Faculty of Education - Theses
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ItemNon-language outcomes in adult ESL literacy classrooms: an examination of the Certificates of General Education for Adults( 1999)This thesis aims to investigate how the Certificate of General Education for Adults (CGEA) caters for non-language outcomes in ESL literacy classrooms. The research focuses specifically on ESL literacy learners with limited or no formal education who are characterised as having literacy needs. Non-language outcomes (NLO) such as improved self-esteem, cultural awareness and the development of learning-to-learn skills are seen by many teachers to be important gains from language and literacy courses. However, since the introduction of competency-based credentials like the CGEA, many practitioners are concerned that these do not acknowledge NLO. Using the theoretical framework of a previous study by Jackson (1994) into NLO categories, this thesis reported on the findings of a qualitative multi-case study of six teachers and their low-level ESL literacy learners. A range of data including teacher interviews, classroom observations and field notes was used to examine the informants’ conceptualisation of both ESL literacy learner characteristics and of NLO. The teachers were also asked to comment on whether NLO were documented in the CGEA. The data revealed that the informants’ characterisation of ESL literacy learners matches current definitions found in the literature. The teachers reported that these learners do make non-language gains, particularly in the affective and learning skills categories. This thesis also identified classroom metalanguage to be an additional NLO for the target learners which was not previously identified by Jackson (1994).
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ItemCulturally different and successful?: case studies of gifted Vietnamese secondary students( 1993-01)There is concern in the literature that gifted children from ‘culturally different’ populations, such as Hispanics and Blacks, are underrepresented in special programs due, in part, to the often insensitive traditional methods of identification used that do not detect particular abilities that are valued and promoted within that particular culture. Contrary to these findings, studies indicate that gifted Asians are in profusion. They present themselves as excellent, motivated students and it is almost expected that they will achieve highly in the areas of mathematics and science. The focus of this paper is a study of seven highly capable secondary school boys of Vietnamese background. In several of these cases the children have had huge hurdles to overcome including the death of a mother, escape by boat, life in a refugee camp, parents whose skills are not being utilised as well as being ‘different’. Despite this they have been successful. A case study approach was adopted to look at the nature of these students, the role of the parents and the attitudes towards giftedness. The aim is to present a holistic view of the child rather than obscure their unique characteristics in a muddle of statistics of a large scale study. This paper takes the position that it is dangerous to make such generalisations and that although gifted from the same cultural group will have certain similar traits, the assumption that common values will automatically apply to them should be curtailed as the particular circumstances of the individual child leads to different manifestations in each.
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ItemIs my preschool child gifted? A pilot study of parental perceptions of giftedness (advanced development) in their preschool aged children( 2001)This study was a pilot project exploring those characteristics in the behaviours of their infants or preschoolers that have led some parents to believe that their child may be gifted or otherwise showing significantly advanced development. A group of parents were asked to respond to a questionnaire about their children's development. The questions aimed to investigate their understanding of gifted and normal early childhood behaviours. Their responses were compared with the behaviours described in the literature as age typical or gifted to determine the extent of the match, if any. These parents reported an extensive list of behaviours and characteristics, which they noted as important in signifying their children's giftedness. While some of these aligned with reports in the specialist-gifted literature, other reported behaviours aligned with those described in the generalist early childhood literature as age typical behaviour. This study found that the majority of behaviours reported in this latter category were not age typical but were stage typical. The parents also responded to a request to compare their own child's development to that of a familiar peer whom they regarded as age typical that is, not gifted. The answers indicated that while they did compare some of their child's behaviours with those of his or her peer group this was not the dominant method by which they formed their opinion about their own child's giftedness. A number of influences and sources of information were described by the parents as contributing to their identification of their child as gifted.
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ItemLessons to be learned from an internal evaluation within an acute health care setting: a case study( 2001)Through a case study in Melbourne, this thesis examined the issues associated with internal evaluations conducted in an acute hospital setting, but specifically for a particular health care project titled, The Hospital and Community Partnerships Project (HCPP). Professional experience as an internal evaluator, combined with primary and secondary data was analysed and compared with the existing body of published literature, in order to investigate issues associated with the process and outcomes of an internal evaluation within a major public teaching hospital. The evaluation design chosen for this study was a single qualitative case study. This approach represented a critical case. The data collection methods selected within this approach entailed document analysis, as well, as semi-structured interviews with six hospital personnel who participated in the HCPP. The critical case dramatises a number of key issues inhibiting a successful internal evaluation process that are consistent with those identified in the literature. These include a lack of resources committed to the project such as funds; time and staff; clarity of purpose of the evaluation; and lack of organisational interest and willingness to participate in and adopt recommendations, regarding a specific innovation such as consumer participation. It is argued that to improve the internal evaluation process, there should be a clear brief as well as increased resources such as specifically trained staff made available during evaluation and subsequent implementation of findings. This would improve the performance of internal evaluations as a valuable means of monitoring progress, and developing policy and programs to facilitate change in response to evolving staff and patient needs. It is also argued there are constraints inherent within the process of internal evaluation relating to organisational politics and culture, professional objectivity and ethics. Furthermore, it is important to understand the purpose for the evaluation. While both the literature and findings of this thesis identify such limitations, in-house evaluations are necessary, valuable and important processes for improving health service delivery. Advantages include the evaluator's intimate knowledge of internal structures and processes. As well as, evaluators possess an awareness and sensitivity regarding the idiosyncrasies that influence the likelihood of successful implementation of recommendations for effective and valuable change. It is believed this is particularly important within an acute hospital environment, where organisational requirements are quite specific and complex. It is recommended that to improve objectivity and consistency in conducting internal evaluations, there should be clearly defined guidelines for health care professionals working in public hospitals. This thesis ends by outlining a number of such guidelines focussing on how to conduct internal evaluations within an acute health care setting, and what critical issues should be considered when embarking on such a task. Finally, through experience of conducting this internal evaluation of an initiative within a Melbourne hospital and the lack of relevant literature for support, it is suggested that there is a need for more health evaluation research of acute health care settings within an Australian context. This is particularly critical due to a shift within the Australian public and private health sectors towards greater accountability in services.
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ItemThe experience of Third Culture Kids entering secondary education in Melbourne, Australia( 2003)The term Third Culture Kids (TCKs) was first used by the sociologist Ruth Hill Useem in 1976 to describe children of diplomats, missionaries, business people and military personnel who have lived outside their native country for periods of time. The literature suggests that transition concerns for TCKs have not always been recognised or taken seriously, and that the transition process can be traumatic. The identification of significant needs for TCKs is an essential initial step in addressing the sources of trauma associated with re-entering the Australian classroom following time spent overseas. This study focuses on the identification of those significant needs. Six TCKs were approached, and five agreed to participate in this study. All of the participants completed their secondary education at the same school, in outer eastern Melbourne, in either 2000 or 2001. This qualitative study consisted of one on one semi structured interviews with the five participants, followed by a focus group interview involving four of the participants. A key issue identified by the participants during their transition was the desire to be treated as individuals who do not wish to appear different from their peers. The study also identified the importance of supporting the TCKs during their transition, primarily through access to a mentor. The establishment of small groups consisting of other TCKs was also identified as helpful. The main factor that influenced the length of the adjustment period was the time taken to make a personal decision to accept the change of circumstances and move on. This process took anywhere between six months and three years. Each of the participants displayed an amazing ability to rebound from the lows. Their resilience, aided by strong support from family, other TCKs and peers, is evident in their unanimous view that being a TCK is a very positive experience.
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ItemValidity and valuing in program evaluation: case studies of practice( 2000)Program evaluation is a relatively new profession charged with a mission to assess the value of educational and social interventions. It is evolving rapidly and progressing through the growing pains of defining its central tenets. Confusing this growth are various epistemological and training orientations, with differing perspectives about valid claims, making common ground in theory and practice elusive. Traditional conceptions of validity may be useful in understanding the validity of factual claims, but they are inadequate for understanding and assessing evaluative claims. The main contribution of this thesis is its attempt to establish valuing as an incontrovertible aspect of evaluation, and to present a schema that evaluators from any epistemological or training orientation may use to enhance their consideration and communication of valid evaluation claims. This thesis contains a theoretical review of validity in social science research. Four important epistemological perspectives are presented to explicate this theoretical overview. These perspectives are reflected in formal models or approaches to program evaluation. Five evaluation theories are presented to highlight the various purposes of evaluation, and perspectives on validity and valuing. They are theory-grounded approaches, fourth generation evaluation, deliberative democratic evaluation, utilization-focused evaluation, and advocacy approaches. Three interpretive case studies formed the empirical component of this study. The cases represented short to mid-term evaluations conducted by external evaluators. The three cases involved an evaluation of an innovative model of health care in a hospital setting, an evaluation to assist school administrators to understand the reasons for declining enrolments, and an evaluation of the educational needs of rural students. The instrumental case studies illustrated the salience of valuing, the difficulties associated with generating evaluative claims and the lack of explicit criteria to determine the validity of value claims. This thesis extends validity theory with a presentation of a heuristic schema that evaluators from any epistemological orientation may use to enhance their consideration and communication of claims in evaluation. The schema is composed of three dimensions of evaluation that are presented for consideration to maximise the validity of claims. These dimensions are, a) the level of engagement in the project being evaluated, b) the degree of reliance on method-structure, and c) the degree of value inclusion. Each of the dimensions is presented as a continuum with the extreme positions at either pole representing threats to the validity of evaluation claims. The evaluators' positioning on the three dimensions in an evaluation requires reflection, argument, and ideally negotiation with clients to justify the stance on the three components. It is not possible, nor desirable, for evaluators to become homogeneous in theory and application. Evaluators need to become more aware of the issues that impinge on the validity, utility, and clarity of their work. It is hoped that this thesis provides a stepping stone toward this purpose.
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ItemOverseas students from Asia in an Australian secondary school: a case study( 2000)This case study is the result of research, using focus groups and interviews, carried out at Gossamer Grammar, a Melbourne private secondary school for boys. It examines the arrival of significant numbers of students from overseas, particularly Asia, and the consequences for the individuals concerned as well as those for the school and its community. In the examination and analysis of these issues, the comments of members of the school administration and local and overseas students have been used. The observations of accommodation providers and the author (in the role of teacher and pastoral carer at the school) are also included. Conclusions are made as to how to better provide for the needs of overseas students studying in Australian secondary schools. This case study provides research and analysis of an educational and social issue that has attracted little attention in the past: that of the welfare of overseas students of secondary school age.
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ItemTeachers' interests in school amalgamation( 1994)This contemporary social history reconstructs policy debates that arose during the amalgamation of three High schools and three Technical schools into a new multicampus college in the predominantly working class western suburbs of Melbourne. This took place under the Comprehensive Curriculum Provision and School Reorganisation policy of the Victorian State Labor Government in the period 1989 to 1992. This policy was part of a transnational movement in educational modernisation in the industrialized capitalist countries. The study focuses on the expression of High school and Technical school teachers' interests in various local policymaking forums during the amalgamation. The study examines issues that include: school closure, representation and participation, facilities and staffing, re-deployment, promotion, subject hierarchy and curriculum ideology. The study is informed by theory in the fields of the micropolitics of school organisation and the sociology of school subjects. Unpublished primary documents and participant accounts are the basic sources of data for this study. The researcher was an active participant in many of the debates examined in this study. The study concludes that the definition of this new college was directly related to teachers' ideological, vested and self interests, and that in general, school amalgamation outcomes are better explained when these interests are taken into account. The study also suggests that local conflict arising from centrally mandated comprehensive curriculum and systemic reforms reflects contradictions in the underlying social structure, as the traditional institutional form of schooling for the working class - the Technical school - and that for the middle class - the High school - become threatened.
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ItemWhat are the qualities, skills and leadership styles adopted by a successful school principal in a successful Victorian specialist school?( 2005)As schools become more and more competitive for a share in the educational marketplace, what attracts parents and students to attend them is their success within the community. The overall success of a school is greatly determined by the leadership provided to them by the school principal and the senior administration team. Over the years many researchers have focused on the leadership of principals and what qualities and skills they need in order to be successful. Whilst this research has done the same, it has differentiated in part by extending its research and interviewing not only principals, but other school personnel and parents. This study also forms part of the International Successful School Leadership Project whereby, a total of 33 schools will be closely analysed in order to ascertain what skills and qualities are employed, and need to be employed, by successful principals leading successful schools. It is envisaged that at the end of the project, principals and aspiring principals will be able to focus on such findings in order to better their school and themselves. This research follows closely the research carried out by Day, Harris, Hadfield, Tolley and Beresford (2000) where they focused on the leadership and successfulness of 12 schools in the United Kingdom. In order to conduct this research a single case study was employed with qualitative research skills engaged to analyse data. Data was obtained via a series of interviews and documentation pertinent to the school in question. The findings of this research clearly indicated that the school in question did emulate the key qualities of a successful school. Such qualities are: - The academic and social progress made by students individually.- Staff engagement and regular discussions on curriculum.- Schools forming positive links with the wider community.- Schools able to provide support to students, parents and staff.- Strong leadership that is also flexible, adaptable, focused and committed to the over-arching vision and philosophy of the school.- An environment conducive to teaching and learning.- Quality teaching with staff committed and competent in their role as educators.- Appropriate resources needed to deliver the curriculum. In addition, the principal practised many of the leadership styles needed of a successful principal including: strong commitment to the school and education in general, support of staff, strong and well articulated vision for the school and the ability to adapt leadership styles. The findings further highlighted areas of improvement for the principal in question and indicated further direction of studies related to this theme.