Faculty of Education - Theses
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ItemSchool-industry partnership : a clarification evaluation case study( 2002)School-industry programs are a rapidly growing aspect of vocational education in Australia. This study examined one of these programs. It sought to identify factors that led to the establishment of the program; the essential operational components within the program; and how the program advanced vocational education and training in the community in which it was located. Clarification evaluation was used as the investigation approach. Data were collected from documentary evidence and interviews with key program stakeholders (employers, teachers, training providers, and program staff). The investigation identified a number of key elements that were fundamental to its successful establishment. These were: shared common purpose to address local youth unemployment and industry skill shortages; and people that had the will and capacity to bring about structural change: External enabling factors were also important in establishing the program. These were: timely government funding; and visionary education authority personnel who facilitated the convergence of stakeholder groups. The study also showed that there were clearly identifiable factors that underpinned the program's operation. These were: good strategic and business planning processes; negotiating workplacements with employers and courses with training providers on behalf of local schools; running induction and skills programs to increase students' work readiness; supporting teachers to integrate workplace learning into the curriculum; supporting workplace supervisors to mentor students; and linking the school-industry program to complementary employment placement programs. Finally, the study demonstrated that if certain conditions are met in industry and schools, school-industry programs could advance vocational education and training in their local communities. These conditions are concerned with the state of the local economy, community identity, willingness to contribute education and training of young people (industry); and schools' demonstrated commitment to vocational education and training through resource allocation and flexible timetable structures. The findings of this study have the potential to influence the design and development of future school-industry programs in Australia. A framework is presented, along with a series of cogent recommendations. These should assist government, employers, schools and program managers to better design and implement school-industry programs that produce high levels of practical skills and knowledge in young people that enhance their employability and life chances.
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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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ItemProfessional development of teachers and its contribution towards creating a learning community: a case study( 2002)This thesis examined the professional development programs available for teachers in service at a Victorian independent school and the contribution of these programs towards creating a learning community. A learning community was described for the purpose of this thesis as a successful shape of an organisation that is continually expanding its capacities. In order for schools to achieve that, transformation in teachers' perceptions of their own learning and professional growth must occur, and professional development of teachers should be embedded in their practice and anchored in their day-to-day life. Through a qualitative case study approach, the investigation explored teachers' attitudes and perceptions towards their learning, the professional development programs available to them and the contributions of these to the development of the school as a learning community. The research was concerned with identifying what is an effective professional development program from the perceptions of participants, and the characteristics of the school as a learning community. The study aimed at informing both the implementation of appropriate professional development programs and future policy formulation at the school under study, as well as challenging teachers' perceptions of their learning and role. Participants from the case study were interviewed using open-ended interview questions. The analysis of responses showed that participants perceived themselves as lifelong learners, understood their role as educators in a rapidly changing environment and preferred professional development programs that were embedded in their daily life to meet their needs and those of their students. Findings also showed that the school's leadership role had a significant impact on the learning that occurred at personal, interpersonal and organisational levels.
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ItemThe motivations of youth work students in formal education: implications for instructional design and teacher/student support( 2008)Each year within Technical and Further Education (TAFE) institutions across Victoria, individuals apply to study a myriad of Community Services courses. Anecdotally, educational facilitators have suggested that many individuals undertake these courses of study for personal reasons rather than for vocational outcomes. This project explored the reasons why individuals seek enrolment into Certificate IV in Youth Work or equivalent courses, and whether these courses meet the expectations of students. Two Victorian Technical and Further Education institutions agreed to participate in the research, and students enrolled in the Certificate IV in Youth Work were invited to take part. Constructivist Grounded Theory methodology was used to explore why individuals chose to study the Certificate IV in Youth Work. Questionnaires, interviews, and follow up questionnaires were used to engage with two groups of students throughout their year of training. At the beginning of the year 64 novice youth work students were asked to complete a questionnaire that explored their reasons for enrolling in the course, their understanding of youth issues and their perception of youth work as a career. Later in the year four students participated in follow up interviews and another seven individuals who had been unable to participate in interviews, completed open ended questionnaires to explore themes that emerged out of the initial questionnaires more deeply.
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ItemGetting IT together: the integration of IT into a humanities subject in a pre-service teaching degree( 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.
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ItemThe learning of fundamental accounting concepts( 2001)In this thesis, as a teacher-researcher, I explored the difficulties many students, who were non accounting majors, experienced in learning accountancy. I chose as main research questions: � What are the specific difficulties encountered by students in learning accounting? � How do I teach accounting differently so that students may learn and understand more effectively? The outcome I was seeking was the development of a method of teaching and learning that would improve student understanding of the subject. I could not identify any problems peculiar to accounting as a subject, although I established by experience that some accounting concepts were `complex' as seen by students. I came to the realisation that if the subject - accountancy - was not the cause of the problem (difficulties in learning) then the problem must reside in me as teacher and / or students as learners. My research was both quantitative and qualitative and involved The University of Melbourne, RMIT University and, to a lesser extent, Goulburn Ovens Institute of Technical and Further Education. My method of data collection involved questionnaires, interviews, an assignment, informal tests and formal examinations. My review of the literature suggested several areas where I could strengthen my teaching for more effective learning and three of these: � Spend additional time on known complex issues � Set appropriate tasks to test understanding (using formative tests) � Seek to increase students' metacognitive skills I incorporated in my subsequent qualitative research when I set about attempting to improve student learning through a metalearning approach involving exploration of poor learning tendencies. Using summative examinations as a test of more effective learning, I concluded that setting frequent informal tests - not forming part of assessment - improved students' learning. However, the attempt to improve student learning through minimising poor learning tendencies was not successful or was at best inconclusive. It appeared that success here would take a much greater lead time than was available to me.
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ItemUsing computers in grade two: a case study of two teachers( 2001)The purpose of this study is to examine how a small group of Grade Two teachers are using computer technology with children in their classes. Computer technology has become a major focus as well as an integral part of teaching and learning within the Primary School. However, current studies into how teachers of junior primary grades are using computers in the classroom are scarce with the emphasis of research tending to be more concerned with the effects on the students. This study is based upon a series of interviews and observation sessions in which the participants reflected upon their beliefs about computer technology and its place within a junior primary classroom. The study identifies that teachers are aware of the importance of exposing their students to computer technology and are attempting to meaningfully embed the use of computers into the curriculum by planning activities that are relevant to the learning that is taking place within the classroom. It also identifies, however, that such use of computers is heavily dependent on the individual teacher. There is a need for a professional development program to be implemented that will assist the teachers to use computers to supplement and extend their students learning experiences.
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ItemNegotiating and enabling change in a primary school: identifying strategies that assist classroom teachers with the teaching and learning of science( 2006)The purpose of this research was to investigate strategies that assist classroom teachers with the teaching and learning of science. The researcher, a classroom teacher and science coordinator at Karingal Heights Primary School (KHPS), decided to conduct the study because of the researcher's desire to improve current practices at KHPS. The researcher's belief that, examining current practices, investigating alternatives and documenting what works for individual teachers are essential elements for successful teaching and learning. The methodology of action research was the most appropriate tool because it allowed for collaboration and reflection. The research period was ten months and involved classroom teachers at KHPS in a process of inquiry and. reflection. Classroom teachers became active participants in identifying strategies that assisted.them with the teaching and learning of science. Finding links to science across the curriculum led to a wider vision of what constituted science and resulted in more science happening at KHPS. Action Research became a strategy that promoted science teaching and learning because it provided classroom teachers with a focused process of investigation and reflection. What emerged was a broader view of science, linked more to the lives and interests of the school community and the conclusion that, although a variety of strategies assist classroom teachers with the teaching and learning of science, collaborative work practices emerged as the most valuable strategy for the classroom teachers at KHPS.
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ItemAn investigation of the effect of teachers' reflection on their development of pedagogical content knowledge for teaching primary mathematics( 2008)In recent years, teachers' pedagogical content knowledge (PCK) has become the subject of an increasing volume of research. Another body of literature has grown around the subject of reflection, and its effect on practice. Although a link between the two has often been assumed, few have attempted to map this link explicitly. This study investigates the possibility of such a link, and explores possible descriptions of the link. This case study compared two primary (elementary) teachers, investigating both their PCK and their reflection. The teachers were asked to complete a written questionnaire about mathematics teaching, including some questions requiring a response to hypothetical classroom situations. They were then interviewed about the questionnaire. The teachers were observed as they taught, and interviewed about those lessons. The questionnaire and first interview were used to investigate the teachers' PCK, and all interviews were used to investigate the teachers' reflection. One teacher was found to have both rich and well-connected PCK, and a strong tendency to reflect. The second teacher was found to have much weaker PCK than the first, and also demonstrated less reflection. Some examples of the first teacher's reflection were examined, to investigate the possibility that the teacher's reflection had an influence on the development of PCK. PCK was observed to develop during reflection, suggesting that reflection influences the development of PCK.