Faculty of Education - Theses
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ItemThe preparation and development of middle leaders in Victorian secondary schools( 2021)Middle leaders in schools provide a critical link between senior leadership and teaching staff. Employing a multi-perspective case study methodology, this study looked at the common themes facing middle leaders at three Victorian secondary schools, Catholic, government, and independent, with regard to their preparation for leadership, their professional and personal development in the role, how their role is perceived by those to whom they report and those they lead, and how they determine if they have been successful in their role. At each school, the following staff members were invited to participate in the study: senior leaders, middle leaders, and teachers. The middle leaders involved in this research were actively involved in leading pastoral, academic, and/or co-curricular departments within a Catholic, government, or independent school. Semi-structured interviewing was used for the purpose of collecting their responses. The participants’ responses were analysed, and emergent themes described. A total of 56 themes with 78 sub-themes emerged from the study, covering the dimensions of preparation, development, perception, and success in leadership. Common themes raised by middle leaders were professional learning, the support provided in their role, career progression, their ability to influence school direction, level of autonomy in the role, departmental management, professional relationships, and their support of students’ achievement. The study indicates that middle leaders’ measurement of success in the role was primarily linked to student achievement in academic and social domains. A leadership development model is offered to support aspiring and current middle leaders.
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ItemMapping the landscape of language learning in Victorian independent schools( 2017)The researcher for this study was granted access to a hitherto unanalysed collection of data: the results of annual surveys on language learning of all independent schools in the state of Victoria, Australia. These surveys detailed the language learning programmes of 126,377 students in 203 primary and secondary schools in 2013. Using the methodologies of Descriptive Research and Grounded Theory, the researcher undertook quantitative analyses of the data to produce an overview of language learning across the Independent sector in Victoria, and snapshots of several languages, calculating the total number of students learning the language and schools teaching it, the location of the schools (metropolitan or regional), the average Socio-Economic Status (SES) index of the schools, the gender balance of students and the number of teachers. The next part of the study involved pursuing patterns and theories that emerged from the data. Four main issues were explored using the data from the surveys: 1. the concentration of students at primary school level in learning certain languages, and the time allocated to these languages in schools; 2. the issue of compulsory language studies, and retention rates; 3. boys and language learning; and 4. children of different socio-economic status and language learning. It was found that some languages, such as Japanese and Italian, were almost exclusively taught in primary school, but in most schools they were given considerably less than the government recommend ninety minutes per week; there was a strong correlation between the mandating of language studies and student retention, and making languages compulsory for longer was associated with higher retention rates in the final year of schooling; languages in the final year of schooling showed in general a stronger proportion of girls, but this was largely due to the strong position of French, which showed a marked imbalance between the genders; and children of low socio-economic status were more likely to learn languages in their final year of schooling than other students, but they tended to choose community languages, which had an impact on the score used to determine university entrance.
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ItemReporting on school performance in Victoria, an international perspective and implications for school leadership( 1996)Social, economic, cultural and political trends can change in nature and importance over time and influence government schools systems. The degree of precision and the style with which the Chief Executive Officer (CEO) of a government school system monitors school performance varies over time and can be inconsistent with that which has been used by his predecessor. The government school systems of England and Victoria are examples of school systems that appear to have experienced similar stages of development and have shared similar social, economic, cultural and political trends. These changes have produced inconsistencies for schools in those systems over time. Employees within government school systems are required to respond quickly to changes in their roles and responsibilities. Field officers who work with schools on behalf of the CEO can become a liability to the school system as ambivalence towards their role develops in schools and as technology for reporting on financial matters as well as student achievement and other aspects of school performance improves. The feelings of those employed within a school system can be a major barrier to their coping with inconsistencies brought about by change. One view is that adaptation to this inconsistency can be assisted by having access to incentives to adjust to change or by having an understanding of one's own inconsistencies. Government school system organisation as well as leaders can influence the behaviour of teachers and students and therefore, arguably, influence school performance and how it is reported. Possible changes in the cognitive activity of principals and teachers that might be influenced by feelings and associated with ambivalence, can also be connected with the concepts of transactional and transformational leadership and school system organisation. It appears that, ultimately, the continued existence of government school systems might well depend upon the extent that schools within those systems accept the authority of the CEO.
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ItemThe work of the denominational and national boards of education in Victoria 1850-1862( 1965)Any historian has many difficult decisions to make concerning his choice of material, for the educational historian the problem is no less difficult. Should be concentrate on the complex issue of relations between church and state which influence both education and the life of the whole community, or should he allow his educational interests to anchor him in the classroom itself, and so develop a history of pedagogies which only rarely asks what is happening in the wider community? Should he take some issue, such as teacher training or inspection, and trace it through a period of time, or should he endeavour to see the way in which various activities are carried on in a more limited period? Both these vertical and horizontal views of history are necessary, for without the one history can appear static, and without the other the interaction of various forces can often be ignored.
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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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ItemThe educational ideas and influence on Victorian education of Dr. John Smyth: principal of the Melbourne Teachers' College, 1902-1927 and the first professor of education in the University of Melbourne, 1918-1927( 1967)Second in authority and influence only to Frank Tate, Dr. John Smyth was uniquely qualified to interpret the ideas of the "New Education" movement for Victorian schools at the turn of the century. Instead of using a biographical approach, this thesis outlines the diverse intellectual backgrounds which together formed the basis of Smyth's ideas. His New Zealand teaching experience coincided with the beginnings of reform there and his understanding of the "New Education" was deepened through study in Germany and Scotland from 1895 to 1901. German demands for realism in education; kindergartens and the theories of Froebel and Pestalozzi; the new techniques of Herbart and Rein; the establishment of teacher-training as a legitimate function of the university; and the beginnings of experimental psychology at Leipsic, were experienced by Smyth at first hand. The philosophy of Neo-Idealism which he espoused explains his ability to synthesize conflicting elements of the complex "New Education" movement. These major influences can be seen as the thesis examines Smyth's impact on Victorian education as Principal of the Melbourne Teachers' College (1902-27) and as the first Professor of Education at the University of Melbourne (1918-27). Separate chapters develop Smyth's attitudes to teacher-training and the College's growth under his control; his direct responsibility for the creation of the Free Kindergarten Union of Victoria and the improvement of Infant Schools; his idealistic philosophy translated into practice in the rural schools; and the significant contributions he made to the development of a School of Education at the University of Melbourne. A final assessment of Smyth the man reveals him as an intensely religious, dedicated educationist who had a lasting impact on the pattern of Victorian education. His relationship with Frank Tate emerges as that of an idealistic reformer unable to accept happily the limitations of compromise forced on Tate, the shrewd administrator, by a political and economic climate hostile to any but utilitarian educational reforms. Whilst Smyth’s educational ideas were not always fully implemented, the part he played in a period of educational history hitherto dominated by the name of Tate cannot be ignored. His intellectual stature and his actual accomplishments mark him as a key figure in our understanding of the development of Victorian education.
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ItemSpiritual health: its nature and place in the school curriculum( 1998-04)As spirituality first appeared in Australian curriculum documents in 1994, it was important to establish how educators thought it related to student well- being. In this research a description and four accounts of spirituality - spiritual rationalism, monism, dualism, and multidimensional unity - were developed from available literature. The literature also revealed four sets of relationships important to spiritual well-being. These were the relationships of a person with themself, others, environment, and Transcendent Other. The model of spiritual health proposed here claims that these four sets of relationships can be developed in corresponding Personal, Communal, Environmental and Global domains of human existence, each of which has two aspects - knowledge and inspiration. Progressive synergism describes the inter-relationship between the four domains. The quality of relationships in the four domains constitutes , spiritual well-being in each domain. Spiritual health is indicated by the combined effect of spiritual well-being in each of the domains embraced by a person. The principles of grounded theory qualitative research methodology were used to investigate the views of 98 teachers from a variety of schools near Melbourne. Feedback from 23 Australian experts, on the researcher’s definitions, is discussed. To encompass all the teachers’ views of spiritual health, to the initial categories of Personalist, Communalist, Environmentalist and Globalist, a fifth category was added for the small group Rationalists, who embraced the knowledge, but not the inspiration/transcendent aspects, of the first three domains of spiritual well-being. All the teachers believed spiritual health should be included in the school curriculum, most rating it of high importance, two-thirds believing it should be integral to the curriculum. The teachers’ major curriculum concerns focussed on Self, Others, the Transcendent, or Wholeness. Investigation of those teacher characteristics seen as important for promoting spiritual health, with associated hindrances and ideals, showed variation by gender, personal view of spiritual health, major curriculum concern, teacher and school type. Greatest variation was noticed when comparing school type. State school teachers emphasised care for the individual student from a humanistic perspective. Catholic school teachers were concerned for the individual, with religious activities being implemented by dedicated teachers. Other Christian school teachers focussed on corporate, not individualistic, activities, and emphasised relationship with God. Other non-government school teachers emphasised tradition, with attendant moral values. Implications of these variations on school choice are discussed. Principals’ behaviour, speech and attitude were considered by the teachers to be vital in providing opportunities for spiritual development in schools. A 30-item Spiritual Health Measure (of Humanistic and Religious Aspects of Spiritual Health) was developed using the researcher’s model of spiritual health and data from 300 UK teachers. The SHM should be useful as a diagnostic for individuals or groups to provide base data from which to plan enhancement of their spiritual health. This thesis contains an analysis of how well the Victorian Curriculum & Standards Framework provides guidelines for promoting spiritual health. A position of responsibility, called Spiritual Facilitator, is proposed to help ensure that the rhetoric about spiritual well-being is put into practice in schools.
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ItemYou can learn things: television in the lives of Vietnamese teenage girls in Melbourne( 1994)This study addresses the ways in which women and ethnic minorities are represented in the Australian mainstream media, in particular television, and what teenage Vietnamese migrant girls do with the representations they encounter. The literature reviewed includes research and theories about psychological acculturation or cross-cultural adaptation; content analyses of television, exposing the ethnocentric and patriarchal nature of the programs and advertisements screened in Australia; feminist and post-structuralist approaches to the study of television; and ethnographic television audience studies. An ethnographic case study approach was employed to explore the television viewing habits of twelve sixteen to eighteen year old Vietnamese girls living in Melbourne. It was found that the girls were watching television regularly, both for pleasure and with a keen desire to learn. The implications of what they are learning from a media which promotes dominant ethnocentric and patriarchal views is discussed, and whether this has a negative impact on the girls' sense of self and development of identity is questioned. While it is difficult to draw direct conclusions on such issues, it can be said that the girls do not feel part of mainstream Australia and possibly will not until they are recognised by the media. Some of the implications for education and schools are also discussed.
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ItemThe impact of a technology policy on a school community: post initial evaluation( 2002)An information and communication technology (lCT) policy is being expected of all educational institutions and the objectives relate to principals, staff and students, in their use, access, skill development, leadership and innovation in the area of learning technologies. A number of schools have introduced and implemented such policies since the late eighties and early nineties. ICT has become an integral part of everyday life and school educational institutions have recognized this phenomenon as one that should be embraced. Since the early nineties, programs utilizing laptop computers or notebook computers have been incorporated into a number of government and independent schools. The focus of this study was to examine how an information and communication technology policy was related to school change. This was a case study of policy development and how such a policy involving notebook computers impacted on school structures, teaching and learning, in a Melbourne independent school. The researcher's main interest was to gain an understanding of the processes involved and the changes encountered. A questionnaire that contained open-ended questions was used in the study to gain an overall view from teachers at the Year 7 - 9 levels. The rest of study used primarily qualitative methods where interviewing administrators and teachers were the other sources of data. These were analyzed using coding methods and memo notes after which themes were identified. The findings were compared to those that already exist which are from studies based primarily at upper primary and lower secondary levels. As well as gaining a personal understanding of the processes involved it is hoped the findings may also be of benefit to the school's future decisions and policies in general and particularly in the area of ICT involving notebook computers.
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ItemFrom theatre to communication: the application of theatre techniques to an orientation program for overseas students( 1994)This thesis is a reflective account of my teaching in a program for non-native speakers of English from the Asia and Pacific region, preparing to enter a tertiary system that was vastly different from their previous educational experience. My contribution was to design a compulsory Drama course to train the students in acting techniques to improve their overall communication in a Western English-speaking context and to assist them with integrating the new ideas. A distinctive feature of my course is an extensive study of non-verbal communication through mime and movement activities. In 1993 the period of reflection led me to an important discovery. With the assistance of the Action Research model of plan, action, observation and reflection, devised by Kemmis and McTaggart, I was able to articulate and understand my methodology for the first time. What I had supposed was instinctive, was in fact a thoughtful and systematic process emanating from my background knowledge of drama and experience in professional theatre. This approach, influenced by the philosophies of Grotowski and Stanislavski, enabled me to respond to the students in such a way that I could adapt the curriculum to suit both their academic and personal needs. The students showed the interpersonal skills required to begin development as professionals in Australia, as well as managing the challenge and choices required of them to live in contemporary Australian culture whilst they were students. Without these skills, many aspects of their personal identity were threatened. Further, I recognised that my process as a teacher, solving the pedagogical problems in the development of a responsive curriculum, paralleled the preparation of actors for performance. This thesis documents the exciting journey of my reflection and analysis.