Faculty of Education - Theses
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ItemThe attitudes and concerns of Catholic parish primary school principals and teachers toward the integration of students with disabilities into regular schools( 1997)This study was undertaken to identify' and compare the attitudes of Catholic Parish Primary School principals and teachers toward the integration of students with disabilities. The study also investigated variations in attitude toward integration for sub-groups of the principals and teachers. In addition, this study ascertained the concerns these educators have about the implementation of integration in their schools. A three part questionnaire was used to collect the data. It consisted of items relating to the background characteristics of the respondents and their schools, a modified version of the Attitude Toward Mainstreaming Scale (Berryman & Neal, 1980) and an open ended question eliciting educators' concerns about integration. Fifty five principals and 145 full time classroom teachers in the Northern Area of the Archdiocese of Melbourne responded to the questionnaire. T-tests were employed to compare the attitudes of the principals and teachers toward integration., Thematic analysis was used to examine the concerns of educators. Several major findings emerged from the study. Principals were found to hold more positive attitudes toward integration than classroom teachers. Principals were also significantly more positive than teachers toward the integration of students with severe disabilities. Younger principals held significantly more positive attitudes toward integration than older principals. No significant differences were identified for sub groups of the teacher sample. Similarity existed between the two groups of educators in terms of their expressed major concerns about integration. Lack of school based support personnel, funding and training, in that order, were recorded most frequently by both groups of educators.
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ItemPrincipal expertise and problem-solving processes( 1997)This case study is an exploration of Principal expertise and problem-solving in a large, co-educational, independent school in the eastern metropolitan area of Melbourne. Cognitive science perspectives are adopted to develop the nature of expert administrative practice, in order to highlight Principals' internal mental processes and their direct relationship to Principals' practices. Four characteristics or dimensions of expertise are examined, including a strong commitment to shared goals, cognitive flexibility, the Principal's contribution to the long-term development of staff and his or her use of the capacity of the staff to obtain solutions. The literature review involves an analysis of both expert, as opposed to typical Principals, since they vary in the processes they adopt to solve problems in group settings. Fourteen themes related to Principal expertise and problem-solving emerged from the findings of this particular case study. These include vision, communication of the vision and goals to the staff and decision making. This Principal demonstrated creative, future thinking; knowledge and information gathering; delegation; cognitive flexibility; strong values, especially when problems were non-routine and challenging together with a concentration on the change process. Also, the affect or feelings, mood and self-confidence that the Principal experiences when involved in problem-solving was studied. Finally, the possible relationship between expert problem-solving and transformational leadership, followed by the desirable features of school leadership expertise training programs, were examined. The findings from this study recommend a combination of strong theoretical knowledge, practical experience together with training in the human resource area and personnel management to include sound decision making processes and effective delegation. Further research is recommended concerning both the nature of educational expertise and problems encountered by school Principals as well as the identification of features for school leadership training programs.
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ItemConfucian confusion: a western analysis of the efficacy of contemporary workplace training methods in a multicultural environment( 1999)This research investigated the extent to which experiential training techniques are appropriate for use with multicultural groups by testing an assumption that a dissonance exists between the perception of training efficacy assumed by "Western" adult education methods, and the concomitant perceptions of training participants of Asian/Confucian background. Data relating to the research question was collected through a process of interpersonal interviews with adult educators working in Victoria and from focus groups involving people of Confucian background who have participated in workplace based training. The responses of the two groups were compared and contrasted. The research found that significant difference of perception exists between the two groups. The research identifies opportunities to render training programs more culturally inclusive through adaptations to program structure, processes, attention to learning styles, the level of interpersonal interactivity and the training environment. The research proposes that we are often unaware that our accepted notions and most ethically based intentions are often blinkered by our subconscious cultural socialisation. The implications of these findings are significant for those who have the responsibility to design, implement and coordinate workplace education and training. The research concludes with suggestions for changes in practice and recommendations for future research.
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ItemThe effects of ability grouping on the achievement and self-esteem of year 7, rural students( 1997)This study investigated the achievement and self-esteem effects of ability grouping of a cohort of Year 7 students in a small country secondary school. Intelligence was used as a control variable to determine whether ability grouping enhanced the academic performance of students. Results indicated that no inequitable spread of achievement benefit between high aptitude and mid-low aptitude groups occurred during the project. After eight months the differences between the groups on academic, general, home and social self-esteem subscales remained the same as at the beginning, although there was some non-significant evidence of a decrease in academic self-esteem in the mid-low aptitude groups. The academic self-esteem decrease was reflected in the general self-esteem of one of the mid-low aptitude groups but not in the other. The results were rather ambiguous with regard to academic self-esteem, with considerable variation occurring across the groups across different times.
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ItemImprovement and accountability, perceptions and emotion: some tensions within an appraisal of department heads at an inner south-eastern school( 1999)This thesis presents a naturalistic descriptive case-study approach to an appraisal of Heads of Departments in a medium sized boys school in the inner South- Eastern suburbs of Melbourne. The language of 'tension' and 'paradox' is used to explore some of the built in contradictions which seemed to characterise this appraisal cycle. Its intention is to make explicit several 'tensions' which arose during the process: tensions between the intentions of the administrative leadership in the school and the participants in the appraisal, between the intended and actual outcomes, and between the nature of the appraisal itself and how this was perceived to relate to the daily work of those appraised. The process of the appraisal is described, as is its context and history in the school. Particular attention is given to ambiguities in the perceptions of key actors in the appraisal, which it is claimed were often unperceived or unstated. The experience of certain individuals is followed in order to explore this dimension further. In this thesis I find that there were significant benefits from the process that was conducted, but that it was also flawed in focussing almost exclusively on the administrative dimension of Department leadership, and also caused pain and discomfort to several of the people involved. The emotional dimension of appraisal is thus also considered. While many of the tensions discussed are seen as inherent in the process, changes in the process are suggested to make it more relevant to this particular group when an appraisal is run at the school again.
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ItemSuccessful leaders in successful schools: a case study of a government primary school principal in Victoria, Australia( 2006)The research examined the leadership behaviour exhibited by a principal of a successful school. It used a single case study of a successful primary school based in Victoria, Australia, using qualitative analysis involving structured open-ended interviews from the multiple perspectives of the principal, teachers, non-teaching staff, parents and students. This research ensured that teachers, other school staff, parents and students were able to comment and thus verify and add to the statements the principal made. The research continued work carried out by Day, Harris and Hadfield. It has contributed an Australian perspective to an international research project on this issue, the International Successful School Principalship Project (ISSPP). The research found it was the principal who made a major contribution to the improvement of the school. Over his tenure as principal, and through his vision, dedication and passion, the principal improved the learning outcomes for all students at his school. He not only improved the academic nature of the school but created a safe and nurturing environment that encouraged the children to want to go to school and to succeed. The research reinforced a lot of what past research has suggested is required for a leader to make an impact or improve the situation in a school. He shared and articulated a clear vision that the staff made their own. The principal, being the main leader, and through empowering others, had made important contributions to student learning. He had mastered a core set of basic leadership practices, was and made everyone accountable for their results and performance, and sought and provided constant feedback. He was a spokesman and role model and defender of social equity and fairness. The research found that most of these qualities the principal displayed appeared to stem from the character of the man - his moral and ethical stance and his commitment to the principles of equity and social justice. His leadership style had extended beyond just transformational leadership to be better described as a highly political, value-led contingency model of transformational leadership. This research contributes to identifying the characteristics and skills that are necessary to create and maintain a successful school and to informing professional development programs for current and future principals.
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ItemThe decision to leave early: motivation affecting young men( 1999)The schooling system seeks to provide access to education for all students at the compulsory school age level. The system devises policies and programs which attempt to meet the needs of the individual student whilst it attempts to remain cohesive and manageable. The evolution of educational policy in recent decades has been influenced by financial and economic rationalisation which has resulted in significant changes in the workplace. Young people now experience restrictive options as they attempt to enter a diminishing workplace environment and hence there have been changes in the focus and function of the education system. Increased school retention rates and an emphasis on post-compulsory educational credentials have generated pressure on young people to stay at school longer. The outcomes for those who do not wish to remain at school are significant, and invite further research to be able to identify factors which need to be addressed by policy makers and school administrators. This study attempts to explore the current literature, the perceptions of young males regarding their schooling and other relevant factors which may influence the motivations of young males. It hopes to confirm relevant research findings and raise issues which may require further research.
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Item"They don't act like teachers": creating caring student-teacher relationships( 1999)Risk research has established the characteristics of family, community and school environments that can foster resilience and help reduce the risk of harm. A caring relationship with an adult appears to be the most important protective factor in helping enhance resilience in young people. Next to the family, schools are the most likely places for young people to experience relationships that can foster resilience. This thesis investigates the potential of schools to develop caring relationships between students and teachers. The researcher consulted young people regarding their perspectives on, the characteristics of special adults, including teachers, with whom they have established caring relationships, the barriers that exist to the establishment of supportive relationships and how educators might re-think current practice to fulfil schools' potential to be a source of caring relationships for young people. As schools serve most young people, they are potentially a primary source of connectedness with adults. A teacher can play an important role in a young person's life. Participants in this study nominated teachers most frequently, after family, as adults offering care and support. The literature regarding resilience together with the findings of this research, illustrate that feelings of connectedness are affected by the nature of the relationship between student and teacher. Attention therefore, needs to focus on reviewing school processes and structures in order to personalise these environments. In order to create an education system that values positive student-teacher relationships a shift in focus is needed to recognise the fundamental importance of relationship building and a commitment to adequately resourcing schools is required. Then, the potential of school for building positive relationships can be fulfilled.
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ItemVocational aspirations of gifted girls( 1999)The research sought to undertake a pilot study to investigate whether findings by Silverman (1986b) and others, of declining aspirations and achievement in gifted girls in U.S. studies, occur in an Australian sample. Studies of this kind have not been done in Australia. Vocational aspirations of 336 students in Years 4-9 at a co-educational school in Melbourne, Victoria, Australia, were investigated. The students were given the Raven's Standard Progressive Matrices, the Coopersmith Self-Esteem Inventory, and a modified version of Holland's Self-Directed Search (1977). Data on achievement were collated from the school records on S.A. Spelling, TORCH, and a Junior School-based mathematics test. The modified version of Holland's Self-Directed Search was designed to explore the vocational aspirations of children of high intellectual potential (acronym CHIP), notably those in the top 5% as designated by the Ravens Standard Progressive Matrices, a high 'g' loaded measure of non-verbal reasoning. A summary of the results showed that when girls and boys were considered together, intellectually gifted and non-gifted students did not differ in their occupational preferences. However, when genders were considered separately, it was found that high ability girls nominated a higher percentage of low status occupations than did high ability boys and the reverse was true for high level status occupations, and that boys appeared to have a higher level of vocational aspiration than did girls at all three levels (All students; Junior School and Senior School). In addition, it was found that boys chose lower level male occupations rather than higher status, female occupations, and therefore, that gender and occupational choice were significantly related. Further, it was found that girls chose female occupations ahead of male occupations until they hit the ceiling, and then it was found that girls chose higher status male occupations, rather than lower status, female occupations. This occurs because there are no high status, female occupations. In relation to self-esteem, for girls it was found that their preferred occupational status was not significantly related to self-esteem, and similarly for boys, except that for boys there was a low correlation between self-esteem and occupations in the School domain. Finally, it was found that boys chose more male occupations than female occupations, and that girls chose more female than male occupations. Therefore, on the basis of this small study, it was concluded that the current study did not support the findings of U. S studies by Silverman (1986b) and others (Hollinger, 1988, 1991). Further research is required using a larger sample and including participants from wider socio-economic and multi-cultural backgrounds. Recommendations for further research include refinement of the modified version of Holland's Self-Directed Search: focus on the development of identity and sex-role stereotypes; focus on the relationship between ability and occupational choice; focus on the specific needs of both genders, particularly self-esteem counselling needs and career counselling needs; and case studies of those gifted individuals who have made career decisions without difficulty which may provide insight into what facilitates the career decision-making process.