Faculty of Education - Theses
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ItemGirls can do science!!! : a personal history of professional development(University of Melbourne, 1992)
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ItemProfessional recognition program for teachers : a review of the implementation of the Professional recognition program at the end of the first full year of its introduction( 1998)The Schools of the Future program introduced a series of educational reforms into Victoria, Australia leading to the development of self-managing schools within a state wide framework. One of the key initiatives of Schools of the Future was the introduction of a new career structure for principals, teachers and school support officers and the implementation of local. selection for all positions. This program is known as the Professional Recognition Program for Teachers and was introduced initially in 1995, at which time participation was voluntary. In July 1996 the Professional Recognition Program (PRP) became part of the industrial award with the official title of 'Teachers (Victorian Government Schools) Conditions of Employment Award' and participation was no longer voluntary. It has, however, continued to be known as the Professional Recognition Program or PRP. The Professional Recognition Program provides the framework for a local selection process, probation, annual performance review for Level 1 teachers, performance management for leading teachers, higher duties, special payments and sabbatical leave. The purpose of this thesis has been to examine the implementation of the Professional Recognition Program, from the perspective of the school Principal, at the end of 1997, its first full year in operation. In particular it has aimed to establish the impact that the introduction of the Professional Recognition Program has had at the school level on existing appraisal and professional development planning processes and on teachers' 'progress through the incremental pay scale. It has reviewed the ways in which schools have used their special payments to date. It also reviewed the time and workload issues for Principals involved in implementing the program. The method of research chosen was a questionnaire which was sent to all state schools in the Western Metropolitan Region of Melbourne. The questionnaire was directed to Principals and was designed to seek information on the implementation of the PRP using a mix of pre-coded questions and open comments. The major findings of this research have been that a majority of Principals value the introduction of performance management. In particular they value the opportunity provided by the annual review process to develop shared understandings and goals and to provide feedback and reward achievement. Principals also expressed a high degree of confidence in the professional development planning processes that they have developed in their schools. Principals are concerned however, at the significant cost to them of the increased time and workload that has arisen from the introduction of the PRP. Principals raised specific concerns related to the teachers at the top of the incremental scale whose needs do not seem to have been addressed effectively by the introduction of the PRP. Issues related to the use of accelerated progression and special payments were raised and need to be addressed. Concerns were raised with the lack of consistency of implementation across schools and a need for the provision of further professional development for Principals was raised.
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ItemWomen leaders in Catholic schools : the experience of principals( 1993)The aim of this study was to examine the experiences of women who were "successful" within the Catholic school system - twelve lay women prinicipals. It aimed to correlate their experience with that of women at management level in large organisations in general and schools in particular, as explored in current literature. Qualitative investigation techniques were used to investigate the experience of these twelve women principals of Catholic secondary schools in Melbourne in 1991. This type of research is necessarily limited in that the story of their experience is told only through their own eyes. However, their professional and personal' experiences which have been integral to their career development were discussed freely by them in interviews, and these interviews collated and the resulting themes and patterns then included in this study. The findings indicate that this group of women have enjoyed a unique set of personal and professional circumstances which have enabled them to overcome the difficulties normally faced by women in trying to advance their careers. This research also suggests further investigation would be advantageous in ascertaining the best ways to redress the gender imbalance amongst principals of secondary schools.
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ItemTeachers, change and integrated curriculum( 1992)This study describes and analyses a process of change sought through a professional development program about integrated curriculum. A yearlong, school-based program was planned and carried out by the staff of one school in conjunction with the researcher who acted as an outside agent of change. The study had a number of purposes: (1) to explore the roles developed by an outside agent of change in assisting teachers' planning and teaching of integrated curriculum; (2) to examine the way in which teachers developed and changed in relation to integrated curriculum; and (3) to examine factors which appeared to facilitate the process of change towards the planning and implementation of integrated curriculum. The research design drew from ethnographic and action research methodologies and was based on a naturalistic paradigm. Several data sources were used. Extensive data were gathered from four teachers through interviews, written document analysis and participant observation. Three key informants including teachers and observers of the program provided additional data through interview. The remaining staff presented a third source of data through observation, written responses and self- evaluations. A detailed journal, kept by the researcher throughout the study, served a range of important functions including the diversification and triangulation of data. Final analysis of the data provided insight into the nature. of the role of the outside agent of change. In providing input, facilitating the process of change, responding to and challenging teachers, aspects of this role emerged as multidimensional and interdependent. Success in this role depended on a close understanding of individual teachers; the culture of the school; and the nature of integrated curriculum. Teacher change in relation to the implementation of integrated curriculum varied amongst individuals. Collectively, however, teachers developed a clearer conceptual framework in which to plan. They fine-tuned or re-examined their use of resources, selection of content and attention to children's prior and developing understandings. In facilitating the change process, integrated curriculum emerged as a powerful vehicle through which acknowledged characteristics of effective professional development could be fostered in a purposeful way.
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ItemA working knowledge program within a project-funded professional development environment( 1998)This study was designed to achieve two research aims: The first was to engage the researcher in a journey of discovery that provided her with the knowledge and ability to question the merits and limitations of project-funded professional development. The second was to extend the researcher's understanding of project-funded learning and professional development by developing and implementing a working knowledge program within an actual project-funded environment. The research question was consistent with these aims as it asked "What facilitated or inhibited learning in the participants of a project-funded professional development program developed from the concept of working knowledge?". Project-funded professional development programs have become a popular method of targeting specific disciplines and subjects within the primary and community health care sectors. This source of professional development brings with it unique learning environments that have strengths and limitations. This study addresses what is arguably a challenge for facilitators employed in this industry, having knowledge of models of professional development that enhance practitioner learning and address the limitations associated with project-funded programs. It is hoped that this study contributes to our knowledge of the concept of working knowledge, and clarifies its potential role in project-funded programs. A qualitative research approach was used to analyse the research data and this produced a rich description of the type of knowledge valued and accessed by the study's participants. The knowledge that was sought and acquired by the GPs participants during the working knowledge program was more consistent with the perception they had of their role as independent practitioners, even though the program was designed using a cross-discipline approach and based within a holistic framework. A somewhat surprising factor was the depth and breadth of influence that the practitioner's own 'culture' had on every stage of this study.
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ItemThe structuring of school teaching careers: a study of state primary teacher participation in the Professional Recognition Program( 1999)The Professional Recognition Program (PRP) was introduced to Victorian state school teachers as a new career structure during the early 1990s. The focus of this research project is one that looks at teachers' perceptions of the newly introduced PRP and career structuring. What are their views based on recent experiences? How well does the PRP meet their needs and aspirations? In order to explore this focus it was decided that the methodology of qualitative research, specifically the case study was appropriate. A single school site was chosen and permission gained from the principal, according to Department of Education requirements. Face-to-face interviewing was selected as a method that would achieve detailed and in-depth revelations. Five teachers who were currently experiencing the PRP were selected. The process involved the taperecording of interviews with each teacher, followed by transcription and analysis. The results consisted of a wealth of information showing an array of similar and contrasting perceptions held by the teachers. The most overwhelming reflection about the new PRP structure was in reference to the significant workload accompanying the new promotion positions. In fact this seemed to be the most significant deterrent for teachers seeking promotion. However, teamwork was seen by most participants to be promoted by the PRP because of the measures that had been put in place. The contingency factor of familial status, in particular the consideration of offspring, was found to influence career outlook. Both horizontal and vertical forms of mobility were valued but it appeared that family commitments were a determining factor over choice of mobility. This study showed support for the PRP, with advantages outweighing disadvantages. It is interesting to note that whilst the goals of the PRP were generally praised, the implementation process was questioned. Further studies that examine the effectiveness of selection criteria, processes of annual review and teacher workload may be of value. By examining such areas the positive features of career structures, such as the PRP, may be multiplied.
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ItemReconceptualising careers in later life( 2004)A sample of two hundred and ten older adults, (over 50 years), were involved in an exploratory research project aimed at discovering whether or not interests remain stable throughout the whole of life, what range of interest activities is available in later life and. how the various personality types adapt to retirement conditions.. It was hypothesized that later in life, particularly at the onset of retirement, adults progressed through a critical stage of circumscription and compromise in order to achieve reorientation of their priorities, needs and the available personal and environmental resources in the changing circumstances of retirement. Examination of relevant research literature gave no indication of any epistemological research into the reorientation of interests of older adults; the literature assumes that older adults' interests are fixed and stable following development early in life. Analysis of literature pertaining to older adults and interests led to the application of two theories relating to interests to this research study: Holland's theory of vocational choices and Gottfredson's theory of circumscription and compromise. Analysis: A multi-method approach to research permitted the researcher to discover both causal relationships and processes relating to the interests of older adults. The stability of the results across all parameters is an indication of the validity of the results. There were three stages of data analysis in all. Firstly, statistics derived from several descriptive variables led to a Cluster analysis of the cases. Secondly, two cases, randomly selected from each of the clusters, were subjected to in-depth interviews. The information revealed in these interviews was useful in comparing with, reporting and describing the information revealed in the next stage of the data analysis. Thirdly, Mosaic plots reported and displayed the significance of relationships between the variables; Sex, Occupation, Measured Interests and Leisure Interest activities. Another cluster analysis using Clustan Graphics grouped the cases according to their current leisure activities. Results of analysis: In conclusion, from the analysis, indications are that older adults generally modify their interest activities in retirement to the more gender-neutral types, specifically Social and Artistic. Holland claims that as adults become older, their interests become more differentiated, but this research suggests that the change in interests is more complex: for example, the numbers of older adults involved in Investigative, Enterprising and Conventional interest categories reduce severely after the age of 50, while Social and Artistic categories expand in numbers. A small core of people involved in Realistic activities remains faithful to their interest type throughout this stage of life. The implication of this research is that in the currently existing conditions with limited perceptions of retirement and capabilities of retirees, it is difficult for people to operationalise their interests. It is essential that further research examine ways of correcting this situation so that older adults may continue to remain active in their chosen field of interest for as long as they wish.
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ItemLeadership frames and principals' learning( 1995)This thesis forms part of the Review of the Schools of the Future "Leading Victoria's Schools of the Future" undertaken by the University of Melbourne - Institute of Education, in conjunction with the Directorate of School Education and Principal Associations. The Schools of the Future program was initiated by the newly elected Victorian Liberal Government in 1993. It involves the devolution of authority and responsibility to the local school level and a decrease in the central role of the DSE. The scope of change has required a staged introduction process and extensive professional development activities. The implementation process has resulted in 500 schools joining the SOTF program every six months with the process being completed by the end of 1995. This thesis was designed to provide a review of the professional development activities associated with the implementation of the SOTF program. It uses the Bolman and Deal (1991) framework of organisational theory, as adapted by Cheng (1993) to analyse the leadership orientations of principals and their past, present and future professional development needs. The framework provides five areas - structural, human resource, symbolic, political and Sergiovanni's (1984) educational frames. Both a quantitative and qualitative methodology was used. A survey was sent to eighty principals randomly selected from Intake Three of SOTF. The results to the survey provided the frame orientations of principals as well as data on the four most significant professional development activities undertaken in the last five years. An analysis of the data provided information which enabled the selection of two principals for interviewing at the Intake and Implementation stage of the SOTF program. The data are reported as survey and interview results. The qualitative work - based on Miles and Huberman (1984) relied on data reduction, data display, data collection, involving counting and noting patterns and themes, and conclusions drawing and verification methods. The findings clearly indicate that principals of SOTF have strong human resource and educational frames. However, there is need to provide professional development activities in the symbolic and political frame areas as these frames are strong indicators of leader effectiveness but are the least preferred frames by principals. The principals found that the collegiate group provided significant support during the charter writing stage and in some instances, beyond. Professional development activities need to be provided during the implementation stage of the SOTF program. The data suggests that there is an urgent need for the DSE to present a strategic plan of the direction of education and to slow down the rate of change so that schools at the local level can address their needs.
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ItemBeginning languages other than English (LOTE) primary teachers: their professional development needs( 1990)The study concentrates on the investigation of the professional development needs of beginning Languages Other Than English (LOTE) teachers in Victorian government primary schools. It seeks to formulate system responses which would meet those needs. The literature on the professional education of teachers makes distinctions between induction, training and professional development. During the induction phase a process of professional socialisation is entered into and is an important aspect of this phase. A questionnaire was developed to explore the professional development needs of these teachers from two perspectives: firstly, to define their needs and secondly to identify system responses which would meet those needs. The questionnaire, administered to all LOTE primary teachers currently employed in government schools achieved a response rate of 62%. The background data identify three types of beginning LOTE primary teachers who considered other LOTE teachers in the school, principals and LOTE consultants to be the major source of assistance for them in their first year. Highly supported and appreciated induction activities are: programs designed for the LOTE primary beginning teacher and the informal assistance given by other LOTE teachers at the school. In terms of the identification of professional development needs of LOTE teachers in their first year, responses indicate that the need for information took precedence over the need for opportunities for skill development. This reflects the difference between meeting short term and long term needs. Responses from the questionnaire enabled the development of a list of needs ranked in order of importance. This was then matched with the sources of assistance which were identified by respondents and a checklist was devised. The checklist attempts to guide those interested in the professional development of beginning LOTE primary teachers towards identifying their needs. It also highlights the importance, of a co-ordinated approach by both school-based and non-school-based personnel towards the professional education of beginning LOTE primary teachers.
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ItemToward rational reflective nursing practice: a conceptualisation of key elements of a professional development process( 1994)This paper outlines key elements of Rational Reflective Nursing Practice together with the development and refinement of a conceptual model. An overview of professional development processes is also featured. The key elements of Rational Reflective Nursing Practice are identified as caring, practice dimensions, thinking, intuitive praxis, mentoring, learning and a new gender paradigm. Relevant aspects of each of these key elements are addressed. Rational Reflective Nursing Practice recognises and values "wise nurses" and nursing experience. Wise nurses are talented practitioners with extensive knowledge, skills and experience. Within the current context of clinical nursing practice, there is the potential for these wise nurses to be marginalised by younger, "better educated" nurses. Rational Reflective Nursing Practice may resolve this dilemma as it requires the co-existence of both learning and experience. Rational Reflective Nursing Practice can be viewed as an evolutionary, enabling and dynamic process which may inform and transform aspects of nursing practice.