Faculty of Education - Theses
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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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ItemThe attitudes and concerns of Catholic parish primary school principals and teachers toward the integration of students with disabilities into regular schools( 1997)This study was undertaken to identify' and compare the attitudes of Catholic Parish Primary School principals and teachers toward the integration of students with disabilities. The study also investigated variations in attitude toward integration for sub-groups of the principals and teachers. In addition, this study ascertained the concerns these educators have about the implementation of integration in their schools. A three part questionnaire was used to collect the data. It consisted of items relating to the background characteristics of the respondents and their schools, a modified version of the Attitude Toward Mainstreaming Scale (Berryman & Neal, 1980) and an open ended question eliciting educators' concerns about integration. Fifty five principals and 145 full time classroom teachers in the Northern Area of the Archdiocese of Melbourne responded to the questionnaire. T-tests were employed to compare the attitudes of the principals and teachers toward integration., Thematic analysis was used to examine the concerns of educators. Several major findings emerged from the study. Principals were found to hold more positive attitudes toward integration than classroom teachers. Principals were also significantly more positive than teachers toward the integration of students with severe disabilities. Younger principals held significantly more positive attitudes toward integration than older principals. No significant differences were identified for sub groups of the teacher sample. Similarity existed between the two groups of educators in terms of their expressed major concerns about integration. Lack of school based support personnel, funding and training, in that order, were recorded most frequently by both groups of educators.
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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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ItemSecondary art teachers' perceptions of a regional art gallery( 2004)This study examines the view of five teachers in relation to their use of a regional gallery within their art program. Using qualitative inquiry, the study focuses on interviews with the gallery educator and five secondary teachers within the region. The key purpose of the study is to identify the value and reasons why teachers incorporate gallery visits into their teaching program.
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ItemProfessional recognition program for teachers : a review of the implementation of the Professional recognition program at the end of the first full year of its introduction( 1998)The Schools of the Future program introduced a series of educational reforms into Victoria, Australia leading to the development of self-managing schools within a state wide framework. One of the key initiatives of Schools of the Future was the introduction of a new career structure for principals, teachers and school support officers and the implementation of local. selection for all positions. This program is known as the Professional Recognition Program for Teachers and was introduced initially in 1995, at which time participation was voluntary. In July 1996 the Professional Recognition Program (PRP) became part of the industrial award with the official title of 'Teachers (Victorian Government Schools) Conditions of Employment Award' and participation was no longer voluntary. It has, however, continued to be known as the Professional Recognition Program or PRP. The Professional Recognition Program provides the framework for a local selection process, probation, annual performance review for Level 1 teachers, performance management for leading teachers, higher duties, special payments and sabbatical leave. The purpose of this thesis has been to examine the implementation of the Professional Recognition Program, from the perspective of the school Principal, at the end of 1997, its first full year in operation. In particular it has aimed to establish the impact that the introduction of the Professional Recognition Program has had at the school level on existing appraisal and professional development planning processes and on teachers' 'progress through the incremental pay scale. It has reviewed the ways in which schools have used their special payments to date. It also reviewed the time and workload issues for Principals involved in implementing the program. The method of research chosen was a questionnaire which was sent to all state schools in the Western Metropolitan Region of Melbourne. The questionnaire was directed to Principals and was designed to seek information on the implementation of the PRP using a mix of pre-coded questions and open comments. The major findings of this research have been that a majority of Principals value the introduction of performance management. In particular they value the opportunity provided by the annual review process to develop shared understandings and goals and to provide feedback and reward achievement. Principals also expressed a high degree of confidence in the professional development planning processes that they have developed in their schools. Principals are concerned however, at the significant cost to them of the increased time and workload that has arisen from the introduction of the PRP. Principals raised specific concerns related to the teachers at the top of the incremental scale whose needs do not seem to have been addressed effectively by the introduction of the PRP. Issues related to the use of accelerated progression and special payments were raised and need to be addressed. Concerns were raised with the lack of consistency of implementation across schools and a need for the provision of further professional development for Principals was raised.
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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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ItemProfessional development as work-based, collective learning : a study of curriculum implementation and change( 1997)Change is now synonymous with education. Curriculum and school organisational reform currently infiltrate every aspect of school life, with teachers in many instances expected to take on myriad initiatives and school improvement proposals. This study, of curriculum change and implementation, was designed to gain insight into effective change processes and the learning opportunities provided to support teachers as significant curriculum reforms were introduced. The Early Literacy Research Project (ELRP) was used as vehicle for this study. Schools participating in the ELRP were to implement a comprehensive approach to literacy teaching and learning for students in the early years of schooling with the design of the project providing significant support for teaching teams as changes were introduced. A selective and focussed review of literature relating to the process of change in schools has been completed. This is discussed in relation to Matthew Mile's Triple I Model which outlines stages and factors in the change process. Particular emphasis has been given to literature which links teacher learning to the process of change, focussing on teacher collaboration and collective, work-embedded learning. The aim of the study was to monitor the process of change in ELRP schools and to identify the factors which supported teachers as they endeavoured to make significant and sustainable changes to their teaching programs. The study was seen as an opportunity to consider the relevance of the Triple I Model as a means of interpreting change in schools. A case study approach to the research task, using observations, interviews, document analysis and questionnaires, facilitated the monitoring of the process of curriculum implementation in ELRP schools. Throughout the study the intention was to record the 'teacher voice' during the change process to ensure the validity and authenticity of insights gained throughout this dissertation. The results indicated that change is far from a linear process. Stages and factors within the change process were seen to overlap and occur simultaneously as changes were implemented. The study highlighted the importance of specific change factors and in particular those which related to teacher learning and collaboration. It emphasised the key role personnel responsible for change can play when this role is well resourced and linked to the provision of work-based professional development. The study also promoted discussion in relation to placement of a number of factors within the change model. This led to the development of an adaptation of the Triple I Model. It is suggested that this revised model provides a conceptual frame which may be used to assist schools in planning, monitoring and explaining authentic school reform projects. iv
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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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ItemReflective practice in the early childhood practicum( 1999)There is much evidence in the current literature to indicate a movement towards a restructuring of teacher education, which emphasises reflection (Campbell-Evans & Maloney, 1996). University courses in teacher education are moving away from the technical model of teacher evaluation towards a reflective approach to teaching and learning which focuses on assisting pre-service teachers to develop reflective practices (Fairbanks & Meritt, 1998). The early childhood practicum is increasingly seen as an opportunity for students to engage in critical reflection with journal writing, frequently used as a tool for reflection. This project studied the practicum journals of nine final year Melbourne University Bachelor of Early Childhood Studies students. Analysis and interpretation of the reflective journals focused on two aspects. The first aspect related to the issues, which the students reflected about. The second aspect related to the cognitive processes the students engaged in when reflecting. The investigation found that students reflected in complex ways on complex issues throughout the practicum. The process of reflection, however, did not empower students to reflect in their own way about their own concerns. The study found that for this group of early childhood students, it was the location of power in student - supervisor relations that functioned to empower students to reflect in their own way about their own concerns or to disempower students by silencing them.