Faculty of Education - Theses
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ItemJust reporting : does the school have a justifiable reporting process?( 2006)This thesis titled `Just Reporting' aimed to explore the question: Does the school have a justifiable reporting process that meets the needs of key stakeholders (parents, students and teachers)? Through a critical review of the research literature relevant to reporting, various ethical issues were noted that assisted in the construction of the questions guiding this study. These ethical issues provided the lens through which I explored the reporting practices at the research school. The title Just Reporting emphasises the justice issues surrounding reporting as a communicative action where the integrity of each individual is maintained and relationships strengthened. The research took the form of a case study involving the participation of thirty-three parents, eleven teachers and twenty-one students from the one school setting in a questionnaire that had both quantitative and qualitative questions that gathered their affective and cognitive responses to the school's written report. I also held one focus group interview with parents to clarify information from the questionnaire. An interactive inquiry with mixed methods approach was chosen as the best way to answer the research questions. The aim was to develop a theory about reporting rather than prove an existing theory. This study examines what reporting is, the audience and purpose of reporting, and the imperatives of justifiable reporting. It gathered the opinions and beliefs about reporting at the research school from key stakeholder groups and sought to discover whether the written report met their needs and fulfilled the requirements of justifiable reporting. Final analysis of the data provided understandings about the nature of reporting at the research school and revealed a number of issues that prevented the process from being fully justifiable.
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ItemProgram evaluation of an alternative school( 2003)This program evaluation aims to identify the strengths and the areas that require improvement in an alternative school. The alternative school involved in this study was established to cater for 'at risk' students. The design of the study utilises both qualitative and quantitative methods. The qualitative data collection involved the use of standardised semi-structured interviews and focus group interviews. Questionnaires were the research instruments used for the collection of the quantitative data. Analysis of the results of this study indicated that the strengths of the alternative school related to the school culture/ethos, support for parents and students, relationship and connectedness and, student development and learning. The areas that require improvement involved the length of time for the students in the alternative setting, the transition from the alternative school back into mainstream, and the support for students after returning to mainstream education.
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ItemA nationwide educational knowledge and information system for China : is it likely to be adopted?( 2000)The researcher contrived a new strategy for the dissemination of educational knowledge -- a conceptual model of an Educational Knowledge and Information System (EKIS), based on a literature review. The focus of the research is to find out that whether, and under what conditions, the EKIS is likely to be adopted in China. The researcher interviewed some Chinese educational policy-makers to elicit their opinions on the EKIS model and on the possibility of the EMS development. The respondents perceived the EMS as a useful system, because it would have the potential to solve some of the current information problems. Their attitudes towards the EKIS development are positive, but with caution. The findings show consistency with the literature on innovation adoption. The importance of human factors in an innovation process is explicitly reflected in the findings. The respondents also indicated some elements that could hinder the adoption, development and utilisation of the EKIS in the setting of China, such as the influence of information policies, the impacts of educators' existing information dissemination and access conventions, and the lack of coordination among different government departments.
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ItemAn examination of the sustainability of school-based program initiatives: the case of 'Turning the Tide' in schools( 2005)This thesis examines the factors that influence the sustained use of new program initiatives mandated in schools. Using the case of the `Turning the Tide in Schools' (TTIS) drug education program (implemented in Victorian schools, Australia, since 1997) the author has sought to address the specific question: What are the key factors at the systemic and school level that appear to support the sustained use of program initiatives in schools? In order to fulfill this aim, semi-structured interviews were employed to collect information from across the school system. This involved staff from secondary school sites; Regional Drug Education Facilitators (RDEFs); and Drug Education Unit Officers responsible for the Program's development. Seven schools were chosen for study. Six of these were identified as having been successful in implementing and embedding the TTIS. Then, in order to strengthen the design, a seventh and contrasting school was selected (i.e. where the process of establishing the program had been `less successful') for `negative case analysis'. After a general examination of these schools, four were chosen to be presented as case studies. The majority of analysis was undertaken using N5 (QSR NUD*IST) software. Findings indicated a range of factors that appeared to assist program sustainability. Success was shown to be based on three domains where external and program-based factors were mediated through a third group of school-based factors. Each of the three categories comprised two major elements. Consequently, there seemed to be six key aspects influencing embedded use. These were: high program credibility; a strong prevailing political climate; supportive program structures and processes; adequate personnel and resource provision; a strong prevailing school ethos; and a high level of school engagement. While the findings confirmed many of the factors related to program sustainability already outlined in the literature, this study has revealed the importance of the explicit use of school change theory. This was evident in schools where knowledge of implementing change was seen to be important. It also appeared to be crucial at the design stage of a program. As a result, models of the specific factors related to the sustainability of TTIS and of generic conditions necessary for the sustained used of any new school initiative are put forward. Suggested actions for strengthening the capacity to foster sustained use are also outlined.
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ItemVision and reality: what are the experiences and perceptions of overseas students enrolled in a year 13 Foundation Studies course in business offered in a city university?( 2001)Internationalization has become one of the 'buzzwords' in Australian education. For most Australian educational institutions, internationalization meant an unprecedented influx of overseas students enrolling in their courses. This thesis will consider the mismatch of expectations between students from the Asia-Pacific region in a tertiary education institution in Australia. What is the mismatch of expectations? What is its extent? How does it come to exist? How does it manifest itself? These questions have been explored in focus group discussions with students from the Asia-Pacific region currently attending a Year 13 Foundation Studies course in a city university. The research found a mismatch between student and staff expectations due to miscommunication and cultural values.