Faculty of Education - Theses
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ItemThe pedagogy of engagement: classroom management vs. facilitating learning( 2019)This thesis explored the way upper primary teachers think about student engagement and how they operationalise the concept within their classrooms. Student engagement has been frequently linked to academic success, and improving the engagement of students continues to be a priority for policy makers and practitioners alike. Despite an abundance of research, it remains questionable whether researcher conceptions of student engagement adequately represent the way teachers experience the concept. Teachers' perspectives on student engagement and their engagement-related practices were investigated over two studies using an exploratory sequential mixed methods design. In Study One, in-depth interviews were conducted with 16 teachers to explore their beliefs about student engagement in learning. Teachers described six qualitatively different forms of engagement and disengagement, as well as a complex process for facilitating student engagement within lessons. A typology of engagement and a pedagogical framework for engaging students were proposed based on the findings. Study Two sought to test the validity of the typology as a representation of teachers' descriptions of student engagement and its usefulness in coding teachers' engagement-related interactions within observed lessons. Four teachers were interviewed and four lessons observations for each teacher were conducted. In addition, 72 students within those classrooms were surveyed to explore their perceptions of aspects of the learning environment, including their understanding of teacher expectations for student engagement. Qualitative analysis of interview and observation data revealed that teachers varied in their expectations for student engagement within lessons, their views on the role of peers in student engagement, and in the frequency with which they intervened within lessons to facilitate different forms of student engagement. Quantitative analysis of survey data suggest that students in different classrooms perceive different expectations for how they will engage in learning experiences. A model is proposed for thinking about the pedagogy of student engagement, providing an alternative vantage point from which to explore the concept, one that is grounded in the real-life experiences of teachers facing the ongoing challenge of engaging students in classroom learning experiences.
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ItemInnovation in university computer-facilitated learning systems: product, workplace experience and the organisation( 2003-06)This thesis reports on the development of a generic online system to support learning and teaching at the University of Melbourne. New online technologies, the fostering of innovation at national and university levels and my position within a central educational unit provided the opportunity in 1996 to adapt a previous software package for online use. My observations of the problematic nature of computer-facilitated learning (CFL) production led me to take an open approach to the development, seeking both a practical product and enhanced understanding. A series of formative questions defined the scope and goals of the study, which were to: *produce a generic online learning system; *increase understanding of the workplace experience of that development; and *develop an organisational model for the further development of generic CFL systems. Given this multi-disciplinary focus, many paradigms in the literature could potentially have guided the study. A number of these aligning with the research purposes, context and constructivist philosophy of the study, were reviewed from the perspectives of learning, CFL development and the organisation.
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ItemCultural others: a new conception of cross-cultural management( 2011)Organisations have increasingly become stages for cultural pluralism through engaging in workforce diversity, cross-border expansion and international cooperative arrangements. This thesis argues that much of the cross-cultural management literature has portrayed cultural differences as potentially damaging to organisational effectiveness. In emphasising culture-as-difference, this literature has marginalised a view of culture as differentiated perspectives in ways of ‘seeing’ and ‘doing’. This thesis contends that culture is a unique form of knowledge that can make a valuable contribution to the organisational learning practices of organisations and argues that this can be facilitated through better understanding of the impact of the organisational environment on ‘cultural others’. The argument is advanced through exploring traditional conceptions of culture and organisational culture that within organisations encourage management practices that mitigate individual cultural differences and promote cultural homogeneity based on unifying organisational values, beliefs and goals. As a result, organisational learning is confined to a subset of what is known by cultural others, filtered by the organisation’s own actions. It is argued that a new conception of culture is needed that considers an individual’s cognition as basic to the formation of knowledge as cultural and therefore as more than the de-contextualised accumulation of information in the ‘black box’ of the individual mind. As such, a framework of cognitive science, and in particular connectionist theory of learning and distributed cognition, are used to provide a more holistic account of knowledge as the meaning and actions that arise from situated learning and experiences that are contextually bound. At the individual level this thesis seeks to explain how individuals come to share in the ‘knowing’ and the ‘doing’ required in their activities. This view is expanded to the practice of workgroups where individual knowledge is combined, revealing the nature of cognition as socially distributed and regulating the group’s activities. Approaching the argument from the organisational context, this thesis draws attention to the factors that influence an organisation’s structure and culture, which in turn influence their perception of the value of knowledge and the learning strategies they employ. In particular, it focuses on ‘organisational culture’ as setting the context for the organisation’s activities which workgroups interpret to frame their practice. In bringing individual cognition and organisational context together, the discontinuity between the two is exposed as inhibiting both the effectiveness of ‘cultural others’ in deploying their knowledge and the organisation’s opportunity for realising value in differing perspectives and practices. To redress this failure, this thesis proposes a new framework as connection to practice that guides organisations to reconceptualise culture as knowledge to support their organisational learning ambitions.