Melbourne Graduate School of Education - Theses

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    Space to act: Conceptual framework analysis of student agency within innovative learning environments
    Donaldson, Nicholas James ( 2021)
    The substantial societal shifts of the 21st century have supported the development and implementation of innovative learning environments (ILEs) and the endorsement of student agency within the field of education. There exists, however, a resonant gap in knowledge regarding the presence and properties of this learner quality within these teaching and learning spaces. This thesis addresses this gap by encapsulating the nature of student agency within ILEs through the qualitative methodological approach of conceptual framework analysis (Jabareen, 2009). Though limited by its theoretical focus and exploration of secondary data, the resultant framework offers a complex conceptualisation of the phenomenon of student agency within ILEs; its psychological antecedents, the environmental features that may support it, its characteristic actions, and its potential constructive contributions. Beyond establishing a foundational platform for future research, these findings also provide educators with the valuable knowledge and tools that allow them to more effectively understand, identify, and nurture this lauded learner quality within modern educational spaces.
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    Select Entry Accelerated Learning programs: Three case studies in regional Victorian secondary schools of low socio-economic status
    McLellan, Megan Elizabeth ( 2021)
    This study investigates Select Entry Accelerated Learning (SEAL) programs in Victorian Government secondary schools. This study’s warrant lies in the relative absence of sociological analysis of SEAL programs in the academic literature. Through a case study methodology, three regional secondary schools of socioeconomic disadvantage are examined. The perspectives of the schools’ principals are foregrounded. It also provides an overview of the grey literature on the history of SEAL programs. The work of Nancy Fraser is employed to analyse SEAL programs, and principals’ views, from a social justice perspective. My analysis makes the following arguments. First, that SEAL programs function differently in each school. Second, SEAL programs in regional schools tend to have a student-centric view of justice. Third, SEAL programs certainly attend to disadvantages, but, in some ways, can also reproduce them. Fourth, the principals’ perceptions of SEAL were context specific. Finally, principals adopt those elements of social entrepreneurialism that are specific to their educational context. They employ strategies to resource their disadvantaged schools in regional settings. I call this this socio-educational entrepreneurialism. The duality of Frasers three-tiered theory –redistribution/maldistribution, recognition/misrecognition, and representation/misrepresentation — helps to reveal the tensions the SEAL programs create within their respective schools and broader community. Overall, this investigation elucidates the complexities that SEAL programs present in schools and community settings and the ways they can pluralistically offset and contribute to injustice.
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    An investigation of the implementation of a problem-solving intervention in two primary classrooms
    Stewart, Elizabeth Jane ( 2020)
    Problem-solving in mathematics is an important component of curricula around the world and it has been identified as essential that students develop this capacity in order to achieve success in mathematics. Studies have found that more teachers need to teach their students strategies to problem-solve in mathematics. The aim of this case study was to investigate the implementation of a problem-solving intervention by two primary school teachers over two lessons each. It focussed on their perceptions of the effectiveness of the intervention and how it might improve their teaching of problem-solving in mathematics in the future. It also focussed on how they implemented the intervention and how their students responded to the intervention. The problem-solving intervention was designed based on features identified in problem-solving literature and in discussion with the two teachers. Particular features that were incorporated into the intervention included: enabling and extending prompts; the provision of periods of time in which students were left to ‘struggle’ with trying to solve the problems themselves; and the provision of periods in which students shared problem-solving strategies with peers. The teachers were interviewed separately before and after teaching the lessons. The researcher observed all four lessons and collected student work samples from each lesson. Data was analysed using a content analysis strategy. The results suggest that the two teachers perceived that the intervention had both positive and negative impacts on their students’ problem-solving abilities. They found that the enabling prompts supported and extended their students’ thinking in the lessons and commented that their students enjoyed being challenged in the lessons. The two teachers perceived that it was often not beneficial for some of their students to struggle with problems in the lessons due to perceived resilience and confidence issues. Both teachers deviated from the intervention in the lessons in order to reduce the amount of struggle their students experienced. However, where students were given time to struggle in the lessons, they were able to formulate and record a greater range of problem-solving strategies. There appeared to be a tension for the teachers between providing time for their students to struggle with problems and preserving some of their students’ confidence. One of the teachers facilitated student share time in the middle of one of her lessons which allowed students to experience both struggle and success. This approach could serve as a compromise between these two tensions. The two teachers perceived that the intervention had a positive impact on their teaching practice. One teacher commented that she intended to implement problem-solving lessons based on the intervention in the future and the other suggested that she would incorporate more manipulatives in her problem-solving lessons.
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    Understanding the conditions to support the on-the-job learning of teachers: A case study of a P-12 school
    Cilia, Beth Louise ( 2020)
    This study investigates the important concept of informal, on-the-job learning of teachers in a P-12 school in the Australian state of Victoria. Literature that examines how teachers learn within their school environments typically focuses on either Primary or Secondary schools. However, in recent times there has been an escalation in the prevalence of a new type of school, the P-12 model, which combines these sectors. Therefore, this thesis confronts how the P-12 school environment facilitates the professional learning of its teachers so that we can better understand the relationship between environment and learner. Whilst informal learning is understood to be a significant aspect of teacher learning, the dedicated research pool on this topic can be described as “limited”. Therefore, the focus of this study will not be on structured external Professional Development courses or formal examples of educational programs. Instead this study highlights how the everyday informal incidental learning of the practitioner is encased within a school environment embedded in its contextual conditions. This is done through an ethnographic case study which uses online survey, face-to-face interviews and observation fieldnotes. All data have been collected and analysed by a researcher-practitioner working within the college environment. This allows for a strong connection between researcher and context and as the environment in question is highly significant the methodology allows for a deeper connection. The data extracted is used to understand the interaction between environment and professional learner as the learning that takes place. Specifically, this study interprets and understands the case through an ethnographic lens using the concept of “Five Rs”: routines, rules, rituals, roles and relationships. From this, it can be determined how routines, rules and rituals support the teacher learners who portray roles and build relationships. This frame encompasses the institution within its own complex social network allowing for a multilayered picture of teacher learners as they build, maintain and regulate their own professional knowledge and skills.
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    An Examination of Indigenous Australians who are Flourishing
    O'Leary, Charles Brian ( 2020)
    In response to the high levels of disadvantage that is experienced by Indigenous Australians, consecutive Australian governments continue to pursue an approach that primarily focuses on Indigenous Australian disadvantage - which is commonly pursued in isolation of their strengths and the solutions they may hold to improve their own lives. Given the limited research into the strengths of Indigenous Australians, this thesis sought to contribute to research about Indigenous Australian strengths. Two primary research questions were explored to understand how Indigenous Australians employed in a tertiary education institution were flourishing in their lives. The first question was: What characteristics, beliefs and behaviours are used by a group of Indigenous Australians that enable them to function effectively and live with purpose? The second question was: To what extent does the practice of the participants’ Indigenous Australian culture enhance their wellbeing? The sample group comprised of 11 participants. To be selected for this study, the participants had to identify as an Indigenous Australian, be employed by an Australian tertiary institution and have experienced high levels of wellbeing in periods throughout their lives. This thesis drew on an interpretive phenomenological methodological framework that is informed by contemporary research in positive psychology and Indigenous Standpoint Theory. Three major findings arose from this study. First, participants have a shared understanding of how Indigenous Australian wellbeing is conceptualised. Second, participants access an inventory of known Indigenous and non-Indigenous Australian personal characteristics, subsequent beliefs and behaviours that enable them to function and be effective in their lives. Lastly, the practice of Indigenous Australian culture is central to the health and wellbeing of many of the participants.