Faculty of Education - Theses
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ItemDefining the characteristics of a good middle school teacher in an Australian setting( 1995)The purpose of this study is to. identify the characteristics of a middle school teacher that define that teacher as a good teacher in the eyes of their Australian colleagues. A model of the good middle school teacher was developed from the North American literature. This formed the basis for interviews with Australian teachers who have been identified as good middle school teachers by their school community. This has led to the establishment of a model based on the responses from the Australian teachers. The focus centred on the characteristics of the teacher but at times has included reference to curriculum and other structures within the school. The report's results reflect the Australian teacher's approval for child centred teaching but with a subject focus. The teachers feel a need for teachers to retain a passion for a subject area in order to inspire and enthuse their students, but doing this within a context of a curriculum focussed on young people and their needs. This study clearly suggests the strong link between teaching philosophy and curriculum and the need to cater towards the needs of both the staff and students in order to educate successfully.
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ItemUnderstanding the perceptions of primary school and early childhood teachers about the inclusion of children with special needs in regular classrooms( 2003)Today, many regular schools in the State of Victoria provide inclusive education programs. Educating children with and without disabilities is linked with upholding the rights of all children regardless of their class, culture, gender or developmental abilities. This study was aimed at exploring perceptions of early childhood and primary school teachers about the inclusion of children with special needs from six independent schools located in metropolitan Victoria. Data were analysed and compared to identify if there were differences in teachers' attitudes in relation to beliefs and values, feasibility of implementing inclusive programs in regular classrooms and their confidence to carry out inclusive practices. Findings indicated that all participants in the study were very positive about the philosophy of including children with disabilities in regular classrooms. Several factors were identified as major contributors to the positive perceptions of teachers. Data also revealed that teachers had many concerns regarding the implementation of inclusion in their regular classrooms. The findings of this study had implications for best practice to improve the implementation of inclusive programs in regular classrooms.
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ItemInvestigating the growth of teacher knowledge on teaching reading through a professional development program( 2007)This thesis is an investigation of the growth and development of teacher knowledge on teaching reading to students with reading difficulties. The effect of a professional development program was examined to achieve the aim of this study. Thirty preschool and elementary school teachers volunteered and attended a 10-day professional development seminar that focused on understanding the processes in learning to read, identifying and remediating reading difficulties. The teachers' subject matter knowledge and pedagogical knowledge were tested using two separate tasks, before and after the professional development seminar. The data were analysed using both quantitative and qualitative data analyses procedures. The results indicate that a professional development seminar can significantly raise both teachers' subject matter and pedagogical knowledge on teaching concepts and procedures that research had earlier identified as essential for teaching reading. The results of investigating subject matter knowledge at pre-testing showed that there are clear gaps in what teachers know from what they should know. Particular concepts were identified to form part of what teachers know and concepts that are unknown to the teachers. The investigation of the growth of this knowledge showed that there are concepts that are more readily learned compared to others. The audit of teachers pedagogical knowledge at pre-testing revealed that teachers knew procedures that are consistent with the recommended teaching procedures for teaching literacy to students with literacy learning difficulties. The investigation of the growth of this teacher knowledge showed that there are teaching procedures that teachers have effectively learnt from the seminar. The investigation of the relationship between how teachers learn concepts for subject matter knowledge and procedures for pedagogical knowledge showed no relationship using statistical analyses. However, through qualitative analyses, the evidenced showed that the terms that teachers used on the instrument for investigating pedagogical knowledge revealed a strong relationship with subject matter knowledge growth. The teachers at post-testing showed a tendency to use concepts in literacy learning that they did not know at pre-testing. The evidence from this study lends support to notion that teachers learn new subject matter knowledge and pedagogical knowledge in an integrated manner. From this study, recommendations for the development and implementation of professional development programs for teaching reading are drawn. The value of a solid knowledge base for such recommendations is underscored. Recommendations are also made with regards to improving efforts to investigating teacher knowledge as a means to improve educational practice.
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ItemGender awareness through discipline and welfare : how teachers change( 1995)This thesis explores the considerations for change processes which are effective when gender is an issue in schools. A model is developed, based on literature related to change processes in education, and this model is then tested in a primary school setting across the period of a full school year. Strategies and approaches suggested as avenues to introduce inclusive teaching practices are also trialled, using Discipline and Welfare as .a way into addressing issues around gender in schools. The Working Model for Gender and Change and the approaches used are evaluated and conclusions are drawn, related to the outcomes of the change process conducted in the school. The study shows that the developed model works and that gender issues can effectively be raised by investigating discipline and welfare issues in a primary school. Some recommendations and suggestions for further research are made.
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ItemIndustry placement for teacher professional development and school improvement( 1996)This thesis examines the experiences of a cohort of teachers involved in a long term professional development program linking education and industry. The thesis reports on changes in the relationship between education and industry that in part have resulted in criticism of teachers' ability to adequately prepare students to effectively enter the world of work. Teachers are seen to need to develop greater knowledge about and understanding of industry in order to impart to students up-to-date information about current industry practices. The Teacher Release to Industry Program [TRIP] is a professional development program allowing experienced primary and secondary teachers and school principals the opportunity to work in industry for a year. TRIP was established by groups from education and industry to provide for teachers to have direct experience in industry. The purpose of this investigation is to monitor how effective the TRIP experience has been for professional development for this group of teachers. Teachers' perceptions of and purposes for involvement in the program are viewed alongside those held by industry supervisors and school principals. Data are gathered about the teachers' perceptions of gains in knowledge, understandings, skills and competencies related to both industry and education. These data are viewed at the time of their experience and on their return to school. This study uses both contemporaneous and post-hoc data. Sources of data include teachers' journals, interviews with teachers, industry supervisors and school principals and written responses from teachers and university supervisors. A qualitative approach presenting case study data was seen as an appropriate means of investigation, firstly to give prominence to teachers' voice in supporting the uniqueness of the educational experience where the familiar needs to be made visible and interesting (Erickson, 1986) and secondly, to allow the features of the teachers' experience to be grounded in the literature and research on both professional development and education and industry links. There has been limited in-depth investigation of TRIP particularly in regard to the link between professional development and school improvement. This study therefore provides substantial data in a relatively un-researched area. The study reports on significant professional development outcomes for the teachers who participate in this program. In addition the study indicates that skills held by teachers are also appropriate in industry. Thus this study also contributes to understandings of the nature of teachers' work. Teachers report on the importance of establishing the worth of teachers' skills outside the school setting. Discussion also focuses on how the teachers' experience relates to school improvement. While this program appears to have significant outcomes in regard to personal professional development, the results of the study suggest that for more productive school improvement to occur, the teachers' purpose for involvement in the program must have the support of and be more related to, the needs of the school. The study gives support for TRIP as innovative program for teacher professional development and as a model of partnership between education and industry. The study makes recommendation for similar programs to be made more widely available thus allowing more teachers to be involved in this type of professional development.
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ItemThe poetical understanding of children's imagery of nature : how is poetical understanding evident in children's art?( 2005)This study explores the way in which preschool children engage in the creative process and how their sensory engagement with nature leads to invention of poetical attributes and symbols in their art. The study also examines the teacher's role in creating an environment that nurtures sensory learning, provides new energy and fosters discovery. This study also inquires into the educational theories of 'Reggio Emilia', 'emergent curriculum' and 'phenomenological pedagogy' and their influence in exploring significant moments of children's art creating within the process of 'aesthetic engagement' and 'aesthetic cognition'. The data related to these moments consists of children's visual and verbal images of nature that allowed me to unfold their perceptions of nature associated with beauty and make them evident to the viewer. In that sense data analysis reveals both mine and children's discoveries, with an emphasis on utilizing children's voices within the arts curriculum and making them protagonists of their own learning.
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ItemPeer appraisal : as envisaged, enacted, perceived, and experienced : a case study of a catholic secondary college( 2000)This study explores the dimensions of a peer appraisal process in a secondary Catholic College. The purpose of the peer appraisal process is to enhance the teaching and learning environment within the school. It aims to help to create a dynamic learning environment by affirming areas of teacher strength and achievement, by identifying aspects of professional development that will contribute to continual growth and forward planning. The study examined, through a retrospective case study, the purpose, the process and the experiences of the participant teachers. Through the examination of the theoretical model as designed by Iwanicki (1981) this study used a combination of qualitative and quantitative methodology to compare the essential characteristics of this theoretical model with that of the College's model as envisaged and enacted. The findings of the study provide a rich illumination of the shared and unique experiences and perceived outcomes as told by the appraisees. In some aspects the College's model is congruent with the theoretical model, however significant areas of mismatch arose and are discussed as issues. These issues include: 1. Collaboration between appraisee and mentor. 2. Written documentation of the process. 3. Professional commitment to the process. 4. Impact on teaching and learning. 5. Professional responsibility and reform. They are discussed in the light of the findings.
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ItemInterpreting thinking routines : identifying and encouraging thoughtful action( 2008)This research explains how thinking routines encourage thoughtful actions in middle school students. Thinking routines involve doing significant things with knowledge. The regular use of thinking routines assists students individually and collectively, to experience patterns of inquiry. Using these routines in the classroom invites students to explore and manage their thoughtful actions. The method of this study used action research to extend knowledge of dispositions found in the literature. Dispositions are acquired patterns of behavior. Therefore, being strategic in your thinking is under one's control, as opposed to being automatically activated. Dispositions were renamed learning attitudes. Attitude is closely associated with behavior and control over what one does. A learning attitude is more easily identifiable within a student's. personal lexicon. An iterative sequence was then used to analyze and report on key words which represented learning attitudes found in student work. Distinctive features were interpreted by the researcher to emerge from this sequence grounded in work samples. Understanding these distinctive features empowers teachers to make constructive judgements. Without good judgement it is difficult to encourage thoughtful and reflective actions. Reflective thinking enables us to act in a deliberate and intentional manner. Deliberate actions provide power of control over knowledge.
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ItemMentoring as a model for developing teacher confidence in the use of interactive whiteboards( 2008)This project aimed to capture, analyse and explore the complexity involved when teachers begin to integrate the use of Interactive Whiteboards (IWBs) into their pedagogy and daily classroom practice. Utilising a case study approach, this paper follows the experiences of four teachers involved in an Information Communication Technology (ICT) mentoring program designed to develop confidence in the use of IWBs. The qualitative research design describes the individualised learning and pedagogical development that can be encouraged in a mentoring relationship. The case studies of the four teachers and the school principal illustrate the general challenges that teachers and schools are presented with when IWBs are installed in classrooms and promoted as successful in improving teaching and learning. The project found that from the first day of using an IWB, a teacher will over time adapt and alter their pedagogy to make the best use of the technology. It is this required shift in pedagogy which demands a carefully planned and individually tailored professional development approach such as mentoring. Forward planning and special consideration of the teacher support needed is essential in order to encourage teachers to adopt IWBs into their daily routine. This paper shares a successful approach to developing teaching confidence in the use of IWBs in the hope that other schools will benefit from these stories.
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ItemA study of an innovative approach to teacher education in Pakistan( 1997)This is a study of a private teacher education institute, Notre Dame Institute of Education (NDIE), which is affiliated with Karachi University, Pakistan. It describes the distinctive elements of one of its programmes, the Bachelor of Education (B. Ed), compares them with B. Ed courses offered at other affiliated colleges and identifies the perceived impact of NDIE on teacher education in Pakistan. A qualitative approach, in the form of a case study, was adopted for the research. Data was collected by means of interviews, observation and the analysis of historical documents. A pilot study assisted with the identification of key themes and potential avenues of information. The comprehensive narrative indicates the use of appropriate means of qualitative data reduction, analysis and display. The NDIE B. Ed course differs from traditional B. Ed courses. Within the present context of teacher education in Pakistan, the study showed that the course was innovative in terms of its curriculum content; teaching and assessment methods; provision and use of educational resources; approach to school experience and teaching practice and the collegial nature of staff/student relationships. The respondents perceived the institute to be making a positive impact with respect to the implementation of change or innovation in teacher education, teacher socialization and educational leadership and formation within the Catholic Church in Pakistan. The importance of both the personal and professional development components of teacher education courses in raising the self esteem and confidence of teachers was indicated by the study's findings. The data provided by the respondents indicated that innovation is possible within the constraints of a traditional teacher training course and identifies the importance of establishing networks to support and maintain change initiatives and develop educational leadership.