Melbourne Graduate School of Education - Theses

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    A study of teachers' experiences of six years of laptop computers in the classrooms of a senior secondary school
    Nicholson, J. A ( 2000)
    This is the report of a study based on a Melbourne Secondary School looking at the use of laptop computers made by the staff in their teaching. Questionnaires were the instrument used to find a measure of the level of penetration and overall acceptance of laptop computers and computer technology by the Teaching Staff. The questionnaire was administered in 1997 and again in 1999. This study looks, with regard to the use of laptop computers by staff, at aspects of the teaching curriculum, administrative tasks and teaching at the classroom level over the two-year period 1997 to 1999. The questionnaire used is a `census' of all staff teaching at Years 9-12 where the laptop program is mandatory in a variety of study areas. The finding of this report is that the program at Goodlands Grammar has, at least in the short term, created a teaching environment that is still working within the traditional curriculum, using computers to achieve traditional outcomes. The computer has not, as yet, become integrated into the classroom program; rather it remains a complicated overlay to the existing curriculum.
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    Leadership and management in three exemplar non-government Australian Christian schools
    Twelves, James Bertrand ( 2000)
    The aim of this study was to identify some of the keys to the success of three non-government Protestant Christian schools, two parent controlled and one church sponsored. An expert panel nominated successful schools. Those with the greatest number of nominations were invited to become case studies. Qualitative methods of in-depth interviewing and document study were employed in each of the three schools. Eleven interviews were conducted, three chairpersons, three principals, three deputies, one school general manager and one sponsoring church general manager. The two research questions focused on a description of the current leadership and management practices and an understanding of the outcomes of the leadership and management in the lives of the students. These questions were developed into a conceptual framework that underpinned the study, namely that the leadership and management styles create distinctive structures in effective schools that in turn lead to the key attributes of success in the three Christian schools. The most significant findings of the research were that a collaborative leadership style dominated the organisations and that the school boards were now concentrating on governance and the implementation of a modified CEO model for their principals. Distinctive enrolment policies were being carefully implemented by committed Christian teachers whose contribution was regarded as the single most important factor that has led to the success of the schools. The teachers' primary objective was to see the lives of the students transformed, which was the central feature of the schools' dynamic vision. It is hoped that this study will be of value to anyone who wishes to see Christian schooling in Australia continue to succeed.
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    The effectiveness of roleplay in changing disadvantaged students' attitude to schooling and to themselves
    Salter, Ylana Rachelle ( 1994)
    This study sets out to examine the relationship between the development of language and social competence. It draws on the theories of language development proposed by Chomsky, Piaget's cognition development and the sociolinguistic notions of Bruner, Vygotsky and Labov. The educational context of the study is that imposed by the policies developed by the Victorian Ministry of Education which requires schools to provide an inclusive curriculum to meet the needs of all students. For many secondary schools, groups of students, especially those who are disadvantaged by social and emotional difficulties place a great demand upon the existing structures and their needs are unfulfilled. A review of relevant literature on social competence and roleplay was undertaken which indicated that a program of communication and roleplay activities may address the needs of these students. Therefore this study has sought to examine the impact of such activities on the level of social competence of a group of disadvantaged students who were aggressive, cynical, disruptive and not participating in school life. This study was undertaken in a mainstream school in the Western Region of metropolitan Melbourne. Students who participated were pretested to establish their attitudes towards the use of aggression and power, established authority and cynicism level. After participating in a program of communication activities and reflective roleplays the students were tested again to determine the level of attitudinal change. The key findings of this study demonstrated that significant attitudinal change occurred in the participants and that they considered themselves to be better able to understand why existing constraints were in place. The study also indicated that a program which utilises roleplay and implemented within the also found that there communication activities can existing school organisation. It also found that there is a need for change in teacher perception and school structure to accommodate students with social/emotional difficulties.
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    Parent attitudes to an independent school
    Young, Gordon W ( 1986)
    This thesis examines the attitude of a large, random sample of parents of a single independent school in Melbourne. The School, Carey Baptist Grammar, became co-educational in 1978, partly in response to changes in enrolment patterns. A review of the literature considers trends in parent attitudes and enrolments in government and non-government schools. The present trend in favour of non-government schools in Victoria has important implications for a school such as Carey. The survey reported in this thesis examines the background of Carey Parents, their reasons for choosing Carey, their attitudes to the School's objectives, assessment of the School's performance and whether they believe they are receiving "value for money". A range of specific conclusions and recommendations are reached. The limitations of using the data from this survey for comparison with other schools is discussed.
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    The morning after : a novella based on a study of a drama performance exploring young people's views of teenage pregnancy
    Saunders, Carey ( 2004)
    This thesis is in two parts. Firstly I describe my research, which centred on a Drama performance devised for the 2002 Monash Schools Drama Festival. The performance project was coordinated by myself, as the school Drama teacher, and involved twelve students from Years 9 and 10. The performance focused on the theme of teenage pregnancy and explored some of the difficulties a young girl encounters when faced with an unplanned pregnancy. The story created for the performance project then became the basis for the second part of this thesis, a novella - 'The Morning After'. As a practitioner teacher-researcher, I collected data through interviews with my students and observations of their work in drama as they created the storyline and constructed the performance for the Monash Drama Festival. Through the process of discussion and improvisation, students revealed their perceptions, life experiences, questions and concerns around the issue of teenage pregnancy. These insights were reflected in the play and then this data was analyzed, organized into themes, interpreted and transformed into the novella - The Morning After'. This study reveals a need for more effective forums for discussing sex education and teenage relationships and pregnancy with young people in schools. The Morning After' aims to preserve the story at the heart of the students' play by offering it in fictional form to other young people.
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    How appropriate is appropriation : what understanding do students have of appropriation in the visual arts
    Taylor, Sandra Lizbeth ( 2002)
    This thesis explores how secondary students use and make meaning out of artworks using the technique of appropriation. Appropriation is compared to earlier modernist theories that advocated the new and unique and denigrated simple copying. Modernist theories are then compared to postmodern attitudes where appropriation is considered to be the visual expression of a pluralist society; a society in which imagery can be reworked and adapted to varied purposes. In contemporary society new technologies have also increased the ease and speed of access to and manipulation of imagery. However, in education this technique is often criticised for promoting the reworking of the past at the expense of creative, forward-looking development. A case study was undertaken to investigate the meanings a group of Year 10 students made of this technique. Video recordings and other observations were taken during a series of classes where the students had computer and Internet access. A variety of data was then collected and transcribed from these lessons. This was later analysed in terms of how the students had used appropriation, what results they had achieved and how they felt about related issues. These students provided a number of responses that were sorted into five separate categories. These groupings suggested that most students demonstrated a good understanding of appropriation and used a variety of techniques to obtain imagery. Although some students were critical of their own lack of originality, most students showed a strong interest in imagery that had personal significance. This suggests that appropriation had a role in assisting with development and allowing more inclusive curricula in this visual arts class.
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    School in the middle years : four Melbourne independent boys middle schools
    Miles, Gregory McLennan ( 1978)
    This study revolves around the proposition that there is sound reason for the formation of an identifiable new stage for the schooling of children in the middle-years. Firstly, on the grounds that the transfer from primary to secondary school creates unnecessarily dramatic changes. Such changes not only involve adjustments to different teaching styles, different objectives and different organization patterns, but also to new people and strange surroundings. They also involve a choice of secondary school which, in spite of comprehensive trends, still narrows vocational opportunities. The provision of middle schools would enable the delaying of such choices with two less significant transfers. Secondly, on the ground that the grouping of children in the 10-13 age range would promote a closer examination of their special development needs, it would, encourage, if not force teachers to think outside traditional structures about the combination of the best in primary and secondary approaches, about the characteristic needs and important teaching principles, and about subject priorities and organizational patterns most appropriate to this stage. The following questions therefore provide the basis for the compilation of the material that follows. 1. (a) How are primary and secondary schools different? (b) What primary and secondary ideals and methods may be combined to best cater for the middle-years group? 2. (a) What are the special characteristics of the middle-years group? (b) What may the principle objectives for middle-years schooling be? 3. (a) How may the middle school be conceptualized? (b) What curriculum structures and organizational patterns may be most appropriate? These three general themes have been developed in sequence in each of the four sections of the thesis so that some of the problems are introduced in the first section, and in conjunction with this an attempt is made to introduce the boys themselves. The literature review on the other hand, establishes a basis for clarifying main propositions and the three research reports reviewed in this section come from Victoria, Scotland and New Zealand. The Victorian study was part of a dissertation completed in 1976 by the author. The choice of this work with the Scottish and New Zealand studies was not made with a comparative analysis in mind. Rather, these studies are included because they represent, as far as we can ascertain, the only major studies in this field. Although it is not possible at this stage to formulate specific hypotheses, in the third section there is an attempt to bring to light priorities for the schooling of children in the middle-years. Then the comparison of the four independent boys' middle schools follows and as far as possible, the three themes are developed here also. The thesis is titled "School in the Middle Years: Four Melbourne Independent Boys Middle Schools". It is a new field and these preliminary wanderings, although too general at times, seek to bring some of the problems into focus. The comparison of the four middle schools (Camberwell Grammar, Caulfield Grammar - Malvern House, Xavier College - Kostka Hall and Melbourne Grammar - Grimwade House) becomes in one sense a preliminary survey on which decisions about the development of this as an experimental study may be considered. In the final chapter this is taken up briefly, and one would hope to have the opportunity to take the study further at a later stage. This dissertation originally grew out of an examination of the primary to secondary school transition and some quite general but important conclusions emerged. These are here summarized. Strong links need to be established between teachers and students involved with the primary and secondary school transition. These links need to be formed between teachers at the Grade 6 and Form 1 levels, particularly in Education Department schools. During the year prior to transition, students require careful counselling and guidance with regard to selection of schools and in matters relating to the day-to-day organization and geographic layout of the secondary school to which they will go. Matters specifically relating to secondary school: time table, specialist rooms, methods of teaching, general expectations and the secondary school life style, all need emphasis. The possibility of special new-student orientation days and the careful use of counsellors and guidance officers is here highlighted. The teaching atmosphere in the first year of the secondary school needs to be carefully considered. It is desirable that the one teacher/one class relationships common to primary schools be continued as far as possible in order to provide security for students in an otherwise strange secondary school atmosphere. The clear differences between the primary and secondary schools, their different approaches to teaching and general philosophy need to be understood by teachers involved with students at the pre- and post-transitional stages. An understanding of these similarities and differences is fundamental to an understanding of the problems students face. Children will develop best when education is a continuing and an uninterrupted experience. This ideal has the best chance of being achieved in the one-campus school where divisions within the school can be established to match the growth stages of students and provide new challenges at all levels. The departmentalized approach in the secondary school is vastly different to the self-contained classroom approach in the primary school. Wherever possible these differences need to be understood and minimized by making adjustments to teaching methods and organization at the senior-primary and the junior-secondary levels. There is evidence to suggest that some students regard transition as an exciting new adventure with inbuilt growth opportunities. Teachers and parents need to present the opportunities in the secondary school in these terms. There is a liking amongst many students for the challenge of the new and an eagerness to experience those things that are different. There need not be a shrinking from added pressures. It is important that parents should be kept in close touch with teachers and Headmasters as decisions are made about the most appropriate secondary school, and as information is disseminated about the beginning-of-year procedures for enrolling students. Personal discussions and school visits are strongly recommended. There is not one age considered to be most appropriate for the primary-to-secondary-school transition. There is, however, some evidence to indicate that students of poorer ability from working-class type homes are likely to be more successful at the age of 12 or 13. It is asserted that given one to two more years of development these praticular students will make a more successful transfer to their new school. More advanced students from homes that provide educationally stimulating support are most likely to make satisfactory progress as they transfer to their new secondary school. These are the students who are likely to approach the challenge and the responsibility of their new school with plenty of confidence and a certain amount of adventure. The concept of a middle school, providing for children between the ages of 9 and 13 is promoted as an educationally and psychologically sound solution to the problems of transition as they are known in the present two-school system. Two less disturbing changes, from primary to middle and middle to secondary school, should provide for more effective sequencing of learning experiences over the twelve or thirteen years of schooling. The following conclusions which more particularly relate to the nature of schooling for the middle-years group, provided a basis for examining and comparing the four selected middle schools. It is not suggested that the comparison of these schools necessarily validates the conclusions, but it should help to clarify them. It is felt that the middle school should be a place that provides for the integration of experience through the continuance of a home-room system and for the specialization of experience through the use of subject teachers. If the primary school's preoccupation with the present and the secondary school's increasing concern for the future can be borne in mind, then the middle-school may be able to achieve a useful blend: security with enrichment, a grounding in basics with diversity and adventure, a ready response to the immediate and present with a sensible view of life to be faced in the future, a main concern for the process with certain realism about the importance of the end product. It is considered that the middle-school should aim firstly at fostering the intellectural growth of its students, including the development of critical faculties, inventiveness and creativity. Then secondly, at psychological health, promoting self esteem in interested, optimistic, active and expressive individuals. And finally the middle-school should aim to produce in its students a social sense, concern for the good of others and a desire to serve for the betterment of community. It is also concluded that the middle school curriculum will best cater for youngsters at this intensely personal, vulnerable but expansive stage if the creative arts can be structured near to the centre of things. What is being considered here is a school where the main medium for fulfilling student needs and for their exercising within the basic skills, is the creative and expressive aspects of curriculum. Thus we provide the means whereby activities in English, maths or social studies may be explored and where these experiences may be enriched. Chapter VIII begins with a general description of the four schools; Camberwell Grammar Junior School, Melbourne Grammar - Grimwade House, Xavier College - Kostka Hall and Caulfield Grammar - Malvern House. This is followed with an account of survey procedures including the design of questionnaires and methods for compiling and presenting data. Material here is again presented within the three themes of the thesis and then there is a description of the "fifth school", an interpretation of the sum of staffs' opinions about the life and style of the four schools. This is not an ideal school and the three main propositions stated above cannot be validated in this way. However, the survey enables a reflective commentary providing support and raising questions where necessary. The final Chapter of the thesis deals with the question of how this study may be taken up experimentally. There is a sense in which it is only possible at this early stage to declare the issues and provoke the search for clearer definitions. The multiple regression model is presented as one possible means for analysing the success of middle-schools in terms of their unique objectives; it is presented as one method suitable for comparing the four middle-schools with each other or with alternative schools.
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    A comparison of levels of job satisfaction among Victorian high school teachers in declared disadvantaged and undeclared schools
    Steer, Winton Albert ( 1981)
    This study involved an investigation of job satisfaction among Victorian high school teachers in three declared disadvantaged and three undeclared schools in the Northern Metropolitan Region. The feasibility of the topic was determined by a pilot study undertaken at Upfield high school in 1978. The Region was selected because it had the most declared schools in the state. Pairs of declared and undeclared schools were selected primarily on the basis of their geographical proximity to one another. They were not statistically matched in any way. Questionnaires were distributed to all teaching staff in these six schools. A total of 164 usable questionnaires were returned. Questions were designed firstly, to describe the sample population and secondly, to gauge levels of teacher job satisfaction. The perceived relationship between job satisfaction and Supplementary Grants funding provided under the Disadvantaged Schools Program was investigated by non-parametric testing using the Statistical Package for the Social Sciences (SPSS). No statistically significant difference was identified in levels of job satisfaction between teachers in declared and undeclared schools. It is likely that individual teachers will have varying levels of job satisfaction and this was confirmed by the research. The argument that teachers can be categorised into groups who are satisfied and dissatisfied tended to be refuted.
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    Where are they now ? : an investigation into the vocations and lifestyles of the University High School Acceleration Program 1988 cohort
    Tarr, Jennifer L ( 2000)
    This study investigated the current vocational and lifestyle situations of the 1988 intake cohort of the University High School Acceleration Program (UHS AP) in Melbourne, Australia. There were three main. reasons: to ascertain whether the participants' current situations were predicted by the literature in gifted education; to ascertain whether the current outcomes were predicted by the stated aims of the UHS AP and to invite respondents to reflect on their secondary schooling. A target cohort of 22 from the 1988 AP intake was selected after consultation with the co-ordinator of the UHS AP. The investigation sought factual information such as current occupation and personal circumstances and also ascertained current attitudes to particular aspects of their accelerated secondary schooling. This was done using a self-administered questionnaire incorporating a variety of question formats. Seventeen members of the cohort completed the questionnaire, providing information about: their current vocational status and influential factors for this; their current personal circumstances and feelings about these; their proudest achievements; their plans for the future and their current feelings about their experience in the UHS AP. This study is a follow up based on Dr Betty Murphy's 1994 thesis, which studied the first ten cohorts of the UHS AP. Her findings were employed in the analysis of the results. Vocational and lifestyle circumstances varied, as predicted by the literature. Reported satisfaction with their experience of acceleration was high, although suggestions for improvement in both curriculum and counselling were made. An attempt was made to link matters raised in the responses with the initial aims and objectives of the UHS AP. While there was a good correspondence between these objectives and reported outcomes, the objectives do not emphasise the same aspects of acceleration which the participants valued - namely the strong friendships they developed and the chance to be themselves.
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    Peer appraisal : as envisaged, enacted, perceived, and experienced : a case study of a catholic secondary college
    Miles, Victor J ( 2000)
    This study explores the dimensions of a peer appraisal process in a secondary Catholic College. The purpose of the peer appraisal process is to enhance the teaching and learning environment within the school. It aims to help to create a dynamic learning environment by affirming areas of teacher strength and achievement, by identifying aspects of professional development that will contribute to continual growth and forward planning. The study examined, through a retrospective case study, the purpose, the process and the experiences of the participant teachers. Through the examination of the theoretical model as designed by Iwanicki (1981) this study used a combination of qualitative and quantitative methodology to compare the essential characteristics of this theoretical model with that of the College's model as envisaged and enacted. The findings of the study provide a rich illumination of the shared and unique experiences and perceived outcomes as told by the appraisees. In some aspects the College's model is congruent with the theoretical model, however significant areas of mismatch arose and are discussed as issues. These issues include: 1. Collaboration between appraisee and mentor. 2. Written documentation of the process. 3. Professional commitment to the process. 4. Impact on teaching and learning. 5. Professional responsibility and reform. They are discussed in the light of the findings.