Faculty of Education - Theses
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ItemThe role of school principals in implementing data led professional learning teams in Department of Education and Early Childhood Development schools, Victoria.( 2013)This investigation uses a case study of a Prep-12 college and its attempt to set up professional learning teams. The school is a Department of Education and Early Childhood Development (DEECD) school based in the suburbs of Melbourne, Australia. The school in question had been part of a Regional initiative called the ‘Achievement Improvement Zones’ and also participated in the Assessment Learning Partnerships program between the University of Melbourne’s Assessment Research Centre and DEECD. The research was conducted by a participant observer employed by DEECD as a teaching and learning coach at the school. Twenty staff members were interviewed and their data was analysed thematically and compared with reports developed from school visits to professional learning teams in 2009. The role of the leadership team (mainly the principal) was the main focus in examining how the school developed professional learning teams. This was measured against the leadership domains developed by Thomas Sergiovanni (2004). The research concurred with his findings about the domains of leadership in suggesting that three domains (educational, technical and human) are the most important when setting up Professional Learning Teams. In the case of the school under study, the human leadership domain appeared to be the most important.
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ItemA breath of fresh air: social marginalisation and wellbeing. Exploring an outdoor pedagogical approach to learning to promote self-esteem and engagement( 2013)This study investigates an alternative outdoor learning strategy used to address issues of engagement and performance in a disadvantaged regional school in Western Australia. Through exploring the impact of such strategies we may gain an insight into the value of such approaches in promoting wellbeing and, in turn, education outcomes. Increasing cases of stress and other mental health related illnesses are a cause for national concern (Australian Institute of Health and Welfare, 2010). Interestingly the AIHW (2010) identifies marginalised Australians as a group at risk, having shorter life span than groups of greater economic advantage. Kappos (2007) among others (Maynard, 2007) also offers evidence, which suggests that the reduced contact children have with nature can be linked with a decline in physical, mental and social development. Maller et al. (2005) maintain that contact with nature can act as a vehicle to reduce the burden of mental health and promote mental and emotional wellbeing along with physical wellbeing. A qualitative methodology frames the study design, which used a case study method bounded by a single case school with a timeframe of a 10-week term. Examining a specific outdoor learning approach known as forest schools, the case study’s aim was to explore the impact of this program on self-esteem and engagement and consequently identify emergent themes. The study suggests to me that there is potential for such a program to impact on areas of engagement and self-esteem through group connectedness, belonging and social interactions. This can be particularly important for disadvantaged youth. It was difficult, however, to establish a transfer of benefits in a classroom setting context. Related research in this field and to this study also suggests there is a need for more local research over longer periods of time in order to best examine different contexts of locations and understandings more conclusively.
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ItemMulticultural and diversity education in the globalised classroom in Australia( 2012)Australia is no longer an “isolated backwater” island floating around the Asia-Pacific region. It has become a country of great importance as a multicultural hub that continues to flourish in a time of social, cultural, and population growth. With this changing environment the needs of its people, in particular its children, have also changed. As multicultural awareness begins to expand and borders cease to define the cultural differences of those around us, the needs of the learners in school are also in a state of flux. This paper tracks the evolution of multicultural and diversity education policies in Australia through seven key documents: these are The National Policy on Languages (Lo Bianco, 1987), the Asian Studies Council Report – Asian Studies Council (1988), National Agenda for Multicultural Australia (Commonwealth of Australia, 1989), Adelaide Declaration (1999), Melbourne Declaration (2008), Blueprint for Education and Early Childhood Development (2008) and Education for Global and Multicultural Citizenship: A Strategy for Victorian Government Schools 2009-2013 (DEECD, 2009). It concludes with implications and impacts of this history and these documents and addresses the need for continued teacher preparation and instruction through recommendation new initiatives.
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ItemRethinking indigenous educational disadvantage: a critical analysis of race and whiteness in Australian education policy( 2011)This thesis examines Indigenous school education in Australia, through analysing themes of difference, race and whiteness in contemporary education policy. The study asks why educational inequality and disadvantage continue to be experienced by Indigenous school students, despite concerted policy attention towards redressing these issues. It seeks to better understand how Indigenous education is represented in policy and scholarly debates and what implications this has for Indigenous educational achievement. I argue that in order to succeed Indigenous school students are often expected to assimilate into an education system that judges success according to values and expectations influenced by an invisible ‘whiteness’. The investigation of these issues is framed by insights and approaches drawn from three theoretical frameworks. Michel Foucault’s concepts of ‘discourse’, ‘disciplinary power’, ‘regimes of truth’ and ‘normalisation’, and Iris Marion Young’s work with issues of difference, ‘cultural imperialism’, oppression and justice are brought into critical dialogue with critical race theory (CRT). In particular, CRT is engaged as an attempt to bring some new perspectives to understandings of race and difference in Australian education policy. This combination of theories informs an examination of policy (and policy related texts) guided by Foucauldian discourse analysis and critical policy research methods. Through my analysis I develop a number of arguments. First, that the combined theoretical approach I engage is useful for uncovering some of the silences and assumptions that have typically influenced attempts to achieve educational justice for Indigenous Australians. Second, in the documents I analyse, the ways in which Indigenous students are described commonly positions them as deficient and suggests that these deficiencies are to be remedied through exhibiting more of the behaviours and attitudes of non-Indigenous students. Third, that the commitment to ‘inclusion’ within the policies analysed is important, but typically maintains a relationship in which a powerful and central white ‘norm’ remains invisible and dictates how and when the ‘Other’ is included. Fourth, that in seeking to understand equity issues for Indigenous students it is important to look also at the broader education system and its dominant values and goals. Through analysis of policies related to education for ‘all students’, I suggest that educational success is commonly identified and assessed according to ‘white’ norms, within schools that are expected to improve and be accountable within a neo-liberal agenda, which is largely supportive of standardisation and sameness, and not readily accommodating of ‘difference’. Overall, this study has attempted to bring some important conceptual approaches to analysis of current education policy in Australia in order to build greater understanding of Indigenous educational disadvantage. It has sought to open possibilities for addressing issues of race and justice that are characterised by listening, support of difference and responsibility, and commitment to disruption and discomfort.