Faculty of Education - Theses
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ItemElite Sports Coaching and Feedback: The use of communication and metacognitive strategies in sport( 2020)The similarities in skills of coaches and teachers have been of particular interest to researchers for half a century. Within coaching research, the emphasis has been on coach observation studies, whereas in education research the evaluation of the effectiveness of interventions on student outcomes has been the focus. Furthermore, most coaching literature explores coaches at the sub-elite level. Crucially, to develop coaching practice, more information is needed regarding the impacts feedback, pedagogical techniques and instructional interventions employed by coaches have on athlete outcomes in the elite sporting environment. A mixed-methods approach was used in this thesis to explore the impact of coaches’ actions and behaviours on elite teams. In Part A, communication between the senior coach, three assistant coaches and 45 players from the VFLW competition were explored across a six-week period; during meetings, training sessions and competition. Feedback was predominantly descriptive in nature, with the exception of in-competition settings, where prescriptive feedback was predominant. Coaches and players asked minimal questions of one another regardless of the format of the interactions. In Part B, nine VFLW players were interviewed about their feedback preferences. Players preferred individual, specific and prescriptive feedback. Players acknowledged the benefits of video review feedback yet suggested playing an active role in the review process would improve learning. In Part C, a metacognitive strategy (Think Aloud) was introduced into the player review process for 14 AFLW players. This occurred across an entire pre-season and season of the AFLW competition to assess the impact it had on the understanding and performance of a tactical concept. The results showed an effect size of 0.68 for the introduction of a metacognitive strategy on athlete understanding and performance outcomes, compared to 0.37 for no metacognitive strategy. Major conclusions relate to coach feedback not always reflecting player preferences for how feedback is communicated, with feedback tending to be descriptive in nature. Players and coaches evaluate understanding and performance differently, however the implementation of metacognitive strategies into coaching practice led to a higher impact on athlete learning and was similar to the effects reported in prior educational research with students. Further exploration of the overlap of effective teaching pedagogies and their applicability to sports coaching practice would be useful.
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ItemLiteracy assessment in the early years: teachers at work in a changing policy paradigm( 2020)This thesis reports on a mixed-methods, two-phase study, which focused on the literacy assessment practices of early years teachers and literacy leaders in Catholic schools in the Melbourne archdiocese in a period following the devolution of assessment responsibility to schools. Phase 1 of the data collection resulted in 76 literacy leaders’ responses to a questionnaire on literacy assessment practices in their schools. In Phase 2, semistructured interviews with 23 early years teachers and seven literacy leaders were conducted to investigate their literacy assessment beliefs and practices. Importantly, the thesis reports on the participants’ interrogation, innovation on, resistance to, or acceptance of both previously mandated and current options around literacy assessment priorities and practices. Additionally, the thesis explores assessment in the early years within the contemporary high-stakes assessment environment which is characterised by heightened levels of teacher accountability. Bernstein’s (1990, 1996, 2000) pedagogic device is used as a theoretical framework to examine the complexities and tensions of policy enactments at the school and classroom level. Findings from this study illustrate that early years teachers’ literacy assessment work is complex due to working in a “boundary zone” of tension and compromise where, on one hand, they are encouraged to engage in age-appropriate, child-centred early years pedagogies yet, on the other, are mandated to assess and report against system-wide primary curriculum standards.
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ItemSpecialist nurses’ engagement with an online bioscience subject: a quantitative analysis( 2020)Bioscience has been a fundamental element of Australian nursing education programs since the early 1990s. The term bioscience in nursing curricula encompasses elements of physiology, pharmacology, immunology, genetics, biochemistry and pathophysiology. In postgraduate programs the capacity to link bioscience concepts to complex healthcare problems is required for competent and safe specialist nursing practice. The types of teaching and learning technologies utilised to engage specialist nurses with theoretical content in technology-enhanced learning environments are constantly evolving. Technology-enhanced learning involves the contemporaneous use of information technologies to augment teaching and learning. This approach has been widely accepted in various forms; the conventional mode of delivery for postgraduate bioscience subjects is frequently online. There is however, an absence of robust empirical evidence to substantiate the effectiveness of online learning on learning outcomes. In particular, there is a limited understanding of the relationship between students’ learning behaviours, readiness to learn and their academic achievement within technology-enhanced learning environments. The aim of this thesis research program was to establish whether postgraduate specialist nurses’ learning behaviours and readiness to learn, contribute to variability in academic achievement when studying bioscience via a technology-enhanced learning environment. An exploratory descriptive cohort study was conducted in two phases. Learning analytics were used in Phase 1 to identify nurses’ learning behaviours and explore the relationship between these behaviours and academic achievement. Learning behaviours included the total time spent online, the total number of logins, and the total number and frequency of hits on specific content areas. Hit activity was linked to topic summaries, webinars, formative multiple choice questions (MCQs) and online library readings. The endpoint measure of academic achievement was a combination of the cumulative mark for five summative assessments. Based on learning outcomes, participants were categorised into three groups according to their achievement level; high (greater than or equal to 75%), medium (64% to 74%) and low achievers (less than or equal to 63%). In Phase 2 a cross section of students from Phase 1 completed the Self-Directed Readiness Scale for Nursing Education (SDRSNE) survey (Fisher et al., 2001). This instrument was used to measure specialist nurses’ readiness for self-directed learning. Comprised of 40 items, the SDRSNE measured self-management, desire for learning and self-control. Respondents rated each item on a Likert scale with anchors from 1 (strongly disagree) to 5 (strongly agree). Descriptive and inferential statistics were used to explore the data. Participants in this study accessed online information more than 70,000 times over two semesters. While the average time spent online was over 48 hours there was substantial variability in the number of times individual students logged into the subject, the total time they spent online and the number of hits in content areas. Learning behaviours did not differ according to level of academic achievement, but there were trends in the data that warranted scrutiny. High and medium achieving students had a similar number of logins and hits but high achievers spent more time online. Topic summaries were the most frequently accessed online content followed by webinar recordings, online library readings and practice quizzes. No particular resource or content area was associated with improved learning outcomes or level of academic achievement. Specialist nurses undertaking an online bioscience subject demonstrated improved learning outcomes over time, with high achievers demonstrating the greatest knowledge gain when comparing pre and post quiz results. Mean scores for low, medium and high achievers in four summative MCQ were consistent and similar throughout the semester. Specialist nurses in this study demonstrated high levels of self-reported readiness to undertake self-directed learning and the SDRSNE was shown to be a valid and reliable tool for assessing readiness to learn in this cohort. There was no evidence of a relationship between a specialist nurses SDRSNE and their learning outcomes, and no substantiative relationship between SDRSNE and learning behaviours. Specialist nurses were ready to undertake self-directed online learning and actively engaged with the bioscience subject, achieving learning gains over the semester that demonstrated the effectiveness of the subject. There was however, no clear relationship between learning behaviours and learning outcomes, indicating that the learning of bioscience by specialist nurses is complex and multifactorial. Findings from this research provide valuable insights into online learning as a pedagogical tool for bioscience and nursing education. Future studies designed to test the effectiveness of active, collaborative online learning strategies will enable those involved in education to explore the links between students preferred learning behaviours and learning outcomes. There is opportunity to develop a variety of synchronous and asynchronies learning strategies to accommodate and acknowledge the diverse learning behaviours of students while simultaneously identifying students that may be at risk. Future research should focus on learner to content, learner to instructor and learner to learner interactions in technology-enhanced learning environments. Facilitating nurses’ understanding of bioscience principles is challenging; multiple factors impact upon the mastery of bioscience concepts. The findings from this study offer nurse educators and curriculum designers baseline data to guide and support innovations to shape contemporary student focused online learning.
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ItemTeacher perceptions of new principals in Melbourne, Victoria( 2020)This thesis explores the impact of new principals through the eyes and experiences of teachers in three schools in Metropolitan Melbourne, Australia. A multi-perspective case study methodology involving semi-structured interviews, non-participant observations and the study of documents is employed to answer three research questions: (1) how do teachers perceive their new principal, (2) how does this perception impact on teachers’ work environment, and (3) how can teachers be supported during a change of principal? The findings suggest that teachers’ perceptions of their new principal are a function of the new principal’s personal and leadership qualities and practices which, in turn, are informed by three contextual factors: school leadership history, the origin and background of the new principal, and teacher expectations. These factors not only influence teachers’ perceptions independently, but they also have the capacity to influence each other. These perceptions appear to impact on a number of domains within teachers’ work environment, such as teacher well-being, teacher professional development and, to a lesser extent, teaching practice and professional relationships. Teacher well-being, in particular, revealed itself to be the most diverse among and within schools. An overwhelming positive impact on teacher professional development also emerges yet, paradoxically, it does not result in any perceived changes on their teaching practice. Professional relationships among teachers, and between teachers and students, does not appear to be affected significantly by the arrival of a new principal. Teachers expressed a desire to be included in the pre-appointment consultation process. Finally, new principals who are committed to building relationships with staff and who display an awareness of how the nature, pace and implementation of change initiatives impact on teachers’ work environment appear to be pivotal in supporting teachers during principal succession. The findings have enabled the development of a conceptual framework for understanding how teachers’ perceptions of a new principal impact on teachers’ work environment
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ItemInvestigating how students receive, interpret, and respond to teacher feedback( 2020)Feedback has been studied extensively in relation to its impact on student learning and is established as a high impact intervention on achievement, emotions, confidence, and motivation. In order to be effective, feedback must be timely, actionable, related to learning goals, and provide advice as to next steps in the student’s learning. Yet research has also demonstrated the significant variability relating to the influence, with research suggesting that effective strategies vary based on the characteristics of the learner. However, the research is dominated by a focus on the giving of feedback and far less on how students receive feedback. Studies into student perceptions of feedback is lacking with little known about how the information provided is listened to, or received, along with the emotional responses that feedback may stimulate, and how this may influence learning. The aim of this thesis is to investigate student perceptions of teacher feedback, and to develop a deeper understanding of how students receive, interpret, and respond to it. Employing a cross-sectional research design using multi-methods, this study consisted of a large-scale questionnaire in which students responded to various feedback samples and gave insights as to their perceived usefulness and how each might engage the student. A smaller sample of students then participated in semi-structured interviews based on the themes that emerged from the survey data, providing insights as to how students respond to, make sense of, and apply feedback. Findings give insights into a range of feedback processes. Firstly, learners assign their own meaning to the feedback regardless of whether the information provided to them is explicit or not. Secondly, they assign this meaning based on prior feedback experiences, capacity to self-reflect, or through dialogue with teacher or peers. Thirdly, the emotional affect of the information provided influences its effect on learning. Finally, students have clear views about what constitutes effective feedback practice to enhance learning.
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ItemInvestigating the Impact of a Flipped Classroom Approach for a Teacher and Students in Year 9 in the Topic of Linear Equations( 2020)Access to technology in secondary education has increased substantially over recent years, affording new opportunities for teaching and learning. A technology-enabled flipped classroom is one approach that can be implemented when technology is readily available. This research investigated the impact and efficacy of a technology-enabled flipped classroom in secondary mathematics for the students and teacher. Students’ understanding of solving linear equations, their attitude to mathematics and experiences in the flipped classroom were investigated. The experiences and perspectives of the teacher in implementing a flipped classroom for the first time were also explored. Comparisons between two teaching approaches (flipped and nonflipped) were made through a 4-week linear equations topic in two separate Year 9 classes taught by the same teacher. A quasi-experimental design with a control (nonflipped, n = 23) and experimental (flipped, n = 22) group was utilised. Students’ understanding of solving linear equations was determined through pre- and post-testing using online diagnostic assessments (SMART tests; Specific Mathematical Assessments that Reveal Thinking). A pen-and-paper (delayed) assessment was also provided to students 3 weeks after the topic, which paralleled the items from the SMART tests. Students’ attitudes were gathered by pre- and post-topic surveys using a prevalidated instrument (Mathematics and Technology Attitudes Scale). An open-ended student survey furthered insight into student experience and perspective for the flipped group. The teacher’s experiences and perspectives were gathered through three semistructured interviews before, during, and after flipped classroom implementation. Qualitative analysis showed similar improvement to student understanding in the flipped and nonflipped groups directly after the linear equations topic. Delayed testing revealed a greater retention of understanding in the flipped group. Quantitative analysis of student attitude found no significant difference (p > .05) for all subscales measured between the flipped and nonflipped groups before and after the linear equations topic. Thematic analysis of student responses in the flipped group revealed favourable perceptions of the flipped classroom for most students. The teacher experiences highlighted a favourable perception of the flipped classroom, highlighting an increased capacity to support student needs, with reduced stress in the face-to-face classroom. The benefits of the flipped classroom were noted to have come at the expense of substantially increased planning time for the teacher. The results of this mixed-methods research provide insight into the efficacy of a flipped classroom in an Australian secondary mathematics classroom context, with practical implications and recommendations for future research outlined.