Faculty of Education - Theses
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ItemUneasy lies the head : the repositioning of heads of English in independent schools in Victoria in the age of new learning technologies( 2004)This study explores the discursive practice of six Heads of English in Independent Schools in Victoria during a period of major cultural change. This change has been associated with huge public investment in New Learning Technologies and shifting perceptions and expectations of cultural agency in communities of practice such as English Departments in Schools. In this social milieu tensions exist between the societal rhetoric of school management and marketing of the efficacy of NLTs as educational realities and discursive practices at a departmental level, embodying and embedding academic values and attainments. In their conversations with the author, the Heads of English reveal much about themselves and the nature and distribution of their duties and responsibilities within the local moral order of their schools and with their individual communities of practice. A model is developed of the dual praxis of the Heads of the Heads of English, mediated by autobiography and historically available cultural resources in a community of practice. As agents concerned to both maintain and transform their local culture of English teaching, and consequently the whole school culture, the Heads of English account for themselves as responding to their own `sense of place' in their own community of practice, but also the `structure of feeling' of the period by which their achievements and standing are known. This study of the persons of the English co-ordinators draws upon both Positioning Theory and critical realism to reveal the dynamic nature of both their identity and the social organization of English teaching in schools.
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ItemLife at the top : an examination of the career experiences of female principals in the state secondary system( 2000)This thesis examines the career experiences of female principals in the Victorian state secondary education system. It explores their experiences and the career decisions which have led them to their current position. The research documents the reactions of these women to the changes to the role of the principal that were instituted by the Kennett government. Findings suggest that the concept of a planned career path focused on attaining the goal of a principalship does not fit with the experience of most of the women in this research project. Instead, career was only one of a number of competing life concerns. Their decision to aim for the principalship was taken when seeking a new challenge in their teaching career. The support and encouragement of peers and leaders within teaching was crucial. Some diminution in family responsibilities was frequently a catalyst for change. In deciding to apply for the principal class, the pattern was to limit their applications to schools which were geographically accessible to their home and which were seen as compatible with their educational philosophy. The current ambitions of the female principals were related largely to a desire to see their school as successful. The experience of female principals in the 1990s under 'Schools of the Future' highlights the multi-faceted demands and pressures inherent in the principalship. The research data reveal the resentment felt by many female principals at what are perceived to be role demands antithetical to educational leadership. The research shows also that whilst respondents espouse a participatory style of leadership, the nature of the principal's job requires a range of management styles. Whilst a majority were positive about the principal's role, many were wary of the ever increasing workload and critical of certain role demands linked to a more competitive educational climate. A desire and search for balance between the public demands of the job and the private sphere of personal life was a constant theme that emerged from the research data.
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ItemA cross-age comparative investigation of students' attitudes towards computers as a tool to support learning in years 7-12 science classes( 2000)This thesis documents a cross-age comparative investigation of students' attitudes towards computers as a tool to support learning in Years 7 - 12 science classes. The study was set at the secondary school campus of an independent girls' school in Victoria. The secondary school is broken into three relatively autonomous groups, the Junior Secondary School (JSS), the Middle School (MS) and the Senior School (SS). Data was collected by a survey administered to 1215 students in Years 7 -12 science classes. Results of the survey were analysed using Analysis of Variance (ANOVA) and post hoc Bonferonni analyses. This study aimed to investigate the ways computers are used in science classes. Word processing and the internet were the most common computer uses across the school. A comparison of students in JSS, MS and SS's preferred frequency of use of computers in science classes was undertaken. JSS students preferred to use their computers more frequently in science classes when compared to MS and SS students. An investigation of the uses of computers in science classes that students found beneficial to their learning of science concepts was undertaken and compared across the three school groups. Students' attitudes towards computers as tools to support learning in the science classroom was investigated. The majority of students in all school groups felt the computer was a beneficial support for learning when completing assignment work and was a beneficial tool for presentation. However, it depended on the number of years of computer experience in science classes as to whether students felt the computer was of benefit to their learning of theory or practical work. Aspects of computer use at school in general, that students liked or disliked was determined. The stage of the curriculum that students were currently in, was the major determinant for the students' attitudes towards the use of computers as a support for learning.
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ItemAn inquiry into the success of the integration process in Victorian Post Primary schools( 2016-01-20)This study sets out to examine how teachers with integration responsibility within Post Primary schools and the student participants in integration perceive the levels and forms of success of the programs. After reviewing the relevant literature it became clear to the writer that the major barriers to success of integration are organizational and structural in nature and that the perceived level of success of programs appears to be linked to the ways particular schools are structured and administered. A survey of a sample of integration teachers and a sample of their students was conducted to examine whether there was a difference between the success of integration programs in schools that were collaboratively organized compared to those organized in a traditional way. Most Victorian Post Primary schools are basically conservative and traditional, but under pressure from many sources there is a shift towards being more flexible, open and collaborative. Integration teachers in all schools were expected by the Ministry of Education to act as agents of change but in general teachers appear to have assumed the role ascribed the remedial teacher. The findings of this study indicate that curriculum changes are taking place at a much faster rate in collaborative schools which place a value on student-centred learning. The administration of these schools was found to be active in initiating integration policy and programs, whilst in traditional schools it was the parents who were the significant initiators of integration. The collaborative schools also tended to provide more successful individual programs for their integrated students and obtained a higher allocation of physical and professional resources although both types of schools indicated a high failure rate in the area of needed resources. Overall there is evidence of a shift towards flexibility and co-operation in secondary schools but this is happening within a context of inadequate policy formulation, poor organization and sensitive resource provision, so it is not clear cut. The study indicates a need for policy orientated research regarding the provision of resources and investigation into professional development programs for teachers involved in meeting the needs of integrated students.
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ItemAn exploration of the preparation and training of Samoan secondary school principals for leadership( 2000)This study is an exploration of the preparation and training of Samoan Senior Secondary Principals for leadership in school. The study utilised a qualitative methodology as the perspective of the principals was sought. The particular research instrument used were semi-structured interviews. These interviews were audio taped and fully transcribed. This raw data was complemented by a form which was used to establish background material on each principal. The themes that were identified, with the aid of a grid which displayed the data, raised a number of issues facing Samoan leaders. The literature review set the context for current Samoan education, by giving an historical view of the development of education since the arrival of Europeans in Samoa in the 1830s. This historical perspective revealed that many of the issues that affect Samoan Education today have had a long standing impact in Samoa. The context in which principals exercise their leadership is both complex and problematic. The analysis of results used the verbatim quotes of participants to highlight the issues. A key issue is the appropriateness of the transfer of models of leadership training from a Western perspective in Samoa. The conclusion reached in this study is that the range of issues that face a leader in a Samoan Secondary school, require an approach to preparation and training for leadership that is not currently occurring. Samoan principals in this study have not received a level of training for leadership that specifically addresses the concerns faced as leaders in their schools.
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ItemTaking social capital into account when implementing educational policy : implications of the Kirby report for social capital in Ironbark( 2002)There is a growing body of research around the concept of social capital that suggests that there are connections evident in relation to successful educational achievement and employment, and high rates of social capital. Social connectedness - one of the outcomes of having social capital - is held to be very important for young people of post-compulsory school age, particularly in the current economic climate. This exploratory study will examine the problem: What can social capital mean in post-compulsory education policy, and in the manifestation of that policy?' This study examines The Ministerial Review of Post Compulsory Education and Training Pathways in Victoria, commonly referred to as The Kirby Report. Kirby takes the view that the links are strong between community and social values, the economic future of the state, and educational outcomes for young people. Within this report and its recommendations, the concept of social capital and its contribution to building community values is deemed to be one of the broad requirements of the community in relation to young people and their experiences in education and training. The concept of social capital and the effects of the growth or reduction of social capital within rural communities is also examined, and it is the links between social capital, the implementation of the recommendations of a report such as Kirby, and the ramifications of these links for a rural town in North-East Victoria of 2,500 residents, that provide the framework for this study.
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ItemMarket orientation case study( 2001)The importance of this research is reflected in the changing face of education. There is increasing pressure for accountability of schools in the private and public sector, for their programs, their financial viability and ultimately their capacity to survive in the marketplace. While the education industry is rapidly becoming a competitiveness business, the legitimacy of marketing as a means of recruitment, the marketing concept and embracing market orientation sits uneasily with many educational administrators. School X provides an illustrative case study of a well-established school in the international education sector. It has a strong business focus and is part of a global educational network. The management structure is similar to that in private sector industry. As a successful enterprise operational practices and marketing strategies are worthy of study. Qualitative and quantitative research methodologies will be applied. The researcher will discover how School X has embraced the concept of market orientation and whether the organisations growth is related to its approach to the marketing concept.
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ItemSchool-industry partnership : a clarification evaluation case study( 2002)School-industry programs are a rapidly growing aspect of vocational education in Australia. This study examined one of these programs. It sought to identify factors that led to the establishment of the program; the essential operational components within the program; and how the program advanced vocational education and training in the community in which it was located. Clarification evaluation was used as the investigation approach. Data were collected from documentary evidence and interviews with key program stakeholders (employers, teachers, training providers, and program staff). The investigation identified a number of key elements that were fundamental to its successful establishment. These were: shared common purpose to address local youth unemployment and industry skill shortages; and people that had the will and capacity to bring about structural change: External enabling factors were also important in establishing the program. These were: timely government funding; and visionary education authority personnel who facilitated the convergence of stakeholder groups. The study also showed that there were clearly identifiable factors that underpinned the program's operation. These were: good strategic and business planning processes; negotiating workplacements with employers and courses with training providers on behalf of local schools; running induction and skills programs to increase students' work readiness; supporting teachers to integrate workplace learning into the curriculum; supporting workplace supervisors to mentor students; and linking the school-industry program to complementary employment placement programs. Finally, the study demonstrated that if certain conditions are met in industry and schools, school-industry programs could advance vocational education and training in their local communities. These conditions are concerned with the state of the local economy, community identity, willingness to contribute education and training of young people (industry); and schools' demonstrated commitment to vocational education and training through resource allocation and flexible timetable structures. The findings of this study have the potential to influence the design and development of future school-industry programs in Australia. A framework is presented, along with a series of cogent recommendations. These should assist government, employers, schools and program managers to better design and implement school-industry programs that produce high levels of practical skills and knowledge in young people that enhance their employability and life chances.