday work practices. The thesis concludes that there is significant epistemological value in the embodied actions of the workers and in this respect the thinking and the doing are intertwined and interdependent, rather than separate entities.
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ItemEnhancing self-concept in an educational setting: the effect of an educational program( 2007)The new Victorian Essential Learning Standards includes a teaching and learning wellbeing strand. As a result schools are now required to choose programs that develop student wellbeing. Many programs are available, however not all aim to develop self-concept, the core of student wellbeing, nor do they possess the nine program qualities identified by Nation et al. (2003), as effective in supporting student wellbeing. The aim of the current study was to evaluate the effectiveness of the You Can Do It! Education program (YCDI Education program). Methodologies of previous studies identified as bringing about positive changes in self-concept, and the related self-constructs of self-attributions and self-talk were employed in this study. During a year-long investigation one primary school implemented the YCDI Education program, and a second school acted as a comparison school. Seventy-five students drawn from Year 3, 4, 5 and 6 classes participated. Data was collected at the beginning and end of the 2005 school year. The Self-Description Questionnaire-I was used to measure various aspects of self-concept. The Modified Sydney Attribution Scale was used to measure various aspects of self-attributions, and positive and negative self-talk was measured using The Self-Talk Inventory.