Faculty of Education - Theses
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ItemEpistemological beliefs and practice in a preschool setting( 2002)The aim of this case study was to determine whether the level of espoused epistemological beliefs of a qualified teacher and unqualified assistant were implicit in each Teacher's individual practice. The study was undertaken in a privately operated preschool in Victoria. Two participants were chosen on their identified preference to work and be recognized by co-workers, parents and children, as a team of two teachers working side by side. For this reason, the participants were referred to as Teacher A and Teacher B. Data were collected using five different methods of inquiry: preliminary interview; audio transcripts during planning and preparation sessions; copy of the written teaching plan; video recordings of Teacher interactions; and video stimulated debriefings. These methods set out to investigate: the epistemological beliefs of each Teacher; what beliefs held by each Teacher about knowledge, learning, child development and teaching practices were similar or dissimilar; the levels of epistemological development in each Teacher's espoused beliefs; the consistency between each Teacher's espoused beliefs with their individual practice; and whether each Teacher's level of epistemological development was implicit in their individual practice. The research indicates that Teacher A and Teacher B generally held varying beliefs about the nature of knowledge, learning, child development, and teaching practice. Despite dissimilarities, the comparison of each Teacher's espoused beliefs with Belenky et al's (1986) Women's Ways of Knowing Model revealed each had the same level of espoused epistemological development, which was subjective knowledge. Comparisons between Teacher A and Teacher B's espoused beliefs with individual practice revealed that each Teacher's beliefs were predominantly inconsistent with their practice. The results also revealed inconsistencies between practice and particular recollections by each Teacher. Although the comparative analyses of each Teacher's beliefs and practice revealed inconsistencies, the comparative analyses of each Teacher's espoused epistemological development with each Teacher's practice revealed Teacher A and Teacher B's espoused epistemological development were implicit in their individual practice.
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ItemThe preschool experience as a model of public sector reform( 2002)Shortly following its election in 1992, the Victorian Liberal Government announced its intention to overhaul Government departments and the bureaucratic structure of the public service, in an effort to 'kick start' the flagging Victorian economy. Government departments were amalgamated and restructured in accordance with the Managerialist and contractual philosophies of the Government. Victorian kindergartens fell under the auspice of the Department of Health and Community Services. This Department was committed to the Government's reform agenda and introduced policies and procedures to support this. The kindergarten sector provides an illustrative case study of the reform process. Initiatives were introduced to encourage greater service flexibility and lower departmental expenditure through a per capita funding arrangement and voluntary, community centre management. The result has been a combination of intended and unintended consequences, which have brought the Victorian kindergarten sector to the brink of collapse.
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ItemEarly childhood professionals as a source of social support: the role of parent-professional communication( 2008)This exploratory study examined Early Childhood Professionals (ECP) as a source of support for mothers. It investigated the nature of mother-professional communications and how they influenced parental perceptions of support within the context of centre-based child care. The study involved forty mothers whose eldest child was aged between 6 and 36 months and attended at least 16 hours of dare per week in an accredited child care centre. A sequential mixed method research was 'used (quantitative-qualitative).. In the quantitativ� component participants completed a consent form, the Perceived Social Support Survey and a parent-professional Communication Questionnaire. Two mothers were then selected for interview based on their extreme scores on the Perceived Soci�l Support Survey. The interviews aimed to gather more indepth and varied data on mother-professional relationships within the context of their communicative interactions. Survey and Questionnaire data was analysed using correlation and descriptive statistical procedures. Grounded theory was used to analyse the interview responses. Results revealed that: (a) Most mothers perceived ECPs to be supportive; (b) Increased perceptions of social support were linked to specific communication characteristics; (c) A mother's communications and involvement in social networks were associated with higher levels of social support. These social networks were linked to, and supported by the child care centre; (d) Mothers may be looking for more support than they experienced from ECPs. Mothers' perceptions of ECPs as sources of social support are disc�ssed. The nature of mother-ECP communication and its influence on maternal feelings of support are described. Findings are discussed in terms of their relevance to theory and research. Limitations are identified and implications for early childhood policy development and practise are discussed.