Faculty of Education - Theses
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ItemAn investigation of Samoan student experiences in two Homework Study Groups in Melbourne( 2015)This research examines Samoan student experiences in two Homework Study Groups in Melbourne using a researcher-practitioner approach. The study highlights the need for teachers to acknowledge students’ preferred learning methods, especially those of minority backgrounds like the Samoan participants in this study. Samoan symbolic meanings from traditional tattoos and decorative ornaments are used as metaphors to describe the positive responses provided by participants in this study. Similar to the way in which the tatau (tattoo) symbols used in ritual tattooing for Samoan men and women represented readiness to serve one’s family and extended community, educational aspirations and employment pathways are explored from a participant perspective as a way of serving and supporting their migrant families in Melbourne. Through a detailed investigation of the experiences of students in two homework study groups in Melbourne, this study finds that while students and their families place a high priority on learning, their cultural practices are not compatible with standard Western learning approaches. The homework study group provided a social space in which students could ask the teacher questions without fear of appearing foolish, and in which they could apply themselves to study. It provided a physical study space away from the demands that Samoan families place on their young people, and it provided a cultural space in which the students could learn according to fa’aSamoa (traditional values and beliefs). This study makes a contribution to an understanding of the motivations of Melbourne-based Samoan students to learn, of what concerns them, and of impediments to their educational success. It also offers insight into the benefits that setting up a specific space for students offers, when its specific intent is influencing the merging of traditional Samoan and Western ideas to further learning and understanding. Participants in this study indicated that Homework Study Groups provided structure and learning strategies that improved academic outcomes. It was not only a space in which participants felt they could seek assistance and support from a teacher/researcher who understood the importance of their cultural values and beliefs, it was also a space where participants felt safe to share the highs and lows of their educational experiences.
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ItemLearning through simulation: powerful, purposeful and personal( 2011)Simulation has been in use for many years in the education of health professionals. The value of this as an educational pedagogy is under-researched. While there have been some valuable studies, these mostly focus on the technical aspects of simulation. The aim of this research was to examine simulation beyond the development of technical skills, to determine the validity of simulation in the development of higher-order thinking and clinical judgement. Simulation has been in use in one form or another in the development of health care professionals for many years. Until recently simulation was generally seen as an adjunct to the education and training process, and not part of the overall development of the professional. However in more recent times with the reduction in the availability of clinical practicums and the increased demand for these placements, simulation has become a more important part of the educational process. Yet the research into the effectiveness of simulation in the development of the health care professional is currently under researched as discussed above. For this reason it is an area requiring further research. This is a qualitative study involving educators and students from nursing, medicine, paramedicine and the fire brigade. Eighteen educators and eighteen students were interviewed through semistructured interviews. The observations were restricted to the pseudo-authentic workplace and consisted of seven educators, forty-six students from paramedicine and the non-emergency patient transport sectors. A review of curriculum documents was also undertaken to locate and assess the espoused views of the teaching organisation on simulation in the education of their students. The findings were triangulated to provide reliability to the results. This research has shown that simulation is a pedagogy that can assist in the development of higher-order thinking and judgement-making during “hot action”. This study has identified that the development of higher-order thinking and judgement-making through public reflection occurs best in the third phase of a simulation. In conclusion, simulation is a powerful learning and teaching pedagogy, and can be considered as one of the active learning pedagogies. Furthermore, if the simulation is well constructed and executed, it can provide valid experiences for the participants. These experiences can provide for the development of an epistemology of practice with highly developed higher-order thinking and clinical judgement capabilities.