Melbourne Graduate School of Education - Theses
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ItemFrom the general to the particular : connecting international classroom research to four classrooms in Brunei Darussalam( 2009)This doctoral research project set out to investigate whether large-scale international classroom studies have the capacity to connect with and offer insights into the classroom practices of individual teachers in Brunei Darussalam (hereafter, referred to as Brunei). In this study, the categorising scheme and results of the 1998-2000 Third International Mathematics and Science Video Study (TIMSS-99 Video Study) were used to examine the practices of four Grade 8 mathematics classrooms in Brunei. The practices documented in the four Brunei classrooms were then compared with the practices identified in the seven countries that participated in the TIMSS-99 Video Study. The comparative analyses were made possible by the application of the analytical codes of the TIMSS-99 Video Study to the Brunei video data. Adapting the Learner's Perspective Study (LPS) data collection methods (lesson sequences, interviews and an additional questionnaire) in combination with the analytical framework of the TIMSS-99 Video Study, generated a substantial body of detailed data about each of those four classrooms, sufficient to characterise the practices of those classrooms using the TIMSS-99 Video Study coding scheme and to support comparison with the TIMSS-99 Video Study findings. Connecting the generality of the TIMSS-99 Video Study findings to the specificity of the four classrooms studied in Brunei revealed both similarities and differences between the patterns of practice evident in the international and local data sets. In addition, the study addresses the question of how these similarities and differences might be used to inform classroom practice among the four Brunei teachers. Certain characteristics were common to the 20 Brunei lessons analysed: (i) The consistent shortness of the Brunei lessons (about 22 minutes), (ii) The consistent use by the Brunei teachers and their students of short spoken public utterances (typically less than five words); and, (iii) The relatively high "connectedness" of the Brunei mathematics lessons in comparison with those lessons analysed in the TIMSS-99 Video Study. One reading of my findings is that between-teacher variations problematise the usefulness of national typifications of practice. On the other hand, studies such as the TIMSS-99 Video Study can offer us salient dimensions of practice that alert us to characteristics of familiar classrooms that might otherwise go unnoticed.
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ItemDoes hands-on experience promote autonomous use of computer pods in science teaching ?( 2009)We have ingrained into our teaching ideology that Information and Communication Technology (ICT) is an essential component of modern education. The computer pod was suggested in the early 2000's by the Department of Education, Employment and Training (DEET) as the means of providing students with access to ICT, but neither the method to harness nor how to direct innovation for best practice were indicated. A literature review by Hennessy and Osborne (2003) provided information on the available ICT tools for Science teaching and suggestions exist for the merits of using computer pods in Culbertson's (1999) reflections on nine studies and Owen's (2003) discussions of English teaching, but rarely was there a merger between the fields of computer pods and Science teaching. Professional development within a department where teachers create their own tasks provides a method of computer pod integration when slotting the tasks into the curriculum. This provides a future teaching document incorporating computer pod usage. The process of creating activities provides a training opportunity for developing accessible resources. The hands-on experience of Science teachers developing their own tasks for sharing aligns with self-help and effective resource management. Impediments exist for teachers in the form of time, equipment, availability, booking requirements, a philosophy that a 1:1 student: computer ratio is essential, comfort zone, student management and supervision. Incentives such as: students being keen, comfortable, suited to this learning style and capable users in this environment, who knowledge share with their teachers provide balance to the impediments. This artefact (the computer pod) is acknowledged as a rich component of learning, particularly in promoting group work, where students build their knowledge together. The results of interviewing five Year 8 Science teachers before and after the research year, where pro-noun analysis was used, generated the findings that Science teachers automatically expand their comfort zone in this environment and acquire the desire to experiment via a transition into the classroom with the activities they have specifically created. Individual teachers ventured further and used tasks developed by others for shared use, while others limited their involvement. This research provided a spectrum of responses, which exhibits variability of success and enhances the reliability of the results when presenting individuals as a range within a small sample. A broad picture even though it had a small focus group. The generated direction was an ownership component was generated in what an individual has created for themselves, which gives the incentive to test it out and simultaneously motivates autonomous integration into teaching strategies. This process has potential applications to others; whether it is other Science teachers, faculties within schools, individual teachers or more broadly, where ownership of the artefact enables the individual to confidently step forward with what becomes part of their skill acquisition and comfort zone.
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ItemProblem based learning and information and communications technology: can problem based learning improve year 9 students' motivation to learn ?( 2009)This study investigated the use of Problem Based Learning (PBL) as a teaching and learning strategy in Year 9 (15 year olds) Information and Communications Technology (ICT) classes. Researchers (Ahlfeldt, Mehta & Sellnow, 2005; Hmelo-Silver, 2004; Colliver, 2000; Albanese & Mitchell, 1993) claim that PBL improves the educational motivation of tertiary students through its use of small groups working collaboratively to solve a real problem. Researchers also claim that PBL requires a high level of maturity (Drinan, 1997) and that secondary school students lack the necessary social skills to work effectively in a team (Achilles & Hoover, 1996). It is reported that Year 9 students have a low rate of engagement with their learning and a decreased level of motivation to learn (Cole 2006, Weiss, 2003; Johnson, Crosnoe & Elder 2001, Woods, 1995; Lumsden, 1994). Hence, this study was undertaken to see if PBL could be used at Year 9 level to motivate students while maintaining the required curriculum outcomes. Student motivation was assessed by administering Martin's Student Motivation Scale (SMS) (Martin, 2002) at regular intervals throughout the year in two Year 9 ICT classes. These two classes were run using different mixes of traditional teacher-directed classrooms and PBL classrooms. Additional attitudes and activities, considered important to students' motivation to learn, were assessed using the Samford Attitudes and Activities Assessment Scale (SAAAS). This study found that PBL was a teaching and learning strategy that enabled the required educational standards to be addressed. Results from the SMS and SAAAS showed that the introduction of PBL into these Year 9 ICT classrooms led to improvements in student Motivation, Learning Attitudes and Learning Activities as measured by the SMS and SAAAS while achieving the required curriculum outcomes for Year 9 ICT. This study also found that the use of PBL over an extended period of time maintained these positive effects.
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ItemPreparing teachers and students for a digital age: fostering the development of a technological and information literate school community( 2004)Information and communications technology has become commonplace in secondary schools. However, how this technology is used to enhance teaching and learning varies amongst schools, teachers and classrooms. In 2001, a single site case study was conducted at MacKillop College, a Catholic secondary school, to identify the factors that influence the development of a technological and information literate school community. That is, a community in which teachers and students utilise print and electronic forms of information effectively, and use computer and communications technology to perform day-to-day tasks. This study involved Year Seven students and their teachers. Data was gathered using both qualitative and quantitative methodologies to identify: school administration support required to facilitate the development of a school community that is technologically and information literate; the relationship between teacher professional development in ICT and the use of ICT in curriculum planning and implementation; and the relationship between teacher ICT skills and that of their students. The full support of administrative bodies governing educational institutions is essential to ensure the seamless integration of information literacy skills and ICT into school curricula. The literature surrounding ICT and information literacy in schools identifies support from school Principals and school administration bodies as contributing factors in the development of an ICT learning community. The findings from this research support this view, suggesting that school administration plays a very influential role in the successful implementation of ICT within a secondary school, corroborating research conducted by McKenzie (1999) and Meredyth (et al. 1999), highlighting the lack of adequate support for teachers in the use of ICT as one of the major obstacles to the integration of ICT in a school environment. Lemke (1999), McKenzie (1999) and Rogers (1994) suggest the way in which the professional development for teachers is presented, and the expectations placed on teaching staff with regard to their own learning and skill development plays an important role in the ongoing participation in ICT professional development. Over a period of four years the ICT resources at MacKillop College were upgraded, and professional development activities in ICT were organised for teaching staff. Professional development in ICT succeeded in increasing teacher skill, however this was not reflected in an increase in the use of ICT by teachers in the classroom, or an increase the use of ICT in curriculum planning and delivery. The findings of this research concur with those of Meredyth (1999) and McKenzie (2001) who suggest that the money spent on technology infrastructure within schools has had minimal impact on the daily practice of teachers and the use of ICT in the classroom. Becker, Ravitz and Wong (1999) have also concluded that only one-third of teachers encourage students to use ICT on a regular basis in the classroom. At MacKillop College student access to ICT was increased, however teacher access was not. Without adequate teacher access to technology and technical support, ICT at the school was under utilised. These findings are similar to those found by McKenzie (1999) who suggests that the downfall of many ICT plans is their emphasis on hardware and software, with little consideration given to the support required by teachers to utilise ICT effectively. The findings of this research reinforce studies conducted by Ronnkvist, Dexter and Anderson (2000), strongly reinforcing the need for teachers to have adequate access to technology, identifying support staff, professional development and facilities as key determinants to the successful development of a technological and information literate school community. The results of this study support the findings of Todd, Lamb and McNicholas (1993). Students entering Year Seven were proficient in basic computer applications, but lacked information literacy skills. They were able to locate information successfully, however, they relied heavily on electronic information. Without adequate skills in defining, synthesising and evaluating information, students tended to produce work that was poorly written, and many tasks were an assembly of information taken directly from the Internet or other electronic medium such as a CD-ROM. The findings of this research indicate that many teachers did not have a clear understanding of the information literacy process, nor were they comfortable with the use of electronic resources such as the Internet, electronic libraries and CD-ROMs. As a result they were unable, or reluctant, to instruct their students in the use of these resources. The findings of this research suggest a link between student ICT skills and the skills of their teachers. Teachers who were confident and competent in ICT, utilised ICT on a regular basis in their classrooms, and modelled these skills to their students. These teachers were also more likely to design ICT inclusive programs, and encourage the development of these skills in their students. Similar findings have been reported by Downes (1990) and Campbell (1996), confirming a relationship between teacher familiarity with hardware/software, use of computers in the classroom and the link between information literacy and ICT. Lanksher (2000) and Duckett (1994) also suggest teachers confident in their own ICT skills are more likely to engage their students in activities that involve the use of ICT. The Real Time Report (Meredyth et al. 1999) suggests many schools have experienced issues similar to those documented in this research, such as computer access; hardware/software issues, maintenance and support, with secondary school Principals in Victoria identifying ICT as one of the highest budget priorities within their schools. This research supports the current literature surrounding the use of ICT in schools, highlighting the importance of an integrated approach to ICT, and identifies many of the obstacles that inhibit the development of a technological and information literate school community. The recommendations from this research promote the need for continual evaluation of ICT within schools, focusing on infrastructure, professional development for teachers, access to technology, and technological and administration support.
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ItemCommunicative activities for developing English speaking proficiency in Thailand( 2005)This study investigated the effectiveness of the two communicative activities, Information-gap and Role-play, in developing students' speaking proficiency in an English as a Foreign Language (EFL) classroom. It also provides an understanding of the dynamics of the learning process in the language classroom which resulted in students' progress in speaking. The study comprises a piece of reflective practice in the teacher-researcher's own practice, drawing on an integrated set of qualitative methods to gather data from all involved. This study was conducted in a normal language classroom of thirty-eight students in Thailand, and nine participants were targetted: 3 High, 3 Medium and 3 Low, based on language proficiency levels. Three research questions guided the study: (1) Can Thai students be assisted to use communicative activities, Information-gap and Role-play so as to overcome their weaknesses in speaking English?, (2) What most assists in the creation of meaningful situations?, and (3) What assists with the breaking down of affective barriers to participating in the two communicative activities? Data were gathered from four sources: Speaking Tests as Pretest and. Posttest, student diaries, teacher's journal and ethnographic interviews. The Speaking Test . used as both Pretest and Posttest was analysed by using mean, standard deviation and t-test Dependent measures to test the difference in students' English speaking proficiency between before and after the two communicative activities program. Results of this study reveal that using the two communicative activities, as an: innovative program had a significant impact on improving EFL students' speaking proficiency. Meaningful situations were established using pairwork and group work, both important features of Communicative Language Teaching in the language classroom. This novel classroom organisation created a positive atmosphere,. reducing affective barriers to language learning. Moreover, the dynamic classroom initiated a cycle of student progress in the language learning process which formed the basis of their progress in speaking English competently. Quantitative and qualitative data mutually supported the positive conclusions of the study. Based on the findings, recommendations have been provided for teachers in arranging the EFL speaking classroom. The Information-gap and the Role-play, are highly recommended as effective methods in the improvement of students' speaking proficiency. Additionally, this study attempts to conceptually establish a hierarchy in the relationship of these two activities that will be the most effective for assisting EFL learners in Thailand, at least, to achieve proficiency in spoken English. This study also proposes key factors that teachers must take into account in their attempt to achieve the goal of successfully teaching speaking skills in large EFL classrooms. In particular, it suggests - that when teaching materials designed for the two named activities are introduced to EFL teachers at all levels of education in Thailand, they may achieve success. There is a great deal the teacher must and can do to bring about success in this field. These include designing the materials carefully and arranging the classroom in new and challenging ways, ways which are, nonetheless, compatible with the realities of modern Thailand. Most particularly the teacher must be able to support the learners in their initial endeavours, as they begin to work in very different ways to those they have been used to, within themselves about their own spoken English; in how they work with their friends and classmates; and, especially, in how they relate and work with their teacher. Encouraging them to get through the challenges this offers by taking the time to consciously reflect on what is going on, was shown to be one way this could be done successfully.
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ItemTeachers' use of ICT in the secondary school: investigating the impact of change on teachers' use of ICT( 2007)This thesis investigates the impact of four initiatives (the provision of a desktop computer, the change of operating systems from Windows to Linux, the compulsory use of a Learning Management System (LMS) and the implementation of professional development) on the use of Information Communications Technologies (ICT) as perceived by secondary teachers at an independent school in Melbourne's East. A mix of qualitative and quantitative data were gathered for this case study by surveying the secondary teaching staff, interviewing six teachers and two key leaders of ICT, and analysing documentation such as computer bookings and school policy records. These data were analysed and compared to that of wider local, national and international research and the following five findings were evident: 1. Evidence was found of an overall increase in the use of ICT since the four initiatives were implemented; 2. Less than half (44%) of the teachers surveyed perceived that there was an improvement in the quality of their use of ICT as a result of the changes, the majority (52%) perceived that no change had occurred for them with 4% claiming that the quality of their use of ICT had actually decreased as a result of changes; 3. At least one of the teachers interviewed demonstrated some profound improvements in their use of ICT as a result of the four initiatives; 4. The provision of personal access to a desktop computer was perceived by the teachers to have had the most impact on improving the use of ICT, followed by the implementation of the LMS and the PD program; S. The change of operating systems from Windows to Linux was perceived by the majority of teachers as a having a negative influence on their use and development of ICT. This study should be of benefit to school administrators who are in the processes of implementing initiatives to help improve the use of ICT by their teachers. It could also be helpful for teachers who are wanting to develop their professional attributes in relation to the use of ICT and make ICT a more effective tool in the teaching and learning process.
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ItemAn investigation of the role description of the information and communications technology leader in secondary schools( 2008)While growing numbers of schools have an Information and Communications Technology leader, the role is defined in a variety of different ways. As position descriptions vary from school to school, there is surprisingly little consensus on who an Information and Communications Technology leader should be or what the position should entail. Although the role of the Information and Communications Technology leader in schools has not been formally investigated as much as that of Principals, some commentators have begun to suggest that Information and Communications Technology leaders have a crucial role to play. In Victoria, Australia, Information and Communications Technology leaders in secondary schools have been given a variety of position titles. In some schools the position is treated as a senior role, while in others it is not terribly important. Financial remuneration and time allowance for the Information and Communications Technology leader role varies. In addition, no system-wide description of the role or expectation of an Information and Communications Technology leader .exists. Moreover, there are differences in practice as to what kinds of experience and qualifications are necessary to undertake this role. In describing the Information and Communications Technology leadership role, the goal of this research was to obtain perspectives from a variety of personnel in key leadership positions in schools as well as teacher perspectives to evaluate: the similarity and differences of perspectives compared to the literature. For this purpose, comparisons were conducted across the seven schools. In all, a total of 51 questionnaires were completed by the participants: Heads of Departments, Deputy Principals, Classroom Teachers, Head Librarian, Computer Technicians, Principals, Network Administrators and Curriculum Coordinators. In addition, six people were interviewed from the pool of participants in the questionnaires. From the study it was identified that to be an effective Information and Communications Technology leader, one needs to have experience and skills in four specific areas. The four specific areas are: � Resources/Equity � Pedagogy � Professional Development � External Factors These specific areas are strongly connected to key aspects of the questionnaire and provide important points of amplification in terms of developing a position description. Additionally, the study identified that the Information and Communications Technology leader needs to as have the following components in the role: � Knowledge and Skills - both in terms of having a sound educational background and knowledge of hardware and software. � Team Leadership - with regards to technical team and Information and Communications Technology vision team and all staff in terms of professional development. � Leadership - with particular respect to vision and strategic leadership � Seniority - especially with respect to belonging on senior teams within a school and being able to have direct communication with the Principal. From this study, an Information and Communications Technology leader's role was derived and a position description produced which may be applied to schools.
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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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ItemA journey in language teaching and learning( 2000)This study is a journey of teaching and learning. I describe my own language learning and my entry into the second language teaching profession. Over my years of teaching as a secondary teacher of French and German and a German Method tutor I have experienced the vicissitudes of differing language teaching methodologies and language acquisition theories. The study emanates from my growing concerns with student second language learning based on the experience gained by mid-career as I saw students flounder and become disaffected. In my reflections I searched for mediating tools to provide greater self-regulation in student learning. I felt the need to strengthen the pedagogical relation (van Manen, 1991, 1994) in a trialogue between the teacher, the students and the subject domain of the German language (Roberts, 1996). To better respond to my teaching and learning responsibilities I undertook this study using the metaphor of my journey of teaching and my students' journey of learning. My own language learning experiences form the background as I embarked on a language teaching career. During my professional life I have experienced the methodological swings which influenced the language teaching scene. I consequently developed an eclectic method of teaching. However, I continue to seek the epistemological and ontological assumptions underlying my teaching. The study arises in the context of the 1990's when Australian Federal and State Government policy statements on the school curriculum implied that in the future all students in Australian schools should continue second language studies through the compulsory years. These students are faced with multi-faceted influences on their learning and adjustments to second language teaching practice are required. Australia's English-speaking heritage and isolation result in resistance to second languages. The translation of words, meanings and cultures is an operation fraught with risk for students who fear both new associations and rupture with their own life systems and identity. Language teaching has to embody a sympathy for the students' feelings and a pathway to make their learning more meaningful as they seek to establish their personal identity in German. I have attempted to reposition myself in my classes to foster the pedagogical relation so that my affection and commitment can make the translation of words, meanings and the German culture more accessible to my students. In exploring my students' learning strategies based on Oxford's (1986) classification I enter into a conversation with the students in two classes, Year 7 and Year 10, of a Melbourne girls' school as they progress on their journey of language learning. Their developmental needs and attitudes require responses in social situations that are meaningfully situated and enhance recognised learning strategies that mediate learning and motivation. The reflective inquiry pursues a dialogue between situated activity and mental processing in the classroom. In small group settings students engage in self-expressive activities (Prawat, 1998) that promote student self-identity and also link the dual domains of learning and motivation. The design of the group work tasks enable students to develop in the "Zone of Proximal Development" (Vygotsky, 1978). Support is offered through scaffolding, intersubjectivity and the use of mediational tools. As the students and I reflect on their learning and affective positioning we move towards a growing awareness of strategic learning that can foster increasing self-regulation in the students' learning and an increasing appreciation of German.
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ItemBuilding teacher capacity and the dynamics of professional learning teams( 2009)This research investigated the operation of facilitated professional learning teams (PLT) in secondary school settings in building teacher capacity through continuing professional learning in a community of practice. In this study I tracked the development and dynamics of three PLTs as the teachers met to discuss strategies to build strong teacher-student relationships in a sequence of PLT learning meetings with myself, the external facilitator. I explored the participants' perspectives on the impact of the PLT and identified the internal and external factors and conditions that influenced their operation, using a narrative inquiry approach. Using an analytic auto-ethnographical approach I explored my role as the external facilitator in development of the professional learning team as a community of practice. This research study used a multiple embedded case study design to facilitate comparison of evidence between teachers within each PLT, as well as between the three PLTs. Qualitative data were collected through a number of methods: transcripts of PLT meetings, PLT minutes and notes, a PLT evaluation questionnaire, teacher interviews, focus group interviews and researcher field observations. Relational communication within meetings was analysed. The PLT was perceived to be effective in building teacher capacity. The development of deeper collegial relationships enabled teachers to "deprivatise" their classroom practice, engage in reflective dialogue and learn from each other, thus improving their capacity in implementing strategies for developing positive relationships with their students. Teachers generally reported a positive impact upon their classroom practice, their sense of efficacy and student outcomes, in terms of improved teacher-student relationships. The ecological factors that impacted on the operation of the PLT were mapped using a bioecological systems model. The findings suggest that the facilitator's role is vital in the development of the PLT and in its operation and effectiveness.