Melbourne Graduate School of Education - Theses

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    Comics go global: evaluating an online collaborative project using the community of inquiry framework
    Toniolo, Antoine ( 2017)
    This thesis examines the feasibility of evaluating online collaborative education programs, specifically, it explore the question, to what extent does Comics Go Global (CGG), an extra-curricular, online collaborative arts based project, represent a positive educational experience from the perspective of its students, as defined by the Community of Inquiry as a framework (Arbaugh, 2008). In exploring this question this study addresses how the promise of collaborative online learning for education might be delivered through projects such as “Comics Go Global” (CCG). The role of the “Community of Inquiry” (CoI) framework was to serve as a tool for gathering and measuring empirical research. This helped identify the extent to which students perceived the CGG program as a positive experience and also explore what promise online collaborative learning has for education. In this feasibility study the two mentor/teachers who I selected to participate in the study received two professional development sessions in July 2016, under my direction. These focused on delivering the Comics Go Global project within a CoI framework as well as establishing norms and expectations of student behaviours and the monitoring of technical issues. Later, in order to gather qualitative and quantitative data about their experiences and viewpoint with respect to the CGG program and student involvement, I interviewed them at the end of week four and eight. The interviews enabled mentor/teachers to share their views with me; they reported that the students had a positive learning experience in the CGG program. These interviews were also designed to provide data to identify what promise online collaborative learning has for education and how that promise might be delivered. In order to assess the extent to which students perceived themselves to have had positive experience as per the set criteria identified by the Community of Inquiry framework, five of the six students who participated in the study were surveyed, using the CoI Survey Instrument. This survey has been validated in large-scale trials. Participant surveys were analysed using descriptive strategies and the Wilcoxon Signed-Rank Test “a non-parametric test designed for comparing pairs of results that may not represent a normal distribution or be derived from an equal-interval scale”. The results of the CoI survey confirmed that students perceived the program to be a positive experience. These positive findings were echoed in the transcripts provided by the eight weeks of online classes and the mid and post program semi-structured interviews. To build on the findings of this research, further work needs to be conducted to demonstrate whether the experiences in a full scale study, students and teachers could be replicated, or improved, if greater numbers of teachers utilising the CoI framework model could work with larger numbers of students exploring fields other than CGG visual narratives. For example, alternative online collaborative classes might cover subjects and activities focusing on a broad range of topics, including Journalism, Ecology or Debating. Further research is also required to investigate whether larger scale blended learning options, for local schools, might enable a greater exploration of face-to-face extra-curricular opportunities with digital tools such as teleconferencing, password protected NINGS environments, blogs and emails. Such research might provide insights into new and effective ways to improve student engagement, outcomes and wellbeing through the support of such teaching and learning networks.
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    Indian children's experiences and understandings of their transition from kindergarten to class one
    Sharma, Anandi ( 2017)
    The United Nations Convention on the Rights of the Child (1989) outlines children as being right holders with the entitlement to express their views freely about matters concerning them. The image of the young child outlined in the Convention as a competent social agent has challenged National Parties that ratified the UNCRC (1989) to provide for and uphold this right and ensure that opportunities for children’s voices to be heard. The right to be heard has, in turn, given rise to a growing interest in consulting children in research about matters that impact on their lives. While researchers have examined the topic of school transition it has i) relied heavily on the perspectives of adults’ and ii) been untaken in developing Western countries such as America, Europe, Australia and New Zealand. This study aims to address these gaps in transition research by investigating the experiences and perspectives of 20 children in Kalimpong, India on their transition from kindergarten to school. It employs a qualitative approach using an interpretative paradigm, within a child rights framework design. Data was collected through drawings and interviews. Content analysis was used to present a detailed account of the study and its findings. It concludes that young Indian children have considerable knowledge and understandings of themselves and their transition to school. This information is vital to assisting teachers and policy makers to respond to issues raised by children in the research. It also helps adults to gain a fuller understanding of how transition is experienced and understood by young children.
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    A case study of the influence of diagnostic information on a teacher’s planning for a Year 8 algebra lesson
    Rule, Vanessa ( 2017)
    With the emergence of online testing, data about students’ mathematical thinking is becoming more readily available to teachers in the form of diagnostic information. The availability of such data presents opportunities for teachers to use the data to inform their planning and teaching. The aim of this research was to investigate how diagnostic information, provided by an online system, impacted a teacher’s lesson planning for one Year 8 algebra lesson. The online assessment used to provide the diagnostic information in this research was the ‘Specific Mathematics Assessments that Reveal Thinking’ (SMART) test. The SMART tests system includes individual student diagnoses and teaching advice consisting of potential student difficulties and how to address these. In this case study, the teaching advice impacted the Year 8 mathematics teacher’s awareness of potential student misunderstandings, and resulted in the teacher changing their lesson plan on solving linear equations with pronumerals on both sides of the equation. The changes made included an emphasis on the gathering of algebraic like terms for explanations of solving equations with pronumerals on both sides of the equal sign. While broad generalisations cannot be made from this single case study about teacher planning, the findings suggest there are opportunities to help teachers better understand the developmental stages associated with learning how to solve linear equations, and the potential difficulties students may encounter. This study also allows for future research to be conducted on a larger scale about the impact of diagnostic information on teacher lesson planning.
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    Problematising the present: the historical contribution of consultancy to early childhood education in Australia: 1960-1985
    BROWNE, KIM ( 2017)
    Consultative approaches in Victorian state funded kindergartens operate presently as the Preschool Field Officer (PSFO) program. Described as a service delivery model (DET, 2015a), the PSFO program is designed to ‘ensure that early childhood teachers and educators continually improve their capacity to provide young children who have additional needs with the experiences and opportunities that promote their learning and development, and enable then to participate meaningfully in the program’ (DET, 2015a, p. 8). Contemporary documents detailing the PSFO program have been recently revised within the context of shifts and reforms to early childhood education in Australia. The provision of early childhood education has arguably changed since the Council of Australian Governments (COAG, 2009) endorsed ‘Belonging, Being and Becoming: The Early Years Learning Framework for Australia’ (EYLF), the first national framework in Australia. Providing guidance to all practitioners working in early childhood education, including PSFOs, principles, practices and outcomes are framed within a model of collaboration with children, families and educators. Significantly, the EYLF advocates for practitioners to view children as competent learners (DEEWR, 2009). Currently, Victorian early childhood programs operate under both the national EYLF and the Victorian Early Years Learning Development Framework (VEYLDF), the Victorian State Government document introduced in 2009. This document guides early childhood professionals to work with children from birth to eight years through a focus on outcomes, practice principles and transitions. Positioned within these curriculum documents, early childhood educators’ practices thread between early years’ programs and also the school-based Victorian Curriculum and transition to school frameworks. Underpinned by Foucault's genealogical approach (1977) and ethnography, this study critically examines written and visual documents, by examining and rendering visible complex processes and discursive shifts from the 1960 – 1985 timeframe. Texts selected for examination included contemporary and past Victorian State Government documents and visual images authorised by the National Union of Australian University Students (Roper, 1971). By interpreting the complex processes and changes over this timeframe, an opportunity presents to understand by attempting to make meaning of what might be now known about contemporary consultative services operating in Victorian kindergartens. The findings in this study indicate that in contemporary times discourses of governmentality dominate consultative practices, compelling PSFOs to enact ‘techniques and procedures for directing human behaviour’ (Foucault, 1997, p. 81), in a myriad of complex and contradictory manners. Juxtaposed with practices in the past, I argue that (inter)relating multiple discourses have historically dominated early childhood education. Discourses include: health with supervision, additional needs education with developmentalism, and community organisations with welfare and arguably remain deeply embedded in contemporary consultative practices, forming part of current governing agendas. What may be missing is that children and families are often swept up in the governmentality of consultancy, both historically and currently. Under the guise of collaborative partnerships and capacity building, where children and families are viewed as capable and listened to, it may be argued that consultative practices appear inclusive of the voice of children and families. However, while it appears that this is a shift away from a deficit-based approach, it emerged through the analysis of the data that a lack of transparency and authenticity pervades in these relations. In contemporary times the PSFO program as a consultative body, has come to be an authoritative entity in preschools. Revealing discourses is one means to problematise what may be (un)known about claims which prevail as truth and the authority accorded to circulating privileged agendas and productive moments, but also points to times which are rendered silent. Examining power-knowledge relations producing dominant discourses can rupture certain truth claims and open possibilities to reconstruct new ways to conceive consultative practices in kindergartens and also for a reconceptualisation of ‘understanding of how to do things differently’ (Ailwood, 2004, p. 30).
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    Child sexual abuse prevention education: an exploration of programs delivered in Victorian early childhood and primary school settings
    Sulovski, Merrin ( 2017)
    Child sexual abuse is a significant community concern. The experience of child sexual abuse impacts the physical, emotional, psychological and social health and wellbeing of a child. This study focuses on one form of child sexual abuse prevention (CSAP), school-based prevention programs. CSAP programs have been delivered in schools and early childhood settings nationally and internationally since the 1980s. Some evaluative research has been conducted, particularly in the United States, however, there is minimal Australian research. This study focuses on a review of the history and social context influencing CSAP program development, an exploration and analysis of programs, and research on the broader issues surrounding potential risk of harm and the role of a range of stakeholders in CSAP programs. A qualitative methodology was employed to investigate CSAP programs currently delivered in Victorian schools and early childhood settings. Interviews were conducted with representatives from eight CSAP programs. Participants were highly dedicated to CSAP programs, viewing them as an important strategy in preventing child sexual abuse. Despite variation in some program components, including staff background and qualifications, program design, duration and pedagogy, the program content was similar, aligning with traditional protective behaviours programs that focus on the right to feel safe and telling a trusted adult about safety concerns. Findings from this study suggest that current programs delivered in Victoria rely predominantly on limited and older CSAP research and past practice. Implications for policy and school systems, practice, and research were identified, along with the conclusion that a stronger whole of community approach is necessary to protect children from sexual abuse.
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    Teacher and student interactions in the first year of university
    Rivera Munoz, Claudia Andrea ( 2017)
    The first year of university is often considered challenging and difficult for students who are adjusting to different academic and social demands. In this context, teacher-student interactions play a key role in encouraging students’ motivation, engagement, learning, sense of belonging to the university and academic persistence (Kuh, Jillian, Schuh, & Whitt, 2010; Pascarella & Terenzini, 1991; Ryan & Deci, 2000; Tinto, 1993). A vast body of research suggests that regular and high-quality interactions between teachers and students benefit academic performance and social integration of students (Kuh et al. 2010; Pascarella & Terenzini, 1991). However, few studies have examined in depth the nature of the interactions that students establish with their teachers in the first year in the Australian context. This qualitative study examined teacher and student interactions in the first year of university from students’ perspectives in one large public Australian university. This study asked: a) What are the expectations and experiences of undergraduate students regarding the interactions with their tutors and lecturers in the first year of university? b) How have these interactions influenced students’ motivation, engagement, learning, and sense of belonging to their university? Twenty-one undergraduate students enrolled in the first and second year of a bachelor degree participated in semi-structured interviews. In these interviews, participants talked about their expectations and experiences of interactions with their teachers in the first year and the influences of these interactions on their studies. All interviews were transcribed and thematically analysed to identify common themes in students’ experiences (Boyatzis, 1998; Braun & Clarke, 2006; Schreier, 2013). The findings showed that students’ expectations and experiences of the interactions differed by teacher’s role. Participants reported having limited interactions with lecturers coinciding with their expectations. On the other hand, the interactions with tutors were recurrent but not as frequent as students expected. Regarding the types of interactions, the majority had an academic purpose and occurred inside classrooms. The quality of the interactions was assessed considering affective and academic dimensions. Participants reported that the majority of their interactions were positive, helpful, and influenced their motivation, engagement and learning. However, developing a sense of belonging to the university was not related to the interactions with teachers. In brief, this study highlights the role that academic staff plays in fostering close, caring and supportive interactions with first year students to encourage their academic and social adjustment to the university.
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    Adolescent literacy journeys
    Nowak, Michaela ( 2017)
    Utilizing qualitative research methods, this multiple case study investigates factors influencing adolescents’ perceptions of their literacy capacities. These factors are identified as either personal or institutional, depending on whether they stem from the students’ personal or academic contexts. Green's Literacy in 3D Model is used extensively as an analytical lens to identify and categorize factors impacting students' perceptions at a pivotal time of their high school education. Identification of factors influencing students’ perceptions about their literacy capacities is relevant to educators and educational institutions alike, because it can assist optimal use of instructional approaches and provide learning opportunities and environments that facilitate student constructions of positive perceptions. This qualitative study is based on the assumption that a resilient sense of self-efficacy in the context of literacy is an essential component of academic success. The research provides a glimpse into the students’ literacy journeys and gives their voices a forum so they could influence instructional approaches and school programs.
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    Artistry, identity and the drama teacher: a case study using performance ethnography as mode of enquiry
    McConville, Kelly ( 2017)
    Drama is a compulsory subject in secondary schools in Victoria, Australia, with a rich history of dedicated and passionate educators. Despite this, little research has been done in recent times that investigates the professional lives of these drama teachers, and even fewer studies use drama as a method through which to do so. This research project reveals that drama teachers often experience feelings of being perceived by others as teaching a subject which is inferior, and whose value to schools lies more in extra-curricular activities than in the academic realm. This can result in teachers who are marginalised, yet whose time outside of the classroom is in demand. This thesis presents the results of a qualitative case study, which investigated the experiences of seven drama teachers in Victoria, Australia who engaged in a process of ethnographic performance making about their professional lives, drawing on their own lived experiences as data. Interview transcripts, participant journals, creative artefacts and researcher observations were analysed to interrogate the responses and reflections of these teachers as they undertook a process of generating, analysing and presenting their lived experiences through performance. Findings from the case study suggested that the process of ethnographic performance-making was invaluable to these teachers, bringing them to new understandings about their professional lives, as well providing insights into the context of their work. The ethnographic process gave them agency to find a voice through which to communicate the importance of their subject to others. Furthermore, it was found that the role of the audience was significant; the audience for the associated live performance came to new understandings about the drama teachers’ role and subject, and their responses energised the drama teachers to continue to advocate for the importance of their subject and identity within the school . This study forms part of a growing body of research on the identity of the drama teacher, and contributes a crucial new dimension to the scholarship that supports professional development for teachers more broadly. Furthermore, it highlights how ethnographic performance-making can provide a framework through which all teachers may reflect on, and come to meaningful understandings of, their professional lives and possibilities for the future.
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    The use of musical symbols in the musical-aesthetic life of a toddler: an holistic examination of the artistic life of a two and a half year old using case study design
    Stewart, Yolette ( 2017)
    Research on the nature of the artistic life and interests of toddlers is still emerging. When it comes to the study of how a two and a half year old may think and operate artistically there can be sequence and logic in what she expresses. Yet on account of the rapidity of change from one mode of expression to the next, some of that sequence and logic can be easily missed, which makes it challenging to capture and define. The key focus of this project was to capture some of those magical moments belonging to the inimitable inner child talk, the child who is naturally drawn to self-expression through the arts. The toddler works fleetingly on some occasions but with more serious attention, emerging skill and efficacy in a range of artistic disciplines on other occasions. Although Music was the focus discipline with which the researcher worked, multi-modal use of artistic forms was undeniably present in the child's search for self-expression and personal creativity. Therefore this examination of how a toddler interacts in relation to all the artistic forms of expression was set within a case study of a two and a half year old toddler, a qualitative paradigm. Research into how toddlers use musical symbols is still emerging; this paper attempts to add to current discussion on the toddler's use of musical symbols. Further to this, how toddlers use the arts to make meaning matters because children develop aesthetic knowledge with which to interpret and also challenge the worlds within and without. This reading and engineering of symbols that abound in the arts provide links and bridges to scrutinising other literacies. Orchestrating multiple literacies, an inalienable right of all children, all ages, everywhere, expands humans, creating pathways for flow, creative expression and innovation.
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    Positive education and social justice: two cases of school-based wellbeing programs for marginalised populations
    Barron, Rosie Joy ( 2017)
    This thesis explores the increasing influence of positive education in Australian school-based wellbeing programs, with a specific focus on those directed toward marginalised student population. Two examples of this phenomenon are analysed in terms of how the needs and problems that positive education addresses are represented and how understandings of social justice are articulated. It adopts a case study approach supported by a Foucauldian theoretical framework, and draws on concepts and analytic strategies associated with problematisation and genealogy. The first case study focuses on Aboriginal Girls’ Circle, a wellbeing program delivered in a secondary school in rural NSW that was developed to address the perceived needs of Aboriginal young women. This customised program is informed by Circle Solutions, a wellbeing intervention delivered in various Australian schools. Here the contrast is between a general program for all students and one that is targeted to particular populations. The second case study explores the introduction of positive education into several South Australian schools in line with the State Government’s ‘State of Wellbeing’ policy agenda, and focuses on two particular school-based projects. It examines representations of the needs of the schools and communities involved, attending to how positive education is positioned as part of efforts to work against economic and social marginalisation. I conduct an analysis of these cases independently, focusing on different dimensions of the phenomenon studied. I then consider the insights derived from this analysis in relation to a few dominant discourses in critical scholarship on therapeutic education. I outline how this thesis contributes to this body of scholarship, and conclude by identifying some limitations and future directions for research in this area.