Faculty of Education - Theses
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ItemThe pedagogy of engagement: classroom management vs. facilitating learning( 2019)This thesis explored the way upper primary teachers think about student engagement and how they operationalise the concept within their classrooms. Student engagement has been frequently linked to academic success, and improving the engagement of students continues to be a priority for policy makers and practitioners alike. Despite an abundance of research, it remains questionable whether researcher conceptions of student engagement adequately represent the way teachers experience the concept. Teachers' perspectives on student engagement and their engagement-related practices were investigated over two studies using an exploratory sequential mixed methods design. In Study One, in-depth interviews were conducted with 16 teachers to explore their beliefs about student engagement in learning. Teachers described six qualitatively different forms of engagement and disengagement, as well as a complex process for facilitating student engagement within lessons. A typology of engagement and a pedagogical framework for engaging students were proposed based on the findings. Study Two sought to test the validity of the typology as a representation of teachers' descriptions of student engagement and its usefulness in coding teachers' engagement-related interactions within observed lessons. Four teachers were interviewed and four lessons observations for each teacher were conducted. In addition, 72 students within those classrooms were surveyed to explore their perceptions of aspects of the learning environment, including their understanding of teacher expectations for student engagement. Qualitative analysis of interview and observation data revealed that teachers varied in their expectations for student engagement within lessons, their views on the role of peers in student engagement, and in the frequency with which they intervened within lessons to facilitate different forms of student engagement. Quantitative analysis of survey data suggest that students in different classrooms perceive different expectations for how they will engage in learning experiences. A model is proposed for thinking about the pedagogy of student engagement, providing an alternative vantage point from which to explore the concept, one that is grounded in the real-life experiences of teachers facing the ongoing challenge of engaging students in classroom learning experiences.
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ItemEvaluating the effects of different classroom spaces on teaching and learning( 2016)(Terry Byers…) who examined the impact of physical learning environments on student learning outcomes and teacher practices. His study found a correlation between classroom design and student performances in mathematics and English, and, highlighted the need to better understand teacher attitudes to changes in learning spaces.
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ItemThe impact of literature circles on student engagement in middle years English( 2013)This project investigated the connection between literature circles and student engagement in middle school English classes. This study shows that literature circles can cause increases in students' behavioural, emotional and cognitive engagement in reading, and English. It adds to existing local and international research into effective middle school pedagogies, student voice, and reading strategies.
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Item"Just because I enjoy it doesn't mean I learn": science teachers' perceptions about students' interest in science( 2011)Producing a scientifically literate citizenry and serving those pupils who wish to continue science in future – balancing between these two aims is a dilemma for compulsory science education. Recent studies have shown post-secondary enrolment in science is declining and is a global issue. These studies have indicated that students’ dissatisfaction with school science is also a common phenomenon in most countries. Concerned with such a scenario, the research for this thesis has explored science teachers’ perceptions of their students’ interest in school science. The study assumed that science teachers develop knowledge about their learners through their teaching experience and that this impacts on their science teaching and ultimately on the apparently common global phenomenon of declining enrolment. In particular, this study examined teachers’ perceptions about their students’ likes and dislikes of science topics and about teaching-learning activities that engage their students. A craft knowledge perspective was used to explore the issue given craft knowledge is an important area of research into teacher knowledge concerned with student engagement. Craft knowledge is a form of teachers’ professional knowledge enabling teaching in context specific situations. Craft knowledge also informs the teacher concerning pedagogy that would interest and engage the students. Experience with learners in the classroom and reflecting on classroom teaching experience is considered to contribute to the development of such knowledge in teachers. Hence, learners were considered in this study as source of knowledge for the teacher. To this end, a qualitative multicase study approach was used to portray a general picture of teachers’ perceptions of their students’ likes and dislikes and of engaging pedagogy. The study compared and contrasted teachers’ perceptions with their students’ responses to interview questions concerning their likes and dislikes of their science lessons. Five teachers from secondary schools in metropolitan area of Melbourne and their students voluntarily participated in this study. The present study identified that the teachers had under-informed views of their students’ likes and dislikes regarding science topics and pedagogical approaches. In particular, when teaching in their areas of expertise, teachers’ strong content knowledge background was often insufficient in terms of capturing student interest, thus indicating teachers’ lack of awareness of engaging pedagogy. Interestingly, some beginning teachers displayed a developing sense of awareness of students’ likes and dislikes gained from their classroom teaching experience although they struggled to use this information to develop engaging teaching approaches. The findings from this study suggest that teacher education programmes should emphasise students as important sources of teacher knowledge that can inform the development of engaging pedagogy.