Faculty of Education - Theses
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ItemDefining the characteristics of a good middle school teacher in an Australian setting( 1995)The purpose of this study is to. identify the characteristics of a middle school teacher that define that teacher as a good teacher in the eyes of their Australian colleagues. A model of the good middle school teacher was developed from the North American literature. This formed the basis for interviews with Australian teachers who have been identified as good middle school teachers by their school community. This has led to the establishment of a model based on the responses from the Australian teachers. The focus centred on the characteristics of the teacher but at times has included reference to curriculum and other structures within the school. The report's results reflect the Australian teacher's approval for child centred teaching but with a subject focus. The teachers feel a need for teachers to retain a passion for a subject area in order to inspire and enthuse their students, but doing this within a context of a curriculum focussed on young people and their needs. This study clearly suggests the strong link between teaching philosophy and curriculum and the need to cater towards the needs of both the staff and students in order to educate successfully.
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ItemGender awareness through discipline and welfare : how teachers change( 1995)This thesis explores the considerations for change processes which are effective when gender is an issue in schools. A model is developed, based on literature related to change processes in education, and this model is then tested in a primary school setting across the period of a full school year. Strategies and approaches suggested as avenues to introduce inclusive teaching practices are also trialled, using Discipline and Welfare as .a way into addressing issues around gender in schools. The Working Model for Gender and Change and the approaches used are evaluated and conclusions are drawn, related to the outcomes of the change process conducted in the school. The study shows that the developed model works and that gender issues can effectively be raised by investigating discipline and welfare issues in a primary school. Some recommendations and suggestions for further research are made.
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ItemIndustry placement for teacher professional development and school improvement( 1996)This thesis examines the experiences of a cohort of teachers involved in a long term professional development program linking education and industry. The thesis reports on changes in the relationship between education and industry that in part have resulted in criticism of teachers' ability to adequately prepare students to effectively enter the world of work. Teachers are seen to need to develop greater knowledge about and understanding of industry in order to impart to students up-to-date information about current industry practices. The Teacher Release to Industry Program [TRIP] is a professional development program allowing experienced primary and secondary teachers and school principals the opportunity to work in industry for a year. TRIP was established by groups from education and industry to provide for teachers to have direct experience in industry. The purpose of this investigation is to monitor how effective the TRIP experience has been for professional development for this group of teachers. Teachers' perceptions of and purposes for involvement in the program are viewed alongside those held by industry supervisors and school principals. Data are gathered about the teachers' perceptions of gains in knowledge, understandings, skills and competencies related to both industry and education. These data are viewed at the time of their experience and on their return to school. This study uses both contemporaneous and post-hoc data. Sources of data include teachers' journals, interviews with teachers, industry supervisors and school principals and written responses from teachers and university supervisors. A qualitative approach presenting case study data was seen as an appropriate means of investigation, firstly to give prominence to teachers' voice in supporting the uniqueness of the educational experience where the familiar needs to be made visible and interesting (Erickson, 1986) and secondly, to allow the features of the teachers' experience to be grounded in the literature and research on both professional development and education and industry links. There has been limited in-depth investigation of TRIP particularly in regard to the link between professional development and school improvement. This study therefore provides substantial data in a relatively un-researched area. The study reports on significant professional development outcomes for the teachers who participate in this program. In addition the study indicates that skills held by teachers are also appropriate in industry. Thus this study also contributes to understandings of the nature of teachers' work. Teachers report on the importance of establishing the worth of teachers' skills outside the school setting. Discussion also focuses on how the teachers' experience relates to school improvement. While this program appears to have significant outcomes in regard to personal professional development, the results of the study suggest that for more productive school improvement to occur, the teachers' purpose for involvement in the program must have the support of and be more related to, the needs of the school. The study gives support for TRIP as innovative program for teacher professional development and as a model of partnership between education and industry. The study makes recommendation for similar programs to be made more widely available thus allowing more teachers to be involved in this type of professional development.
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ItemA study of an innovative approach to teacher education in Pakistan( 1997)This is a study of a private teacher education institute, Notre Dame Institute of Education (NDIE), which is affiliated with Karachi University, Pakistan. It describes the distinctive elements of one of its programmes, the Bachelor of Education (B. Ed), compares them with B. Ed courses offered at other affiliated colleges and identifies the perceived impact of NDIE on teacher education in Pakistan. A qualitative approach, in the form of a case study, was adopted for the research. Data was collected by means of interviews, observation and the analysis of historical documents. A pilot study assisted with the identification of key themes and potential avenues of information. The comprehensive narrative indicates the use of appropriate means of qualitative data reduction, analysis and display. The NDIE B. Ed course differs from traditional B. Ed courses. Within the present context of teacher education in Pakistan, the study showed that the course was innovative in terms of its curriculum content; teaching and assessment methods; provision and use of educational resources; approach to school experience and teaching practice and the collegial nature of staff/student relationships. The respondents perceived the institute to be making a positive impact with respect to the implementation of change or innovation in teacher education, teacher socialization and educational leadership and formation within the Catholic Church in Pakistan. The importance of both the personal and professional development components of teacher education courses in raising the self esteem and confidence of teachers was indicated by the study's findings. The data provided by the respondents indicated that innovation is possible within the constraints of a traditional teacher training course and identifies the importance of establishing networks to support and maintain change initiatives and develop educational leadership.
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ItemProfessional recognition program for teachers : a review of the implementation of the Professional recognition program at the end of the first full year of its introduction( 1998)The Schools of the Future program introduced a series of educational reforms into Victoria, Australia leading to the development of self-managing schools within a state wide framework. One of the key initiatives of Schools of the Future was the introduction of a new career structure for principals, teachers and school support officers and the implementation of local. selection for all positions. This program is known as the Professional Recognition Program for Teachers and was introduced initially in 1995, at which time participation was voluntary. In July 1996 the Professional Recognition Program (PRP) became part of the industrial award with the official title of 'Teachers (Victorian Government Schools) Conditions of Employment Award' and participation was no longer voluntary. It has, however, continued to be known as the Professional Recognition Program or PRP. The Professional Recognition Program provides the framework for a local selection process, probation, annual performance review for Level 1 teachers, performance management for leading teachers, higher duties, special payments and sabbatical leave. The purpose of this thesis has been to examine the implementation of the Professional Recognition Program, from the perspective of the school Principal, at the end of 1997, its first full year in operation. In particular it has aimed to establish the impact that the introduction of the Professional Recognition Program has had at the school level on existing appraisal and professional development planning processes and on teachers' 'progress through the incremental pay scale. It has reviewed the ways in which schools have used their special payments to date. It also reviewed the time and workload issues for Principals involved in implementing the program. The method of research chosen was a questionnaire which was sent to all state schools in the Western Metropolitan Region of Melbourne. The questionnaire was directed to Principals and was designed to seek information on the implementation of the PRP using a mix of pre-coded questions and open comments. The major findings of this research have been that a majority of Principals value the introduction of performance management. In particular they value the opportunity provided by the annual review process to develop shared understandings and goals and to provide feedback and reward achievement. Principals also expressed a high degree of confidence in the professional development planning processes that they have developed in their schools. Principals are concerned however, at the significant cost to them of the increased time and workload that has arisen from the introduction of the PRP. Principals raised specific concerns related to the teachers at the top of the incremental scale whose needs do not seem to have been addressed effectively by the introduction of the PRP. Issues related to the use of accelerated progression and special payments were raised and need to be addressed. Concerns were raised with the lack of consistency of implementation across schools and a need for the provision of further professional development for Principals was raised.
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ItemTransforming professional development goals( 1996)The overall purpose of this study was to investigate the nature of goals as understood by the participants involved in the various stages of implementation of a professional development program, and the ways in which the goals were transformed as the program was implemented. In this thesis, "stage" is used in the sense of sequence, rather than development. The participants in the study were members of each of four stages of implementation of a professional development program, designed to support curricular reform, for teachers of mathematics. The development and implementation of the program were categorised into four stages. These can be identified with the actions of the participants: program initiators; program developers; workshop presenters and the teachers who would ultimately implement classroom content described in the program. The investigation involved description and analysis of the language used by the participants and how it communicated the character of their understanding of the goals. It is assumed that a participant's awareness of the goals influences the way the program is implemented. Data were collected from a range of documents used in the program, during interviews, via questionnaires and through observations of training sessions. For each stage of implementation, the main goals were summarised. Of particular interest was the way in which the goals were changed; as evidenced by the changes in meaning of key words and phrases. These changes were evident with respect to several key groupings into which the goals were classified by the researcher. The choice of words and phrases by participants at each stage revealed the nature of their goals. It was found that the goals of the initiators were usually to do with the altering of teacher practice. The developers' goals, while also concerned with altering teacher practice, were less directed. The goals as understood by the presenters were to do with promotion of a change in attitude in teachers (rather than practice), while the teachers' understanding of the goals were to do with relating the proposed change to their practice. In general participants at each stage had an understanding of the goals of the program that made sense to them, were achievable, and conformed to their perceived role in the program. For a given grouping of goals, there was a great diversity of both key words and phrases, and in meaning of goals as they were articulated at each stage. At times there was little change in the words used, and yet a large corresponding change in meaning. For other key groupings there was a great change in the words and phrases, with little alteration in the essence of the goal. Overall the character of the changes in goals, as understood by the participants at each stage of the professional development program, related to their perspective according to their role. This emergent character appears to be able to be generalised to all professional development programs This point of view ranges from that of a policy perspective, where policy solicits a change in teacher practice, to a practice perspective where the adaption of policy is sought in order to tie it with existing practice. The implications of this study are discussed concerning the effect that the transforming of goals in curriculum initiatives and professional development programs might have on the success of implementing changed teacher practice.
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ItemProfessional development as work-based, collective learning : a study of curriculum implementation and change( 1997)Change is now synonymous with education. Curriculum and school organisational reform currently infiltrate every aspect of school life, with teachers in many instances expected to take on myriad initiatives and school improvement proposals. This study, of curriculum change and implementation, was designed to gain insight into effective change processes and the learning opportunities provided to support teachers as significant curriculum reforms were introduced. The Early Literacy Research Project (ELRP) was used as vehicle for this study. Schools participating in the ELRP were to implement a comprehensive approach to literacy teaching and learning for students in the early years of schooling with the design of the project providing significant support for teaching teams as changes were introduced. A selective and focussed review of literature relating to the process of change in schools has been completed. This is discussed in relation to Matthew Mile's Triple I Model which outlines stages and factors in the change process. Particular emphasis has been given to literature which links teacher learning to the process of change, focussing on teacher collaboration and collective, work-embedded learning. The aim of the study was to monitor the process of change in ELRP schools and to identify the factors which supported teachers as they endeavoured to make significant and sustainable changes to their teaching programs. The study was seen as an opportunity to consider the relevance of the Triple I Model as a means of interpreting change in schools. A case study approach to the research task, using observations, interviews, document analysis and questionnaires, facilitated the monitoring of the process of curriculum implementation in ELRP schools. Throughout the study the intention was to record the 'teacher voice' during the change process to ensure the validity and authenticity of insights gained throughout this dissertation. The results indicated that change is far from a linear process. Stages and factors within the change process were seen to overlap and occur simultaneously as changes were implemented. The study highlighted the importance of specific change factors and in particular those which related to teacher learning and collaboration. It emphasised the key role personnel responsible for change can play when this role is well resourced and linked to the provision of work-based professional development. The study also promoted discussion in relation to placement of a number of factors within the change model. This led to the development of an adaptation of the Triple I Model. It is suggested that this revised model provides a conceptual frame which may be used to assist schools in planning, monitoring and explaining authentic school reform projects. iv
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ItemThe experience of Gordon's effectiveness training model and the discovery of "mirroring": a personal narrative( 1994)Gordon's effectiveness training (ET) model of communication, as experienced by the author, is presented as a personal narrative in the form of a condensed and edited journal. Teacher effectiveness, in terms of having effective communication dynamics with learners, is examined through a review of past research, the author's ET experience, and reflection. The effects of the teacher/learner relationship upon the learner's motivation to learn are discussed. The ET journal includes descriptive experiences, class notes, reflection, extracts, of tape transcripts, and verbal exchanges, in order to reflect understandings, changes in thinking, changes in attitude, changes in communication dynamics, and the results of these changes. As a result of the ET experience, and in collaboration with the course instructor, the author devised a series of worksheets for training use (offered as appendices) with modifications to the original ET model. Modifications include: the addition of the skill of mirroring, as an alternative to praise and blame; and, the concepts of rage stage, and memory trigger, as necessary adjuncts to Method III, that is "win-win", problem solving. These modifications are regarded as essential to the successful implementation and maintenance of ET skills. Effectiveness training is promoted as a valid and useful tool in developing effective communication skills for teachers in order to enhance their ability to motivate learning.
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ItemReflective practice in the early childhood practicum( 1999)There is much evidence in the current literature to indicate a movement towards a restructuring of teacher education, which emphasises reflection (Campbell-Evans & Maloney, 1996). University courses in teacher education are moving away from the technical model of teacher evaluation towards a reflective approach to teaching and learning which focuses on assisting pre-service teachers to develop reflective practices (Fairbanks & Meritt, 1998). The early childhood practicum is increasingly seen as an opportunity for students to engage in critical reflection with journal writing, frequently used as a tool for reflection. This project studied the practicum journals of nine final year Melbourne University Bachelor of Early Childhood Studies students. Analysis and interpretation of the reflective journals focused on two aspects. The first aspect related to the issues, which the students reflected about. The second aspect related to the cognitive processes the students engaged in when reflecting. The investigation found that students reflected in complex ways on complex issues throughout the practicum. The process of reflection, however, did not empower students to reflect in their own way about their own concerns. The study found that for this group of early childhood students, it was the location of power in student - supervisor relations that functioned to empower students to reflect in their own way about their own concerns or to disempower students by silencing them.
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ItemSocial support and the stress process in organisations( 1990)A general process of stress in organisations is proposed. The process comprises four stages which describe the path from environmental events to outcomes such as dissatisfaction and absenteeism. The general process contrasts external with internal events as well as stressors with strains and is used to integrate diverse and contradictory concepts of stress. It is argued that generality enables comparison across organisational contexts and across levels of analysis. A review of the social support literature identified four major types of support proposed to operate in organisations and which influence the operation of the stress process in complex ways. A questionnaire was developed to explore the stress process as well as support from co-workers, immediate supervisors and senior managers. Employees from three occupations - nurses, teachers and public administrators - responded to the questionnaire and the results were explored through a combination of exploratory and confirmatory procedures. Analysis of the stress process established substantial similarities across occupations. Central to the interpretation of results was the distinction between qualitative and quantitative stressors. Qualitative stressors were related to a dimension of engagement in the work environment while quantitative stressors were associated with overload. Two consistent dimensions of support were established across occupations: emotional and feedback support. Although the stress process and the two types of support were substantially consistent in the three occupations, there were marked differences in the way support was incorporated into the stress process for each occupation. Implications for the general model and the incorporation of social support are discussed for each occupation. The general process provides a means for integrating diverse perspectives of stress and social support. The establishment of organisational similarities provides a basis for the elaboration of contextual differences.