Faculty of Education - Theses
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ItemParent professional partnerships in IEP development : a case study of a MAPS process( 2007)The practices, language and behaviours which professionals adopt when they meet with parents prior to Individual Education Program (IEP) planning may have a significant effect on the attitudes and capabilities families bring to the educational setting. During this case study the adult family members of a child with additional needs were observed as they addressed the developmental and programming needs of their child by participating in the McGill Action Planning System (MAPS) and a subsequent Program Support Group (PSG) meeting. Themes indicating attitudes or perceptions that empowered the family towards continued participation in collaborative teams for IEP development emerged in the observational data and were defined through the methods of informant diaries and semi-structured interviews. Less dominant quantitative methods were used to verify that the participant's ongoing attitudes towards parent professional collaboration corroborated with the final themes of flexibility, unification, satisfaction and function.
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ItemInfluences on the academic progress of males in a TAFE business course : a case-study approach( 1998)This study is concerned with the academic achievement of young Post-VCE male students undertaking the TAFE Associate Diploma of Business (Marketing) at Swinburne University of Technology's Hawthorn Campus. All had failed to secure a university place. The research sheds light on the influences that contribute to an apparent lack of achievement among these young men while in TAFE. Specifically, it identifies, as significant, inflated expectations of their academic ability, threatened identities as successful learners, the socio-cultural construction of masculinity in their predominantly middle-class secondary schools, and their perceptions that TAFE is best suited to tradesmen. These many influences on academic outcomes can be drawn into two interrelated themes concerning socio-cultural constructions of hegemonic masculinity within their secondary schools, and how this generates a particular view of what it is to be a successful male learner. Thus conditions are established under which these young males have a tendency to over-estimate their academic ability, leading to unrealistic course choices at the end of VCE, which then positioned them for failure. Their inability to secure a university place was, for many, a point of rupture, presenting a threat to their identity, both as a successful learner and as a successful young man. In an effort to protect their 'threatened identities' they sought out a TAFE business course at a multi-sectoral institution to disguise their student status. However, once enrolled in this course they came to realise that their preconceptions of TAFE were unfounded, the classes were not peopled with tradesmen, and the standard was more professional and 'harder' than they had anticipated. This together with the realisation that many other students were similar to themselves, allowed them to maintain their identity as successful learners and ultimately provided them with the opportunity to articulate into a degree course or secure a valued 'white collar' position.
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ItemA single case study : a study of integration -involving one child, her family and the preschool( 1995)This single case study was undertaken to provide increased understanding of the processes of integration for parents, professionals and a wider audience engaged in early childhood services. It was undertaken also to enable key players in policy formulation and service development to reflect on the detailed information the case study reveals, and its relationship to integration theory, as a way of identifying some guidelines for good practice. This case study follows one family through its involvement in the preschool education of one family member - a five year old girl who has been diagnosed as having severe autism. The single case study has enabled: (i) An indepth, interpretive view of the processes of integration as they occur in one early childhood setting. (ii) An opportunity to highlight issues which should be considered in the development of services for families who have a preschool age child with developmental delay or disability. The case study illuminates the historical and theoretical background of integration. From the interaction of program theory of integration with the actual, a concept map, (McClintock 1990); (Chen 1990), has been developed which: (i) identifies the links between the two; (ii) defines the players and processes; and (iii) proposes desirable outcomes. From the analysis and interpretation of this illuminative case study some recommended practice principles and guidelines have been developed. While the notion of competing discourses has become increasingly apparent as this study progressed, no attempt has been made to analyse them in detail. It is necessary only to be aware that the competing discourses reflect opposing cultures. While proponents of two of the opposing cultures would probably insist they regard integration as an outcome, one culture is reflected in inclusion in mainstream education services from the beginning. Proponents of the second culture would regard initial involvement with a segregated, specialist and intensive education program as the way to attain full integration eventually in mainstream education services. There may even be a third culture, the proponents of which would believe some children should be educated only in segregated, specialist services. Proponents of this culture are likely to include both professionals from the field and others from the wider community. Awareness of the implications of the conflicting discourses is, however, an important element in the formulation of principles and guidelines for recommended practice. The issues highlighted from the case study significantly contributed to the development of some principles for recommended practice and some guidelines for practice which support these principles.
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ItemGhost stories : an ethnographic journey( 1998)This is an ethnographic study of a school theatre project, 'Ghost Stories'. The study explores what the role and nature of extra curricular theatre is in an independent boys' school. The concept of 'school theatre' is defined as an aesthetically rich, extra curricular event. The study argues that a teacher of 'school theatre' creates learning experiences for students that empower and challenge the politically or economically sanctioned educational culture. The value of school theatre, the role of the teacher, the development of students' artistic and personal skills and the relationship between school theatre and the dramatic heritage is investigated. The study argues that a believable, trustworthy account of the school theatre event needs to incorporate the variety of participant voices. The report is written in the form of a narrative and is told by the drama teacher responsible for the performance project, a male and female student, a teacher assisting in the performance project and a senior member of the administration. The narrative traces the participants' motives in becoming involved in the 'Ghost Stories' performance project, the various perceptions of the value of student devised performance texts, the conflicts within this educational context, culminating in the final night's presentation ceremony. The 'Ghost Stories' performance event challenges the conduct of teaching and learning in this educational context. The study contends that a teacher of 'school theatre is engaged in 'critical pedagogy'.
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ItemVertical grouping of year 9 and 10 classes and the resultant classroom dynamics : a case study( 1996)The research questions on which this study are based are to do with issues about whether students at different ages can successfully study and learn together in the same class. The particular ages under examination in this study are those corresponding to Year 9 and 10 students. These students were studied to determine if they belonged to separate groups. The adolescent and social psychology literature explored suggested that the two year levels contained individuals of widely differing developmental levels and thus the research was designed to see how the vertical grouping (composite) of Year 9 and I0 classes effected the learning of the students. Via a Case Study design it was found that the internal interactions between individuals within single year level classes were different to those found in the composite class. (n the Year 9 class studied the students tended to only work with a select group of their friends whereas in the Year 10 class the students seemed to form an united and congenial group. The composite class was found to be composed of two distinct sub groups, a Year 9 group and a Year 10 group, each reflecting the characteristic interactions of their particular year level. Group work was used as a method of facilitating the communication between the two year levels in the composite class. This methodology did produce some positive results with increased communication between the two sub-groups at the completion of the research. During the research it was noted that group work has to be carefully structured and monitored if it is to have positive results. Webb (1982a) found that if students in groups ask questions and do not receive answers then this structure in fact can be detrimental, to their achievement. The effect of non-responsive communication within small group work could be further studied to ensure that this method of promoting cooperation in composite classes is effective.
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ItemMarket orientation case study( 2001)The importance of this research is reflected in the changing face of education. There is increasing pressure for accountability of schools in the private and public sector, for their programs, their financial viability and ultimately their capacity to survive in the marketplace. While the education industry is rapidly becoming a competitiveness business, the legitimacy of marketing as a means of recruitment, the marketing concept and embracing market orientation sits uneasily with many educational administrators. School X provides an illustrative case study of a well-established school in the international education sector. It has a strong business focus and is part of a global educational network. The management structure is similar to that in private sector industry. As a successful enterprise operational practices and marketing strategies are worthy of study. Qualitative and quantitative research methodologies will be applied. The researcher will discover how School X has embraced the concept of market orientation and whether the organisations growth is related to its approach to the marketing concept.
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ItemThe paradox of silence and heterosexism : the impact of secondary schools on the construction of male homosexualities( 1997)The heterocentric discourses in schools have marginalized male homosexual students through approaches in the academic and hidden curricula and in pedagogical practices. The multiple discourses in schools have viewed a student's construction of their sexuality and gender as oppositional categories. These approaches have not positively contributed to divergent expressions of homosexuality and of alternative masculinities because schools have failed to view the relational nature of identity construction and its policing through heterosexist discourses. Extracts from five participants in the case studies illustrate the silence experienced by homosexual students through the academic curricula and the paradox of hyper-sexualization in schools. Discipline and support procedures implemented to combat heterosexist attitudes have not been effective, as the multiple discourses have created a vacuum of silence filled with heterosexist violence.
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ItemMaking connections from the classroom to professional context : using problem-based learning to enhance engineering education( 2000)Problem-based learning (PBL) is presented as an educational reform that is particularly relevant for professional education programs. This study investigated the use of PBL to enhance the quality of students' learning in Professional Skills, a first year engineering subject at Swinburne University of Technology. The major aims for Professional Skills are to develop students' communication skills and to provide them with an introduction to the engineering profession. PBL was selected because of the use of a professional context to demonstrate the relevance of learning and the approach to developing students' abilities for self-directed and life-long learning. PBL requires different understandings and approaches to teaching and learning than are typical of existing practices in engineering education. An action research method was used to guide the development of curriculum and teaching practices because of the role of action research in providing support for teachers to improve their educational understandings and practices. The study examines two action research cycles of curriculum development, teaching and learning during 1995. Qualitative research methods were used to investigate teachers' and students' experiences of teaching and learning to inform the progressive curriculum improvement and evaluation. The findings from the study provide insight into both the characteristics of PBL that enhance the quality of students' learning and strategies that contribute to an on-going process of supporting change and improvement in curriculum and teaching practices. Students identified four thematic issues that were central to their motivation and engagement in learning. These issues were: being able to see the relevance of their learning to their future careers, collaborative learning in class and their project teams, their opportunities for active involvement and input into learning decisions, and a supportive learning environment in which they received guidance and feedback on their progress. Teaching and learning in the PBL curriculum was a new and challenging experience for both engineering teachers and students. The collaborative action research process assisted teachers to develop the skills and confidence to utilise new approaches to teaching and learning. The relevance of these findings to achieving the cultural change advocated by the 1996 Review of Engineering Education (lEAust 1996) is examined.
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ItemThe role of curriculum coordinators in state secondary schools : implementing the Moneghetti Report : democratic process and curriculum deliberation : an interactive ethnography( 1999)In Victorian Government state Secondary Schools, the position description of Curriculum Coordinator, in conjunction with the Principal, generally includes the responsibility of leading and managing the implementation of whole school change. Shared decision making is much more an established expectation amongst staff in state secondary schools than it is in independent schools where executive authority is clearly the prerogative of the Principal, and the management structure has traditionally been hierarchical. In a climate of teacher disenchantment with restructuring, competitive marketing and centrally directed change, it is important that the Curriculum Coordinator is skilled in securing agreement on key curriculum decisions. Ling (1998) and Vivian (1997) have shown that the successful management of curriculum change depends to a large degree on the deliberative as well as strategic skills of the Curriculum Coordinator in enlisting the support and cooperation of teachers. They found that this depends to a large degree on the personal propensities and moral capacities that the Curriculum Coordinator brings to the role which is defined to a considerable extent by their relationship with the Principal. Weiss (1998), however, identifies teachers as inhibitors of change if the change adversely affects them or if it is perceived to be contrary to the prevailing interests of the students or to the ethos of the school. Schwab (1983) has presented an argument for the centrality of the deliberative role of Curriculum Coordinator (or Chairmen as Schwab calls them). This study, written by an experienced Curriculum Coordinator, explores the knowledge, skills and propensities employed by three practising Curriculum Coordinators in Victorian State Secondary Schools in Melbourne when leading the deliberations of their curriculum committees to consider the implementation of a State-mandated change. This research in the form of historical ethnographies presents each Curriculum Coordinator's understanding of the role through their retelling and evaluation of the strategies that they used in dealing with the implementation of a compulsory Sport program. As a reference point for evaluating these strategies, I have discussed the participant's stated position model of the relevant skills and propensities, my own understanding of the role as a practising Curriculum Coordinator and compared them with Schwab's paradigm. The assumption was that through reflection and narrative construction these experienced teachers would be able to identify critical issues and explore areas of their middle management position. It was felt at the outset by the author and participants that sharing of reflection would benefit both the mentor and others in curriculum management positions in State schools (Weiss 1995). Potentially the collaborative reconstruction of their experiences as interactive ethnographies constitutes professional development for both the subject and for those with whom they are willing to share their experiences. In the planning, interpretation and evaluation of the change processes that they used, the subjects of these interactive ethnographies were mindful of the obligations of the role and how their management of the task would reflect on their credibility and moral capacity. On the one hand, they and the Principal were obliged as part of their appointed duties to implement Department of Education policy. On the other, there was a zone of moral freedom in which they felt they could impact positively or negatively on the educational culture of the school and on the professional lives of their colleagues. These studies suggest that the Curriculum Coordinator's position is more complex than Schwab suggests in his account of the deliberative arts and functions of the Chairman. The Curriculum Coordinator's role is shown to be far more complex than simply leading the deliberations of the curriculum group. The interactive ethnographies illustrate the critical role that the Curriculum Coordinator plays in mediating, maintaining and promoting the basic principles upon which the school's curriculum is predicated. Meaningful curriculum reform necessitates the redefining the local working rules, tasks and obligations of the teaching staff and students. The Curriculum Coordinator's ability to retain a moral capacity in the face of mandated change is seen to strongly influence the degree to which the organisational capacity for reform is maintained in their schools. Each Curriculum Coordinator felt ultimately responsible for insuring that the needs of the students, and the values and vision of the school as a learning community were not lost in the continuous process of externally mandated change and accountability which has characterised State education in the late 1990's.
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ItemHearing their stories : students' experiences of harassment prior to and after the implementation of a revised anti-harassment policy at their school( 2003)In 2000 the researcher in this current study facilitated a working group that revised and redeveloped the existing anti-harassment policy at her school. Surveys conducted across the school community at the time indicated that bullying was prevalent at the school, fixing it firmly on the school's educational agenda. Two years later, the researcher was interested in exploring if and how this redeveloped policy had impacted on students who had previously experienced bullying in the school. The study focuses on six students' stories about their experiences of harassment prior to and after the implementation of the revised anti-harassment policy. A qualitative research methodology was chosen for this study given that the researcher was interested in exploring personal experience. In order to uncover the in-depth reflections sought, semi-structured interviews were chosen as the primary source of data collection. Each student was interviewed twice over a period of three months. A theme that emerged from the study was that although most of the participants are still experiencing harassment, their experiences of harassment have changed in terms of the frequency of the harassment, the intensity of the harassment and the number of students perpetrating the harassment. In describing their current experiences of harassment, the participants spoke more positively about school and their ability to take action. Questions were raised in this study about the wisdom of commonly used strategies for dealing with harassment such as ignoring the harassment and asking a perpetrator to stop, strategies which the participants found to be unsuccessful. Can students be taught specific skills to implement these strategies successfully? Do these strategies actually stop harassment? Is the promotion of such strategies inconsistent with a view that combating bullying is the school community's responsibility not the individual's? An area perceived as important by the participants was the role of teachers in supporting students and resolving bullying incidents. The participants' stories indicate great variation in how staff perceive their role in dealing with harassment, and how staff interpret and enact the policy. The participants reported that counsellors and other staff members in positions of responsibility are proactive but that some other staff displayed poor attitudes, did not take verbal harassment seriously and treated it as a joke. The study also highlighted that the anti-harassment policy cannot necessarily change the culture of the school on its own and that the school needs to approach harassment on a variety of levels including the professional development of all staff, the skilling of victims with a focus on improving self-esteem and empowering them to tell someone about harassment, and the inclusion of curriculum-based resources which all students can access. Constantly promoting the policy, making it more accessible and displaying it in more prominent places was also thought to be important. As well as indicating issues that require further attention, these insights shape the direction for the future refinement and development of the school's approach to bullying.