Faculty of Education - Theses
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ItemThe admission process and initial performance of mature-age students who enter higher education via non-academic routes( 2004)This study examined a subgroup of mature-age students who had entered university via non-academic routes. The study sought to identify the group; examine the admissions processes used and the efficacy of the Special Tertiary Admissions Test (STAT) within those processes; and explore how the students performed in their first year of study. For the purposes of the study, 'non-academic background' was defined as non-completion of secondary school and/or limited study since leaving school. Data was gathered from a subgroup of applicants through VTAC, and from three case study Schools, via student questionnaires, staff and student interviews and general results data. Only small numbers of mature-age students from non-academic backgrounds enter university, consistently about 3 - 5 per cent of the first year population across Australia. This is a smaller rate than in the past. While the focus of admissions requirements is based on evidence of academic ability, there are still routes available for applicants to provide other forms of evidence. STAT remains a well-regarded instrument for providing evidence of academic potential. On the basis of the study's findings, the admission of students from non-academic backgrounds appears to be a worthwhile exercise, both for the university, which gains committed, high performing students, and for the students themselves, who are able to achieve personal success while preparing for a career change that they hope will be satisfying.
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ItemTeachers as cultural workers in TAFE( 2004)In democratic, plural societies teachers and educational institutions play a key role in the socialisation and development of the collective, cultural consciousness of students. If the goal of such development is a civil and democratic society, pedagogical practice has implications not only for student outcomes but also for the broader community. Technical and Further Education (TAFE) delivers post-compulsory education to more than a million students at secondary schools, TAFE campuses and workplaces across Australia. Historically homogeneous, TAFE institutions and teachers are expected to prepare students for, and teach in, an increasingly heterogeneous environment. This qualitative study set out to investigate at one TAFE institute: # what TAFE teachers know or understand about cultural diversity and its impact on their classrooms; # the ways in which TAFE teachers believe they address the issues arising from cultural diversity; and # effective professional development to support teachers. The study found that teacher understanding about cultural diversity and its impact on classrooms was predominately limited to discussion about international students. Teachers described strategies that focused on student needs and attitudes that promote positive relationships with students as the means by which they address cultural diversity in the classroom. The study also found that while most teachers had engaged in reflective practice in dealing with tensions within the classroom environment, some felt ill prepared for changes to their teaching environment. Finally, the study has identified the need for professional development that will develop teachers' cultural awareness beyond an explanation of 'other' and provide opportunity for collaborative pedagogical discussion.