Faculty of Education - Theses
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ItemTransforming policy into practice : the implementation of the Curriculum and Standards Framework in primary schools in Victoria( 1997)This thesis examines individual school use of a newly introduced curriculum policy, the Curriculum and Standards Framework (CSF). Its purpose was to explore how a central policy impacted on individual schools and the processes that occurred within the school to transform CSF policy into classroom practice. It examines the way knowledge relating to CSF policy and other knowledge was transferred and used within schools and the factors that affected this process. The context in which this innovation occurred was examined before considering the determinants and outcomes of policy use. Recent knowledge utilisation theory in the area of policy innovation was used to refine ideas further. It was argued that a major determinant of CSF use was the characteristics of the CSF itself. From this a tentative three level conceptual model for CSF policy use was constructed. Variation in. use, it was reasoned, depended on local capacity to utilise curriculum knowledge. These arguments formed the basis of the research questions. A multiple case study approach was used to determine both the general pattern for CSF use and variations in use. An exploratory approach, gaining data from many sources within each of the sites over time, was utilised. Analysis of the data showed that the conceptual model was appropriate and a single factor, defined as "culture of change", accounted for most of the variation between sites. This factor was a conglomerate of sub-factors concerning structures, knowledge, processes and capabilities within individual school sites. In line with other similar studies, the thesis demonstrated the importance of local factors in policy use. The thesis goes further than other studies of this type by identifying the particular structures, practices and expertise that resulted in informed curriculum policy implementation through effective knowledge utilisation. In particular, the study demonstrated the importance of intensive structured professional interaction to maximise knowledge utilisation.
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ItemA model of cognitive style : a multicultural perspective to curriculum design and implementation( 1994)The purpose of this present study,'is to validate a model of cognitive style that takes account of learning in a multicultural environment. The need for such a model is evident in the current trend towards transnational curriculum. Whilst curriculum outcomes may be perceived to be cross-cultural, the means by which these are attained is in part a consequence of learner cultural variables. A model of cognitive style based on contemporary theories of learning and in particular individual differences in information processing was developed and modified to account for a range of multicultural variables. Following in depth evaluation of the model by five experts in the area of multicultural education, a revised model was designed. Its implications for multicultural education are discussed.
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ItemCurriculum coordination in practice( 1996)The implementation of whole-school curriculum change is a challenge faced by principals and senior staff with curriculum leadership responsibilities. Success depends on the cooperation and commitment of all teachers in a school, so that curriculum leaders require skills for manoeuvring groups of teachers towards a common goal. In Victorian government secondary schools the Curriculum Coordinator, an experienced teacher, is charged with overseeing curriculum change, and this customarily entails chairing a Curriculum Committee, the composition of which is invariably dominated by teachers. Schwab (1983) writes about the creation of a similar role in American schools, and proffers suggestions for the role and training of a curriculum coordinator and the composition of a curriculum committee, in order to encourage a refocussing on the liberal democratic traditions of education. This study uses Schwab's views as a reference point for examining the work of three experienced Curriculum Coordinators in Victorian government schools, who shared their stories with the author, himself a practising Curriculum Coordinator. Each participant in the study was asked to reflect on a Critical Incident of whole-school curriculum change, for which they had responsibility, and which influenced the ways in which they carried out the role of Curriculum Coordinator. The sharing of these reflections benefits both researcher and participant alike (Tripp, (1994)) and can offer insights into the skills and knowledge employed by effective curriculum leaders. Interpretation of the Critical Incidents provided a framework by which curriculum change can be analysed. The effect of the educational culture of a school, the status of the Curriculum Coordinator in the school and the extent to which the proposed curriculum change affects existing participant areas cumulatively influence the successful implementation. A number of writers identify teachers as inhibitors of change (eg: Cowie (1995), Weiss (1995) and Little (1990)), and the management and communication skills of effective Curriculum Coordinators are tested by this resistance. The stories presented confirm the notion of curriculum leadership as a practical, multi-faceted activity, and each participant has developed professionally through the practical execution of their roles. While each story is unique, the participants shared a common view of whole-school curriculum leadership as a collaborative exercise, focussed on improving educational outcomes for their students.
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ItemAustralian studies and the Geelong College( 1988)The Geelong College pioneered the teaching of Australian Studies as part of the secondary school curriculum. The notion of teaching about Australia through an inter-disciplinary course was seen as revolutionary in its early days of the mid-1970s. Since that time, however, the teaching of Australian Studies has become increasingly widespread in schools, and also in some tertiary institutions. Over the same period, the Australian Studies course at The Geelong College has undergone review and change according to staff interests, student reaction and the contemporary situation. In the early 1980s, the face of Victorian Education was to change through the effects of the "Blackburn Report", an enquiry into post-compulsory schooling, of which a major recommendation was that all students should undertake a study of Australian society at Levels 11 and 12. The Victorian Curriculum and Assessment Board has used this recommendation as the basis for introducing a compulsory two-unit course titled "Work and Australian Society" as part of the new Victorian Certificate of Education, which will be fully operational by 1991. The Geelong College, like all other secondary schools in the state, is having to prepare for the introduction of Australian Studies in this form. Although this school has had the advantage of experience with an established Australian Studies course, the present course does not fully satisfy the requirements of the VCAB guidelines; therefore some degree of modification and rewriting is necessary. This thesis will attempt to design, implement and evaluate some units of work for Year 11 Australian Studies students at The Geelong College, units which satisfy both the VCAB requirements and the needs of the student clientele of this particular school. In order to undertake such a project, this thesis initially examines the development in the study of Australian society and culture. It then attempts to identify a methodology which could be used as a model for the planning of curriculum modfications for this course. The nature of the particular institution in question will be examined as a preparatory step to the development of a curriculum. The thesis concludes with a review of the process undertaken and discusses its applicability as a general methodology.
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ItemLanguage and thinking in action: how one primary teacher supports her students to enact and articulate their thinking( 2007)This study investigated how one teacher facilitates dialogue with and between primary-aged students, to assist their thinking, at a time when the introduction of a new curriculum in Victoria is placing explicit demands on teachers to meet rigorous standards in students' thinking. Its aim was to identify exploratory (Mercer 2002) or dialogic interactions (Wells 1999) in the context of problem-based or inquiry learning, so that educators will better understand how language-based techniques and prompts promote students' thinking and learning. A review of the current and relevant literature revealed that classroom-based research focusing on the relationship between language, thinking and learning as theorised by Lev Vygotsky and Michael Halliday, emphasises the important role of the teacher in challenging and extending students' thinking. A qualitative case study of the language generated by the teacher working mainly with a small group of her students was undertaken and discourse analytic techniques were applied to the data. The main findings of the study relate to (i) the teacher's use of some dialogic techniques that supported students' thinking and learning and (ii) alternatively the teacher's under-exploitation of teachable moments to fully promote students' thinking and learning using exploratory language.
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ItemThe Australian Science Education Project: a case study in curriculum implementation( 1991)The Australian Science Education Project (ASEP) was developed between 1969-74 as Australia's first national curriculum project. ASEP was designed to introduce major changes for years 7-10 science in materials, content and assigned roles for teachers and students. While initial sales of the ASEP materials were excellent in Victoria the extent of implementation was low. This study examines reasons for this unsuccessful implementation from a user (i.e. teacher and schools) perspective. Determinants or causes of the extent of implementation relating to the nature of the ASEP materials, the strategies for implementation and the nature of teaching and schools are examined. The fundamental cause of the low level of implementation in Victoria is related to the development of the ASEP materials from a 'technological' perspective with limited input by classroom teachers. The materials developed in this way could only be successful if the implementation strategies included extensive in-service and curriculum support for science teachers and this did not happen in Victoria. Based on Havelock's 'Problem Solver' perspective of curriculum change a model for effective implementation is proposed which incorporates a 'user' perspective and the notion of mutual adaptation between the innovation and the user system.