Faculty of Education - Theses
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ItemAn investigation into the relationship between the engagement, creative ability, and classroom culture within secondary schooling.( 2021)This study examines how creative ability is influenced by students' beliefs about the classroom culture and its relevance to their learning endeavours. Current education provision favours students who perform patterns of actions traditionally associated with academic achievement. This approach disadvantages students who are creative in non-academic domains. Research has neglected the teaching of high ability students who are disengaged with regular classroom cultures that restrict their opportunities to display their creativity. The study used a mixed methods approach to investigate the learning characteristics of disengaged high ability students that predict creative outcomes in various domains. It identified differences between learning characteristics of high ability engaged and disengaged students. The disengaged students felt marginalised and showed learning profiles that were suited to non-academic learning contexts. The findings suggest that classroom engagement and culturally acceptable creative expression requires appropriate perception and exploitation of symbolic and material affordances in the form of culturally acceptable patterns of actions, during socially and materially situated activities, when creating artefacts in their classroom. This implies engagement is a relational concept that represents the transactions and interactions between a student and their teacher, the symbolic and material affordances, and artefacts within a specific classroom or school culture. The study recommends classroom-based assessments teachers can use to identify the patterns of perception and action that lead to engagement and provide opportunities for all students to develop their creativity.
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ItemWhat drives schools to implement a successful change process that is more inclusive of the lesbian, gay, bisexual, transgender or queer (LGBTQ) students and staff?( 2019)Schools are rarely the spaces of fairness, kindness, inclusion and equality that some perceive them to be. At its heart, this work is one that considers how school leaders understand and react to the discrimination and oppression of lesbian, gay, transgender and queer (LGBTQ) individuals within their environment and, more importantly, what drives engaged, visible school leaders to change these situations. The key research question that is going to be considered is; ‘What drives schools to implement a successful change process that is more inclusive of the lesbian, gay, bisexual, transgender or queer (LGBTQ) students and staff?’ Flowing from this question are the sub-questions - What is the role of school leadership? What is the role of teachers? What are the significant forces and factors that help or hinder the drive for change? This thesis utilises qualitative research and narrative inquiry using semi-structured interviews to collect data from participants at school sites in Victoria, Australia. The semi-structured interviews are analysed using critical theory, in order to understand motivations, actions and behaviours. Critical theory concepts such as power, oppression, culture, repressive tolerance and leading change have contributed to the analysis. The data chapters in the thesis first consider the broad, wide-ranging idea of culture and environment and how these impact LGBTQ change processes. There is a focus on visible leadership within school spaces and the ability to manage change in a difficult social environment. In the two final data chapters, there is a more detailed description of the factors that enable change and those that hinder it within schools. The conclusion draws together the findings from the data chapters in order to address the research questions. This thesis ends with a section considering the road ahead for LGBTQ inclusive practice. The underlying emphasis of this thesis is to understand what prompts school leadership to move from a position of wanting to do something for their LGBTQ community to overt action, with leaders engaging and driving the change process in a positive and affirming manner. There are schools in the State of Victoria that have adopted overt and clear LGBTQ-inclusive policies or programs, and this work illuminates the way they went about managing the process of implementing and running those policies and programs. The thesis investigates the point that exists between the expectations of diversity and inclusivity, documented by government and education authorities, and the eventual adoption and implementation of school policies or actions focusing on LGBTQ students and staff. The underlying purpose of doing this research is to inspire change within the schooling system and to document the path to success and its benefits. It is envisioned that the research will help schools and education authorities to drive more action in this space. This thesis will assist schools, facing the legal and increasingly social expectations for change and with the prerequisite tools and resources for change, to move beyond a hesitant position and into one of action, so that, one day, schools can indeed become spaces for fairness, kindness, equity, and inclusion.