Faculty of Education - Theses
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ItemProgram evaluation of an alternative school( 2003)This program evaluation aims to identify the strengths and the areas that require improvement in an alternative school. The alternative school involved in this study was established to cater for 'at risk' students. The design of the study utilises both qualitative and quantitative methods. The qualitative data collection involved the use of standardised semi-structured interviews and focus group interviews. Questionnaires were the research instruments used for the collection of the quantitative data. Analysis of the results of this study indicated that the strengths of the alternative school related to the school culture/ethos, support for parents and students, relationship and connectedness and, student development and learning. The areas that require improvement involved the length of time for the students in the alternative setting, the transition from the alternative school back into mainstream, and the support for students after returning to mainstream education.
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ItemApplying program theory development to a study of restorative practices in Victorian schools( 2007)The application of restorative justice principles and practices in Victorian schools is beginning to consolidate as an area of educational interest and reform. While there is enthusiastic support for a philosophy that focuses on problem solving and repair of relationships following an incident or crime, this is tempered by some hesitation about how restorative justice works, what impact it may have on current approaches and how it is measured. This study investigates the context and conditions in which restorative practices were introduced in eighteen Victorian schools. A deductive approach, drawing on the literature to identify relevant theories and assumptions, together with findings from interviews and surveys were used to draft a program theory for the application of restorative practices in schools. Questions about program interpretation, quality and delivery were investigated to comment more specifically on the causal links between program activities and intended outcomes. Restorative justice offers a problem-solving philosophy that promotes a wide range of prevention and intervention strategies for school administrators and teachers searching for ways to better manage relationships and promote engaging, participatory learning environments. However, the findings from this study show that while the school environment is ideally suited to introduce restorative practices, and teachers report numerous examples of success, this is juxtaposed against the challenge of maintaining plausibility and sustainability in a climate of change. For some teachers and school administrators who participated in this study, the use of restorative practices represented a fundamental shift in thinking about school justice and discipline. Lack of clarity in program design and planning led to uncertainty and wide discretion in the application of restorative practice, particularly conferencing. The findings suggest the need to progress thinking about the operational factors that contribute to the effective use of restorative practices. This study presents a program theory of restorative practices that should be of use to administrators seeking to introduce such interventions or clarify existing efforts in their schools. Program theory development has been used successfully as a clarificative evaluation approach to plan the logical and progressive introduction of similar interventions in other social settings. The use of program theory development for interventions such as restorative practices is timely, as higher standards of reporting and accountability for student engagement, retention as well as student learning are expected from school councils and administrators. This also comes at a time when the relationship between student well-being and curriculum outcomes is coming under scrutiny, as teachers and administrators look more closely at discipline regimes. The findings from this study indicate that the use of restorative practices is rapidly expanding in Victorian schools. This interest and activity would benefit from a complementary research agenda that productively involves those who have most to benefit from the use of restorative practices: students, teachers and parents.
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ItemMandated improvement: an examination of the impact of the school accountability framework in Victoria, Australia( 2002)This research set out to examine the impact of the Victorian Government's Accountability Framework, on three primary schools. Located within a naturalistic paradigm, this case study research focused on the understandings and experiences of principals, other school leaders and teachers, as they completed the first three-year cycle of implementation. Using the Hargreaves, Shaw and Fink (1997) Change Frames as the basis for interviews with participants, it was revealed that participants across the three schools faced many personal and professional challenges, as they engaged in processes of charter development, charter implementation and review. A mix of administrative, leadership, socio-cultural and educational factors impacted both positively and negatively on the implementation. A number of these factors were found to relate directly to political challenges of the period. The study reveals a key weakness in the Accountability Framework's capacity to translate findings arising from the self-evaluative components (Annual and Triennial Review) into teaching and learning practices. The findings suggest that there is a risk that some schools may `institutionalise' the practices of charter development, implementation and review, to meet Education Department of Education and Training expectations, but without significantly addressing the real needs of students within the Framework's processes, strategies and outcomes. A number of recommendations are offered to help strengthen the impact of the Framework on school improvement practices, and especially teaching and learning outcomes.