Faculty of Education - Theses
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ItemParent professional partnerships in IEP development : a case study of a MAPS process( 2007)The practices, language and behaviours which professionals adopt when they meet with parents prior to Individual Education Program (IEP) planning may have a significant effect on the attitudes and capabilities families bring to the educational setting. During this case study the adult family members of a child with additional needs were observed as they addressed the developmental and programming needs of their child by participating in the McGill Action Planning System (MAPS) and a subsequent Program Support Group (PSG) meeting. Themes indicating attitudes or perceptions that empowered the family towards continued participation in collaborative teams for IEP development emerged in the observational data and were defined through the methods of informant diaries and semi-structured interviews. Less dominant quantitative methods were used to verify that the participant's ongoing attitudes towards parent professional collaboration corroborated with the final themes of flexibility, unification, satisfaction and function.
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ItemWilling and able : teacher readiness to differentiate behaviour management in the classroom( 2009)Utilising the concepts of self-efficacy and readiness, this study investigated the attitudes of 257 teachers from 16 schools throughout Melbourne to their use of behaviour management techniques with a view to enable better targeted teacher professional development and better support to behaviourally challenging students. Teachers were found to consider themselves more 'willing' than 'able' to utilise a wide range of behavioural approaches. Teachers felt more 'willing', 'able', and self-efficacious to use classroom based, teacher mediated approaches to deal with low level behaviour compared with more intensive approaches used in dealing with more challenging behaviour. This was especially true with reference to systemic interventions that incorporated team approaches which were perceived to be an area of particular weakness throughout the study. Individual differences such as experience and qualification exerted influence on teachers 'ability' to differentiate behaviour management. Greater experience correlated significantly with most 'ability' factors but showed that the improvement was not consistent over the teaching career. Investigation into the relevance of qualification suggested that greater training (in-service and preservice) did not correlate into greater perceptions of 'ability' and that a significant proportion of teachers (20%) considered that they had experienced no training in relation to behaviour management. Regional and schoolwide differences were significantly related to self-efficacy and as such, recommendations for improving self-efficacy in relation to behaviour management were centred on schoolwide, systemic improvements in training and support. Use of a professional learning team model with integrated 'expert' and management involvement was recommended to benefit from the preference towards colleague assistance whilst taking advantage of 'peer' social persuasion and vicarious involvement which are strong sources of self-efficacy.
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ItemThe morning after : a novella based on a study of a drama performance exploring young people's views of teenage pregnancy( 2004)This thesis is in two parts. Firstly I describe my research, which centred on a Drama performance devised for the 2002 Monash Schools Drama Festival. The performance project was coordinated by myself, as the school Drama teacher, and involved twelve students from Years 9 and 10. The performance focused on the theme of teenage pregnancy and explored some of the difficulties a young girl encounters when faced with an unplanned pregnancy. The story created for the performance project then became the basis for the second part of this thesis, a novella - 'The Morning After'. As a practitioner teacher-researcher, I collected data through interviews with my students and observations of their work in drama as they created the storyline and constructed the performance for the Monash Drama Festival. Through the process of discussion and improvisation, students revealed their perceptions, life experiences, questions and concerns around the issue of teenage pregnancy. These insights were reflected in the play and then this data was analyzed, organized into themes, interpreted and transformed into the novella - The Morning After'. This study reveals a need for more effective forums for discussing sex education and teenage relationships and pregnancy with young people in schools. The Morning After' aims to preserve the story at the heart of the students' play by offering it in fictional form to other young people.
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ItemAn inquiry into the success of the integration process in Victorian Post Primary schools( 2016-01-20)This study sets out to examine how teachers with integration responsibility within Post Primary schools and the student participants in integration perceive the levels and forms of success of the programs. After reviewing the relevant literature it became clear to the writer that the major barriers to success of integration are organizational and structural in nature and that the perceived level of success of programs appears to be linked to the ways particular schools are structured and administered. A survey of a sample of integration teachers and a sample of their students was conducted to examine whether there was a difference between the success of integration programs in schools that were collaboratively organized compared to those organized in a traditional way. Most Victorian Post Primary schools are basically conservative and traditional, but under pressure from many sources there is a shift towards being more flexible, open and collaborative. Integration teachers in all schools were expected by the Ministry of Education to act as agents of change but in general teachers appear to have assumed the role ascribed the remedial teacher. The findings of this study indicate that curriculum changes are taking place at a much faster rate in collaborative schools which place a value on student-centred learning. The administration of these schools was found to be active in initiating integration policy and programs, whilst in traditional schools it was the parents who were the significant initiators of integration. The collaborative schools also tended to provide more successful individual programs for their integrated students and obtained a higher allocation of physical and professional resources although both types of schools indicated a high failure rate in the area of needed resources. Overall there is evidence of a shift towards flexibility and co-operation in secondary schools but this is happening within a context of inadequate policy formulation, poor organization and sensitive resource provision, so it is not clear cut. The study indicates a need for policy orientated research regarding the provision of resources and investigation into professional development programs for teachers involved in meeting the needs of integrated students.
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ItemHow Victorian primary school principals perceive their role( 2006)This study investigated the phenomenon of the principal role in Victorian primary schools. It sought to provide insights in relation to how principals view their role in a time of rapid change and increasing accountability. The research involved six selected principals in a broad qualitative study. Data were collected via individual interviews using semi-structured questions. Interviews commenced with an open broad question about the role of the principal. This was followed by semi structured questions based on a broad conceptual framework relating to the expected and actual role and the leadership and management dimensions of the role. The perceptions of the principals were used to describe their role and the extent to which they believed their view of the role matched with the expected role for Principal Class personnel (Department of Education and Training, 2001). When asked, principals made clear distinction between the management and leadership aspects of their role, though some saw areas of overlap. It was found that although principals generally saw a good match up of the actual and expected role some were frustrated and overwhelmed by the management and administrative workload, which they felt took time away from their preferred role of leadership. The principal's ability to balance the leadership and management aspects of their role in their school was also described. Finally, implications for practice and further research in the areas of professional training for principals and workload issues are described.
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ItemThe admission process and initial performance of mature-age students who enter higher education via non-academic routes( 2004)This study examined a subgroup of mature-age students who had entered university via non-academic routes. The study sought to identify the group; examine the admissions processes used and the efficacy of the Special Tertiary Admissions Test (STAT) within those processes; and explore how the students performed in their first year of study. For the purposes of the study, 'non-academic background' was defined as non-completion of secondary school and/or limited study since leaving school. Data was gathered from a subgroup of applicants through VTAC, and from three case study Schools, via student questionnaires, staff and student interviews and general results data. Only small numbers of mature-age students from non-academic backgrounds enter university, consistently about 3 - 5 per cent of the first year population across Australia. This is a smaller rate than in the past. While the focus of admissions requirements is based on evidence of academic ability, there are still routes available for applicants to provide other forms of evidence. STAT remains a well-regarded instrument for providing evidence of academic potential. On the basis of the study's findings, the admission of students from non-academic backgrounds appears to be a worthwhile exercise, both for the university, which gains committed, high performing students, and for the students themselves, who are able to achieve personal success while preparing for a career change that they hope will be satisfying.
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ItemFace-to-face : cross-cultural communication with Somali-speaking parents( 2008)This research thesis reports on an investigation of cross-cultural communication at one Victorian primary school, at which the linguistic and cultural backgrounds of the staff and a sizeable proportion of the parents differ markedly. This qualitative, case study investigated the perspectives of one group of parents, all from a Somali speaking background, and school staff about the current levels of cross-cultural communication and how these key stakeholders believed home/school links could be improved. Data for this investigation were gathered from parent participants through group and individual interviews, some of which were conducted in Somali with the assistance of a bilingual research assistant. Consideration of these participants' vulnerable social status (Liamputtong, 2007), was an important aspect of this research process thus ensuring these parents, seldom heard within the school environment, had the opportunity to express their opinions and relate their experiences of cross-cultural communication with school staff. The data collection process, therefore, provides a model for excellent cross-cultural communication between an institution, such as a school, and a marginalised parent community. Written questionnaires, comprising open-ended and some ranked questions were used to investigate staff perspectives of cross-cultural communication. This was followed by a group interview with some staff members in which issues were discussed with greater depth. This research project revealed that the low-levels of cross-cultural communication noted at this school are not an indication of the level of goodwill held by Somali-speaking parents and school staff. On the contrary, all participants expressed a strong desire to learn more about the other and for communication levels to improve, recognising the importance of strong home/school links in improving educational outcomes for students. Through the suggestions, opinions and experiences of participants, a series of recommendations are made in this report, so that the momentum of improved communication, initiated by the research project, might be continued at the school, or within similar educational contexts.
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ItemThe School as a core social centre( 2004)This case study of the "Schools as Core Social Centres Project" explores the experience of three inner-city Catholic primary schools in implementing a whole-school approach to student wellbeing. Their journey is charted through their participation in a Catholic Education Office, Melbourne and Victorian Health Promotion Foundation funded project that focuses on the role of the schools in building social capital through the promotion of school community partnerships. The principle underpinning the project, and this research study, is that the participation of parents and the community in the life of the school will contribute to improved student wellbeing through the promotion of school community connectedness. The research study charts the schools' current practice in relation to student wellbeing and school community partnerships at the beginning of the project and the journey that the three schools undertook over the first twelve months of their participation in the project. The hopes and aspirations of the schools and the key funding stakeholders are explored, as is the role of the project officer. Developing a shared understanding of, and commitment to, the concept of a whole-school approach to student wellbeing was essential to the process of change. The case study provides a snapshot of the schools at the twelve month point of the project.
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ItemInteractions between first and second language writing skills in Macedonian bilingual children in Australia( 2009)The theoretical belief arising from the interdependence hypothesis suggests that there is a common underlying proficiency in bilingual literacy development, particularly with respect to literacy skills, strategies and knowledge transfer across different languages. According to this view a strong establishment in one language not only develops skills in that language, but also facilitates the development of a second language. The aim of this research was to look at the interactions between literacy in Macedonian and English and to analyse the role of the first language literacy in second language acquisition in two dissimilar languages. Although the research explored the relationships between first language (Macedonian) and second language (English) writing skills, strategies and knowledge, the influence of motivation and the performance in English were also discussed. Namely this research investigated the skills and strategies that Macedonian bilingual children use for writing in Macedonian script and whether these strategies have a positive or negative transfer to English literacy. This research also analysed the writing behaviours, and attitude towards the two languages and how they affect the transfer of literacy skills and strategies. To address the aim of this research and gain an in-depth understanding about bilingual children's language acquisition and development a qualitative case-study method was employed. The subjects for this research were six nine year old children from a Macedonian/ English bilingual school. They were asked to write recounts in both languages, Macedonian and English, in order to investigate the transfer of skills, strategies and knowledge across both languages. The think-aloud protocols were used to look into the writing process and to categorise the types of writing strategies that the children can transfer from Macedonian to English literacy. This method was used to observe children's writing processes while writing and simultaneously discussing what thoughts were going through their mind. The childrens' attitudes towards learning in two languages were discovered by using semistructured interviews. The official results from the literacy assessment conducted at the school were also analysed and compared. The discussion of findings from the six children focussed on the transferable skills and strategies and the relationship between Macedonian and English writing. This research confirms that writing behaviours and strategies that the children displayed were consistent across both languages, even though the languages have different writing systems. In fact this research provided a better understanding of children's biliteracy development from an early age in a bilingual setting. Results of the study indicated that there is an interdependent ability between the first language and the second language writing and that there is a positive transfer of skills, strategies and knowledge from Macedonian to English. Therefore the conclusion is that the development of the stronger language literacy (Macedonian) facilitates literacy development in the second language (English) and that access to two languages from an early age and the possibility of learning those languages can facilitate literacy development.
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