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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ItemLearning for independence : the learning experience of some East Timorese scholarship students in Australia 2001 - 2005( 2007)The people of East Timor voted for independence in a UN sponsored referendum in 1999. The departing Indonesian Army left widespread devastation in its wake. In 2000 the first students left independent East Timor to take up scholarships around the world to help build its human resource. This thesis reports on research into the learning experiences of some members of the early groups of East Timorese scholarship students at different universities in Melbourne. Their experience during the scholarship period is analysed through the framework of adult learning including formal, non-formal, informal and unintentional learning. The students have learned English, taken their studies seriously, created their own community, and, through the support movement for East Timor, have had a range of opportunities to participate in the host community. Despite their formal educational experiences, they are enthusiastic learners committed to contributing to the development of East Timor. This thesis indicates that educators and those in the community support movement can learn from, and contribute to, the learning experience of future students from East Timor. It discusses some attitudes in the student community, shows the students' learning from observation of, and. participation in aspects of the Australian community, and their imagination and citizenship commitment in adapting their learning to the East Timorese.. context.
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ItemCaught in the middle : teachers' perceptions of the usefulness of the Record of oral language when used with ESL students( 2004)In the present educational context, large-scale literacy reform has been hotly debated in the media by various stakeholders while on the other hand the " voice that has been largely absent from these debates has been that of teachers". This study attempts to correct this imbalance by reporting on a study of teachers' perceptions of the usefulness of the ROL as a testing tool for students learning English as a second language. It was designed to offer the researcher, the participants and other stakeholders great insight into the current complexities that teachers face when assessing the oral competence of students learning English as a second language. Teachers were given the opportunity to critically examine their own assumptions, beliefs and practices about oral language learning and assessment and challenge the current use of the ROL in the Children's Literacy Success Strategy (CLaSS) program. A qualitative case study approach was selected to allow the voices of the participants and the researcher to be heard in a familiar setting. Thirty minute semi-structured interviews were conducted separately so that teachers could speak freely thus enabling the researcher to follow individual trains of thought and obtain in-depth responses. The study concluded that the usefulness of the Record of Oral Language as a testing tool for students from language backgrounds other than English was not the central issue. Research findings instead highlighted the difficulties faced by mainstream teachers expected to effectively assess the oral language skills of students for whom English is a second language without effective Professional Development support. The central issue that has emerged in this study is the place of teacher professional knowledge for these teachers of ESL students. Not only are ESL students disadvantaged in the current educational climate but so are the mainstream teachers. Teachers' responses to this study reaffirm the need for Professional Development in ESL pedagogy as a way to effectively support the Oral Language and Literacy Learning of ESL which was valued pre Literacy Advance.
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ItemThe graduate nursing program : an exercise in reality orientation for the beginning practitioner in transition( 1995)Graduate Nurse Education, so long taken for granted, has of recent times been trust into the clinical spotlight. This, from the clinician practitioners, as much as anyone, has come about from the changed focus of undergraduate preparation. Whilst completing baccalaureate preparation in a University has had perceived positive results from a professional perspective it has arguably resulted in graduates demonstrating different attributes to their predecessors. No longer bureaucratically encultured, and with limited exposure to the clinical setting, the requirements of the contemporary graduate program is vastly different to its historical counterpart. Whilst the academics argue the role and place of the "Graduate Year Program" this dissertation seeks to illuminate the requirements of such a program from the unique perspective of the graduate clinician participants. That a program is a requirements is taken as granted, and arguments into the role and place of these programs are presented. The abundant literature related to the experience is discussed, in a focussed sense, within the constructs of its Australian application and in particular the Victorian precepts. The sense of "de ja vue" experienced whilst reviewing the Kramer and Benner experience arguably illuminates the discussion. The Phenomenological approach to the research task, utilising the notion of grounded theory facilitates the story of the Graduates as they experience the first three months of clinical practice in a major metropolitan hospital. An attempt is made to return to the academic agenda the notion of the "Graduate Internship" with recognition of the differing emotions that this notion evokes. The experience is further validated by canvassing the Nurse Unit Manager perceptions of the process. The findings demonstrate the importance of a clinically based transition program, one that this author believes is best offered as a component of a service based practice year. The components of a practice based year are demonstrated as best being advocated by the clinician participants of the program. The validity of their insight into their requirements are born out in this dissertation. What is important is their continued exposure to the rigours of clinical practice. This, to best translate their theoretical preparation into a capacity to meet clinical service needs. Whether these objectives have been successfully achieved will be judged by the readers of this work. Make no mistake, however, that this is an important topic and requires of the profession critical reflection and revision of the impact of the critical first few months of clinical experience for the neophyte practitioner. This is a testament to their own experiences. Experiences that they have agreed to share with us. Listen to the lesson they give, and learn for the future, the future of the Nursing Profession.
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ItemVision and reality: what are the experiences and perceptions of overseas students enrolled in a year 13 Foundation Studies course in business offered in a city university?( 2001)Internationalization has become one of the 'buzzwords' in Australian education. For most Australian educational institutions, internationalization meant an unprecedented influx of overseas students enrolling in their courses. This thesis will consider the mismatch of expectations between students from the Asia-Pacific region in a tertiary education institution in Australia. What is the mismatch of expectations? What is its extent? How does it come to exist? How does it manifest itself? These questions have been explored in focus group discussions with students from the Asia-Pacific region currently attending a Year 13 Foundation Studies course in a city university. The research found a mismatch between student and staff expectations due to miscommunication and cultural values.