Faculty of Education - Theses
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ItemInnovating as network building : a case study of the relational complexity embedding innovation in Australian schools(University of Melbourne, 2007)
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ItemA case-study examination of the concept of open access education( 1982)The purpose of this study is to explore means whereby some of the problems currently and commonly encountered by teachers engaged in the teaching and learning processes of secondary education may be eased. This is done by means of an examination of the concept of open access education. As the outcome of a literature review, a definition delineating the ideal is projected. Three schools accepting the philosophical underpinnings of the concept of open access education are investigated and compared with this definition. Criteria are then proposed for the open access education concept to be encompassed within the current system of secondary education in Victoria. From the practice is developed the theory. The examination of the schools accepting the concept of open access education disclosed improved efficiency in teaching and learning due to such factors as:providing the means to cater for individual needs at required levels, decreased stress for teachers and students, a positive motivation and high morale. From the theory engendered through this practice, new practice may be generated.
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ItemThe Ministerial Review of Postcompulsory Schooling : a case study of a temporary adaptive system( 1986)For complex organisations such as educational systems to be able to adapt effectively to changing circumstances they need to develop a repertoire of adaptive mechanisms. The temporary adaptive system appears to merit inclusion in such a repertoire. This study reports the conduct of one case of a temporary adaptive system: The Ministerial Review of Postcompulsory Schooling conducted in the State of Victoria between 1983 and 1985. The case is an example of the operation of a quite complex temporary adaptive system which incorporated its own temporary subsystems within its overall process. It was established to initiate changes at the system-wide level of a large educational system. The issues at stake were ones perceived to be significant by those within the educational as well as the wider community. Within one year after the publication of its Report most of its recommendations, with some modification, appear to have excellent chances of implementation. The case is shown to demonstrate quite strong adherence to the features of temporary adaptive systems discusssed in the literature, and to the procedures recommended for attaining a successful operation and outcome. These features and recommended procedures - and their interaction - are described and analysed in the study. From the findings of this one case suggestions are made for modifying and extending the theory relating to temporary adaptive systems.
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ItemEducational change: a teachers' perspective( 1982)This study is concerned with presenting a teachers' perspective on educational change. The contention held here is that ultimately the effectiveness of change in schools is dependent on teachers. An underlying assumption is that schools need to change, and yet successful change in schools is a rare occurrence. To understand what happens to change in schools, and to ensure that change is not blunted on the school and classroom door - a sound understanding of teacher attitudes and opinions would seem essential. Surprisingly, little research has been conducted into this area. The aim of this, paper is to provide an initial approach in remedying this situation. To this end the teacher perspective presented here was based on responses to a questionnaire administered to current teaching staff at an inner suburban High School. The value of this research should not only be measured in its concrete results, but also in its capacity to raise important issues and direct a course towards a more statistically significant study.
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ItemAn investigation of the role description of the information and communications technology leader in secondary schools( 2008)While growing numbers of schools have an Information and Communications Technology leader, the role is defined in a variety of different ways. As position descriptions vary from school to school, there is surprisingly little consensus on who an Information and Communications Technology leader should be or what the position should entail. Although the role of the Information and Communications Technology leader in schools has not been formally investigated as much as that of Principals, some commentators have begun to suggest that Information and Communications Technology leaders have a crucial role to play. In Victoria, Australia, Information and Communications Technology leaders in secondary schools have been given a variety of position titles. In some schools the position is treated as a senior role, while in others it is not terribly important. Financial remuneration and time allowance for the Information and Communications Technology leader role varies. In addition, no system-wide description of the role or expectation of an Information and Communications Technology leader .exists. Moreover, there are differences in practice as to what kinds of experience and qualifications are necessary to undertake this role. In describing the Information and Communications Technology leadership role, the goal of this research was to obtain perspectives from a variety of personnel in key leadership positions in schools as well as teacher perspectives to evaluate: the similarity and differences of perspectives compared to the literature. For this purpose, comparisons were conducted across the seven schools. In all, a total of 51 questionnaires were completed by the participants: Heads of Departments, Deputy Principals, Classroom Teachers, Head Librarian, Computer Technicians, Principals, Network Administrators and Curriculum Coordinators. In addition, six people were interviewed from the pool of participants in the questionnaires. From the study it was identified that to be an effective Information and Communications Technology leader, one needs to have experience and skills in four specific areas. The four specific areas are: � Resources/Equity � Pedagogy � Professional Development � External Factors These specific areas are strongly connected to key aspects of the questionnaire and provide important points of amplification in terms of developing a position description. Additionally, the study identified that the Information and Communications Technology leader needs to as have the following components in the role: � Knowledge and Skills - both in terms of having a sound educational background and knowledge of hardware and software. � Team Leadership - with regards to technical team and Information and Communications Technology vision team and all staff in terms of professional development. � Leadership - with particular respect to vision and strategic leadership � Seniority - especially with respect to belonging on senior teams within a school and being able to have direct communication with the Principal. From this study, an Information and Communications Technology leader's role was derived and a position description produced which may be applied to schools.
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ItemA case study of the various influences on the development of an educational innovation( 2002)This thesis is a case study describing knowledge creation for education in Queensland. The final CD-ROM product: Space, Measurement, Chance and Data: Improving Learning Outcomes incorporates Common Learning and Teaching Sequences for space, measurement, chance and data. Commonwealth funding for this project was designated for the improvement of literacy and numeracy knowledge and skills in young students. The project brief dictated a consultative approach that would utilise feedback and input from key stakeholders to influence and shape the development of the final product. The study describes this knowledge utilisation and the impact on knowledge creation for education. The study then reflects on the processes adopted and attempts to generalise about processes considered for future innovations. It establishes that the continual involvement with stakeholders should begin at the point of conception of the idea that is, prior to establishing the specific need for the innovation. The need for the innovation should also be influenced and shaped by involvement with stakeholders. This process will ensure that the innovation meets the needs of its end-users and should have a direct influence on the potential for adoption. This thesis provides useful information when establishing processes for knowledge creation in education, which not only will influence and shape the end product but has the potential to improve the rate of adoption after dissemination.
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ItemThe contribution of Ivan Illich to contemporary schooling theory and practice( 1988)This thesis examines the extent to which Ivan Illich's educational thought retains relevance for the present day. The approach taken is to examine his writings in detail before conducting a review of some of the criticisms it provoked. This is followed by an examination of his proposed educational alternatives in the light of the perceived roles generally ascribed to schools in modern society. Finally, the potential of achieving his vision of a convivial society is compared with some other perspectives on modern society and some post-industrial themes. Despite extensive criticism, his work represents an incisive critique of the state of schooling at that time. However, it also suffers from a series of defects in relation to his particular form of exposition and the limited opportunity it offered for practical action by those involved in education. In addition his alternatives to schooling are poorly elaborated. It is therefore necessary to resort to a comparison with other educational theories and experiments in order to illustrate the faults embodied in Illich's work. It is argued that Illich is incorrect in his assumption that eliminating schooling will bring about his convivial society. Consequently it is necessary to seek parallels with his work in the writings of other social analysts and in some post-industrial projections in order to distinguish the possibility for convivial social forms. It will be further argued that there are some indications of changes conducive to at least partial aspects of his convivial social forms and that these have implications for current educational theory and practice.