Faculty of Education - Theses
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ItemSecondary art teachers' perceptions of a regional art gallery( 2004)This study examines the view of five teachers in relation to their use of a regional gallery within their art program. Using qualitative inquiry, the study focuses on interviews with the gallery educator and five secondary teachers within the region. The key purpose of the study is to identify the value and reasons why teachers incorporate gallery visits into their teaching program.
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ItemTeachers and technology: experiences and perceptions of professional development( 2001)This study investigated professional development to support teachers' use of information and communication technologies in one primary school setting. It explored teachers' attitudes and feelings towards information and communication technologies and their perceptions about professional development to support them in this area. The ways in which this group of teachers are currently utilising information and communication technologies to assist teaching and learning processes were also investigated. Current practice and professional development experiences were explored to discover links, and to investigate participants' perceptions of effective types of professional development to support their use of information and communication technologies. Other support such as access, technical assistance and support from management were also explored to discover their impact on teachers' use of information and communication technologies. An exploratory case study approach was taken and both qualitative and quantitative methods utilised to cater for the richness of the context. Data were collected from three sources; documents relating to professional development for information and communication technologies, a survey of teachers' technology skills and use, and a semi-structured interview. Data management and analysis were computer assisted. The study aimed to discover the types of professional development and the modes of presentation of this professional development that would be most effective in assisting this group of teachers with their use of information and communication technologies. This 'human dimension' is the key to appropriate use of technology, as illustrated by a working party for the Directorate of School Education: �The Working Party considers that attention should be directed to the human dimension, which promises to provide the key to more successful implementation of information technology in schools. It believes the issue should be addressed through structured professional development programs based on information technology and an understanding of such matters as learning, change and the factors that affect school culture.� Directorate of School Education, Victoria (1994, p. 2)
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ItemSuccessful leaders in successful schools: a case study of a government primary school principal in Victoria, Australia( 2006)The research examined the leadership behaviour exhibited by a principal of a successful school. It used a single case study of a successful primary school based in Victoria, Australia, using qualitative analysis involving structured open-ended interviews from the multiple perspectives of the principal, teachers, non-teaching staff, parents and students. This research ensured that teachers, other school staff, parents and students were able to comment and thus verify and add to the statements the principal made. The research continued work carried out by Day, Harris and Hadfield. It has contributed an Australian perspective to an international research project on this issue, the International Successful School Principalship Project (ISSPP). The research found it was the principal who made a major contribution to the improvement of the school. Over his tenure as principal, and through his vision, dedication and passion, the principal improved the learning outcomes for all students at his school. He not only improved the academic nature of the school but created a safe and nurturing environment that encouraged the children to want to go to school and to succeed. The research reinforced a lot of what past research has suggested is required for a leader to make an impact or improve the situation in a school. He shared and articulated a clear vision that the staff made their own. The principal, being the main leader, and through empowering others, had made important contributions to student learning. He had mastered a core set of basic leadership practices, was and made everyone accountable for their results and performance, and sought and provided constant feedback. He was a spokesman and role model and defender of social equity and fairness. The research found that most of these qualities the principal displayed appeared to stem from the character of the man - his moral and ethical stance and his commitment to the principles of equity and social justice. His leadership style had extended beyond just transformational leadership to be better described as a highly political, value-led contingency model of transformational leadership. This research contributes to identifying the characteristics and skills that are necessary to create and maintain a successful school and to informing professional development programs for current and future principals.