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1
Oner, J. A., and n/a. "The home tutor scheme in the Australian Capital Territory." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060822.145549.
Full textAbstract:
This study sets out to describe the current situation in the
Home Tutor Scheme in the Australian Capital Territory, and
to evaluate the Scheme's effectiveness in achieving its
goals as listed in the Australian Institute of Multicultural
Affairs Review (1980). These stated goals were: to improve
the students' English language proficiency, to encourage
integration of the students into the wider community, and to
prepare them to attend more formal English language classes.
The writer also considered a further question in evaluating
the Scheme, whether it satisfied the needs and expectations
of the tutors and the students.
There were two sections to the investigation: the main
study, in which the progress of eighteen tutors and their
students was followed for a period of up to six months, and
a subsidiary study that was designed to assess the
generalisability of the data elicited in the main study. A
range of instruments were employed. In the main study,
findings were derived principally from interviews, and from
lesson reports written by tutors. In the subsidiary study,
data were collected by means of questionnaires issued to a
greater number of tutors and to students from the Scheme's
four major language backgrounds.
The introductory chapter sets out the purpose of the study
and explains its relevance in the current Australian
context. This is followed, in Chapter 2, by a review of the
relevant literature and previous research. The design of
the study is set out in Chapter 3, where details are given
of the procedures and instruments employed to gather data.
In Chapters A, 5 and 6, the results of the study are
presented. Discussion of these results and a consideration
of their implications may be found in Chapter 7. In the
final chapter, Chapter 8, the findings are summarised and
recommendations are made for future developments in the
Scheme.
In summary, the study found that in the ACT the Scheme was
achieving some success in its language teaching and social
objectives, and in satisfying its student clientele. It was
also found, however, that the Scheme's operational
efficiency was hampered by the low level of staffing and
that a significant number of tutors withdrew from the Scheme
after a short period because they were not experiencing a
high level of satisfaction. The recommendations made would,
it is thought, lead to greater efficiency of organisation
and could raise the level of tutor satisfaction.
2
Divett, Vicky, and n/a. "A profile of the adult numeracy student in the Australian Capital Territory." University of Canberra. Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060704.164546.
Full text
3
Hurrell, Michael, and n/a. "Mapping the Adult and Community Education Sector in the ACT." University of Canberra. Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20090609.115250.
Full textAbstract:
This thesis has as its origins a desire by the Ministerial Advisory Council on Adult
and Community Education in the Australian Capital Territory to learn more about the
sector with whom they interact.
There was a clear perception that, due to its diversity, a strong reliance on volunteers
and an underlying mistrust of beaurocracy, the sector was quite poorly delineated. If
this was in fact the case, then the capacity of the Council to support the sector - for
example through the grants scheme - was being greatly handicapped. In the case of
grants, it was known that requests commonly outnumbered available grant funds by
three or four to one. What was not known was the extent of other worthwhile ACE
activity that was either electing not to apply for funding or was simply unaware that
the facility even existed.
The research, based on the results of a broad ranging questionnaire distributed to all
known ACE providers in the ACT, has furthered the level of understanding of the
sector. The research approach was modeled on the South Australian Pathfinder
Project (1996).
Key findings include that:
? the ACE sector is extremely diverse and active in the ACT;
? it is client focussed in that it develops its programs in response to the
identified needs of its target group(s);
? in the twelve months covered by the survey there were over 190 000
attendees in ACE programs;
? a range of programs are available to most community groups;
? there is a strong reliance on volunteers;
? the sector generally feels that there is a demand for even more programs
than are currently offered;
? many individual providers do not see themselves as part of the overall
ACE sector.
While there are some marked similarities between the ACT ACE sector and the South
Australian findings, there also some clear differences. For example, many of the
factors that restrict access to ACE in other parts of Australia are less relevant to the
ACT. An example of this is that travel distances/times for participants to access
programs are generally less of a problem in the ACT than in some other jurisdictions
due to the small area and the concentration of population in the ACT.
4
Boyle, Maureen, and n/a. "Principals' perceptions of school based management in Australian Capital Territory government schools." University of Canberra. School of Teacher Education, 1999. http://erl.canberra.edu.au./public/adt-AUC20060609.152858.
Full textAbstract:
This thesis investigates the views of principals in government schools in the Australian
Capital Territory (ACT) regarding school based management (SBM). School based
management is defined as the delegation of certain decision making functions from
central bureaucratic control to a group of personnel located at the school site. In the
case of the ACT, delegation of decision making to school sites began in 1974. An
additional set of responsibilities was delegated in the 1997/98 period. This study
concentrates on the latter period but also takes the extended period of devolution into
account.
This investigation is based on qualitative and quantitative methods of enquiry and data
collection to investigate principals' perceptions of SBM, particularly in relation to the
demographic variables of the schools, and selected personal and professional
characteristics of the principals. Initially twenty six semi-structured interviews were
conducted with principals to determine a framework of seven constructs in relation to
SBM. Qualitative data are reported by drawing on the extensive unabridged transcripts
of the interviews. The data arising from the interview stage formed the basis for
construction of a questionnaire administered to the total population of ninety seven
principals in government schools in the ACT. The questionnaire consists of
demographic, personal and professional items concerning the school and the principal,
items related to the impact of SBM, questions regarding the principals' perceptions of
satisfaction with their work, and the importance principals place on selected aspects of
their role, particularly following the extension of SBM.
Results of the questionnaire are reported using frequency distribution for each of the
items in the questionnaire, followed by factor analysis and analysis of variance to test
significant differences in the principals' views at the 0.05 or greater level. Results of
these analyses show that principals have common perceptions in general about the
nature and impact of SBM. Principals' perceptions are however, mediated by a
number of independent variables. These are gender of the principal, experience of
more than one year's work outside the field of education, the sector of their school, ie
primary, high school or college, and the geographic location of the school. Their
participation in SBM training programs, bureaucratic support to assist them in
implementing SBM, and their expressed need for continued professional development
are additional independent variables where statistically significant differences are
apparent.
Principals in this study view the extension of SBM responsibilities more as an
administrative function, than an opportunity to engage in restructuring the school.
They see that their role has expanded to place strong emphasis on business
management and they consider that they are now working in a market oriented climate
where competition for students is a real issue. Hours of work have increased, and
maintenance of a balance between work and personal life is a growing concern.
Despite this they do not want to return to the former arrangements and continue to
express satisfaction with the intrinsic rewards of their profession such as contact with
students, colleagues and the community.
These results provide important insights into the type of SBM evident in ACT
government schools at the time of this study. A number of recommendations for future
research and practice are presented related to the findings and linked to the key themes
arising in the literature.These suggest ways that SBM can and might be used as a
catalyst for development of a new paradigm for education, which will meet the needs
of a 'knowledge society' (Drucker, 1995) and engage schools in moving 'beyond the
self managing school', (Caldwell and Spinks, 1998).
5
Kitchener, Betty Ann, and n/a. "Nurses' attitudes towards active voluntary euthanasia : a survey in the Australian Capital Territory." University of Canberra. Nursing, 1998. http://erl.canberra.edu.au./public/adt-AUC20060814.145314.
Full textAbstract:
In a country such as Australia which claims adherence to democratic values, it would
appear important that policies and laws on such a controversial and value laden issue
as active voluntary euthanasia (AVE), need to have at least some basis in public
opinion and in that of relevant professional groups. It has been argued that public
opinion may be of limited value due to the public's lack of experience and exposure to
this issue. The opinions of people with more exposure to and reflection on the ethical
issues surrounding euthanasia need to be ascertained. Nurses are one group who
have prolonged involvement with the care of dying or suffering people and their
families. Nurses in the Australian Capital Territory (ACT) could be a particularly well
informed group because of the ongoing open debate resulting from four proposed
laws on AVE in this Territory since 1993. The overall purpose of this thesis was to
identify the attitudes of nurses in the ACT towards AVE.
This thesis was supported by a study which provided information on four aspects of
nurses' attitudes towards AVE. Firstly, the attitudes of registered nurses in the ACT
were compared to those of other nurses, medical practitioners and members of the
general public in Australia. Secondly, the associations between characteristics of the
nurses and their attitudes were investigated. Thirdly, the legal conditions which
nurses believe should be in a law allowing active voluntary euthanasia were identified.
Finally, the arguments nurses put forward to support their attitudes towards AVE
were analysed This thesis does not attempt to evaluate the ethical arguments
proposed, merely to reflect the views put forward.
A postal survey was carried out in late 1996 of 2000 randomly selected registered
nurses from the Australian Capital Territory. Responses were received from 1218
nurses (61%).
Attitudes of Nurses:
A majority of nurses who responded, supported AVE as "sometimes right", be it
homicide by request (72%) or physician assisted suicide (71%). A slightly smaller
majority of nurses believed the law should be changed to allow homicide by request
(69%) and physician assisted suicide (67%) under certain conditions. If AVE were
legal, 66% of the nurses indicated they were willing to be involved in the procedure.
Only 30% were willing to assist patients to give themselves the lethal dose, while 14%
were willing to administer the lethal dose to the patient. Comparing these results with
previous surveys, it appears that nurses are less in favour of AVE than the general
public but more in favour than medical practitioners.
Associations between Characteristics of Nurses and Attitudes:
Those nurses who were more likely to agree that the law should allow AVE, were
under the age of 40 years, agnostic, atheist or of the Anglican religion, to have less
contact with terminally ill patients, to work in the area of critical care or mental health,
and to take less interest in the issue of AVE. Palliative care nurses were the only
subgroup without a majority in favour (33%). There is other evidence in the
euthanasia literature indicating that nurses and doctors are less in favour of AVE than
the general public. Taken together with the present findings, it may be concluded that
attitudes towards AVE are more favourable in people who have less contact with the
terminally ill.
Legal Conditions in an AVE Law:
The conditions most strongly supported in any future AVE law were "second
doctor's opinion" (85%), "cooling off period" (81%), "patient must have unbearable
protracted suffering" (80%), "doctor must inform patient about illness and treatment"
(78%) and "patient must be terminally ill" (63%). There was only minority support
for "patient not suffering from treatable depression" (42%), "patient administers or
assists to administer, the fatal dose themselves" (32%) and "patient over a certain
age" (7%). Support for a change in the law to allow AVE was 38% for a young man
with AIDS, 39% for an elderly man with early stage Alzheimer's disease, 44% for a
young woman who had become quadriplegic and 71 % for a middle aged woman with
metastases from breast cancer.
Arguments Supporting AVE Attitudes:
The most common argument in support of AVE was that people should have the right
to control their own lives and thus be able to decide for themselves when and how
they wanted to die. The most common argument against AVE was that of the slippery
slope in which it is feared that the boundaries which society puts on killing will be
extended.
Conclusions:
This inquiry pinpoints the discordance between attitudes towards AVE and the legal
status of AVE. Parliamentary representatives need to consider the current attitudes of
their constituents, and especially those of relevant health care professionals towards
AVE. It is important that a nursing perspective is represented in any law legalising
AVE and that the role of the nurse is clearly described in relevant legal acts. Future
research would also be beneficial to investigate further the association between the
experience of nurses working in a palliative care setting and AVE attitudes. There
needs to be further debate about the legal conditions required in any future AVE bills.
given the lack of support from nurses for some conditions which have been included
in proposed AVE laws. Furthermore, it would be valuable to carry out surveys of the
opinions of other health practitioners in order to inform legislators. These results
form a baseline to examine the changes in attitudes towards AVE over time and
change in the legal status of AVE.
6
Jones, Peter J., and n/a. "A formative evaluation of selected aspects of the resource teacher program in the Australian Capital Territory." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060803.130214.
Full textAbstract:
This study describes an evaluation of some aspects of the
Australian Capital Territory Resource Teacher Program
during 1985. The Resource Teacher Program was an
Australian Capital Territory Schools Authority initiative
whereby an additional specially trained teacher was
allocated to a school to assist with fulfilling particular
needs which the school had identified.
The study used two techniques to collect information,
questionnaire and interview. The questionnaire data was
analysed and provided response frequencies of all 263
respondents in relation to students, teachers, parents and
schools in each of the sixteen schools in the Program.
Interviews were also conducted to allow for those involved
in the Resource Teacher Program to make a direct
contribution to the study's information base.
Aspects of two theoretical education evaluation approaches
were used as the basis of the study's theoretical
framework. The TenBrink model was used, working from
required judgements through to recommendations. Aspects of
Stake's approach to educational evaluational were also used
to enable identification of issues and to facilitate input
of the Resource Teacher Program's participants.
It was shown that students who had been involved in the
Resource Teacher Program benefitted in the areas of
academic progress, behaviour modification programs,
previously unmet needs and gifted and talented programs.
Teacher benefits were in the areas of in-school curriculum
and advisory support. Parents who had been involved in the
Program had benefitted by developing an increased
understanding of current educational practice and how to
help their children. Schools had benefitted through better
use of school counsellors, increased parent participation
and improved teaching resources.
The identification of issues which required consideration
in order to enhance the Program's effectiveness were of
major importance in this study. These included the Resource
Teachers' role definition, Resource Teacher stress, school
commitment to the Resource Teacher Program, evaluation of
the Program, the training program, the notion of secondary
school resource teachers and the Australian Capital
Territory's Schools Authority's commitment to the Resource
Teacher Program.
7
Coventry, Helen, and n/a. "The administration of community service orders for juvenile offenders in the Australian Capital Territory." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060630.100112.
Full text
8
Durie, Saines Deborah, and n/a. "Factors influencing the success of women in educational administration in the Australian Capital Territory." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20061107.162348.
Full textAbstract:
The role of women has become a central issue in educational debate because
of the discrepancy between their representation at the administrative and
policy level and their representation at the classroom level. This study
identified the factors which aid the success of women in educational
administration. By using structured interviews and response analysis the study
identifies major facilitaters and barriers to success. The literature review
surveys the position of women in educational administration. The study
provides information that is crucial to aspiring female educators in individual
career planning and is essential to systems in the promotion of Equal Employment Opportunities. Research was undertaken in the Australian
Capital Territory and involved Government and Non Government systems.
9
Onyango, Lilian Awuor, and n/a. "Influences on calcium intake levels in premenopausal and postmenopausal women in the Australian Capital Territory." University of Canberra. Human & Biomedical Sciences, 1996. http://erl.canberra.edu.au./public/adt-AUC20061113.090046.
Full textAbstract:
Evidence has accumulated for a link between the adequacy of lifetime calcium intake,
and osteoporosis. Osteoporosis increases in prevalence with age and is of concern as it
results in irreversible and debilitating effects. The result has been an increased
recognition of the need to survey the consumption patterns of foods that contribute to
calcium intake levels in Australia, the focus being milk and milk products.. A better
understanding of calcium intake in women and the factors influencing it across the lifespan
is of increasing importance as the longevity of Australian women continues to
increase. Without preventive measures the costs incurred in managing osteoporosis will
continue to escalate.
An understanding of women's food behaviour is important if calcium intake levels in
women are to effectively increase. A self administered questionnaire assessed the
calcium intake levels and food sources in 158 premenopausal and 142 postmenopausal
women. It also assessed significant differences in calcium intake levels and the relative
contributions of food sources to this intake. The questionnaire comprised a semiquantitative
food frequency questionnaire and closed end questions. The closed ended
questions measured psychosocial factors, stage of dietary change, levels of physical
activity and demographic factors. These factors formed the basis of an investigation
into factors best associated with the levels of adequacy of intake. The results suggest no
significant difference in calcium intake (milligrams per day) in the two groups of
women. There was a significant difference in the relative levels of adequacy of the
estimated calcium intake levels.
Milk and milk products contributed up to 84% of the daily calcium intake with 72.2 and
84.7% as the respective contributions in premenopausal and postmenopausal women.
Fortified milk types have a relatively higher calcium content than unfortified types. A
higher consumption of fortified milk noted in the postmenopausal women could explain
the higher though not significant mean intake values post-menopausally.
Several of the enabling factors but none of the predisposing factors were noted to
influence intake of fortified milk. Taste generally influenced intake of fortified milk in
the whole sample of 300 women whereas perceived costs and health concerns were an
issue with the premenopausal women only. Other enabling factors such as the
perceptions of the adequacy of the present diet, and the feeling that there was too much
nutrition information that was in itself confusing influenced the intake of fortified milk
in postmenopausal but not premenopausal women.The influence of change related
factors was also noted. The importance ratings for nutrient issues influenced the intake
of fortified milk intake in the whole sample.
Food preference was the only enabling factor found to influence the adequacy of
calcium intake in the both the premenopausal and postmenopausal women. Change
related factors, were also noted to influence the adequacy of calcium intake in the
premenopausal and postmenopausal women and these included; the stage of change for
adopting a high calcium diet, the importance ratings for; increasing intake of milk and
milk products and the perceived adequacy of this intake. The other suggested
determinants of the adequacy of intake varied between the two groups of women.
These inc1uded;enabling factors; perceived cost of milk and milk products, milk
allergies, social support, availability of milk at home on a daily basis and the frequency
of meal preparation in the premenopausal group. Change related factors on the other
hand determined the postmenopausal intake and these included importance ratings for
eating low fat foods, perceived adequacy of fruit and vegetable intake, and importance
rating for an increased dietary calcium intake. The enabling factors; preferences, social
support and perceived adequacy of milk and milk products' intake were the best
predictors of the adequacy of premenopausal calcium intake whereas the change related
factors; the importance rating for a high calcium diet and the reluctance to change a diet
considered to be enjoyable best predicted the adequacy post-menopause.
Knowledge is a predisposing factor for behaviour change. The results show that
knowledge on the importance of a high calcium intake exists in the sample population.
This knowledge is however not being effectively translated into food behaviour. This
highlights the need for Nutrition education programs that stress the importance of food
behaviours. These programs should aim at increasing women's calcium intake levels
and destroying the few existing misconceptions regarding milk and milk product
consumption. The factors identified as determinants of intake in the premenopausal and
postmenopausal women are the basis of these education programs.
10
Carroll, Patricia, and n/a. "Individuals in transition : a study of responses to enforced changes in employment." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060626.151551.
Full textAbstract:
The affect of restructuring of organizations on individuals is an area of
change that has received little attention from researchers. The
literature points to a number of factors that influence how individuals
cope with transition. Theorists agree that stages are an intregal part
of this process.
This study outlines the changes experienced in the ACT Technical and Further
Education system between 1987 and 1989- It focuses on the stages model
and how individuals perceived themselves moving through particular levels
of stages during this time of change.
Data from a questionnaire completed by 259 ACT Institute of Technical and
Further Education teachers was analysed along with observations and
documents produced during 1987 to 1989.
Results of the analysis show that individuals felt powerless and alienated by
the process of transition. They moved across the stages in a cyclical motion,
returning to earlier stages as each new event during the transition impinged
on their working lives.
11
Elliot, Janet Irene, and n/a. "Reading recovery : do children maintain their place in the average band of reading performance in their classrooms in subsequent years?" University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20060707.132302.
Full textAbstract:
Compulsory schooling, such as exists in Australia, does not
guarantee literacy in the nation. The literature has established
that a minority of children do fail to learn to read and write
effectively. Failure to learn to read presents a serious disability
to those concerned. Programs such as Reading Recovery are used in
schools to try and identify at risk children and work with them to
reduce illiteracy.
Traditional methods of addressing the literacy problem have not
proven to be effective. Studies in New Zealand, the U.S.A. and in
Australia have established that Reading Recovery is an effective
program. However, there is no longitudinal evidence to establish
whether it is effective in the long run in the A.C.T. This study
sought to establish the long term effectiveness of the program in
the A.C.T. It has compared discontinued Reading Recovery children
three and five years after they had been discontinued from the
program with two 'average ' children from their current class. The
discontinued Reading Recovery sample was drawn by random. The
two classmate control children were selected by the teachers as
performing in the average band of class achievement in reading.
Four research instruments were chosen to collect the data. These
were, interviews with class teachers and the children themselves,
running records, a modified standardized test and an oral retell.
The study confirmed that Reading Recovery is effective in the
A.C.T. and that gains made whilst on the program were sustained in
subsequent years. This being the case, every child who is being
diagnosed as 'at risk' should have access to Reading Recovery .
12
Yates, Jennifer M., and n/a. "Teachers' perceptions of the work of school counsellors in ACT government schools." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061112.104819.
Full textAbstract:
This study examines teachers' perceptions of the work of School Counsellors
within government schools in the Australian Capital Territory (ACT). Data
were drawn from questionnaires returned by a representative sample of 279
teachers and principals, from 16 primary and 8 high schools.
The purpose of the study was to: (i) partially replicate a study by Leach
(1989) of Western Australian teachers' perceptions; and (ii) investigate
whether or not teachers could be considered to be supportive of a general
trend towards a broadening role for school psychologists which is evident in
the literature. This trend suggests that practitioners of applied psychology in
schools may prefer an expanded role which encompasses indirect service
delivery in addition to the more traditional, child centred role.
Respondents were asked to indicate their perceptions of the frequency of 65
tasks performed by School Counsellors, the competence with which those
tasks were performed and the usefulness of those tasks. Also examined were
perceptions of the process and quality of service delivery, and of actual and
preferred qualifications and experience of School Counsellors. These results
were compared with those of Leach (1989). Respondents were invited to
prioritise service delivery in light of their professional needs. A factor
analysis of respondents' perceptions of School Counsellors was undertaken.
The results were similar to Leach's (1989) findings and indicated a general
endorsement of the current work of School Counsellors, with traditional,
direct service delivery tasks generally perceived as being performed more
frequently and with more competence than the more innovative, indirect
types of service delivery. There was a strong indication that respondents
would like more of both types of service delivery, particularly indirect
services, made possible through increased resourcing.
Increases in respondents' classification level positively correlated with
increased perceptions of task frequency and competence with which tasks
were performed. A positive correlation was also found between the
frequency of professional contact that respondents perceived they had with
School Counsellors and their perceptions of the process and quality of
service delivered by these practitioners.
In relation to the process and quality of service delivery, few teachers
perceived that School Counsellors communicated clearly about the services
they offer, procedures used or results gained. This concern with
communication was reinforced through examination of the factors
underlying teachers' perceptions of both the frequency and usefulness of
tasks.
This study suggests that ACT teachers and principals are, to some extent,
already experiencing and valuing some aspects of the trend in service
delivery reflected in the literature. Discussion highlights the important role
communication plays in indirect service delivery, and links it with the
findings of this study, particularly as it relates to teachers' and
administrators' apparent lack of knowledge of the qualifications and
experience of School Counsellors.
13
Armstrong, Elizabeth Kate, and n/a. "Tourism destination recovery after the 2003 Canberra fires." University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081218.091856.
Full textAbstract:
The tourism industry is vulnerable to crises and disasters and increasingly government and
industry stakeholders are turning their attention to how to prevent, manage and recover from
shock events. In the last decade there has been increasing interest in tourism research on crises
and disasters, prompted in part by recognition of the tourism industry's vulnerabilities and what
appear to be more frequent shock events. The beginning of this century has been marked by a
series of crises and disasters including the 2001 Foot and Mouth Disease outbreak in the United
Kingdom, the 2001 terrorist hijackings in the USA, the 2002 and 2005 Bali bombings, the 2003
SARS epidemic in southeast Asia and Canada, the 2004 Indian Ocean tsunami and Hurricane
Katrina in the southern USA in 2005 (Henderson, 2007). The Intergovernmental Panel on
Climate Change (2007a) has also predicted that the extreme weather events associated with
climate change will lead to more natural disasters. Crises and disaster have local, regional and
global repercussions on the tourism industry at business/corporate, industry and destination
levels and the need for more attention to preparation, response and recovery is acknowledged.
Much of the initial tourism research in this field focused on descriptions of crises and disasters
and their impacts on tourism with some reflection on their management. This foundation and the
comprehensive crisis and disaster literature from disciplines such as psychology, sociology,
economics, geography and environmental science led to development of crisis and disaster
management frameworks specifically designed for the tourism industry. These frameworks have
achieved varying degrees of acceptance amongst tourism researchers with Faulkner and
Vikulov's (2001) Tourism Disaster Management Framework (TDMF) being the most well
known and often cited. The more recent Crisis and Disaster Management Framework (CDMF)
developed by Ritchie (2004) is a useful destination-level framework based on a strategic
management approach.
Despite the development of these frameworks, relatively little tourism research effort has
focused on destination recovery and very little on medium and long term recovery. In addition,
there is little research on wildfires as a type of natural disaster. The extensive bushfires in the
Australian Capital Territory (ACT) in 2003 (often referred to as the Canberra fires) provided an
opportunity to investigate in a longitudinal study the short, medium and long term actions
undertaken by the government and tourism industry to assist destination recovery and then
compare them with Ritchie's prescriptive CDMF. Being longer term research this study is able
to consider almost the entire recovery stage whereas other research has focused on short or
medium term recovery (for example Faulkner & Vikulov, 2001).
This research centred on a case study which is defined by Yin (1989 quoted in Wimmer &
Dominick, 1997, p. 102) as an 'empirical inquiry that uses multiple sources of evidence to
investigate a contemporary phenomenon within its real-life context'. This case study used
interviewing, the documentary method and participant observation as the key methods.
Representatives of government and the tourism industry were interviewed in-depth about the
actions taken by their organisations or businesses. The interviews were semi-structured with
mostly open-ended questions and some participants undertook multiple interviews over a three
year period. Extensive secondary data and documentation about the bushfire and subsequent
response and recovery was generated by the ACT government, industry and community and
publicly available sources included reports and reviews, media releases, newspaper articles,
newsletters, brochures, websites and legal and coronial enquiries. These were critical for
gaining a comprehensive understanding of recovery. Participant observation was also important
and, as a resident of the ACT, the author participated in relevant events and observed the public
face of community recovery.
The three methods resulted in a large data set that was distilled into a 'response and recovery
story' structured according to Ritchie's CDMF. Upon comparing the findings with the
framework, it was found that many elements were evident in the 'real life' case study including
crisis communication, resource management, stakeholder communication, destination
restoration and disasters as agents for change. There were also new findings that could be
integrated into a redeveloped framework including the establishment of a recovery team,
training for crisis and disaster management, tourist/visitor management, recovery planning,
human resource management issues, business recovery tools, partnerships and memorialisation
and commemoration. The resulting Tourism Industry Crisis and Disaster Management
Framework (TICDMF) is a practical and comprehensive tool for Destination Management
Organisations (DMOs) that both describes what occurred in a real life case study but also
prescribes recommended management actions.
In addition to specific recommendations for the ACT tourism industry, this research also
resulted in general recommendations to the tourism industry, government and educators. These
focused on (i) the importance of crisis and disaster management planning, (ii) the need to
evaluate and document response and recovery and devote adequate resources to organisational
learning, (iii) potential use of tools like the TICDMF and the plethora of resources to manage
crises and disasters, (iv) educating staff, academics and tertiary tourism and hospitality students
about crisis and disaster management and (v) accepting the chaos of recovery and devoting
adequate resources to address the resulting complexity.
The tourism industry is vulnerable to external shocks whether they be local crises or national
disasters. The preparedness of the industry and its ability to effectively respond and recover is of
critical importance for destinations and the community in which they function. Case studies of
crises and disaster and development of a body of theoretical and practical knowledge will ensure
that government and industry continue to play an important role in caring for the safety and
security of tourists while maintaining a viable and sustainable industry for all stakeholders.
14
Xiao, Jun, and n/a. "Cultural identity and communication among the Chinese diaspora in Australia in the 1990s : a Canberra case study." University of Canberra. Professional Communication, 2001. http://erl.canberra.edu.au./public/adt-AUC20061110.173255.
Full textAbstract:
As a contribution to understanding the Chinese immigrants and their
community, this study seeks to explore the factors influencing the formation and
development of cultural identity among members of the Chinese diaspora in
Australia. These include Chinese community life, family and professional
networks, media use and its influences, and the changes that have taken place
over the past ten years.
Chinese communities in Australia are not homogeneous. Although they may all
call themselves Chinese, they differ among themselves according to dialect,
subdialect, clan and family, all of which are linked to their place of ancestral
origin in China, as well as by country of birth outside of China. The degree to
which these differences are considered important varies from individual to
individual, but a community, whether it is constituted for social or business
purposes, always comprises individuals who share one or more of these
secondary characteristics in addition to their collective cultural characteristics.
The study focuses on Canberra as a case study. First, it examines the
similarities and differences within the Chinese diaspora coming from different
geographical origins. It uses interviews and narrative analysis to examine the
nature of Chinese immigrants and to assess their social, political and cultural
context, with the aim to challenge the monolithic view that only one kind of
Chinese community exists. It investigates how cultural background and other
factors affect the formation and development of people's identity. In addition, as
a point of secondary comparison, this study also analyses the differences
between the Chinese diaspora in Canberra and Sydney. The aim here is to
assess how the different locations and different characteristics of these cities
communication networks affect migrants' adaptation to Australian society.
Special attention will be given to differences between Dalu ren (the mainland
Chinese), who came to Australia after the events of Tiananmen Square in 1989,
and the other diasporic Chinese groups in Australia, which include Taiwan ren
(Taiwanese), Xianggangren' (Honkongese), Malaixiya hua ren (Malaysian
Chinese), and Xinjiapo hua ren (Singaporean Chinese). Since mainland China
has had a different political system and the Communist Party replaced much
Chinese tradition, people from the mainland have kept the least Chinese
cultural traditions. Chinese from other regions try to keep the Chinese tradition
as it was. However, the culture in mainland China has already changed.
Therefore, the understanding of the Chinese tradition and culture among the
Chinese from different regions varies greatly.
This thesis explores the changing understanding within the members of the
diasporic community of cultural identity. It attempts to show the strong
influence of the notion of an original culture on the Chinese diaspora and how
these ideas influence the way that diasporic Chinese community members
interact within Australian society. It will investigate the changing
characteristics, both social and individual, of mainlanders and other groups of
Chinese immigrants in the 1990s, in the context of their professional, social and
family networks. It will examine areas such as media use, languages and
involvement with community development activities, and whether there are
significant differences in their acculturation according to their different gender
and places of origins.
1 Although Hong Kong has become part of China since 1997, there have, however, been
different political and social systems in Hong Kong and the mainland, so this study researches
Hong Kong in a separate category for the purpose of exploring differences.
15
Gwilliam, John W., and n/a. "Christian schools and parental values : a case study in the Australian Capital Territory." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060713.132927.
Full textAbstract:
In the western world the Protestant Christian
Day School Movement is now a recognised element in
education systems. It is a movement which has had
phenomenal growth over the past twenty years and
it continues to grow.
Mostly, the parents of children who attend these
schools were educated in a government school. This
thesis seeks to find the reasons why parents are
choosing Christian Schools and not government ones
as they themselves attended.
A variety of values are examined ; religious,
academic and pastoral, and as the reader will discover,
while it is not easy always to make a clear distinction
between these values, some trends are so strong that
the researcher believes that some valid conclusions
may be drawn.
A considerable amount of data was collected
by the use of two surveys done at the Trinity Christian School at Wanniassa,and one survey conducted among
parents of the O'Connor Christian School at Lyneham.
The Biblical Values Survey provides an interesting
over-view of the perceived achievement of a Christian
School while the Choosing a School Survey clearly
shows why these parents are dissatisfied with government
schools and what they expect their child will gain
from a Christian School experience.
A computer analysis was done on one block
of data which highlights the need for Christian
School administrators to be aware of the various
priority areas which do exist in the minds of the
parents of their students.
16
Hamilton, John E., and n/a. "The curriculum consultancy section, ACT Schools Authority : the first decade." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060714.154658.
Full textAbstract:
The study presents a review of the establishment and operation of the
Curriculum Consultancy Section of the ACT Schools Authority over the
period of the first decade of its existence.
It considers the move to establish a new and different education
system; the important reports which gave impetus to that move; first
the Currie Report (1967.), Report on an Independent Education
Authority for the Australian Capital Territory and the three further
reports which kept the spirit of the Currie Report alive, i.e. the
Neal-Radford Report (1972.), the Campbell Report (1973.), and the
Hughes Report (1973.). The study emphasises the haste with which the
new system was finally established; that there was not time to develop
a 'coherent, imaginative and suitable plan' (Currie, 1967, p.9.) and
that staff resources were inadequate. As Beare (1978.) has noted, 'At
no time in its first four years was the Schools Office given the
manpower needed merely for maintenance functions let alone for
development activities ... .' (p.80.)
The curriculum issues that arose in planning this new system and the
curriculum context within Australia are considered prior to a close
examination of the development and operation of the section during the
decade; the pressures which affected it and the changes which occurred
This examination as the main body of the study falls easily into three
periods; The First Years; The Middle Years of the First Decade; and
the Final Years of the First Decade; each period coinciding with the
period of tenure of one of the three principals the section has had in
those ten years. Throughout this main body of the study the major
recurring themes affecting the life of the section are closely
followed, i.e. the conflict within the system, the diversity of
demands and the difficulties of meeting those demands, the difficulty
of defining role and function and the problems of leadership.
In conclusion the study reflects on these recurring themes and
examines the changes which have occurred over the decade, e.g. the
changes in role and function, the shift in orientation to consultancy,
the changes in selection and professional development of consultants,
the concentration of consultants in priority areas and the developing
cohesiveness of the consultancy section. Finally the study addresses
the future; consideration is given to the stage in the life cycle of
an organisation that the ACT Schools Authority is at currently and to
the effect that this may possibly have upon the undoubtedly troubled
future of the Curriculum Consultancy Section.
The study draws on the documents available; on interviews with people
who have worked in the area and also on the extensive body of
literature which is available.
17
Coe, Christine, and n/a. "Identifying the health needs of refugees from the former Yugoslavia living in the Australian Capital Territory." University of Canberra. Nursing, 1998. http://erl.canberra.edu.au./public/adt-AUC20060629.093233.
Full textAbstract:
Most health professionals are aware of the amazing diversity of the Australian
population, which is made up of people from over 140 different countries. Of these,
an increasing number have arrived as refugees under Australia's humanitarian
resettlement program.
Research indicates that at least 30% of the 12,000 or so people arriving in Australia
under the humanitarian assistance programmes each year have been exposed to
physical and emotional torture and trauma. They also have well documented health
deficits relating to the health standards in their countries of origin, the level of
deprivation experienced prior to arrival in Australia, and the time they have spent in
transit before arriving in Australia.
The purpose of this study was to review the health status of refugees from the
former Yugoslavia, and to identify the perceived needs of this group, which
represents one of Canberra's largest communities of recently arrived refugees.
Utilising both qualitative and quantitative methodologies, findings showed that the
cohort had significantly lower levels of both physical and mental health than the
wider ACT and Australian population. The difficulties of socialisation of the refugees
into the Australian lifestyle are highlighted. In particular, findings from the study
have demonstrated the lack of appropriate information given to some refugees on
arrival, and the struggles experienced by most of the group with learning a new
language, and coping with unemployment and inadequate housing. The problem of
covert political harassment in Canberra was also described during the interview
process.
Recommendations for improving the situation for these refugees were that
information for refugees prior to, and following arrival in Australia needs to be
consistent and readily available, and there needs to be provision of a formalised
support system from the time of arrival, including a review of language facilities. The
study also recommended that culturally sensitive health promotion and treatment
programs should be incorporated into current health service provision. Nurses are
identified as the appropriate health providers to take a leading role in developing
such programs for refugees, although findings from this study indicate that current
nurse education programs need to place more emphasis on a transcultural
framework for the provision of care.
18
Menzies, Allan R., and n/a. "Attitudes to euthanasia amongst health care professionals in the Australian Capital Territory : issues towards a policy." University of Canberra. Administrative Studies, 1991. http://erl.canberra.edu.au./public/adt-AUC20061017.152535.
Full textAbstract:
Three groups of health care professionals were canvassed for
their views on euthanasia - student nurses, practising
nurses and doctors. The aim of the research was to make a
possible contribution to a formalised health policy on this
issue for the ACT.
The following forms of euthanasia were covered by the
research:
(i) voluntary active euthanasia:
(ii) voluntary passive euthanasia:
(iii) involuntary active euthanasia:
(iv) involuntary passive euthanasia.
Passive forms of euthanasia were found to be the most
acceptable.
Voluntary forms of euthanasia were not found, in general, to
be more approved of than involuntary forms of euthanasia.
However, active forms of euthanasia were much less
acceptable than passive forms.
In order to adapt the research findings to a methodology for
policy use. Allison's models (1971) of public policy
development were modified into a single model. This provided
an application of the research results in such a way as to
allow for the development of a possible formalised policy on
euthanasia, and practical applications.
The conclusions drawn from the research findings and the
subsequent recommendations are supportive of law reform and
the implementation of a new policy on the issue of
euthanasia.
19
Webber, Craig, and n/a. "Provision of education and training opportunities for youthworkers in the ACT : a study of policy development." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061110.112745.
Full textAbstract:
During the latter half of the twentieth century, youthwork has emerged as an
occupation responsible for the delivery of a broad variety of services for young
people. During the 1970's and 80's in particular, there has been a rapid
multiplication of the number of people employed in the role of youthworker.
As an occupation, youthwork has had placed upon it by society certain
expectations regarding the standard of the work performed. This is particularly
so with respect to the interaction between the youthworker and young people
with whom they work. This expectation is not unlike that placed upon other
occupations working directly with people (and young people), such as teachers
and social workers. It is a reasonable societal expectation that workers such as
teachers, social workers and youthworkers, should provide a service of a certain
standard, commensurate with the responsibility ascribed to the role of that
occupation.
Education and training is recognised as being fundamental to the attainment of
recognised standards of competency in both teaching and social work, as well as
many other occupations which have a direct service delivery role with people. A
spectrum of such opportunities have been developed and provided for these
occupations. There is an expectation that the practice of such occupations is
fundamentally linked with the education and training provided.
However, this has not been so with the youthwork occupation. The provision of
education and training has not grown with the expansion in the occupation.
Furthermore, the linkage between education and training, and practice, was not
recognised in this field for many years. Questions about how and why this has
occurred, and how and by whom it should be redressed, are to be explored in
this Study.
That youthwork is an occupation is a fact. There are thousands of youthworkers
employed around Australia. This Study asserts that the provision of education
and training opportunities provided for this occupation are inadequate in general.
A cohesive policy framework for such provision is also lacking.
Australian society sanctions the occupation of youthwork by providing millions
of dollars of resources per annum. It expects, rightly so, a quality standard of
performance from the occupation, and services who are employers. Monitoring
through formal evaluation and the application of performance indicators are part
and parcel of such resource allocation. But, the means to achieve such quality
standards - education and training - have not been adequately recognised or
provided. This situation is clearly anomalous, and must therefore be addressed
and resolved.
20
Yeo, Frances Jacqueline, and n/a. "An exploratory study of student referrals in ACT primary schools." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061112.110051.
Full textAbstract:
The purpose of the study was to identify the reasons stated by ACT
primary school teachers for referral of students for specialist
assistance, and the type of specialist assistance given to referred
students.
The study also compared student referrals in Resource Teacher and
Non-Resource Teacher Schools, and examined what patterns were
reflected in this sample of primary school student referrals.
This study had two sections; an examination of: 1) primary school
student referrals and 2) primary school teacher attitudes towards
learning difficulties and behavioural difficulties children. The
identification of courses undertaken by teachers which were helpful
in teaching students with learning and behavioural difficulties were
also compared to teacher attitudes. These results were compared
with those of Bourke (1985), a previous study of ACT teacher
attitudes towards learning difficulties students.
The study confirmed findings within the literature review that
classroom teachers were the major source of student referrals for
specialist services and that two important student variables
impacted upon referral. The student variables, student gender and
behaviour were found to have a significant effect upon referral.
Boys were referred more often in both samples of schools with girls
more likely to be referred in Resource Teacher Schools. Referred
students were more likely to have no reported behaviour problems
in Resource Teacher Schools.
There were differences in the patterns of referral in Resource and
Non-Resource Teacher Schools, ie service response to referral,
parents' role and attitudes of teachers.
21
Bosworth, Kendra, and n/a. "ACT infromation technology and adult education : a case study of the extent to which adult learning principles are incorporated into information technology adult education and training in the Australian Capital Territory." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060608.155019.
Full textAbstract:
This study explores the implementation of adult learning principles in information
technology adult education and training in the Australian Capital Territory, Australia.
A set of adult learning principles is examined and interpreted with reference to
supporting and contradicting theorists. The development of these theories is also
explored in order to determine the changes in perspectives since 1900. Five of
Canberra's information technology adult education and training providers were
analysed. Surveys were distributed to trainers and students of these providers. These
surveys requested respondents to rate their perception of the extent to which each
learning principle is adopted in their learning environment. Demographic information
about respondents was also obtained. Responses were compared between trainers,
students and different providers. Results illustrate that the rejection or non-rejection
of many adult learning principles is highly correlated with this demographic
information.
22
Fitzhardinge, Jocelyn, and n/a. "Secondary teachers' perceptions of selected professional development needs and delivery mechanisms." University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060710.122615.
Full textAbstract:
This study highlights the professional development needs and perceptions of secondary
teachers in the Australian Capital Territory (ACT) as these relate to teacher promotion
level, years of teaching experience, and subject specialisation. The study also
investigates the delivery mechanisms best suited to these needs and perceptions.
In a devolving education system, effectiveness of teachers' professional development
will depend on finding an appropriate balance between the systems' needs, the schools'
needs and the needs of individual teachers. A mismatch appears to exist between the
provision of professional development and teachers' perception of their professional
development requirements.
This study was conducted in secondary government high schools and colleges in a
selected school region of the ACT. It involved circulating, collecting and analysing a
survey which included seven questions related to four selected themes on professional
development. These are
� teachers' participation in professional development activities by time and provider
� teachers' perception of the effectiveness of formal and informal professional
development in and away from the workplace
� teachers' preferred delivery system of professional development
� professional development and the role of the Advanced Skills Teacher classification.
The overall findings of this study indicate that the professional development needs of
secondary teachers in the ACT are as multifaceted and diverse as those found in other
studies such as Logan (1990), DEBT (1991), Boomer (1988) and the Schools Council
(1990). A less centralised more devolved system of professional development has a
greater chance of meeting the varied needs of individual teachers according to the
DEBT (1991) study and the ACT review (ACTDET, 1993: 52).
In the ACT a centralised program of professional development is provided by the
Professional Development Section of the ACT Department of Education and Training
(ACTDET). This centralised model of professional development delivery is the most
used provider of professional development services and programs within the ACT,
although 43% of the respondents in this study did not attend any courses offered by the
Professional Development Section.
Overall this study found very little variation occurred in teachers' beliefs about whether
professional development is more effective if conducted through formal courses, or by
informal associations with teachers, students and parents. The findings imply the need
for a balance between on-site and off-site delivery mechanisms of professional
development. Working with colleagues for professional development purposes is
supported by the respondents who agreed with involving the proposed Advanced Skills
Teacher 2 classification (AST 2) with specific organisational and leadership
responsibilities for professional development.
This study found that respondents in Health/PE and Science had very low participation
rates in courses offered by the Professional Development Section, compared to other
key learning areas, and they perceived that they improved their knowledge and skills to
a greater degree 'on' the job, that is, at school. Teachers with extended teaching
experience perceived formal courses to be a more effective means of improving their
skills and knowledge.
In conclusion this study raises the question of balancing the needs of the individual
teacher with those of the school and the system. It has highlighted the need for a more
structured professional development plan for ACT teachers so that funding and
programs do not focus solely on system priorities or school priorities at the expense of
the individual teachers' needs and priorities.
23
Gordon, Sue, and n/a. "Development of a test of verbal memory for Canberra children : a normative pilot study." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060712.115035.
Full textAbstract:
The aim of this research was to devise and norm a test of
verbal memory suitable for use with children aged 5-10 years.
Subjects were 204 Canberra school children. They were
divided into six age groups, 5-10 years inclusive. Each age group of 34
children contained equal numbers of males and females.
The main memory test involved free recall of a word-list over
several learning trials and two delayed recall trials. This format allowed
the assessment of a range of memory functions including immediate
memory, learning and delayed recall following an interference trial. These
aspects of memory are of known diagnostic significance and are necessary
for satisfying the basic requirements of a comprehensive assessment of
memory functioning. In addition, given that this is a study of verbal
memory, precautions were taken to maximize the likelihood that words
included in the word-list would be encoded solely within the verbal
modality.
Results showed that tests of immediate memory and learning
differentiated between age groups. There were no developmental
differences in retention as measured by recall decrement following
interference. Also, there was no convincing evidence of sex differences for
any of these three measures, with the possible exception of the ten year
old group.
For practical and clinical purposes, the distribution of scores
for each age group on each of these measures is described. In addition,
expected scores of individual children of a given age measured in monthly
increments and confidence intervals for these scores were presented for
measures of immediate memory and learning.
Measures of intelligence for this sample of children were
also recorded.
24
Ugochukwu, L. C., and n/a. "Catholic education in practice : a case study of a Catholic high school." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.161949.
Full textAbstract:
An aspect of Australian education is the continued presence
of the Catholic schools including those in the Archdiocese of
Canberra and Goulburn. They have continued to be a
significant part of Australian education after decades of ups
and downs. The question today is not whether Catholic
schools will survive but rather how effective they will be
despite the changes which have taken place over the last few
decades. Catholic schools still aim to provide all the
elements of a State education, and in addition, to offer them
within a Catholic setting. They have tried to create an
environment that will continue to reflect the cultural values
of its members.
The Theses is on Catholic Education in Practice: A Case
Study of a Catholic High School in the A.C.T. The Theses is
based on historical and analytical approach. The results of
a case study involving random sampled students, their
parents/guardians and teachers in a Catholic High School in
the A.C.T. sets out to investigate what factors still attract
them to the Catholic school despite the significant changes
that have taken place since Catholic education was introduced
into Australia. By examining these three groups of
people who are directly involved in Catholic schools, it
is hoped that a more balanced assessment of the extent
to which ideals and practices of Catholic education have
been retained.
The results show that students attend Catholic schools
for a variety of reasons including academic and
religious and because of the traditional approach to
areas such as discipline. The religious values continue
to be an important part of the school which makes it
distinctively Catholic, but the integration is not as
pervasive as previous due to the change in the nature of
staff and students at the school.
25
Weddell, Peter, and n/a. "Student perceptions of decision making in A.C.T. high schools." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061110.114343.
Full textAbstract:
The purpose of the study was to survey students in
Australian Capital Territory High Schools regarding
their perceptions of who makes and who should make
decisions in their schools, the effectiveness of
present decision making structures and the relative
importance of a range of concerns that might be
affected by decisions made in their schools.
The survey instrument comprising of five separate
questionnaires (Parts A, B, C, D and E) was
administered to a random, stratified sample of 384
students drawn from three A.C.T. High Schools.
Variables included (a) School, (b) Year Group and (c)
Gender.
Part A and Part B of the survey instrument were
developed specifically to explore the perception of
students towards the involvement of parents, teachers,
the principal and students in school decision making
processes; particularly as this is evidenced in School
Board operations.
The results for each of the five questionnaires were
compiled into separate frequency and ranked percentage
tables. The tables were analysed in terms of the total
responses recorded for each questionnaire and as a
school by school comparison of responses. Use of the
Cochran Q Test indicated a positive statistical
significance in the overall shift of student
perceptions of decision making from Part A (What
happens in my school) to Part B (What should happen in
my school) of the survey instrument.
The findings of the study indicate that students are
concerned about their role in the decision making
process, and issues that affect their schooling and
would like a greater say in how their schools are run.
In particular, students would like to participate to a
greater degree than at present in decision making that
affects homework, the timetable, how teachers teach,
subjects offered, text books, and school sporting
activities.
As regards knowledge about decision making structures
within the school and about student representatives,
the findings indicate that the students surveyed are
not fully aware of the purpose or function of the
school board or its representatives. However the
majority of students surveyed indicate they would like
to have a greater say in how their schools are run.
In the comparative analysis of data recorded for each
of the schools surveyed, a considerable degree of
similarity is found in the responses to all Parts of
the survey instrument. Of major concern is the uniform
lack of knowledge and interest in survey items
connected with the School Board in each of the schools
surveyed. A more encouraging result is that in all
three schools respondents perceive that they are
encouraged to become involved in the School Board and
the Student Representative Council (SRC).
The survey findings demonstrate that the students would
like greater participation in a wide variety of issues
and concerns. However current official structures
which are designed to include students as equal
partners in school based decision making do not appear
to interest the majority of students surveyed in this
study.
26
Wilks, Patricia A., and n/a. "Teacher morale in A.C.T. primary schools." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061110.132233.
Full textAbstract:
This study investigates morale as perceived by primary
school teachers. A survey was administered to level 1
teachers in A.C.T. government schools. Of the 280
surveys distributed 165 returns were able to be
processed, a 59% response rate.
Teacher morale has an effect on the quality of teaching
and hence student outcomes and is currently an
important aspect of the education debate. Teacher
stress, a product of low morale, has been of concern to
teacher unions and to education departments across
Australia.
Morale, for the purpose of this study, is defined as
a confident and forward looking state of mind relevant
to a shared and vital purpose.
The survey used in this study was a modified version of
Smith's Staff Morale Questionnaire. This instrument
identifies three factors of morale : "Cohesive Pride",
"Leadership Synergy", "Personal Challenge". Responses
relating to these factors were analysed with respect
to age, gender, years of experience, school in which
the teacher is employed and type of teaching duties.
Results indicated that school attended has an influence
on the level of "leadership synergy" and gender has an
influence on the level of "personal challenge".
This research may have implications for school
leadership and professional development programs and
policy.
27
Campbell, Joseph, and n/a. "The organisation and structure of elite junior sport in the ACT." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20050809.115336.
Full text
28
Sharp, Sarah, and n/a. "Diversity, patterns and processes of vegetation and invertebrate orders in natural temperate grassland in the Australian Capital Territory." University of Canberra. Applied Science, 1997. http://erl.canberra.edu.au./public/adt-AUC20061108.151320.
Full textAbstract:
The study aimed to gain understanding about diversity, patterns and processes in natural
temperate grassland sites in the ACT. Thirty natural grassland sites were surveyed for
plant composition, soil invertebrate abundance and site attributes. Floristic associations
were identified using multivariate analysis. These were compared to the other site
attributes to determine related characteristics.
Total plant species richness was 191 species, of which 41% were exotics. Forbs
comprised 56% of the total species, with 69 native forb species. There were 10 native
grass species and 12 sub-shrubs recorded. The number of species found within ten 1 m2
quadrats measured in each site ranged from 23 to 56 species.
Three floristic associations were identified through classification analysis using
frequency data. The Danthonia association occurred in well drained sites on soils with
high clay content and low nutrient levels and a greater percentage of bare ground. The
sites were assessed as having been subject to moderate to high disturbance in the past
and 46% were grazed and 46% mown. Species richness of both natives and exotics was
high (quadrat richness averaged 37 species, with 32.8% exotic cover in spring). The Wet
Themeda association occurred in poorly drained sites and had also been subject to
moderate to high disturbance; 67% of sites were grazed and 25% mown. Phosphorus
levels were higher in these sites and the acidity of the soil was also greater. Quadrat
richness averaged 39 species, with 35.5% exotic cover in spring. The Dry Themeda
association was well drained. These sites had a lower native and exotic diversity, with a
mean quadrat richness of 30 species, and 11.1% exotic species cover in spring, but a high
species richness in the sites (mean 65.4 species) and a high litter cover of 39.9%. All
have been subject to low disturbance and none were grazed. Phosphorus levels were low
(7.9 ppm). Wet Themeda grassland sites were more similar to Danthonia grassland sites
in terms of species occurrence and frequency than Dry Themeda grasslands, despite both
associations being dominated by Themeda australis. While trends emerged regarding
management and disturbance levels in the three associations, these were not major
differentiating attributes.
Invertebrates were collected from soil samples from the sites and identified to order
level. Twenty two orders were found, but only three orders, Acarina, Collembola and
Coleoptera, were sufficiently abundant to enable statistical tests to be undertaken.
Invertebrate order richness and abundance showed strong relationships with vegetation
attributes that measured or reflected vegetation structure, with higher abundance in sites
dominated by T. australis and where wet soil colour was darker. Both order richness and
total abundance of invertebrates were highest in mown sites and lowest in grazed sites.
The invertebrate order richness and abundance did not have significant relationships with
the floristic associations.
A field experiment was conducted in which above- and below-ground gaps were
created using the herbicide, Glyphosate, to remove interspecific competition and
comparing responses between the Dry Themeda and Danthonia associations. Litter load
and soil disturbance were also manipulated. The subsequent establishment of species
was studied over two growing seasons, a period of 18 months. Both native and exotic
forb richness and cover increased as a result of gap formation. Exotic grass cover and
richness showed a strong increase in the first season, but after 18 months had decreased
to levels similar to those prior to the application of treatments. Native grasses had not
recovered to pre-treatment levels after 18 months. Native forb richness and cover were
not inhibited by litter retention, but exotic forb richness and cover were higher in
treatments with litter removal. Soil disturbance to a depth of 20 mm had no significant
effect on the recruitment of the species.
Recommendations for protection and management of the sites were developed from the
study. Conservation recommendations are based on the aim of maintaining or enhancing
native species diversity and habitat, while protecting threatened species and their habitat.
Management plans should recognise requirements based on the floristic associations,
diversity of native species, drainage conditions and retention of invertebrate habitat,
including structural requirements. Grazing should be retained as a viable management
regime, particularly in sites where small species occur. Future research should aim
towards a greater understanding of the effects of management on species diversity,
including invertebrates, and include a monitoring component with which to determine if
management actions should be modified.
29
Bourke, Colin J., and n/a. "An Aboriginal Studies Resource Centre for the ACT." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060609.133137.
Full textAbstract:
The aim of this thesis is to provide a framework, background material and
argument for the A.C.T. Aboriginal community and other Aboriginal
educational and cultural groups to develop submissions seeking funds for
Aboriginal Studies Resource Centres. The ACT Aboriginal Education
Consultative Group has given the thesis a definite focus and underlined the
importance of gaining Aboriginal, systemic and political support.
The study includes both theoretical and empirical components and practical
suggestions as to the organisation and activities of such a centre. The
early part of the study is devoted to providing background to an Aboriginal
Studies Resource Centre, it also covers the formation and development of the
A.C.T. Aboriginal Education Consultative Group.
Following the outlining of the aims and objectives of such a centre,
theoretical issues concerned with selection and organisation of centre
materials, the need for interpretation of objectives and the understanding
of values together with curriculum implications and learning activities of
an Aboriginal studies resource centre are discussed. Two major thrusts in
these discussions are that Aboriginal people must be involved and the
question of values must be considered because human behaviour depends on
values, and behavioural change is regarded as one of the main measures of
success.
It is intended that while an Aboriginal Studies resource centre should
concentrate on its local area, it should draw materials from other parts of
Australia and the world, so that the local area can be placed in context.
It is envisaged that the materials would come from a wide range of
disciplines.
The A.C.T. Centre will endeavour to increase the comprehension of A.C.T.
Aborigines and non-Aborigines in matters Aboriginal, and will follow a
philosophy which holds that learning is the discovery of meaning or
understanding. A range of learning activities, including hands on
experiences are outlined. The functions of the Centre are described and the
involvement of Aborigines and non-Aborigines at all levels is discussed.
Evaluation of the Centre's success or otherwise will take cognisance of its
objectives and involve a range of outcomes. It is acknowledged that success
will be difficult to measure because of different amounts of student time
spent at the Centre and teacher and student expectations.
The thesis concludes that Aboriginal studies has not achieved its rightful
place in Australian education and that an Aboriginal Studies Resource Centre
would provide the material and human resources required for Aboriginal
studies to take its proper place in Australian education.
30
Poroch, Nerelle, and n/a. "Communicating about employment: a case study of the experience of unemployed youth in the Canberra community." University of Canberra. Professional Communication, 2000. http://erl.canberra.edu.au./public/adt-AUC20050811.114802.
Full textAbstract:
This study is about the risk of youth unemployment in Canberra. It applies the
perspective of Giddens and others on risk communication to how the hazards of self
identity and self esteem, coping ability, the work ethic, family support and level of
education, the ability to enjoy spare time, drugs and alcohol use, poverty and suicide
affect young people's ability to cope. The study's communication perspective also
integates political with organizational, interpersonal and network as well as mass
media communication. The study also draws from scholars who write from a
sociological and psychological viewpoint and are frequently cited in communication
sources.
The loss of traditional work opportunities in the Public Service in Canberra is a
significant barrier to a young person's integration into the community. Other barriers
are the reduced work opportunities for young unskilled workers in a fledgling private
market, the lack of adequate social and transport facilities, and family breakdown that
can leave young Canberrans abandoned. The added factor of a global decline in
participation in work in the last two decades has resulted in the general collapse in the
full time jobs market, a growth of part time and casual employment, multiple job
holding, and non-standard hours of work.
Using historical research, participant observation, interview data and newspaper
content analysis the study shows that the risk of unemployment for young people
remains high notwithstanding the reduction in the overall unemployment rate. The
media has played a significant role in forming community attitudes since the 1974
recession to the new millennium - a time of increasing government hardline policies
towards welfare reform. Such policies have resulted in semi-privatisation of the
employment services and tightening of welfare eligibility. Poor communication of
these policies and coordination of their service delivery has resulted in public confusion
about accessing these services. This is exacerbated in varying ways at the individual
level depending on the extent that young people are affected by the hazards of
unemployment.
The government's answer to the problem of youth unemployment seeks to force young
people to return to school and the family home. The outcomes of other reforms, such
as the mutual obligation component of work for the dole, are yet to be determined.
Young people want to work. However, the consequences of the present government
reforms for young people are that they are 'parked' in education, denied access to full
time employment and the privileges of adult status. All of these issues are reflected in
the findings of the five research questions posed in the study detailed as follows:
Research Question 1: What role does interpersonal communication play in the
construction of a positive sense of self-concept among young unemployed people?
Findings: Young people are vulnerable to social change. At the individual level, the
risk of unemployment and its associated hazards is heightened when an individual's
sense of self and identity is not properly developed and they are unable to forge a sense
of belonging with society. Reduced job opportunities, lack of trust despite the strong
will do to the 'right thing' have prevailed amongst the young. For some access to
choice is exciting. For others who are overwhelmed or have dropped out the world can
be a bleak place. For an increasing number of young people the absence of family
support and education impinges on their interpersonal communication skills in
developing coping strategies in their day-to-day existence outside society's norms of
acceptance.
Research Question la: How important is a positive sense of self-concept for young
unemployed people in communicating with community support organizations?
Findings: A positive sense of self-concept is paramount for young people
communicating with Centrelink and the Job Network organizations in an environment
where they are required to contribute extra effort in finding work, reduce their use of
social assistance, adopt compliant behaviours towards the government's welfare
reforms and meet raised expectations in finding employment.
Research Question 2: How do young unemployed people differently experience their
primary and secondary social support networks?
Findings: Family support as well as education increases the ability of young
unemployed people to interact with their primary and secondary social support
networks. Consequently, a poor experience of primary support leads to eventual
confusion when dealing with organizations that deliver employment services. The
replacement of family support by a friendship group can nevertheless be empowering
in these circumstances.
Research Question 2a: How does young people's ability to access secondary support
networks affect their experience of unemployment?
Findings: The lack of family support and education increases the chances of having
low resilience, low trust in organizations and other people and an inability to cope.
These are all significant barriers to communicating successfully with secondary support
networks that provide assistance with employment opportunities. Staying in education
is a safety net against youth unemployment. The feeling of connectedness with the
community is difficult because of the loss of identity and the absence of identity
recognition for young unemployed people through discrimination. The maintenance of
the work ethic in the main stems from the desire to accrue material benefits.
Research Question 3: What is the role of community and organizational support for
young people experiencing the hazards of unemployment?
Findings: The findings of the study highlight the vulnerability of young unemployed
people accessing organizational support with the hazards stated in the study being the
intervening variables. It was found that reforms linking markets and networks make
increasing demands on the unemployed and their families. Poor communication within
Centrelink, interorganizationally with the Job Network providers and in public
communication informing about such reforms has resulted in confusion amongst young
unemployed people. The new market driven environment has had detrimental effects
on clients because of the lack of integrated programs and has generated a lack of trust
in organizational providers.
Research Question 4: What is the role of the media and public opinion polls
informing community perceptions about youth unemployment?
Findings: Media agenda setting provides the cues setting the standards by which the
public evaluates government and attributes responsibility for societal problems. Public
opinion is formed when media reports on public affairs. People talk to one another
about the topic and consequently public opinion is formed. In the 1970s the media
framed unemployed youth as 'dole bludgers' and the polls reflected public attitudes
that unemployment was due to people not wanting to work. Media framing in the
1990s contrasted with the 1970s view. Such indications included that it now
considered that young people were priced out of a job whilst showing cynicism of
governments to improve the situation. It did not use the 'dole bludger' tag. Although
the salience of youth unemployment in the opinion polls had diminished, it was still a
dominant consideration. Sympathy for young unemployed people who are seen as
victims of social change by the media has maintained into the new millennium with
media criticism aimed at the government's punitive approach to youth unemployment.
Research Question 5: How are policies about youth unemployment communicated to
the community?
Findings: Following Foucault the study found that government is a broader process
involving more than the state. From depth interviews with organizational
representatives it was found that formulation of policy for youth and unemployment
should be bottom up - community, state, federal - before Cabinet consideration.
Political and economic ideologies currently precede pragmatism and there is a
diminished voice of those representing youth policy.
These findings contribute to building on understandings of the phenomenon of youth
unemployment at the community level in Australia and inform about the various
individuals, groups, organizations including the media that contribute to shaping the
discourse in and around youth and youth unemployment.
31
Nelipa, Tanya, and n/a. "The changing role of the A.C.T. government school principal : an investigation of administrators' perceptions." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060824.095312.
Full textAbstract:
This study researched three major areas of the school Principalship within the
Australian Capital Territory government school system. The three major areas of
research concern related to school Principalship were:
1. Changes in the role and responsibilities of the Principal
2. Skills Principals require to perform effectively within the role and responsibility.
3. How the education department may best facilitate and support effective
performance of its Principals.
An outline of the history of administrative and organisational restructuring within the
A.C.T. government education system during the past two decades has been presented
to provide the context of the study. A review of the literature also contributed to the
contextual understanding of the study by examining specific issues and understandings
within the literature. The specific issues and understandings related to:
context and the role of the Principal
concept of the role of the Principal
instructional leadership and the role of the Principal
administrative and organisational devolution and the role of the Principal
The research methodology used to examine the issues central to this study is
qualitative or descriptive in nature, reflecting a phenomenological perspective. The
data was collected through personal interviews conducted with senior administrators of
the A.C.T. government school system and written questionnaires completed by
Principals of the A.C.T. government school system. The data comprises the
perceptions, ideas and beliefs of the two defined groups targeted in the study.
The analysis of responses presented the major findings regarding the perceptions, ideas
and beliefs of the Principals and senior administrators of the A.C.T. government school
system relating to the key research areas of this study. The major findings show that
the role of the school Principal has changed, with Principals requiring a broader array
of skills to effectively meet the challenges of the new role. The major findings discuss
how the education department may best facilitate and support effective performance in
the Principalship.
The conclusions of the study discuss how changes to the role of the Principal have
increased the Principal's workload, with Principals now required to utilise a broader
scope of often new skills to effectively perform their changed role and responsibilities.
The Principal respondents and senior administrator respondents suggest best ways that
the education department may facilitate and support effective performance of the
Principalship. It was also suggested that the amount of professional development and
training was inadequate to facilitate the performance of effective Principalship.
Respondents indicated that incentives such as sabbatical leave for Principals be
facilitated by the education department to ensure Principals' professional renewal.
Finally, the implications of the conclusions of the study address the ways in which the
education department may best assist Principals to acquire the necessary new skills to
effectively perform their changed role. The implications of the conclusions of the
study also address the ways in which the education department may best facilitate and
support Principals' professional renewal. The implications of the conclusions of the
study state that the responsibility for Principals' professional development and renewal
should be a shared responsibility between the school Principal and the education
department.
32
Hawkins, Clive Richard, and n/a. "The primary principalship in the Northern Territory and Australian Capital Territory : a study of the changing role and procedures for promotion to the position." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060720.142102.
Full textAbstract:
This study researched two major aspects of the primary school principalship in the
Northern Territory and Australian Capital Territory viz., (1) How current trends in
educational governance have affected the role of the principal, and (2) Assessment and
selection procedures used for promotion to the principalship in the present educational
environment.
The context of the study has been outlined by presenting a brief historical and
organisational overview of public education in both Territories, along with an
examination of the literature on recent trends and issues in educational governance and
promotion procedures.
The research methodology used to examine the questions posed in this study is
qualitative or descriptive in nature. The data was collected through the use of a semistructured
interview technique and represents the ideas, opinions and perceptions of a
specially targeted group of principals and aspiring principals from both education
systems.
The findings demonstrated that many aspects of the role of the primary principalship in
the N.T. and A.C.T. are changing, due to a new set of values in educational policymaking
and increased political control. There was a high degree of similarity between
respondents in each Territory in regard to how the role is being reshaped.
It was also found that the level of support provided by both systems to assist principals
in coping with the changes has been inadequate and that the changes have led to a
degree of conflict and new job-related pressures for most primary school principals.
It was concluded that assessment and selection procedures should be rigorous and
demanding, commensurate with the significance of the position. In this regard both
educational systems need to improve present procedures by addressing perceived
weaknesses. To this end assessment centres may have a role to play.
Finally, further implications of the conclusions are addressed in terms of the necessity
for thorough preparation and training of aspirants to the principalship to enhance their
chance of selection and help them cope with the new expectations and demands of the
position. This responsibility should be shared between the aspirant, professional
associations and the employing education department.
33
McKenzie, Anna, and n/a. "An Investment in Being Human EXPLORING YEAR 9 STUDENT EXHIBITIONS AN ACT CASE STUDY." University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081216.140527.
Full textAbstract:
ACT Year 9 Exhibitions Program aligns curriculum, pedagogy and assessment
in the design and implementation of rich learning tasks, which are focussed on transdisciplinary,
problem-based, community-centred issues. It provides an authentic
assessment model through a panel assessment process of demonstrated student
achievement.
This case study research examines the uptake of an Exhibitions approach in three
ACT high schools. It discovers, through their own telling, what inspires commitment
by participants to the program and the ways that they measure success. The study
draws on a rich data set of narrative inquiry and semi-structured interviews with
teachers and students from the case study schools.
Analysis of the 'lived experiences' of the participants indicates that how individuals
profit by the program is determined by five critical factors which are realized
differently for them. Further, for the Year 9 Student Exhibitions Program to succeed
in meeting its goals of providing for teacher renewal and improved student learning
outcomes, and of promoting high school reform, certain conditions must prevail.
These conditions converge around the support afforded teachers to build their
capacity for curriculum and pedagogical change, and the opportunities for
engagement and agency of both teachers and students in the design of the
Exhibition task and its implementation.
This study investigates the realities of implementing change in schools and its
findings augment what theorists would predict for school change. It indicates that the
extent to which Exhibitions can drive a wedge into the 'business-as-usual' approach
of the ACT's more traditional high schools, and provide an alternative view of what it
means to educate for the 21st century, depends ultimately upon the human and
structural conditions created in the school, and the authenticity of the approach to
uptake. This study contains important recommendations for government and
education systems alike as they pursue school change.
34
Mazza, Rose, and n/a. "Multicultural education and A.C.T. government high schools : an investigative study." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060907.142249.
Full text
35
Coutts-Smith, Raymond J., and n/a. "Mathematics in transition : the post-compulsory years : the transition from high school to college in the Australian Capital Territory." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060630.095231.
Full textAbstract:
This study commences with the assumption that action can be taken to lessen the
disruption to the mathematical progress of Year 11 students in the Australian Capital
Territory senior secondary colleges. If students are to perform their best in
mathematics they need their transition from high school to college to be as smooth as
possible. Nevertheless, many students change their mathematics enrolment soon after
commencing college.
The study relies particularly upon The Theory of Reasoned Action to determine
whether students have the intention both before and during the transition of performing
well in mathematics at college. Although this measure provides a predictor of the
intention, it does not necessarily follow that the conditions allow the student to comply
with the prediction.
Statistical instruments were also used - to determine whether students initially enrol in
appropriate courses and whether they perform as well in their first semester at college
as in Year 10. A small sample of students was interviewed to elicit whether there was
supporting evidence for some conclusions drawn from the results and the literature
survey.
Analyses of the predictor of intention indicate that during the transition period a very
high proportion of students intends to perform well in mathematics at college. Analysis
of the components of the measure pinpoints some small differences between high
schools.
The statistical analyses show that a significant proportion of students completes
Semester 1 in mathematics courses other than those of initial enrolment and that
performance by the Year 11 students correlates well with Year 10 performance.
Discussion centres around actions of intervention and their focus. Parents and
guardians are possible recipients of further information since the evidence suggests they
are the most influential advisers in the lives of this age group. College teachers are
possibly the best current providers of that information, although, high school teachers
and careers advisers could take a more prominent role following appropriate training.
Recommendations are made concerning the enrolment procedure and the beginning of
Year 11 routine. Other conclusions and recommendations concern action by classroom
teachers that could ensure more students succeed in the course of initial enrolment,
whether they are in the course most suited to their previous performance or are
attempting a more difficult course.
36
Webber, Susan, and n/a. "House museums as sites of memory." University of Canberra. Built & Cultural Environment, 2005. http://erl.canberra.edu.au./public/adt-AUC20080925.100449.
Full textAbstract:
Houses and the objects within them stand as tangible symbols of human memory. Some
memories are created unconsciously in day-to-day living; others are consciously attached
to objects that are cherished as symbols of other places, relatives and friends. Memories
may seem to be lost until they are rediscovered in moment of involuntary recall, triggered
by an object, a smell or taste.
The purpose of this research project is to investigate the memory experiences of
visitors to a house museum; what they do with those experiences and how important they
are to them.
Forty adult visitors to Calthorpes' House in the ACT were interviewed using the
focused interview technique with a framework of questions that allowed for a
conversational style and additional questions. The interviews were recorded and later
transcribed.
The results showed that all visitors reported experiencing memories during their
visit to Calthorpes' House. Many people found those experiences enjoyable and wanted
to share them with others.
These findings are important because they can inform the set-up, interpretation
and publicity of house museums in ways which will attract new visitors and help to
engage with visitors' interests when they visit house museums.
37
Drysdale, Robyn L., and n/a. "Parents as partners in prevention." University of Canberra. Professional & Community Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20060705.154625.
Full textAbstract:
Parents play a central role in their children's education and social development and
therefore can be extremely influential in children's attitudes, decisions and behaviour
towards drugs. Despite this, there has been limited research to date which explores the
parents' perspective and their needs in the area of drug education. This thesis reports on
research which surveyed 92 parents of secondary students (Years 7-10) across ten
secondary schools in the Australian Capital Territory. Two follow up focus group
sessions, involving fourteen parents of secondary students, were also conducted with
self-nominated parents of these respondents. The issues explored in the research
include parents' concerns and knowledge of young people and drug issues, and their
needs for a drug education program aimed at parents.
The results show that parents see their role in drug education as a central one and are
concerned about drugs in relation to their children and other young people. They are
largely unaware of school drug policies and school drug education programs and want
to work in closer partnership with the school and community in educating their children
about drug issues. Parents identified a need for accurate and up to date information as
they do not have sufficient knowledge in this area. Parents also identified a need to
develop skills in dealing with adolescents and drug issues.
This study provides insight into a range of parents' views on drug issues and confirms
that parents would like to develop both knowledge and skills in order to support young
people and reinforce school drug education programs. A number of implications of the
results for the involvement of parents in drug education programs are presented,
including: parent needs, strategies for delivery/ implementation and motivating factors
for encouraging parental participation in such programs.
38
Raharjo, Irawati, and n/a. "Teaching Indonesian as a foreign language in the A.C.T using the communicative approach." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061107.091143.
Full textAbstract:
For some years now, linguists have been developing
methods of teaching second language learners to communicate
effectively in the foreign language, concentrating on methods of
developing skills in oral communication.
Although there are many factors in Australia which
would favour the introduction of Communicative Language
Teaching for Indonesian - such as well-equipped classrooms and
small class sizes - the Communicative Approach to teaching does
not appear to have been fully developed. This is partly because
of the lack of communicatively-based textbooks and teaching
materials.
The aim of this study is to suggest some ways in which
Australian teachers could adapt the currently available materials
and textbooks for use in communicative teaching of Indonesian,
and also to propose methods of assessing students'
communicative abilities.
Chapter One describes the background to the study, and
defines its aims, its scope and the research method used.
Chapter Two looks at the teaching of Indonesian in the
A.C.T., concentrating on the equipment and textbooks which are
available. Some of the problems of teaching and assessment are
also outlined.
The discussion of Communicative Language Teaching in
Chapter Three covers the development of language teaching
methodology in general terms.
A description and analysis of my research conducted on
students and teachers of Indonesian in the A.C.T. is included in
Chapter Four.
The last two chapters contain a presentation of possible
teaching materials and methods of introducing communicative
activities (Chapter Five), and possible ways of assessing
communicative activities (Chapter Six). Some of the problems of
the Communicative Approach are also discussed.
This Study Report is intended only to suggest some ways
of introducing communicative activities into A.C.T. classrooms in
the waiting period before new textbooks and materials, hopefully
based on the Communicative Approach, become available.
39
O'Meara, Carmel M., and n/a. "Childbirth and parenting education in the ACT: a review and analysis." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060710.161652.
Full textAbstract:
The study reviewed the provision of childbirth and
parenting education in the ACT for indicators of
effectiveness and needs. Users (n = 207) and providers
(n = 7) were surveyed for information on educational and
administrative aspects of the service. An original
design questionnaire was based on the PRECEDE framework
(predisposing, reinforcing and enabling factors in
educational diagnosis and evaluation) and the social
model of health. Items were drawn from the relevant
literature, concerning individual, social and service
delivery elements of the health fields concept
interpreted for pregnancy, childbirth and parenting.
Individual factors were related to Maslow's hierarchy and
the valuing approach to health education. The provider
survey covered information on organisational elements,
comprising inputs, processes, products, outputs and
outcomes of childbirth education.
The study comprised a literature review, cross-sectional
non-experimental surveys of users and providers, and a
needs assessment combining information from each of the
three sources. Descriptive statistical techniques,
analysis of variance and valuing analysis were used to
extract information on effectiveness indicators and needs
from the user data. Comparisons were made between
present and past users, and between women of different
ages, experience of pregnancy and preferences for public
or private methods of education for childbirth.
No evidence was found of individual differences in the
women's attitudes, beliefs and values that could be
attributed to education. However, users expressed strong
approval and positive views of the service and its
providers. The level of personal health skills,
confidence and emotional preparatiqn they achieved
through childbirth and parenting education did not fully
meet their expectations.
The survey also found that the organisation of childbirth
and parenting education has not developed professionally
like other health services. Service goals and objectives
are ill-defined; planning and coordinating are inadequate
for an integrated maternal health care system. The
service's main resources are its highly motivated and
dedicated teachers and clients. Several recommendations
are made for educational and administrative measures to
enhance service effectiveness within present
organisational constraints, based on the needs identified
by the study.
40
Lambert, David J., and n/a. "Ecology of invertebrates and predator - prey interactions on mosquito larvae in urban wetlands, ACT Australia." University of Canberra. Applied Science, 1989. http://erl.canberra.edu.au./public/adt-AUC20060815.125401.
Full textAbstract:
Giralang Pond was a water body, with little emergent or submerged
vegetation, designed to trap fine sediment and buffer input of rising water
to Ginninderra Wetland downstream. Ginninderra Wetland was designed
to retain and use sediment nutrients and other potential hazardous materials
in urban run-off. Water in the Wetland was more turbid and had lower
magnesium concentration, redox potentials and dissolved oxygen
concentration than did Giralang Pond. Water temperature was a minimum
of 4 °C in the winter and reached a summer maximum of 30 °C
Giralang Pond had more organisms but fewer taxa than Ginninderra
Wetland. The greatest abundance in the pond resulted principally from
high numbers of two numerically dominant species Calamoecia sp. and
Micronecta sp.. More organisms were found in vegetated habitats of
Ginninderra Wetland than open water habitats. The number of
invertebrates and the number of taxa found in Typha domingensis did not
differ significantly from similar estimates for Schoenplectus validus,
Gambusia qffinis was the dominant predator in both water bodies. On
one occasion, G. qffinis reached population densities of 35 individuals per
m-2 . G. qffinis was five times more abundant in Gininnderra Wetland than
in Giralang Pond and also showed a preference for vegetated areas.
G. qffinis over-grazed it's prey on several occasions.
G. qffinis, invertebrate predators and prey followed a pattern of a
community in a stable predator-prey cycle. Prey in early spring increased
population numbers and then decreased when G. qffinis and other predators
increased their numbers. The pattern was further strengthened by occurring
in both areas of open water and vegetated habitat types.
41
David, Veronica Anne, and n/a. ""A gleam in the eye..." : An investigation : self-esteem of high school teachers in the Australian Capital Territory (ACT) Government Schools." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060704.120747.
Full textAbstract:
This study attempted to investigate the
self-esteem of high school teachers in the Australian
Capital Territory (ACT). Its purpose was to measure the
self-esteem of high school teachers in the ACT, identify
perceptions of life-stage factors that might contribute
to teachers' self-esteem and to identify teachers'
perceptions of job-related factors that contribute to
their self-esteem.
The sample consisted of 219 teachers (94 male,
124 female, one of unidentified sex) in 12 of the 17 high
schools in the ACT. A questionnaire based on that used
by Swafford Jolley (1985) was used. It consisted of 4
parts - Part 1 demographic data, Part 2a Barksdale
Self-Esteem Index No. 69, Part 2b Life-stage
Characteristics, Part 3 Job-related characteristics, Part
4 - three related questions for open responses.
Data were analysed using the SPSSX data recording
and analysis system (Norusis 1983). Means and
differences between means were computed to establish
discrepancies. Pearson product moment correlations were
employed. Multiple linear regression analyses were used
to isolate the best predictors of self-esteem from among
the 34 work-related factors. A rank discrepancy index of
affect on self-esteem was also computed.
Findings show that eighty per cent of the
teachers may be hindered by low self-esteem. There is no
difference between male and female average age (39) nor
between the male and female average self-esteem index
(62.2). Younger teachers were found to be just as likely
to have low self-esteem as older teachers. The factors
which most affect teacher self-esteem and which are
closest to the ideal were found to be feelings of
competency as a teacher, pride in one's work,
establishment of specific personal goals and the
opportunity to determine one's own teaching methods. The
factors with the greatest discrepancies were found to be
the opportunity to advance professionally, positive
representation by the media and prestige of the teaching
profession.
It was concluded that in no one area are the
self-esteem needs of high school teachers in the
Australian Capital Territory being adequately met.
Responsibility lies with the individuals themselves and
with the ACT Schools Authority to work out joint ways of
enhancing teacher self-esteem and development. It is
argued that this cannot be left to chance by the
organisation but must be planned for as a matter of
urgency. Recognition of the individual is seen as the
key in any such planning but organisational objectives
also need to be considered.
42
Joliffe, E. Keith, and n/a. "PEP (ACT) : factors modifying the delivery and impact of a Commonwealth specific purpose program in the Australian Capital Territory 1984-1986." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060802.160503.
Full textAbstract:
The Field Study Report records the establishment of a
theoretical model for examining aspects of complex
innovations, the application of that model to the
Commonwealth Participation and Equity Program in the ACT
government sector using an historical perspective, and the
drawing of conclusions occasioned by that, application.
Based on the literature of the management of change,
educational administration and educational politics as well as the history of the program, it is argued that
specific groups of factors influencing the delivery and
impact of the program may be identified and their effects
described, with a view to guiding future delivery of major
educational reform programs.
The theoretical model for classifying and examining the
relative importance of the factors is a synthesis based on
the work of the researchers Hoy and Miskel (1982), with a
major additional component, prompted by writers in the
field of educational politics. The method of application
also allows the discussion of two further underlying
propositions. These are;
(a) That the modes of delivery employed by the ACT Schools
Authority for PEP evolved during the course of its
implementation;
(b) That the program had a discernible impact, in terms of
its aims, but this impact, was modified qualitatively and
quantitatively by the process of mutual adaptation and by
other factors external and internal to the program.
In a series of linked steps, the thesis examines the
literature, drawing out a grouped collection of factors
potentially influencing the program, describes the
context, modes of delivery, aims and outcomes of PEP,
categorises the identified factors according to their
apparent relative influence, and uses these learnings to
make predictions and conclusions about PEP and future
system-wide reform initiatives.
It is concluded that the underlying propositions of the
thesis are confirmed. It is also argued that the study has
highlighted the predominant influence of political
factors, most groups of management factors and factors
related to school organisation, whereas other factors are
of lesser importance in moulding program delivery
strategies and shaping program outcomes. As well, the
thesis concludes that the particular framework adopted for
the study possesses considerable potential for use in a
variety of future research, and that the introduction of
the factor-based structure as a means of carrying out
historical research helps promote rigour, objectivity and
credibility where there is a reliance on the involvement
of a participant-observer to provide reflective data.
In relation to PEP itself, it is concluded that the
process of mutual adaptation and the influence of the
multiplicity of factors ensured that the higher-order
program outcomes such as institutionalisation of new
curriculum definitions, the development of negotiated
student, management and teaching/learning strategies and
attitudinal changes about, the purposes and ownership of
education, were modified even more significantly than the
outcomes which could be measured in quantitative terms.
A collection of specific suggestions for improved program
delivery in the future is provided.
43
Hinson, Sandy, and n/a. "An ethnography of teacher perceptions of cultural and institutional practices relating to sexual harassment in ACT high schools." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060724.141946.
Full textAbstract:
This two year, topic-oriented ethnography documents teacher perceptions of
cultural and institutional practices relating to sexual harassment in 12 co-educational,
government ACT high schools. Participants include over one hundred and forty
teachers, seventy eight of whom have contributed formal interviews.
Through analysis and triangulation of ethnographic interviews, participant
observation data and school and Departmental documents, the study identifies cultural
and institutional practices which, according to teacher perceptions, contribute to:
� encouraging sexual harassment;
� discouraging reports of sexual harassment; and
� discouraging implementation of sexual harassment policy.
Emerging cultural and institutional practices include blame attribution, silencing
and gender construction which contribute to the marginalisation of some female
teachers (in terms of their career); some female students (in terms of their education)
and some male students who are perceived to be "gay" (in terms of their friendship
groups).
The usefulness, limitations and capacity to explain sexual harassment of a range
of theoretical approaches are discussed. These approaches include Attribution, Role,
Reproduction and Feminist theories. It is argued that, although accounting for the
majority of sexual harassment, these theories are limited in their ability to fully account
for:
a) all kinds of sexual harassment practised in ACT high schools;
b) the relationship between sexual harassment and other kinds of harassment
in ACT high schools; and
c) the extent to which some women teachers appear to support the practice of
sexual harassment.
Emerging Poststructuralist Feminism is proposed as a potentially useful
theoretical framework for explaining and responding to sexual harassment in ACT high
schools.
It is hoped that this study will contribute to informing the decision making of
those responsible for developing and/or implementing sexual harassment policy in ACT
high schools, including teachers, school counsellors, principals, and administrators.
44
Bennett, Patricia, and n/a. "Pedagogic Antecedents of Classroom Writing." University of Canberra. School of Education & Community Studies, 2007. http://erl.canberra.edu.au./public/adt-AUC20080306.141328.
Full textAbstract:
This thesis reports on aspects of a large observational study of writing lessons in a range of
ACT primary classrooms. The observational study followed students at risk of failure, who
had made literacy gains through the Scaffolding Literacy pedagogy developed at the Schools
and Community Centre, with a view to investigating their subsequent interactions in
mainstream writing classrooms. This thesis is concerned with the extent to which teaching in
these classrooms supported the children?s access to literate discourse.
In order to ascertain the pedagogic antecedents of the lessons, this study focuses on the
section of the lessons prior to children being asked to write. It explores two areas of
preparation for writing: the first regarding building of the field of enquiry (what to write
about); the second, the extent to which children are shown how to write an appropriate text.
The study proposes a level of explicitness that delivers a fine degree of knowledge about
language while supporting students who might otherwise be disadvantaged in the classroom.
The analysis in this study attempts to categorise the different kinds of interactions within the
discourse of representative lessons by applying a framework for the pedagogic register of
writing lessons proposed by Christie (1991, 2002) with particular reference to convergence of
instructional and regulative registers. It was found that convergence alone was insufficient to
?Patricia Bennett 4
provide explicitness in teaching. However, when convergence was combined with a particular
form of classroom interaction as developed in Scaffolding Literacy pedagogy a high degree of
explicitness was made available to promote learning.
Little effective preparation for writing was found in classrooms dominated by ?whole
language? orientations, especially where writing lessons were based on personal experience.
However, use of literate texts provided more powerful access than personal experience to
effective writing. The most productive classroom teaching resulted from building shared
experience based on a model text which itself provided the resources for the teaching of
writing.
The study raises questions about the importance of access to literate language when teaching
writing and the role of constructive, purposeful questioning to build the knowledge of field as
well as modelling features of language necessary for children to produce their own written
texts.
45
Moore, Peter Joseph, and n/a. "Two school-based evaluations at a Catholic high school in the ACT a review." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061019.091214.
Full textAbstract:
The completion of two school-based evaluation reports at a
Catholic High School in the ACT highlighted the need for
support structures both for evaluating staff and for the
management of an evaluation report. The writer (a school
principal) felt a need to review school-based evaluations
in a more professional manner, and to ensure that
evaluations were managed with greater support for the staff
involved.
In the absence of known Australian checklists, designed to
review school-based evaluations, two recognised evaluation
checklists, those of Russell and Maling-Keepes, are tested
as instruments of review, by applying them to the two
school evaluation reports. Four evaluation reviews are
documented, in all. The main purposes of this research
were:
(1) to determine the merits of the completed evaluations by
applying the checklists of Russell and Maling-Keepes,
(2) to test the relevance of the evaluation checklists of
Russell and Maling-Keepes as instruments of review at
the school level,
(3) in the light of this research, to be in a better
position to recommend
a) a suitable review method for use by Catholic
School Principals,
b) support structures, both at a system level and a
school level, to assist the development of
school-based evaluations.
46
Myers, Ian, and n/a. "The relationship between pupil control ideology and subject faculties in ACT government high schools." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061027.123030.
Full textAbstract:
The purpose of the study was to establish that a
relationship existed between teacher Pupil Control
Ideology (PCI) and membership of a practical subject
faculty or of a humanities subject faculty in ACT
government high schools. It was hypothesized that
teachers in practical subject faculties and teachers
of practical subjects would be custodial in their
PCI. Teachers in humanities subject faculties and
teachers of humanities subjects would be humanistic
in their PCI. A subsidiary purpose was to replicate
earlier research findings of a relationship between
PCI and years of teaching, sex, position in the
school administration, and type of school.
The PCI Form was administered to a population sample
of 116 teachers from five high schools in the Belconnen
area of Canberra. The results were subjected to t-test
and one-way analysis of variance. Statistically
significant relationships were observed between PCI
and teacher variables of subject faculty, subject
taught, and sex of teacher. Earlier findings for other
variables were not replicated.
The direction of findings was surprising. Teachers
in practical subject faculties and of practical
subjects were more humanistic than humanities
faculty and subject teachers. Female teachers were
more custodial than male teachers. An analysis of
variance showed no interaction effect between
variables sex and faculty, and sex and subject taught.
More research on possible causes of the relationships,
such as student attitude to subject, and teacher
sense of achievement, is needed before the findings
can have practical application.
47
Cameron, Patricia, and n/a. "Development of a curriculum in supervision for A.C.T. TAFE." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060623.161003.
Full textAbstract:
It had been apparent for some time that the supervision course taught by
ACT TAFE (based on the 1970 NSW curriculum) was not meeting the training
needs of ACT supervisors. This study is a detailed account of how the
new curriculum in supervision was developed.
The first section is a literature survey directed toward the most
relevant problems concerning supervision: the duties and
responsibilities of supervisors and their training. The literature
shows how the perception of a supervisor has changed from that of a
craftsman in charge of men in an assembly plant to that of a first-line
or sub-manager, technical specialist or workgroup coordinator working
with men and women in white collar occupations. Training research was
surveyed in the areas of training needs assessment, curriculum,
management development and evaluation. From these and further studies
specifically on supervision courses in TAFE (the only post-secondary
provider of training in this area), it was concluded that its piecemeal
and haphazardly developed courses were unlikely to fulfil supervisors'
training needs or gain the acceptance of employers.
The second part of the field study is a survey of the opinions of ACT
supervision students, supervisors and managers on their training needs
in supervision. The techniques used were structured interviews with
students and a postal questionnaire to managers and supervisors in the
public and private sectors.
Finally, the curriculum was formulated using results from the two
previous sections. Although the response rate from the postal survey
was low, the results were nevertheless useful, confirming the data
obtained from past students. In the final analysis, three factors
contributed almost equally to the design of the curriculum: ideas and
findings in the literature, the surveys, and my own experience as a
supervisor, manager and teacher.
48
Cousens, Elizabeth Veronica Eve, and n/a. "'Walking back along the thought' : a heuristic." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060629.171041.
Full textAbstract:
This study deals with the writing of senior students in the subject
English from two ACT secondary colleges. Whilst the written work
analysed is from students enrolled in courses accredited for
tertiary entrance, the ACT'S high retention rate and students'
tendency to avoid 'non-tertiary' courses, ensures that the scripts
analysed are wide-ranging.
Broadly, this study rests on the theoretical approach to language
and learning that came out of Dartmouth: that which is associated
with James Britton. Its focus is twofold. In Volume I it presents
a heuristic, describing its development and discussing the thinking,
and learning students appear to do - and the writing they do - as a
result of using it.
The heuristic is called 'streaming' by the students who use it and
is based on Vygotsky's notion of 'Inner Speech'. A key phrase that
expresses a powerful or rich idea about the subject being studied is
used as a starting point for student thinking. Students explore the
layers of cognitive and affective meaning encapsulated in the idea,
and perhaps extend the idea, in writing. The writing is very rough,
and an act of thought whereby the meaning of the phrase is
accommodated, rather than a communication to others.
Students are asked NOT to think prior to setting pen to paper, but
to let their writing 'bring their thought out of the shadows' by
giving words to it. This avoids superficial or cliched response
because the process of 'thinking out loud in writing' allows an
interplay of cognitive and affective meaning that seems to lead
students in to abstract thinking, generally by way of poetic
abstraction. The 'streaming' that students do becomes the basis for
further discussion or writing in a variety of forms.
Volume II is given over to an explication, and use, of Graham
Little's development and refinement of an analytical model for
investigating language use. Based on the variables of situation,
function and form, it enables the empirical analysis of 237 examples
of writing from students who had used the heuristic presented in
Volume I.
The analysis indicates that students who use the heuristic write
differently from students who do not. Their writing shows a wide
range of function and form and achieves unusually high levels of
abstraction. The thinking and writing that students do when using
the heuristic is usually realised poetically and used as a basis for
further writing. The range within the student writing indicates a
high degree of language competence whereby students are able to
write in different forms.
Little's analytical model is a simple and powerful means of
quantifying elements of school language in order to make qualitative
judgements that are sensitive to the complex and holistic nature of
language development and use.
49
Dawson, Caroline, and n/a. "The use of Coopersmith self-esteem inventory." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060704.125254.
Full textAbstract:
This study investigated whether the conditions in which the Coopersmith Self-Esteem
Inventory was administered had any effect on subjects' scores on the Inventory. The
study also examined normative and reliability scores in the ACT, the effect of various
demographic variables and the relationship between happiness scores and self-esteem.
The Coopersmith Self-Esteem Inventory was administered to groups of year seven
students from a Canberra high school under two different conditions: friendly and
impartial. After five weeks the Inventory was readministered to rearranged groups under
the different conditions. No significant differences were found in the scores from the
students in the different conditions. No significant differences were found on an
indication of student happiness under each condition.
A normative value was calculated combining scores from the first testing sessions and
a test-retest reliability correlation calculated from combined scores from the first and
second testing sessions.
The validity of the lie scale and the use of the Inventory in Australia are discussed.
With a few reservations it appears that the Coopersmith Self-Esteem Inventory measures a
relatively stable trait and is a reliable measure of overall self-esteem. A summary of recent
literature using the Coopersmith Self-Esteem Inventory is included.
Mean self-esteem scores on the Coopersmith Self-Esteem Inventory were compared
with students grouped by sex, socio-economic status, birth order, whether they came
from a single parent family or whether their mother worked. Significant differences were
found with SES and birth order but recent literature shows that these variables are often
interrelated and results may be instrument dependent. New self-concept tests (based on a
sound theoretical framework) are being developed which acknowledge the
multidimensionality of self-concept and appear more able to detect variation in facets of
self-concept.
50
Dwyer, Michael, and n/a. "Discipline policies and practices in the primary school." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060706.162852.
Full textAbstract:
The study attempts to investigate discipline policies
and practices in primary schools since the abolition of
corporal punishment. The purposes of the study were to
find out who is involved in the formulation of a
policy; how this procedure takes place from the
initial stages to fruition; the contents of a
completed policy document and to canvass opinions of
teachers and students about their school policy.
Information was obtained from twenty-two completed
questionnaires received from public primary schools in
the Belconnen region of the ACT and a more detailed
case study of three of these schools.
A search of the literature revealed a number of key
elements of a whole school discipline policy. These
included: formulation of policy; recognition of
appropriate student behaviour; rules and consequences;
policy procedures; responsibility for policy
implementation; the abolition of corporal punishment.
The study showed that there is a growing awareness of
the democratic decision-making process within
classrooms and that schools are producing comprehensive
discipline policies, many of which are now more
accurately titled 'Management of Student Behaviour'.
Schools are encouraging appropriate behaviour from the
students, endeavouring to develop student
self-discipline and self-esteem, and are using agreed
logical consequences when rule violations occur.
The case study concludes with comments on the ACT
Schools Authority Discussion Paper 'Policy and
Procedures for the Management of Student Behaviour in
ACT Public Schools' issued during 1988.