Faculty of Education - Theses
Permanent URI for this collection
Search Results
1 - 10 of 22
-
ItemA qualitative study of developing problem solving competence in students of a food technology diploma course( 2000)This thesis is a qualitative study of developing students' problem solving competence or ability in a Technical and Further Education (TAFE) Diploma course. The problem solving ability has been identified as highly desirable by the Australian food processing industry. Its development in students has been specified in the Course Aims Statement as a requisite learning outcome of the Food Technology Diploma course. The thesis research aimed to explore the situation if the development of problem solving ability happened as envisaged by the major stakeholders of the course and how it was accomplished in the classroom. To facilitate the thesis research, ethnographic methods, including observation, interviews and document analysis were used. Activities of teaching and learning in classrooms and laboratories were observed and recorded on videotapes. Semi-structured interviews with stakeholders including Industry Representatives, Course Designers, Course Administrators, and Module Teachers were conducted. Document analysis included review of approved Accreditation Submissions for the course (accredited by the Food Industry Training Accreditation Board in the Victorian Department of Education), review of students' written work of practical reports and answers to test questions. From the interviews, two divergent views emerged that might be regarded as 'aspirant' and 'practitioner' stances. The 'aspirant' stance represented the views of industry representatives, course designers, and course administrators, whereas the practitioner stance those of the module teachers. The 'aspirant' view concurs with the industry's desire and expectation of developing Diploma students' problem solving ability in the classroom. It did not however stipulate to what standard or level this development should attain. The practitioner side on the other hand maintained that the development of problem solving ability is not their job but it belongs to other educators including teachers of degree courses in higher education. Also the practitioner side maintained that as bona fide TAFE teachers, they know what and how the course should be taught. The TAFE teachers in this particular case believed what they do is appropriate because there has not been any complaint from the industry regarding the quality of the Diploma graduates that they produced. In terms of improving students' problem solving ability, the official stance in the approved Accreditation Submission is that the Diploma course should be delivered in a manner consistent with the constructivists' problem based and situated learning approaches and presented in a holistic, integrated manner based on predetermined learning objectives. In their classroom practice, the Diploma course teachers in this particular case simply delivered what they considered necessary in a ' teaching as telling ' mode, without attending to the recommendations described in the approved Accreditation Submission or an objective-based plan, which incorporates strategies for developing students' problem solving ability. There was no apparent modeling or benchmarking by the teachers of attitudes and dispositions, attributes acknowledged to be required for superior problem solving ability, including reflection, metacognition, self-directedness in learning and construction of individual meaning from knowledge learned, as well as thinking critically or creatively. On the contrary, their delivery and assessment of learning was tuned down, encouraging students to learn in a 'surface approach'. The teachers' practice thus affected adversely the quality of students' reports of experiments. The review of students' reports of the three applied science modules, Food Chemistry, Food Technology, and Microbiology, established that students (1) did not understand the theoretical bases of the experiments, (2) did not show critical reflection or objectivity on the conduct of the experiments or the validity of the results obtained, (3) tended to exert minimal effort in the reporting, and (4) were generally unable to articulate and communicate their thoughts and knowledge. Another parcel of data supporting the conclusion of students' poor state of professional knowledge and inability to apply it came from their answers of test questions. Review of their answers showed that they did not understand the knowledge. Although the test questions of the three applied science modules did not really test them for the application of knowledge in resolving some industry-related issues that is solving industry related problems, the students' answers demonstrated that it was highly unlikely they could do so because of their lack of understanding of the fundamental concepts and theories underlying many of the current or contemporary industry problems/issues. The triangulation of the data from three sources, that is observation, interviews, and document analysis, converged to illuminate this particular situation showing (a) the teachers did not teach in a manner conducive to the development of students' problem solving ability and (b) students did not learn effectively to improve their problem solving ability. In explaining the occurrence of this situation, it has been rationalised in terms of teachers' low expectation of their students, the teachers' inadequacy to teach problem solving skills, and the failure of those in authority to properly communicate this specific course aim to all those who need to know, the students and teachers in particular. Based on this explanation, this thesis made the suggestion whereby improvement in the development of students' problem solving ability can be effected for the Diploma course in the short term by attending immediately to the teachers' practice in the classroom.
-
ItemPrincipal leadership and accountability( 2000)This thesis focuses on Primary School Principal leadership and accountability within the restructured Government education system. It proposes a model of accountability that incorporates the many influences that impact on the leadership role of the Principal in the Primary School. The study includes a critical review of international and Australian literature in relation to leadership and accountability in schools, as well as the analysis of data collected from fifteen Primary School Principals. The literature review draws together the two components of leadership and accountability within the role of. the Primary School Principal. A critical analysis and discussion of data collected from focus groups and interviews in a holistic phemonological study of fifteen Primary School Principals in the Northern Metropolitan Region of Melbourne examines how leadership and accountability influence their role. The thesis proposes a model of accountability that takes into account the influences that are placed upon Principals and makes recommendations for further study.
-
ItemA cross-age comparative investigation of students' attitudes towards computers as a tool to support learning in years 7-12 science classes( 2000)This thesis documents a cross-age comparative investigation of students' attitudes towards computers as a tool to support learning in Years 7 - 12 science classes. The study was set at the secondary school campus of an independent girls' school in Victoria. The secondary school is broken into three relatively autonomous groups, the Junior Secondary School (JSS), the Middle School (MS) and the Senior School (SS). Data was collected by a survey administered to 1215 students in Years 7 -12 science classes. Results of the survey were analysed using Analysis of Variance (ANOVA) and post hoc Bonferonni analyses. This study aimed to investigate the ways computers are used in science classes. Word processing and the internet were the most common computer uses across the school. A comparison of students in JSS, MS and SS's preferred frequency of use of computers in science classes was undertaken. JSS students preferred to use their computers more frequently in science classes when compared to MS and SS students. An investigation of the uses of computers in science classes that students found beneficial to their learning of science concepts was undertaken and compared across the three school groups. Students' attitudes towards computers as tools to support learning in the science classroom was investigated. The majority of students in all school groups felt the computer was a beneficial support for learning when completing assignment work and was a beneficial tool for presentation. However, it depended on the number of years of computer experience in science classes as to whether students felt the computer was of benefit to their learning of theory or practical work. Aspects of computer use at school in general, that students liked or disliked was determined. The stage of the curriculum that students were currently in, was the major determinant for the students' attitudes towards the use of computers as a support for learning.
-
ItemProfessional development : returning to industry : implications for VET trainers and teachers of hospitality( 2000)This study was designed to investigate the practices of professional development within the vocational education and training, hospitality sector. The study aimed to explore the effectiveness of the learning arising out of a return to industry activity. Qualitative research offered the opportunity to explore the rich contextual elements central to this type of study. Particular methods applied were questionnaires, a group interview and in-depth interviews. Data were collected and collated concerning the experiences of trainers and teachers during a return to industry activity. Findings generally indicated that a return to industry activity was a very valuable form of professional development for vocational education and training trainers and teachers. A model is posed for return to industry activities. However, critical analysis of the data revealed numerous difficulties associated with the accomplishment of a return to industry activity. Among the implications of this study is a suggestion that Registered Training Organisations and the hospitality industry must embrace greater responsibility for the implementation of return to industry experiences. The study furnished findings with important implications to contribute to the understanding of effective professional development practices of VET hospitality trainers and teachers and also identified critical directions for further research.
-
ItemWhat happens to liberal arts graduates? : an examination of their preparation for and experiences of the labour market( 2000)This study investigates the career progress of graduates from a liberal arts degree over an extended period of time. It explores the employment preparation undertaken by these graduates or provided through their education, their early labour market experiences, and the extent to which they develop satisfactory careers. This information is significant because of the continuing pressure on universities to improve the employability of graduates to meet workforce demands, and an increasing 'supply of graduates who expect positive outcomes as a result of their tertiary education. The report provides useful information to arts students so they can make informed decisions about preparing for post-university work and their career development. The data collected may also contribute in different ways to the practices of Arts faculties and employers of graduates. The study found that a considerable proportion of arts graduates experienced uncertainty and a less than straightforward transition to post-university employment. Not all of the graduates believed that the arts degree had assisted them in securing work, however, many were happy they had studied the course. Whilst approximately seventy per cent eventually attained higher level positions, twenty per cent remained in lower level work. Further study was the main source of career development. No differences were found between males and females regarding occupational attainment although males earned higher salaries. In comparison with other studies, arts graduates in the present study were more likely to be in non-graduate work than graduates from other fields.
-
ItemThrough a glass, darkly : a case study( 2000)This study describes, explores and explains a case which occurred in an Australian State primary school, when permission was withdrawn for a research project which sought to survey parents' perceptions of the school. This occurred three weeks after all questionnaires had been distributed, by hand through the school, to every family in the school. The research project was the work of the Deputy Principal, the author of this thesis, who is also known as the researcher and the participant observer. The case is then rewritten, scenarios are constructed and leadership behaviours are described within the Structural, Human Resource, Political and Symbolic frames set forth by Bolman and Deal. A fifth frame, an Ethical frame, as proposed by Starratt, is also applied to the case. These frames comprise most leadership theory and each provides the base for a scenario in which the researcher may more clearly pose a question, a curious phenomenon or a problematic issue. Through the creation of scenarios the researcher was able to understand complex interactions, tacit processes and often hidden beliefs and values within organisations. Each frame generates a different set of strategies. In this way knowledge is gained and potential futures are posited, leading to a sharpened awareness of the forces acting on leaders. The thesis is underpinned by the belief that a conscious and reflective review of, and inquiry into, one's actions as a leader through the creation of scenarios will assist the development of an ethical and pragmatic personal theory of organisation. It is an aim of this thesis to demonstrate that where a case is recreated within the five ideal frames possible futures are evoked, creating an environment for wise decision making and enhanced leadership behaviour.
-
ItemAn investigation of change through one school's involvement in the early literacy research project( 2000)This study closely monitored one small rural school's involvement in the Early Literacy Research Project (ELRP) in order to ascertain the critical players in effecting sustained change. The literature endorses the sustainability of change within systems if it is embodied within an effective design. The ELRP used the Hill & Crevola (1997) Whole-School Design for Effective Schooling as a framework for implementing changes in literacy teaching practice. This thesis investigated, through the collection of evidence, both quantitative and qualitative, the implementation of a structured classroom literacy program set within a design model, that predicted improved literacy outcomes. This study focused on three of the nine elements within the design model, namely the multi-dimensional approach to professional development, the professional learning team as a critical vehicle in maintaining the momentum of change and the impact of changed literacy teaching on improved student literacy outcomes. This thesis identified the structures, processes and people that combined to effect sustained change. This small case study produced a substantial quantity of research data that included interviews, reflective journals, observation and surveys. Importantly, this case study used the quantitative student performance data collated as part of the ELRP to support the finding of improved student literacy outcomes. The outcome of the investigation conducted within the context of a school literacy program, supports the proposition that successful and effective change recognises the multi-dimensional characteristics of organisational change management. This study used the nine dimensions of the Hill & Crevola whole-school design as a framework for discussing the change processes observed.
-
ItemHow do shared values assist individuals interpret the emerging global issues confronting each law firm?( 2000)This research aims to identify the key shared values of three different law firms. Case studies are employed to research how factors such as globalisation, technological advancements and firm structure may impact upon the individual and their perception of their firm. There are many issues faced by law firms. Several caused by the inherent structures. The partnership is a collection of skilled lawyers who expect a financial return. Lawyers also have needs which may be in conflict with the goals of the partnership. To satisfy and retain lawyers, firms need to understand the impact structures and global changes are making, reward appropriately and communicate more effectively. There is a constant challenge to keep a positive balance between being profitable and developing shared values which are consistent to support all partners and staff. Values are critical in maintaining a positive work environment.
-
ItemMy place Tempatku : a search for meaning, a cross cultural study that investigates the ways in which children in Australia and Indonesia reveal their ideas and feelings about places of significance in their lives( 2000)The study aimed to investigate ways in which groups of primary aged children in Australia and Indonesia responded to the metaphor My Place Tempatku, developed their ideas, and presented these using a range of visual art media and written stories. It grew out of the researcher's experiences and reflections as an art teacher, an artist in schools and a teacher educator. The study was designed with a travelling exhibition in mind and this intention was clearly communicated to all participants. It encouraged dialogue between the participants and the researcher with a particular focus on the art work and written stories as vehicles for communication within a cultural context. The researcher sought, at all times, to exclude from the study notions of racism or superiority. As such, the basis of the My Place Tempatku study was never intended to be a comparison of the techniques of drawings, the teaching methodologies nor of one curriculum to another. Rather, the study sought to document and so illuminate the emic views of the participants, the children in schools in Victoria and Bali and the views of the researcher as this particular study progressed. The instrumental case study is presented in a narrative style designed to evoke key features of the stages of the project and provide engaging interpretative accounts from the participants' perspectives. The My Place Tempatku study reveals that when children in a cross cultural context are engaged in art making that is relevant, challenging, expressive and personal, their imagery and final art work generate intense levels of interest for other children and their communities. The informal exhibition emerged as a significant phase and as the cultural exchange agent, facilitating observation and direct interpretation by children and teachers. In this cross cultural context the art work and bi-lingual translated written stories, served as vehicles for communication and exchange, substituting for face-to-face interrelationships. The children demonstrated shifts in their thinking and levels of understanding as a consequence of their observation and prolonged engagement with the exhibition My Place Tempatku
-
ItemAbsenteeism amongst international students( 2000)International students are a significant factor in contemporary Australian education. However, despite the good efforts of the many stakeholders, a number of these students do not succeed. One major element common among many who fail is absenteeism. While there have been attempts to remedy the problem, most have not succeeded. One reason for this has been the lack of information sought on how students viewed their own experience and behaviour. The present study attempts to redress this lack by investigating the views and experience of a group of long-term absentee students from Indonesia and Thailand who were enrolled in a Diploma of Business at a private commercial provider of TAFE. The findings reveal a habit of absenteeism in the majority of participants which preceded their entry to Australia. Indeed, this pattern was not infrequently the catalyst for parents to send the student abroad in the hope that it would develop self-reliance and ensure academic achievement. In reality, the move not only did little to change old habits, but actually exacerbated feelings of low self esteem which, coupled with the loneliness and difficulties with study in a foreign city, tended to turn participants more and more to socialising with compatriot groups, increasing their alienation from local society and study, even to the point of turning to substance abuse. The study concludes that, as with all students with social difficulties, help in developing the attitude and skills needed to engender self-esteem and self-reliance, as well as open and frequent communication between students, parents, support staff and significant peers, are essential if any improvement is to be made in the situation.