Faculty of Education - Theses
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ItemReflective practices and work intensification among training and support managers in the disability sector( 2003)Using a qualitative, case-study approach, this research is concerned with exploring potential links between work intensification, management practice, reflection and workplace learning. The study was conducted with managers from Adult Training Support Services (ATSS) within the disability sector in Victoria. Data collection methods included a survey, focus groups and interviews. The project explored changes in the workplace over the past five years, the role of reflection in workplace learning, particularly in management learning, learning in communities of practice, and the influence of work intensification on reflective practice and workplace learning. Data indicated that ATSS managers place a great deal of importance on reflective practices. Yet it appears that, due to work intensification, reflective practices have changed significantly over the past five years, for the most part, in ways likely to be detrimental to the organisations involved. It is argued that work intensification has marginalised many reflective practices for ATSS managers, to the extent that 'deep level' learning within these organisations seems to have been significantly restricted. It appears that learning opportunities would be furthered if these managers were given more time and space to reflect.
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ItemManagers perceptions of workplace learning( 1999)This thesis sets outs the post-industrial organisation as the learning context in which the manager manages. By highlighting the set of skills that is required of the post-industrial manager it then examines how the manager learns these in the course of daily work. This was achieved by conducting interviews with a limited range of managers who are employed by the same retailing company but work across two store locations. What is apparent is that the successful manager needs to be able to respond to the emotionality of the workplace by having well honed 'people' skills of which communicability is uppermost. It was found that the 'people' skills were not only the hardest to learn but also contributed to the definition of the successful manager. The thesis also establishes that managers learn to manage in and through the workplace experiences of managing thereby supporting the contention that learning is fundamentally a socialisation process which occurs within a specific context and, within that, the most meaningful individual learning is, indeed, experiential. Learning to manage is very much about dealing with 'people' issues and, in this respect, the experiences of trial and error, then reflection, are the manager's teacher.
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ItemManagement development strategies and their contribution to organizational learning( 1998)This study investigates the role of frontline managers in bringing about change in the workplace and the ways in which the learning needs of these managers can be supported in a production environment. Within the context of economic reform and technological change, as discussed in the literature, a group of frontline managers from a rural food production company was interviewed. Their responses are discussed, in light of the current understanding of the importance of the development of the workplace as a learning environment and the valuable contribution that all forms of learning, including formal and informal learning experiences, can provide. The fieldwork indicates that the "culture" of the workplace dictates and influences the types of learning that are recognized as legitimate and, therefore, considered valuable. Whilst training opportunities for managers have been made available within the organization, these have not been specifically planned for individuals, but rather have been in response to the organization's perception of developing generic management skills. The thesis concludes that frontline managers, whilst playing a central role in bringing about positive change within the workplace, need support to develop appropriate skills and it is also clear that recognition must be given to the role of all employees, not just managers, in contributing to the development of a long-term enterprise vision.
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ItemThe poetical understanding of children's imagery of nature : how is poetical understanding evident in children's art?( 2005)This study explores the way in which preschool children engage in the creative process and how their sensory engagement with nature leads to invention of poetical attributes and symbols in their art. The study also examines the teacher's role in creating an environment that nurtures sensory learning, provides new energy and fosters discovery. This study also inquires into the educational theories of 'Reggio Emilia', 'emergent curriculum' and 'phenomenological pedagogy' and their influence in exploring significant moments of children's art creating within the process of 'aesthetic engagement' and 'aesthetic cognition'. The data related to these moments consists of children's visual and verbal images of nature that allowed me to unfold their perceptions of nature associated with beauty and make them evident to the viewer. In that sense data analysis reveals both mine and children's discoveries, with an emphasis on utilizing children's voices within the arts curriculum and making them protagonists of their own learning.
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ItemA Review of the changes necessary to ensure the successful implementation and maintenance of a competency based training and assessment program into the Australian Customs Service( 1995)This review examines the changes necessary to to ensure the successful implementation of competency based training and assessment into the Australian Customs Service as recommended by the "Review of the Australian Customs Service and Australian Customs Service - Report of the Consultancy for a Human Resource Development Plan" completed in November 1993.
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ItemTraining for Telstra's digital video network : a story of information technology & computer literacy( 2003)This is a study of the new skills required by Telstra staff and the television Network Master Control Room (MCR) staff, to operate and maintain the Digital Video Network (DVN) efficiently, and the training program presented to assist in attaining those skills. The author was the training consultant contracted by Philips Broadcast Television Systems (now Thomson) to refine and deliver the training programs for the Telstra DVN, one of the two foci of this study. The other focus was the change or changes in work processes of staff working with the DVN for Telstra and the TV Networks. The study explored the appropriateness of the training program in transferring these required skills and the learning outcomes of training programs used. The study also evaluates the new skills that are required by Telstra and the television network MCR staff to control and operate the DVN. Telstra DVN employees and all the main television networks MCR staff were invited to take part in the study. The data collected from the study were analysed and the conclusions resulting from the analysis produced a series of recommendations that, if implemented, should improve the effectiveness of these two groups studied by increasing the learning outcome of future training programs and improving the skill levels.
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ItemA study of an innovative approach to teacher education in Pakistan( 1997)This is a study of a private teacher education institute, Notre Dame Institute of Education (NDIE), which is affiliated with Karachi University, Pakistan. It describes the distinctive elements of one of its programmes, the Bachelor of Education (B. Ed), compares them with B. Ed courses offered at other affiliated colleges and identifies the perceived impact of NDIE on teacher education in Pakistan. A qualitative approach, in the form of a case study, was adopted for the research. Data was collected by means of interviews, observation and the analysis of historical documents. A pilot study assisted with the identification of key themes and potential avenues of information. The comprehensive narrative indicates the use of appropriate means of qualitative data reduction, analysis and display. The NDIE B. Ed course differs from traditional B. Ed courses. Within the present context of teacher education in Pakistan, the study showed that the course was innovative in terms of its curriculum content; teaching and assessment methods; provision and use of educational resources; approach to school experience and teaching practice and the collegial nature of staff/student relationships. The respondents perceived the institute to be making a positive impact with respect to the implementation of change or innovation in teacher education, teacher socialization and educational leadership and formation within the Catholic Church in Pakistan. The importance of both the personal and professional development components of teacher education courses in raising the self esteem and confidence of teachers was indicated by the study's findings. The data provided by the respondents indicated that innovation is possible within the constraints of a traditional teacher training course and identifies the importance of establishing networks to support and maintain change initiatives and develop educational leadership.
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ItemAn evaluative study of inservice programs at child care centres( 1994)The purpose of this study was to investigate inservice for child care workers, together with the evaluation of inservice programs. In particular this study concentrated on the two different modes of inservice programs; large seminars / workshops and the personalised inservice programs at individual centres. The writer participated in providing seminars for child care personnel and conducted the personalised inservice projects at a Long Day Care Centre and an Occasional Care Centre. The main research question centred around the thematic concern of 'how to improve on the implementation and evaluation of needs-based inservice at centre-based child care'. The literature indicated that one-off inservice programs did not provide the required change in attitude and workpractices, but that a more in-depth inservice training was needed. Also the evaluation of inservice programs appeared problematic, often done on a ad-hoc basis or left out completely. This study attempted to shed some light on these issues by implementing and evaluating the two different models through action research, to learn from the process of being involved. Analysis of questionnaires and interviews indicated that most participants preferred large seminars / workshops, but where specific problem areas needed to be addressed personalised inservice was seen as more desirable. The major advantages of personalised inservice programs were that inservice could be tailored to the specific needs of individual centres and a more in-depth inservice could be provided, indicating a more positive effect on their work practices and change of attitude. Implications and suggestions for future inservice programs were provided, stressing that both modes of inservice are needed and have their place.
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ItemTransforming professional development goals( 1996)The overall purpose of this study was to investigate the nature of goals as understood by the participants involved in the various stages of implementation of a professional development program, and the ways in which the goals were transformed as the program was implemented. In this thesis, "stage" is used in the sense of sequence, rather than development. The participants in the study were members of each of four stages of implementation of a professional development program, designed to support curricular reform, for teachers of mathematics. The development and implementation of the program were categorised into four stages. These can be identified with the actions of the participants: program initiators; program developers; workshop presenters and the teachers who would ultimately implement classroom content described in the program. The investigation involved description and analysis of the language used by the participants and how it communicated the character of their understanding of the goals. It is assumed that a participant's awareness of the goals influences the way the program is implemented. Data were collected from a range of documents used in the program, during interviews, via questionnaires and through observations of training sessions. For each stage of implementation, the main goals were summarised. Of particular interest was the way in which the goals were changed; as evidenced by the changes in meaning of key words and phrases. These changes were evident with respect to several key groupings into which the goals were classified by the researcher. The choice of words and phrases by participants at each stage revealed the nature of their goals. It was found that the goals of the initiators were usually to do with the altering of teacher practice. The developers' goals, while also concerned with altering teacher practice, were less directed. The goals as understood by the presenters were to do with promotion of a change in attitude in teachers (rather than practice), while the teachers' understanding of the goals were to do with relating the proposed change to their practice. In general participants at each stage had an understanding of the goals of the program that made sense to them, were achievable, and conformed to their perceived role in the program. For a given grouping of goals, there was a great diversity of both key words and phrases, and in meaning of goals as they were articulated at each stage. At times there was little change in the words used, and yet a large corresponding change in meaning. For other key groupings there was a great change in the words and phrases, with little alteration in the essence of the goal. Overall the character of the changes in goals, as understood by the participants at each stage of the professional development program, related to their perspective according to their role. This emergent character appears to be able to be generalised to all professional development programs This point of view ranges from that of a policy perspective, where policy solicits a change in teacher practice, to a practice perspective where the adaption of policy is sought in order to tie it with existing practice. The implications of this study are discussed concerning the effect that the transforming of goals in curriculum initiatives and professional development programs might have on the success of implementing changed teacher practice.
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ItemAn investigation into the design and implementation of professional development programmes in technology for music teachers( 2009)The ,purpose of this study was to investigate the design and implementation of professional development programmes in technology for music teachers. The aim of the study was to identify characteristics of effective professional development and formulate a new paradigm for professional development. Music technology offers much to enhance music education for students, but many teachers are apprehensive about using it. The study examined research literature related to music education, information and communications technology and professional development. A school-based action research project provided practical data for the study. Reflection on this project and the literature found that effective professional development in music technology is school-based, authentic, collaborative and ongoing. Teachers will reap the benefits of such professional development when they participate in online communities of learning, engage in reflective practice, embrace lifelong learning and seek the guidance of mentors.