To see the other types of publications on this topic, follow the link: ACT primary education.
Dissertations / Theses on the topic 'ACT primary education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'ACT primary education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Wilde, Lee Ellen, and n/a. "The concept of excellence in education in ACT primary schools." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20050527.143328.
Full textAbstract:
From a philosophical and historical analysis of education in Australia since World
War II and consideration of the research into school effectiveness and community
expectations of education, a concept of "excellence" was derived: "Excellence in
education" in its various institutionalised forms describes a state where there is a
community perception that worthwhile goals have been formulated, attempts are
made to achieve those goals using appropriately defined processes and that those
goals are being achieved to the satisfaction of community members.
It was also asserted that because of the diversity introduced into Australian society by
sociocultural, economic and political developments since World War II, "excellence
in education" may take many forms. This demands diversity in schooling so that
these different forms of excellence may be achieved. This "excellence" was seen to
be a relative concept rather than an absolute one.
Information was collected from six primary schools from both the government and
non-govenunent sectors of the ACT, using swey instruments, interviews and
document analysis. This information related to the perceptions of the family, staff
and student sectors of these schools about the importance and achievement of various
factors in the areas of goals and philosophy, curriculum, teaching and learning
practices, general organisation and school atmosphere.
The study found that, while these schools, all being concerned with the education of
primary school children in the same local and national context, exhibited certain
common elements, they also demonstrated a variety of other features in a variety of
combinations, giving each school a distinctive profile. Moreover, these school
communities each judged their particular school being "Excellent" and "meeting expectations", and yet were accepting of some discrepancy between what they considered ideal and what was actually achieved.
Thus it was shown that excellence in education is a relative concept in the ACT, if not
in contemporary Australian society as a whole.
2
Davies, Geraint. "Religious education and worship in the primary school : a study of headteachers' perceptions." Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368764.
Full text
3
Phahlamohlaka, Teuns. "Challenges of inclusive education in multicultural public primary schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60972.
Full textAbstract:
After the ushering of the democratic dispensation in 1994 an increased diversity in the society and schools of South Africa resulted from the policies and legislations adopted to integrate the earlier ethnically divided educated system. This democratic dispensation did not only bring about political change, but also aimed at democratising the education system and eradicating the inequalities of the past. This is in line with the constitution of South Africa which provides all children, young people and adults with human rights and education benefits.
The South African public schools' educators are tasked with the responsibility of ensuring that all learners with different educational needs are taught in a regular classroom. Providing teaching to multicultural classes requires positive experiences and support of inclusive schooling. The purpose of the study is to establish the challenges of teaching inclusive education in a multicultural class in the Gauteng Province public primary schools. This study used a qualitative research approach where participants were interviewed using one-on-one semi structured interviews and probes for clarity and depth. Data was analyzed inductively so as to use the results of the analysis as basis for subsequent data collection through follow up interviews.
Ten (10) post level one educators from five multicultural primary schools managing challenges of inclusive education (Foundation Phase and Intermediate Phase) were purposively sampled. Official documents like the White Paper 6 (2001) on the rights of learners with educational needs, and the South African Schools Act (1996) were analyzed to get information on how educators should go about teaching inclusive education to multicultural classes. The findings of the study will contribute to the knowledge base on the management of challenges of inclusive education in multicultural public primary schools about the support structures required and may also inform policy makers.Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
4
Deeks, Graham. "Managing change in primary schools : impact and consequences in the post Education Reform Act period." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321605.
Full text
5
York, Daryl. "In what ways do primary and secondary schools act to internationalize their institutional ethos?" Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707580.
Full textAbstract:
This research into school identity studies school agency by focusing on how schools act to self-determine an aspirational international identity. Aspirational identity is conceptualized in Bourdieusian terms as intentional position-taking in the face of constraints, both external – field competition for capital resources – and internal - a subject’s habitus (which, for schools, necessitates critical evaluation of the putative notion of institutional habitus). Schools fundamentally distinct from many organizations in that a school’s identity subsumes a role in the determination of the identity of its students, may construe and pursue the realization of an element to their school identity that is international. Schools may do this by creating an international ethos, in order to internationalize student identity. In this study, to analyse ethos- and identity-internationalizing initiatives in a sufficiently broad, unifying manner, applicable to any type of school, use is made of Bernstein’s notion of the pedagogization of knowledge to inspire an analytical framework developed from the Pedagogic Device. Data from interviews with school leaders in 15 schools in 10 countries, showed ethos internationalizing initiatives to be divisible into three classes: firstly, initiatives pertaining to the medium by which knowledge is transmitted, particularly the language of instruction and the nationality mix of students and teachers; secondly, the knowledge transmitted to students may be deemed to be more or less international in content; thirdly, the knowledge to be transmitted may be prepared for transmission to students in ways that are more or less international by the process that Bernstein calls recontextualization. A potent means of internationalizing school identity and thus ethos was seen to be (international) recontextualization of knowledge by schools themselves, sometimes but not always in conjunction with an external agency. It was found that schools, irrespective of the composition by nationality of their student body, according to varying degrees of agency they display to construe and pursue an international identity for themselves and students, may be classified according to three ‘ideal types’: international identity creators; international identity assemblers; or international identity strengtheners. Some of the international identity strengtheners are shown to exhibit positive habitus to aspire to international identity as they stake more advantageous field positions by operating simultaneously in both national and transnational fields.
6
Kwapong, Abeena. "How might the Twi language act as mediator of learning in primary schools in Ghana?" Thesis, Goldsmiths College (University of London), 2010. http://eprints.gold.ac.uk/6500/.
Full text
7
Williamson, Janet, and n/a. "Teachers and the use of computers in four ACT non-government primary schools." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.150827.
Full textAbstract:
The case studies carried out in four non-government
primary schools in the ACT aimed to look at the way
teachers were using computers in classrooms in order to
shed light on the factors which may determine how
teachers chose to use computers to enhance learning. The
case study method allowed the researcher to use
triangulation to provide in-depth information about the
processes involved in the delivery of a lesson using a
computer.
The findings were positive in that more than half of the
teachers were found to be using computers at a high level
of adoption, predominantly running simulation programs.
In most schools, this was in spite of either hardware or
software constraints, inadequate professional development
opportunities or administrative obstacles. Whether the
teachers taught in a laboratory or had one computer in
the classroom did not seem to retard their enthusiasm for
finding the best strategies to effectively integrate
computer use.
Cooperative learning strategies had been adopted by most
of the teachers so their transition to computer use was
made easier since their students had already been
'routinised'.The data also pointed to formal Computer Education as a
possible determinant of a high level computer user.
However, research on a wider scale would be needed to
validate the result.
Differences in the way classes were managed in a onecomputer
classroom and a laboratory were evident.
Teachers spent most time with those students working away
from the computer in the one-computer classroom and most
time with those working at the computer in the laboratory
setting. Methods of evaluation were shown to be
necessarily different depending on whether work was
carried out in a laboratory or a one-computer classroom.
Finally, the study pointed to the need for non-government
schools and system managers to begin long-term planning
for hardware and software purchase and resource
management in order to provide teachers with the tools
needed to integrate computer use effectively. Such
planning would need to include provision for professional
development.
8
Warren, Simon Adrian. "'Is that an action man in there?' : masculinity as an imaginative act of self-making in an English primary school classroom." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/39029/.
Full textAbstract:
This thesis argues that masculinity does not exist as the empirical property of biological males. Instead, masculinity is viewed as being produced in its objective sense through a social imaginary that invokes masculinity as already ontologically present; as having ontological continuity; as being necessarily coherent; and as being embodied in real boys/men. l\lasculinity is therefore seen as an iterative exercise, or a narrative of self, whereby the boys in this study are seen as being involved in producing themselves as coherent males in each classroom interaction. The masculine social imaginary is made real through these subjective moments of self-making. This research focuses on the strategies engaged in by boys, in an English primary school classroom, in their accomplishment of masculine identities~ how they are secured in relation to both girls and other boys~ and how particular masculine forms achieve and maintain hegemony. The research looks at the relationship between objective and subjective senses of identity; the cultural resources available to boys in their identity work; the ways different cultural resources (capital) accrue value in the context of the school; how these differently valued resources contribute to the production of masculine hierarchies; and pedagogic structures and practices interact with the boys' identity work to construct different relationships with the official curriculum. Working through a concept of reflexive relativity, this thesis regards the data collected through observation and elicitation exercises, as narrative productions. The research text itself is a narrative production - a rendering of a theory of masculine behaviour; and as constituting a series of dialogues between the research and different research subjectivities.
9
Dann, Ruth Catherine. "Pupil assessment in the primary school : with special reference to the assessment implications of the Education Reform Act 1988." Thesis, University of Southampton, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358703.
Full text
10
Sutcliffe, Sarah, and n/a. "An investigation into the most significant influences on the way beginning teachers incorporate music into their primary classrooms." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061109.113339.
Full textAbstract:
The aim of this study was to identify the significant influences that effect the
way beginning teachers in the A.C.T. incorporate music into their primary
classrooms.
Twenty-eight teachers from 23 different schools were interviewed in this
study. These teachers were chosen on the basis that they were beginning
teachers (teachers who were in their first, second or third year of teaching)
and had graduated from the University of Canberra from 1988 to 1990. The
teachers were interviewed over a 7 week period in Term 4 of 1990. The
interview schedule incorporated aspects of a questionnaire and an interview
employing both closed and open-ended questions.
The study found that although 71% of the teachers taught some music in
their classrooms, no teacher actually taught the whole music curriculum (as
defined by the A.C.T. Curriculum Guidelines, 1990). Singing, listening and
moving were taught by most teachers but areas of the music curriculum
such as playing, reading and writing, improvisation and composition were
rarely included. These results were influenced by factors such as the musical
background of the teachers, preservice courses, the school music curriculum,
whether or not teacher's colleagues taught music and the school's
utilisation of the music specialist. For example, teachers who taught music
were more likely to come from a school that had a music curriculum rather
than from a school that did not.
This study has implications for the development and implementation of
primary school music curricula, the reassessment of future preservice and
inservice programs, the utilisation of human resources within primary
schools and the development of more positive attitudes towards music in
schools and society in general.
11
Best, Michael J. H. "The changing role of the primary headteacher 1988 to 1993 : a post-Education Reform Act case study of a peer support group." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326951.
Full text
12
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.
13
Hošťálková, Štěpánka. "Optimalizace základních škol." Master's thesis, Vysoká škola ekonomická v Praze, 2017. http://www.nusl.cz/ntk/nusl-359794.
Full textAbstract:
The main goal of this thesis is to describe the current situation of capacity of primary schools in the selected area of Prague and suggest optimization options. In the first part of my thesis the theoretical apparatus needed to understand the issue of education is presented. The main focus here is on the legislation related to the issue of education. The practical part of my thesis is based on the results of questionnaire survey focused on primary schools and additional e-mail survey focused on the founders of these schools. The public elementary schools established by the Prague 1 to Prague 10 municipalities were selected for the survey. On the basis of the information found, the practical part is closed by suggestions for solving the unsatisfactory situation both from the viewpoint of individual primary schools and from the point of view of their founders.
14
Nongkas, Catherine Matmadar, and res cand@acu edu au. "Leading Educational Change in Primary Teacher Education: a Papua New Guinea study." Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp167.23072008.
Full textAbstract:
Papua New Guinea gained its independence from Australia in 1975. However, as a developing nation, PNG has continued to depend on external assistance for its development programs. Extensive foreign aid has been expended primarily to enhance the quality of education. To explore the issue of foreign aid and its impact on PNG as a postcolonial society, the dependency and postcolonial theories were adopted to guide the discussion. The theorist Beeby argues that in order to improve the quality of education, the level of general education and training of teachers in developing countries must be raised. This has occurred in PNG but it has not significantly enhanced the quality of education. Consequently, the issue explored concerns the type of educational change occurring in PNG primary teachers’ colleges (PTCs) and its leadership. Globalization processes were adopted to guide the exploration of the education reform and its impact on the quality of education in primary teacher education in PNG. The following questions focused the content of the study:1. What is the quality of education being experienced in the Catholic Primary Teachers’ Colleges? 2. What are the lecturers’, students’, and recent graduates’ perceptions of the recent Primary and Secondary Teacher Education Project innovations occurring in the teachers’ colleges? 3. How is the curriculum in the teachers’ colleges perceived by the lecturers, students and recent graduates? 4. How is leadership demonstrated in the three Catholic Primary Teachers’ Colleges? The epistemological framework of the research was constructionism adopting an interpretivist approach. The specific interpretivist perspective employed was symbolic interactionism because symbolic interactionism places emphasis on the importance of understanding, interpretation and meaning. A case study approach was adopted as the methodology for this research because of the nature of the research purpose. This study involved a total of 166 participants consisting of staff and students from the three Catholic primary teachers’ colleges, representatives from the Catholic Church, National Department of Education (NDOE), Primary and Secondary Teacher Education Project (PASTEP) and other education officers. The data was gathered through a variety of methods including in-depth interviews, participant observation, focus groups, and documentary analysis. The major conclusions that emerged from this study revealed that educational change in primary teacher education has been implemented. However, the study concluded that the quality of leadership demonstrated to lead the educational change was disappointing. Inadequate leadership at the administration and curriculum levels had a negative influence on the quality of education. Achieving quality education was also hampered by inadequate funding, scarcity of resources and inappropriate infrastructure in all the institutions. The two-year trimester program has improved access and quantity but at the expense of quality. To assist primary teacher education implement the reform agenda, foreign aid was required. PASTEP was introduced and the contribution made by PASTEP was substantial. However, the study concluded that some of the strategies adopted by PASTEP to conduct its programs were questionable because there was evidence of hegemonic and colonial practices found among some of its workforce. In accepting foreign aid projects, PNG needs to establish strategies to ensure equitable partnerships with all stakeholders for sustainable development in education. In this respect, the findings of this study may serve as a guide for future decisions about educational leadership, curriculum innovation, donor funding agencies and policy generation.
15
Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
Full textAbstract:
Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
16
Knopke, Vicki, and n/a. "Models for Implementing Technology Education in Queensland Primary Schools." Griffith University. School of Vocational, Technology and Arts Education, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051116.154513.
Full textAbstract:
This study examines models for the introduction of technological literacy in technology education in primary schools in Queensland. The study focused on the use of a model derived from one by Morgan (1994a) called The Practitioner's Model of Technological Literacy. The study also examined the development and implementation of a teacher inservice package and student resource material which primary school teachers could utilise to implement a technology based teaching curriculum in their classrooms. Morgan's Practitioner's Model of Technological Literacy was conceptualised through a number of principals listed as: Technical, conceptual, personal, and social. These are defined in the following manner for each dimension. Technical; is comprised of technical capability and proficiency, the utilisation of technology (or design) process, and being at ease with established and emerging technologies. The conceptual dimension is defined as an understanding of the nature of technology, its diversity of meanings and applications in our society; understanding how things work and how solutions can be generated as well as the capacity to judge the adequacy of propositions and solutions given an understanding of the developmental nature of technology. The social aspect of the model encompasses a sensitivity to the dependency of society upon technological solutions and an awareness of the influence of technology upon a democratic society. Finally the personal dimension is bounded by a critical capacity to assess the appropriateness of technology in a variety of settings along with a sense of empowerment to innovate, confront and appreciate the value dependent nature of technology in a world view that it integrated against a background of sustainability. (Morgan, June 1994: 8). This study combines the notion of technological literacy with current Education Queensland policies. These include policies on Active and Informed Citizenship and the principles of Effective Learning and Teaching. The case study approach of this thesis examined seven units of technology curriculum (each labeled at site) and how the units of work were implemented. It detailed the progress made during each unit and allowed for student and parent feedback to triangulate data that was collected. The methodology enabled multiple data gathering techniques to be employed during the study. Many interactions between students and teachers, teacher and class and researcher as participant observer were captured in each site at some time during the course of the study. The confirmation of practice occurred through the data triangulation between researcher and teacher, researcher and students and researcher and parents. Each facet of the phased study provided a broader and more comprehensive picture than if singular researcher observations had been recorded. The study involved three phases. Each phase of the study provided professional development in technology education for the teachers in the study which was then applied in the writing of technology curriculum teaching units and enacted within the classrooms of each site. The results were analysed according to the methodology outlined. At the outset of this study few teachers had any prior experience in technology education and none had encountered the term technological literacy. The results of the project were positive in that teachers with little or no prior knowledge of technological literacy, the concepts it embodied and the principles which underpinned the model all progressed to varying degrees along a continuum of heightened awareness, The new knowledge gained by the teachers was then actioned into teaching and learning programs that were evaluated. During the technology curriculum teaching units students did produce artefacts as an outcome of the technology education process they had undertaken. A constructivist approach was actively encouraged and this method assisted teachers and students in looking for new and multiple ways of solving design briefs. For the most part teachers were surprised at the high quality of solutions and depth of problem solving and interaction students produced during and after the technology curriculum unit. The study suggests that despite the difficulties of introducing technology education programs in primary schooling, it is possible to do so. The key features for successful implementation would seem to be an understanding of the process for implementing such a curriculum program in a classroom. The teachers confidence to engage in problem solving that may lead to a student engaging in learning activities that are beyond their current knowledge base grew during the study. Being willing to allow students to 'take risks' in order to arrive at alternate solutions. To provide for multiple solutions and be confident in providing guidance. The teachers in each of the sites each noted their changing roles, to be a facilitator of learning rather than the knowledge holder. Constructivist teaching using this model has shown that students alter their approach to learning and become active investigators who seek solutions to real work problems as active participants. Given the recent publication of a Syllabus for Technology 1 to 10 in Queensland, (Queensland School Curriculum Council, August 2001) and the upcoming implementation of the syllabus and support documents in 2003 it is timely that this study should look at methods of promoting an awareness of the principles that informed this document.
17
Wilkens, Robert. "Lehrer-Schüler-Interaktionen in Überschreitungssituationen. Eine Fallstudie zum Regelerwerb in der Grundschule." Doctoral thesis, Universitätsbibliothek Leipzig, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-38678.
Full textAbstract:
Auf Grundlage der These, dass die Qualität der erzieherischen Intervention nach kindlichem Fehlverhalten ein entscheidendes Lernfeld für den Regelerwerb ist, wurden Lehrer-Schüler-Interaktionen in einer ersten Klasse durch Teilnehmende Beobachtung im Längsschnitt über ein halbes Jahr lang untersucht. Ziel war es, die Art und die Häufigkeit von Regelverletzungen (Überschreitungen) und Lehrerinterventionen zu eruieren und diese Ergebnisse in Beziehung zur Taxonomie von Martin L. Hoffman über elterliches Erziehungsverhalten zu setzen. Es wurden zwei Kategoriensysteme zur Analyse von Überschreitungen und Lehrerinterventionen entwickelt, welche in der Lage sind, Interaktionsverläufe im Anfangsunterricht detailliert zu beschreiben. Insgesamt konnte gezeigt werden, dass die Schüler in erster Linie durch Unaufmerksamkeit, verbale und physische Aktivitäten die Unterrichtsregeln übertreten, dass die Häufigkeiten von Überschreitungen im Verlauf des 1. Schulhalbjahres abnehmen, Jungen häufiger in Übertritte verwickelt sind und die untersuchte Lehrerin ein sehr konstantes Verhalten in ihren Reaktionen auf Fehlverhalten an den Tag legt.
18
Alshurfat, Saleh Swailem. "The role of primary school teachers in education change in Jordan /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050811.150405/index.html.
Full text
19
Haddock, Francesca, and n/a. "The Melbourne religious education guidelines for primary students in the archdiocese of Melbourne : a theological and educational evaluation." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060714.094921.
Full textAbstract:
Ever since its promulgation, in the late 1960s, the
curriculum document entitled The Melbourne Religious Education Guidelines for Primary Students in the Archdiocese of Melbourne
has attracted strong criticism from various members of the Roman
Catholic community. This adverse criticism has prompted me to
undertake an evaluation of the 1984 edition of this document.
To enable me to analyze the document, both theologically
and educationally, I have constructed classifications of theologies
and education models. These classifications have been used to
identify the dominant theological basis of the suggested curriculum
and the religious education model used in its implementation.
My analysis established that the theological basis of
the document was Propositional, tempered by some of the characteristics
of Heilsgeschichte theology. The content of the program
contained both secular and religious material but, since they
were not integrated, they gave the impression of two separate
syllabi, used independently of each other.
The methodology commenced with the students' experience
but proceeded to the transmission of doctrinal religious knowledge.
The language used in the expression of aims and goals contained
characteristics of Heilsgeschichte theology and the Kerygmatic
model of religious education. It was, therefore, seen to be in
tension with the teaching methodology which emphasized transmission
of doctrine, thus causing internal tensions and inconsistencies.
20
Landers, Denise, and mikewood@deakin edu au. "Improving primary school health education through action research: A case study." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.102258.
Full textAbstract:
Limited research has been conducted concerning the actual practice of health education in Victorian schools.
This study investigates the health education curriculum at a large primary school in the south-eastern suburbs of Melbourne. The investigation involves a critical analysis of current practices in health education in the upper school through the development of a small action research group. Data were gathered through document collection, questionnaires, interviews, discussions, diary and reflective journal entries.
The action research group, consisting of the teacher-researcher and upper school teachers, developed, implemented and reflected upon units of work piloted with upper school students. Alternative approaches to health education were explored. The aim was to accommodate critically informed discourse amongst colleagues to promote self-reflective enquiry and facilitate improvements to existing pedagogic practices.
During the course of the investigation, factors limiting and facilitating action research and curriculum change in health education, became evident. These included personal, practical, curriculum and organisational constraints operating externally and internally on the school and classroom environments. Despite these constraints, it was demonstrated in this study, that action research can contribute to the improvement of pedagogic practices in health education. Small authentic action research projects may provide alternative internal professional development structures for teachers and consequently improve learning opportunities for students.
21
Atkins, Sarah-Jane. "Constructing visual literacy." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070320.162932/index.html.
Full text
22
Wills, Robin C. "Teaching primary school children in single-gendered classes." Access electronically, 2003. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041103.152651/index.html.
Full text
23
Lassila, J. (Juhani). "Lapin koulutushistoria - Kirkollinen alkuopetus, kansa-, perus- ja oppikoulut, osa 2." Doctoral thesis, University of Oulu, 2001. http://urn.fi/urn:isbn:9514264630.
Full textAbstract:
Abstract The purpose of this research is to examine the history of elementary schools held by the Church as well as the history of primary schools, comprehensive schools and secondary schools in various municipalities in Lapland up to the end of school year 1998-99. This is a basic research. The examination proceeds from the founding of the first educational institution of each school type. The first itinerant catechists of Finland began teaching in Utsjoki in 1751. The first primary school was founded in Rovaniemi in 1870. Lapland changed over to comprehensive school system in 1972. The Tornio Pedagogium was granted founding permit in 1630. The schools held by the Church were either permanent or itinerant. The importance of permanent schools was insignificant in Lapland. Itinerant school system consisted of two categories; catechist schools and itinerant schools. Their educational aims were uniform. Catechists received their salary from the state whereas itinerant schools were maintained mainly by parishes. Catechist schools were founded only in the parishes of Northern and Eastern Lapland. In other parishes instruction was given by itinerant schools. Even in the beginning of the 1920's the amount of school-aged children in Lapland was higher in itinerant schools than in primary ones. The last catechist school was closed in Inari in 1954. The history of the primary school and comprehensive school can be divided into four periods. The starting point was the year 1866 when the Regulation on Primary Schools was issued. This first period came to an end in 1898 when each municipality of Lapland became obliged to divide its area into school districts. The Regulation on Primary Schools didn't oblige rural municipalities to found schools but made it possible for them. In school year 1897-98 only 24 schools gave instruction in Lapland. The obligation to form school districts brought schools even to the biggest villages in peripheral areas. In school year 1920-21 there were 96 schools in Lapland. The Compulsory Education Act was issued in 1921. The inhabitants of Lapland were active and hence in the autumn 1929 there were already 205 primary schools. The years subsequent to the war meant rapid progress in society with the result that more than 160 new primary schools were founded in Lapland. In school year 1957-58 the amount of schools was at its highest, 425. The fourth period in the history of the primary school and comprehensive school comprises the school years 1958-99. At that time the Primary Schools Act and Comprehensive Schools Act were in force. In the 1960's Finland and first of all Lapland were met by a severe crisis. Until now the increase of population had been strong. Now, however, it began to decrease. The inhabitants of peripheral areas began migrating to towns, Southern Finland and Sweden. In 1974-75 the amount of lower levels of the comprehensive school was no more than 313. The situation improved to some extent for 15 years due to the measures taken by the state. Consequently, in 1989-90 there were still 281 schools. In the 1990's Finland was shaken up by depression. In Lapland, then, unemployment increased, which resulted in migration. In autumn 1998 there were 200 lower levels of the comprehensive school. The only secondary school in Lapland was for a long time in Tornio. The next secondary school was founded in the town of Kemi in 1897. In autumn 1939 there were three educational institutions in Lapland enabling the students to continue their studies at university. After the war, especially in the 1960's, plenty of secondary schools were founded in LaplandTiivistelmä Tavoitteenani on selvittää Lapin kirkollisten alkuopetuskoulujen sekä kansa-, perus- ja oppikoulujen historiaa kuntakohtaisesti lukuvuoden 1998-99 loppuun saakka. Kyseessä on perustutkimus. Tarkastelu alkaa kunkin koulumuodon ensimmäisen oppilaitoksen käynnistymisestä. Vuoden 1750 tienoilla aloittivat Utsjoella Suomen ensimmäiset kiertävät katekeetat opetustyönsä. Ensimmäinen kansakoulu avattiin Rovaniemellä 1870. Lappi siirtyi peruskoulujärjestelmään 1972. Tornion pedagogio sai perustamisluvan 1630. Kirkolliset koulut olivat kiinteitä tai kiertäviä. Kiinteiden koulujen merkitys Lapissa oli vähäinen. Kiertävät koulut ryhmitellään katekeetta- ja kiertokouluiksi. Niiden opetustavoitteet olivat yhteneväiset. Katekeettojen palkat maksoi valtio. Kiertokoulujen toiminnan rahoittivat lähinnä seurakunnat. Katekeettakouluja perustettiin vain Pohjois- ja Itä-Lapin seurakuntiin. Muissa seurakunnissa opetuksesta vastasivat kiertokoulut. Lapin kiertävissä kouluissa oli vielä 1920-luvun alussa enemmän kouluikäisiä kuin kansakouluissa. Viimeinen katekeettakoulu suljettiin Inarissa 1954. Kansa- ja peruskoulujen toiminta-aika jakaantuu luontevasti neljään jaksoon. Lähtöpiste on kansakouluasetuksen syntymävuosi 1866, ja ensimmäinen etappi päättyy 1898 piirijakoasetuksen antamiseen. Kansakouluasetus ei määrännyt maalaiskuntia perustamaan kansakouluja, mutta teki sen mahdolliseksi. Lukuvuonna 1897-98 oli Lapissa vain 24 koulua. Piirijakoasetus toi kouluja myös suurimpiin sivukyliin. Lukuvuonna 1920-21 kouluja oli 96. Oppivelvollisuuslaki annettiin 1921. Lapin asukkaat olivat aktiivisia, ja syksyllä 1929 kansakouluja oli jo 205. Väkevästi elettyinä sodanjälkeisinä vuosina Lapissa käynnistettiin vielä yli 160 uutta kansakoulua. Lukuvuonna 1957-58 kouluja oli ennätysmäärä 425. Neljäs tarkastelukausi käsittää lukuvuodet 1958-99, jolloin kansa- ja peruskoululait olivat voimassa. Suomea ja ennenkaikkea Lappia kohtasi 1960-luvulla suuri murros. Väestön voimakas kasvu pysähtyi kääntyen laskuun. Muuttoliike suuntautui maatalouskylistä kaupunkeihin, Etelä-Suomeen ja Ruotsiin. Ala-asteita oli 1974-75 enää 313. Valtion toimenpitein tilanne tasoittui 15 vuodeksi, ja kouluja oli 1989-90 vielä 281. Lama ravisteli 1990-luvulla Suomea. Lapissakin työttömyys kasvoi aiheuttaen poismuuttoaallon. Syksyllä 1998 ala-asteita oli 200. Torniossa oli pitkään Lapin ainoa oppikoulu. Kemistä tuli oppikoulukaupunki 1897. Syksyllä 1939 oli Lapissa kolme yliopistoon johtavaa oppilaitosta. Sodan jälkeen, erityisesti 1960-luvulla, perustettiin Lappiin runsaasti oppikouluja
24
Lassila, J. (Juhani). "Lapin koulutushistoria - Kirkollinen alkuopetus, kansa-, perus- ja oppikoulut, osa 1." Doctoral thesis, University of Oulu, 2001. http://urn.fi/urn:isbn:9514264541.
Full textAbstract:
Abstract The purpose of this research is to examine the history of elementary schools held by the Church as well as the history of primary schools, comprehensive schools and secondary schools in various municipalities in Lapland up to the end of school year 1998-99. This is a basic research. The examination proceeds from the founding of the first educational institution of each school type. The first itinerant catechists of Finland began teaching in Utsjoki in 1751. The first primary school was founded in Rovaniemi in 1870. Lapland changed over to comprehensive school system in 1972. The Tornio Pedagogium was granted founding permit in 1630. The schools held by the Church were either permanent or itinerant. The importance of permanent schools was insignificant in Lapland. Itinerant school system consisted of two categories; catechist schools and itinerant schools. Their educational aims were uniform. Catechists received their salary from the state whereas itinerant schools were maintained mainly by parishes. Catechist schools were founded only in the parishes of Northern and Eastern Lapland. In other parishes instruction was given by itinerant schools. Even in the beginning of the 1920's the amount of school-aged children in Lapland was higher in itinerant schools than in primary ones. The last catechist school was closed in Inari in 1954. The history of the primary school and comprehensive school can be divided into four periods. The starting point was the year 1866 when the Regulation on Primary Schools was issued. This first period came to an end in 1898 when each municipality of Lapland became obliged to divide its area into school districts. The Regulation on Primary Schools didn't oblige rural municipalities to found schools but made it possible for them. In school year 1897-98 only 24 schools gave instruction in Lapland. The obligation to form school districts brought schools even to the biggest villages in peripheral areas. In school year 1920-21 there were 96 schools in Lapland. The Compulsory Education Act was issued in 1921. The inhabitants of Lapland were active and hence in the autumn 1929 there were already 205 primary schools. The years subsequent to the war meant rapid progress in society with the result that more than 160 new primary schools were founded in Lapland. In school year 1957-58 the amount of schools was at its highest, 425. The fourth period in the history of the primary school and comprehensive school comprises the school years 1958-99. At that time the Primary Schools Act and Comprehensive Schools Act were in force. In the 1960's Finland and first of all Lapland were met by a severe crisis. Until now the increase of population had been strong. Now, however, it began to decrease. The inhabitants of peripheral areas began migrating to towns, Southern Finland and Sweden. In 1974-75 the amount of lower levels of the comprehensive school was no more than 313. The situation improved to some extent for 15 years due to the measures taken by the state. Consequently, in 1989-90 there were still 281 schools. In the 1990's Finland was shaken up by depression. In Lapland, then, unemployment increased, which resulted in migration. In autumn 1998 there were 200 lower levels of the comprehensive school. The only secondary school in Lapland was for a long time in Tornio. The next secondary school was founded in the town of Kemi in 1897. In autumn 1939 there were three educational institutions in Lapland enabling the students to continue their studies at university. After the war, especially in the 1960's, plenty of secondary schools were founded in LaplandTiivistelmä Tavoitteenani on selvittää Lapin kirkollisten alkuopetuskoulujen sekä kansa-, perus- ja oppikoulujen historiaa kuntakohtaisesti lukuvuoden 1998-99 loppuun saakka. Kyseessä on perustutkimus. Tarkastelu alkaa kunkin koulumuodon ensimmäisen oppilaitoksen käynnistymisestä. Vuoden 1750 tienoilla aloittivat Utsjoella Suomen ensimmäiset kiertävät katekeetat opetustyönsä. Ensimmäinen kansakoulu avattiin Rovaniemellä 1870. Lappi siirtyi peruskoulujärjestelmään 1972. Tornion pedagogio sai perustamisluvan 1630. Kirkolliset koulut olivat kiinteitä tai kiertäviä. Kiinteiden koulujen merkitys Lapissa oli vähäinen. Kiertävät koulut ryhmitellään katekeetta- ja kiertokouluiksi. Niiden opetustavoitteet olivat yhteneväiset. Katekeettojen palkat maksoi valtio. Kiertokoulujen toiminnan rahoittivat lähinnä seurakunnat. Katekeettakouluja perustettiin vain Pohjois- ja Itä-Lapin seurakuntiin. Muissa seurakunnissa opetuksesta vastasivat kiertokoulut. Lapin kiertävissä kouluissa oli vielä 1920-luvun alussa enemmän kouluikäisiä kuin kansakouluissa. Viimeinen katekeettakoulu suljettiin Inarissa 1954. Kansa- ja peruskoulujen toiminta-aika jakaantuu luontevasti neljään jaksoon. Lähtöpiste on kansakouluasetuksen syntymävuosi 1866, ja ensimmäinen etappi päättyy 1898 piirijakoasetuksen antamiseen. Kansakouluasetus ei määrännyt maalaiskuntia perustamaan kansakouluja, mutta teki sen mahdolliseksi. Lukuvuonna 1897-98 oli Lapissa vain 24 koulua. Piirijakoasetus toi kouluja myös suurimpiin sivukyliin. Lukuvuonna 1920-21 kouluja oli 96. Oppivelvollisuuslaki annettiin 1921. Lapin asukkaat olivat aktiivisia, ja syksyllä 1929 kansakouluja oli jo 205. Väkevästi elettyinä sodanjälkeisinä vuosina Lapissa käynnistettiin vielä yli 160 uutta kansakoulua. Lukuvuonna 1957-58 kouluja oli ennätysmäärä 425. Neljäs tarkastelukausi käsittää lukuvuodet 1958-99, jolloin kansa- ja peruskoululait olivat voimassa. Suomea ja ennenkaikkea Lappia kohtasi 1960-luvulla suuri murros. Väestön voimakas kasvu pysähtyi kääntyen laskuun. Muuttoliike suuntautui maatalouskylistä kaupunkeihin, Etelä-Suomeen ja Ruotsiin. Ala-asteita oli 1974-75 enää 313. Valtion toimenpitein tilanne tasoittui 15 vuodeksi, ja kouluja oli 1989-90 vielä 281. Lama ravisteli 1990-luvulla Suomea. Lapissakin työttömyys kasvoi aiheuttaen poismuuttoaallon. Syksyllä 1998 ala-asteita oli 200. Torniossa oli pitkään Lapin ainoa oppikoulu. Kemistä tuli oppikoulukaupunki 1897. Syksyllä 1939 oli Lapissa kolme yliopistoon johtavaa oppilaitosta. Sodan jälkeen, erityisesti 1960-luvulla, perustettiin Lappiin runsaasti oppikouluja
25
Mantei, Jessica. "An examination of the role of computer-based technologies in the learning and teaching of writing in a Stage 2 classroom." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070207.164406/index.html.
Full text
26
da, Silva Ramos Cristhiane, and cristhiane ramos@rmit edu au. "Establishing fundamental theories for internet atlas realisation with application in the Brazilian primary education system." RMIT University. Mathematical and Geospatial Sciences, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070109.100627.
Full textAbstract:
This thesis addresses a research programme that aimed to provide an open standard methodology for publishing Brazilian local primary school atlases on the World Wide Web. It also aims to contribute to the use of computer laboratories provided to Brazilian primary schools by the Brazilian government. Using a local school atlas as the source of information, a Web-based prototype of the School Atlas of Rio Claro (SP) was developed in SVG (Scalable Vector Graphics). SVG is a vector-based standard for publishing interactive graphics on the Web validated by the Web Consortium. This prototype was tested with a group of Brazilian primary school teachers. The test was conducted with fourteen teachers, all of them were familiar with the paper version of the School Atlas. During weekly meetings, the participants took notes to discuss and reflect about the practices held in school with local maps. The main test carried out with teachers was to prepare a paper activity based on the atlas content. The idea behind this activity was to foster teachers to leave a passive role as mere users and interact with the product in a more active fashion. In order to enable them to take full advantage of simple digital tools they were briefly trained to capture screen, use image editing software (they were instructed on the use of Paint, an image editing application available in Windows), and to copy text from the atlas. The results demonstrated that the teachers were keen to interact with the product and, although reproducing some common practices of paper atlas use, they revealed a deep interest on the use of the Internet as a medium for education and the prototype itself. A second test was carried out with a group of atlas developers. They were given a time frame of two weeks to develop an SVG-based atlas using the methodology proposed in this research. They completed the task within the time frame proposed however they indicated that more specific training should be desirable; this finding indicates the need to introduce digital map publishing as a subject to be taught in geosciences undergraduate courses in Brazil. It is believed that open standard methodology proposed here can be applied to other cities also developing local atlases for early geographical education.
27
BROWN, Diana, and dianab@student ecu edu au. "Teachers implicit theories of expression in visual arts education: A study of Western Australian teachers." Edith Cowan University. Education And Arts: School Of Education, 2006. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0014.html.
Full textAbstract:
This study examines the differences in the beliefs of primary (elementary) class teachers about the role of expression in visual arts education. The focus is on the relationship between primary teachers implicit theories, and expression in their visual arts lessons. Expression here, refers to the manifestation of an individual students interests or views through visual images. Students' expression of their personal responses through visual images, is a central intended outcome of the visual arts curriculum in Western Australia (Curriculum Council, 1998).
28
Jaroenkornburi, Sumonchat. "The changing role of home economics education in primary schools in contemporary Thai society /." View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030627.104911/index.html.
Full textAbstract:
Thesis (Ph.D.) -- University of Western Sydney, Nepean, 2000."A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy ... School of Teaching and Educational Studies, University of Western Sydney, Nepean, August, 2000" Bibliography : leaves 196-207.
29
Pereira, Janet Aileen, and n/a. "Aspects of primary education in Samoa : exploring student, parent and teacher perspectives." University of Otago. Department of Anthropology, 2006. http://adt.otago.ac.nz./public/adt-NZDU20061025.141215.
Full textAbstract:
This thesis is a qualitative study into aspects of primary education in Samoa. Using student, parent and teacher interview material, I investigate local perspectives on why education is important, what children should learn, how children learn, and what constitutes 'good' teaching. I also look at local perspectives on the place of exams and physical discipline. Fieldwork included classroom observations in rural and urban settings. The thesis documents how children approach learning at school, how teachers go about their work, and how teachers and students interact.
This is primarily an ethnographic study and, as such, focuses on local theories and meanings. However, several broader theoretical areas emerge as important. In the thesis I look at: a) the interdependence between different aspects of school (i.e. curriculum, teaching methods, assessment practices, material constraints, etc.); b) the relationship between primary education and the wider society; and c) the increasing impact of globalisation on education. The thesis challenges the belief that patterns of interaction at school undermine primary socialisation. It also challenges the idea that primary education is an alien Western institution. Formal education has been eagerly embraced, co-opted, and reshaped to ensure consistency with local perspectives and practices.
Increasingly, global flows impact on education in Samoa. This has created tensions between educational policy and teaching practice. Education policies are profoundly influenced by Western ideologies and practices. These reflect fundamentally different ways of thinking about children, their relationships with adults, teaching, and learning. By contrast, teaching practices in Samoa are consistent with local beliefs, values and understandings, and the material realities of a small, fiscally constrained Pacific nation. Policy initiatives are often met with inertia and resistance. The thesis raises issues as to the role of education in maintaining the status quo versus education as an agent of change. It also points to the increasingly difficulty task of defining what is a relevant education and how this is best achieved.
30
au, jcos@iinet net, and Jeffrey John Cosgrove. "Marine phytoplankton primary production and ecophysiology using chlorophyll-A fluorescence." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071129.122222.
Full textAbstract:
Marine phytoplankton ecophysiological state and primary production measurements have typically been controversial due to potential impacts of measurement techniques. Advances in chl-a fluorescence techniques have provided a means for rapid, non-invasive measurement of electron transport through photosystem 2 (PSII) in dilute phytoplankton suspensions. While studies on higher plants have outlined a close relationship between PSII electron transport and carbon fixation, results from studies on microalgae reveal significant variations in the relationship.
Three species of phytoplankton representing three major taxonomic groups of the marine phytoplankton were used in this study: (1) Chaetoceros muelleri CS176 Lemmermann (Bacillariophyta), (2) Isochrysis galbana CS177 Parke (Haptophyta) and, (3) Nannochloropsis oculata CS179 (Droop) Hibberd (Ochrophyta, eustigmatophyte). Each species was cultured in semicontinuous culture and primary
production was estimated using oxygen evolution and carbon fixation techniques and compared against predictions based on chl-a fluorescence measurements. It was found that predicted values of primary production both under-estimated and overestimated actual carbon fixation measured via radioisotope (14C) techniques. This variation was primarily explained by probable errors in the assumed values for PSII density. The relationship between oxygen evolution or carbon fixation with chl-a fluorescence-derived measures was commonly linear below the light saturation parameter, with a departure from linearity occurring at higher irradiances. This departure from linearity was greatest in cultures adapted to low light conditions. At higher light intensities alternative electron pathways such as the Mehler reaction and/or chlororespiration are likely to be more active in low light-adapted cultures, leading to this greater non-linearity.
Chl-a fluorescence measurements were also found to be a useful in characterising ecophysiology using photosynthesis-versus irradiance curves. However, an important caveat on this is the measurement of PSII density (çPSII) rather than use of an assumed value as changes in çPSII can have a profound impact on light curve parameters.
A field study in Fremantle Harbour found a healthy (negligible nutrient starvation), diatom dominated, phytoplankton community. Results suggest that phytoplankton are able to begin boosting photosynthetic capability just prior to morning twilight. Waters in the harbour were well mixed via tidal motion and substantial midday photoinhibition was not observed. Data suggest levels of primary production at the mouth of the harbour are similar to those of coastal waters in the plume of the Ocean Reef wastewater outfall.
31
Collins, Graham J., and mikewood@deakin edu au. "Principalship and policy in small New Zealand primary schools." Deakin University. School of Social And Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.120007.
Full textAbstract:
This research investigates the relationship between principalship and policy in small New Zealand primary schools. A distinctive feature of small primary schools is that their principals typically have to teach as well as manage. Overseas research indicates that in times of educational reform, teaching principals face particular difficulty and may need special support. Following the watershed educational reforms of 1989 and a decade of hands-off policy in education (1989-1999), central policy towards school support in New Zealand is now more hands-on. The impact of this policy change on small schools has not been researched hi New Zealand, where such schools make up over fifty percent of all primary schools.
The aims of this study are to analyse the impact of current support policy in New Zealand on small primary school principalship, and to evaluate the extent to which policy adjustment might be needed in the future. Using multiple methods and a case study approach to gather data, the study focuses on small school principalship in one New Zealand region - the Central Districts region. It also considers the recent policy initiatives, their rationale and the extent to which they appear to be meeting the support needs reported by the principals whose work has been researched in the study.
Broadly, the study has found that within small schools, the role-balance within a teaching principals work is a critical factor, as the ratio within the principals role-balance between the teaching role and the management role creates variation in work-demands, work-strategies and types of support needed. Teaching principals in New Zealand generally feel better supported now than they did in the 1990s and the study identifies factors associated with this change. However the analysis in this study suggests that the current policy aim to both rationalise and strengthen the small school network as a whole is rather problematic. Without better targeted support policy in this area, old style parochial and competitive attitudes between schools are unlikely to change in the future.
32
Doolan, T. J., and n/a. "Observations of a regional education officer for catholic primary schools : implications for administrators." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060705.122459.
Full textAbstract:
The study's primary purpose was, through the recorded
observations of a Regional Education Officer (REO) working in Catholic
primary schools over eighteen months, to draw out implications for local
and central administrators for the maintenance and improvement of the
schools' quality. Of particular interest was the question that since the
schools were Catholic schools, would or should this make any
significant difference to these implications. A secondary purpose of the
study was the clarification and articulation for myself of what the main
elements of the REO role might best be in practice.
Analysis of diary entries and relevant Catholic Education Office
documents was based on the writer's fundamental assumption that the
merits of educational administrative decisions and actions should be
judged in relation to the benefit these are to teachers and their students.
The main conclusions of the study were:
i) that the recognition by administrators of the special qualities of
the personal and interpersonal relationships existing in schools would
assist administrators in maintaining and developing the schools'
quality;
ii) that the religious faith aspect of the ideals of a Catholic school
adds a deeper dimension to the special qualities of the personal and
interpersonal relationships which are common to schools;
iii) that such are the demands by staffs of schools for support and
assistance, that the only ones who can realistically meet the bulk of such
demands are staffs themselves, supporting and assisting each other
through some form of regular collegial system;
iv) that schools are more non-rational than rational
organizations, and hence an emphasis on bureaucratic administrative
processes will be detrimental to schools' effectiveness.
33
Howe, Peter A., and n/a. "Designing and evaluating an inservice model for mathematics education in the primary school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060726.164520.
Full textAbstract:
The study presents a review of in-service models and a search
for an effective in-service model for mathematics education in
the primary school.
The study considers the need to improve the teaching of
mathematics in the primary school; the major reports that have
made recommendations for the improvement of primary mathematics
teaching and the opinions and findings of mathematics
educators. The study examines the state of the art of
in-service models and examines those models previously used.
The study notes the failings of the in-service models past and
present and examines elements within these models which have
proven to be beneficial albeit in part. Throughout the study
particular attention is given to recent studies concerned with
implementing and sustaining change.
The model designed for the in-service of the primary mathematics
teacher, MINC (Mathematics In-service Network Course) is based
on an examination of models past and present. Components and
provisions that have met with success in these models were
included in the design.
The in-service model developed and described in this study
includes four major components input from course leaders and
teachers, reflection, feedback and the opportunity for teachers
to work with others from the same school and neighbouring
schools (networking).
A major section of the study examines the responses of
participants to an evaluation questionnaire given at the
completion of the first in-service course, MINC 1 and the
second, MINC 2.
Data collected from the responses of participants to the
questionnaire were analysed to see if there were differences in
responses from teachers based on such factors as sex, the MINC
network, the level to which participants had studied
mathematics, the year level they taught and expressed confidence
in teaching mathematics.
In conclusion, the study reflects on the evaluation of the
in-service course and addresses considerations for future
in-service courses concerned with mathematics education for
primary teachers.
34
Wright, Trudy, and n/a. "Primary health care : the health care system and nurse education in Australia, 1985-1990." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061110.171759.
Full textAbstract:
Primary health care as a model for the provision of health services was
introduced by the World Health Organization In the mid 1970s. Initially
viewed as a means of health promotion and advancement of wellness in
developing countries., it was soon to be adopted by industrialised countries to
assist in relieving the demand on acute care services. This was to be achieved
through education of the community towards good health practices and the
preparation of nurses to practice in the community, outside of the acute care
environment Australian nurses were slow to respond to this philosophy of
health care and this study has sought to examine why this is so. It has been
found that there are a multitude of reasons for the lack of action In the decade
or more following the Declaration of Alma Ata and the major Issues have been
identified and elaborated.
Some of the major reports of the time that were associated with and had some
Influence on health care and nurse education have been examined to identify
recommendations and how much they support the ethos of primary health
care. These include the Sax committee report of 1978 and a submission by
the Department of Employment and Industrial Relations In 1987.
As part of the investigation, nursing curricula from around Australia in the
mid 1980s have been examined to determine the degree of the primary health
care content according to guidelines recommended by the World Health
Organization. It was found that generally at that time, there was a deficit In
the preparation of undergraduate students of nursing for practice In the area
of primary health care when the world, including industrialised nations, was
making moves towards this model of health care delivery.
Factors Influencing the slow response of nursing have been examined and
finally recommendations for further studies have been put forward.
35
Mulraney, Rosemary Anne, and n/a. "Community and teacher attitudes toward special educational provisions for gifted students in A.C.T. primary schools." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061026.130846.
Full textAbstract:
This decade has seen an increasing awareness by
the Commonwealth Schools Commission, the ACT Schools
Authority, educators and members of the community of
students who are gifted in a diversity of areas.
A number of programs designed to meet the special
needs of gifted students have been developed in some
primary schools in the A.C.T. and it is timely that
the attitudes of principals, teachers and parents were
assessed.
To assess the attitudes of the three populations
(principals, teachers and parents) toward general
attitudes about gifted students, key aspects of planning
and organisation of gifted programs, classroom teachers
and their knowledge and need of assistance in gifted
education; and to explore whether the three populations
held different attitudes toward gifted students and the
provision of specific programs to meet their special
needs, the Field Study candidate developed and
administered a questionnaire to members of the A.C.T.
Association for Gifted and Talented Children, together
with principals, teachers and parents in nineprimary
schools in the A.C.T.
The results of the questionnaire indicated that
all three groups agreed with the proposition that every
child was entitled to an educational program that would
assist the child to develop to his / her fullest
potential. Appropriate extension programs should be run
for gifted students in the local primary school, with the
involvement of the resource teacher and the assistance
of personnel and locations outside of the local school
when it was appropriate.
Some reservations were expressed toward the level
of parent participation in the identification procedure,
program planning and program evaluation, and classroom
teachers were seen to require assistance in the areas
of identification, program planning and the evaluation
of programs designed to meet the special needs of
gifted students.
The Field Study concludes that local A.C.T.
primary schools could meet the special needs of gifted
students. This could be achieved by principals, teachers
and members of the School Board developing and
implementing special educational programs by utilising
Special Project funding, additional staff and
professional development opportunities which are
currently available in limited amounts through the
ACT Schools Authority and the Commonwealth Schools
Commission.
36
Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.
Full textAbstract:
This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.
37
Grant, Celeste, and s3072828@student rmit edu au. "Intimate partner abuse: Young Australians' attitudes and the effectiveness of a brief educational program." RMIT University. Health Sciences, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20081202.120823.
Full textAbstract:
This thesis is comprised of two separate studies, the first of which set out to examine the Intimate Partner Abuse behaviour and attitudes of young Australian students. Intimate Partner Abuse (IPA) may be defined as a pattern of deliberate physical, sexual, or psychological abuse within a married, de-facto, dating, or courting relationship (Miller & Bukva, 2001: Victoria Health Promotion Foundation, 2004). Specifically, Study One aimed to explore the IPA attitudes of Australian students and examine the relationships between these attitudes with a view to provide theoretical guidance for understanding how negative IPA attitudes may be maintained. A total of 400 students (male = 99, female = 301) with ages ranging from 15 to 25 years (M = 19.38, SD = 2.04) participated in Study One. Participants completed the Conflict Tactics Scale - Revised (CTS2; Straus, Hamby, Boney-McCoy, & Surgarman, 1996), which measures the number of times respondents have experienced physic al and psychological abuse over the previous 12-month period. Attitudinal questionnaires were also completed by participants, including a measure of IPA victim blame and endorsement of IPA myths. Overall, rates of IPA among the present sample were consistent with those reported in overseas samples, with over 85% of women reporting being the victim of psychological abuse in the previous 12-months, and over 30% having been the victim of physical abuse. Lower scores on measures of victim blaming attitudes were associated with more positive attitudes towards women and less endorsement of IPA myths. These findings implicate the importance of addressing attitudes towards women and commonly held IPA myths within IPA prevention programs for young people. Study Two evaluated a brief educational program for Australian Technical And Further Education (TAFE) and high school students, which was selected and modified on the basis of a literature review of published program evaluations and the findings of Study One of this thesis. The program, titled Through New Eyes: Exploring the Hidden Dynamics of Domestic Violence (Hunter Women's Centre, 2003), aimed to inform the IPA attitudes of students and comprised of videos and discussion questions. A quasi-experimental pre-post design was used with a non-randomised experimental and control group. The program was evaluated using a questionnaire measure of participants' attitudes as well as their experience of the program. There were 98 students who consented to participate in Study Two, 48 (male = 26, female = 22) of whom fulfilled all the requirements of participation and were included in the results of the study. Participants' ages ranged from 14 to 25 years (M = 16.91, SD = 2.12). Several statistically significant desi rable changes were observed among participants of the program, however there were similar changes observed among control group participants. Study Two provides some support for the effectiveness of the Through New Eyes program in informing the attitudes of young Australians. However, it is recommended that future research evaluate this program in combination with skill building programs in order to assist students to translate attitudinal changes into behavioural ones.
38
Govinda, Ishwar Lingam, and n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.
Full textAbstract:
This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses. Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews. The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers. An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities. Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession. Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.
39
McDougall, Jenny Kay, and j. mcdougall@cqu edu au. "Changing mindsets: A study of Queensland primary teachers and the visual literacy initiative." Central Queensland University. Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050502.120010.
Full textAbstract:
'Changing mindsets' is about how teachers are engaging with visual literacy the practices involved in understanding and creating visual texts. The concept of visual literacy, like other new literacies, has arisen in response to changing communication practices in developed, capitalist societies like Australia. This study addresses the ways in which teachers in primary schools are engaging with the visual literacy initiative in the context of the new arts syllabus (Years 1-10) in Queensland.
Using a broadly poststructural approach, this thesis explored the changing mindsets implied by this curriculum initiative from three perspectives. The concept of preservation of self (Nias, 1987, 1993) was used to examine the personal dimension of change; the concept of trendy theory (Goodson, 1988, 1994, 1997) addressed the social and political agendas that drive curriculum reform; while the concept of multimodality (Kress, 2000a, 2000b, 2003a, 2003b) drew attention to the cultural values ascribed to different modes of communication. Semi-structured interviews were conducted with 26 primary teachers from 11 government schools in a regional centre in 2002. The discourse analysis method was used to analyse the data resulting from these interviews.
The data showed that the official discourses featured in the new arts syllabus did not match the discourses used by practising teachers. Although there was some recognition of the significance of the visual mode, most teachers in this study were not aware of visual literacy. Significantly, the agency exercised by teachers in curriculum reform was shaped not only by their personal identities, but also by the levels of support that they experienced in their working environments. These findings have crucial implications for policy-makers in implementing curriculum change, particularly in the context of the new arts syllabus.
40
Whiting, Elizabeth, and res cand@acu edu au. "The Experience of Six Non-aboriginal Teachers Living and Working in Remote Aboriginal Communities During the 1990's." Australian Catholic University. Master of Education (Research), 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp222.15092009.
Full textAbstract:
In Australia, non-Aboriginal people have been involved in Aboriginal education since the end of the 19th century. There has been ongoing criticism of non-Aboriginal involvement in Aboriginal education and a movement towards Aboriginalisation in education. This study addresses the issues faced by six non-Aboriginal teachers in remote Aboriginal communities in the 1990's. The purpose of this study is to explore the experiences and perceptions of non-Aboriginal teachers living and working in remote Aboriginal communities in the 1990's. Through this research I found that the non-Aboriginal teachers faced difficulties living and working in remote Aboriginal communities. They talked about the distinctive lifestyle and living conditions. They reported a need for pre-service and ongoing professional development focusing on aspects influencing their lives. The discussion topics included: their living circumstances; Aboriginal world view; Aboriginal health issues; community issues; Aboriginal teaching and learning styles and school policies. The study is consistent with previous research about non-Aboriginal teachers living and working in remote Aboriginal communities. It argues that pre-service and ongoing professional development is vital for the success of non-Aboriginal teacher in remote communities. Community based educational programs for non-Aboriginal teachers are needed. These programs should include non-Aboriginal teachers learning about Aboriginal culture, Aboriginal learning and teaching styles and the development and implementation of educational policies. These programmes need to include discussion of aspects of living in isolated settings. Schools and governing bodies involved need to develop closer liaison with non-Aboriginal teachers to support their living in this setting. It is also important that policies in place address the problem of the high turnover of non-Aboriginal staff experienced by remote community schools. This study also poses the question what is the future for non-Aboriginal teachers in remote Aboriginal communities? Aboriginalisation in remote Aboriginal communities is highly recommended.
41
Menzies, Victoria Jane, and n/a. "Artist-in-Residence: A Catalyst to Deeper Learning in Middle Phase Schooling." Griffith University. School of Vocational, Technology and Arts Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051130.101749.
Full textAbstract:
The study sought to investigate the nature of learning that occurs in two different approaches (integrated and non-integrated) to an artist-in-residency program. The program was conducted in middle phase schooling, and adopted the principles of authentic learning. Two year five classes and their teachers participated in the study. The residency provided learning experiences that connected to the curriculum unit theme for one year five class (integrated), but not for the other year five class (non-integrated). These experiences were designed to relate to the learner's lived experiences and promote higher-order thinking processes. The study sought to explore the potential for visual arts residencies to foster more 'authentic' modes of learning. The study examined children's ability to transfer knowledge, gained through the visual and verbal analysis of images, by manipulating and integrating diverse information and ideas. Grounded Theory was deemed to be an appropriate research methodology for this study as it involves gathering data in field settings and applying inductive methods to analyze this data. Diverse data collection strategies were implemented including: teacher stories, interviews, student reflection, researcher observations and student artworks. LeximancerTM software was selected as an instrument for analyzing data. This software was considered appropriate as it fosters a descriptive and interpretive approach to analysis. The findings of the study indicated that children who participated in the integrated artist-in-school's curriculum program demonstrated more evidence of higher-order thinking processes than children who participated in the non-integrated program. The participants undertaking the integrated approach were able to establish relatively complex relationships between the central residency concepts, demonstrating an ability to use visual and verbal codes of communication to articulate their ideas, knowledge and experiences. A further important finding identified positive student behavioural outcomes, where the integrated residency approach appeared to connect group members as small supportive learning communities. The study also identified a transition in the teacher's perspectives on teaching and learning after participating in the integrated approach. This research project has significance both nationally and internationally by investigating current practices in artist-in-schools programs that both enhance and hinder educational outcomes. The study has significance to the broader educational community in terms of its focus on the role of visual arts specialist adjuncts in maximising learning outcomes. The findings of this study could provide insight into the interrelationship between visual arts and other curriculum areas to heighten student learning outcomes. The findings of the study illustrate how particular approaches to visual art in education can enhance children's learning and development. These insights can assist artists undertaking residencies in schools, and the teachers involved, to provide richer learning experiences. The findings provide ifirther evidence to support an approach that involves close collaboration between resident artists and educators. It is recommended that the residency learning experiences are connected to the children's lived experiences and that there is social support from teachers, parents and peers. It is also argued that for a residency to be considered 'authentic', the approach requires a number of essential and valuable attributes. These essential and valuable attributes have two tiers of application which coalesce to contribute to the efficacy of a school art residency.
42
Hamilton, Peta, and res cand@acu edu au. "Influences of Motivational Orientation on Academic Achievement within the Context of Lower and Upper Primary Year Levels." Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp207.11082009.
Full textAbstract:
Many researchers have completed a range of studies to evaluate the relationship of intrinsic, extrinsic and amotivation, particularly on how it influences on a student's academic achievement. This study expanded on these studies by examining the relationship of intrinsic and extrinsic motivation within the context of lower and upper primary school classrooms. One issue that has received minimal attention is the relationship between intrinsic and extrinsic motivation and academic achievement in young students. In order to examine this relationship, students completed a motivation questionnaire (Academic Motivation Scale), as well as a Standardised Academic Test (State-wide Government Year 3 & 7 Tests). Correlational analysis identified the relationship between these constructs and was used to examine the connection between students' gender and motivational orientation. It was hypothesised that students operating from the intrinsic motivation perspective, are more likely to be high achievers within their year level. It was furthermore hypothesised that students in the lower year level would show higher levels of intrinsic motivation and as students progressed through primary school intrinsic motivation levels would decline while extrinsic motivation would increase. The results of this research study concluded that high academic achievers operated with high levels of both intrinsic and extrinsic motivation. The study also discovered that there is a decline in both intrinsic and extrinsic motivation as students progre§s through their primary education.
43
Lynch, Timothy Joseph, and res cand@acu edu au. "An Evaluation of School Responses to the Introduction of the Queensland 1999 Health and Physical Education (HPE) Syllabus and Policy Documents in Three Brisbane Catholic Education (BCE) Primary Schools." Australian Catholic University. School Of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp96.04092006.
Full textAbstract:
Within Brisbane Catholic Education (BCE) the 1999 HPE syllabus was implemented between 1999 and 2001. The purpose of the study is to evaluate the implementation of the 1999 Queensland HPE syllabus in three BCE primary schools of varying enrolment numbers. The research problem is:.How developed is the implementation of the new HPE syllabus in BCE schools?. The data collection was guided by the following research questions:- How are teachers in these BCE schools implementing the HPE curriculum documents? What readily accessible resources do schools have to assist with the implementation of Health and Physical Education?. What are teachers. perceptions with regard to the HPE Key Learning Area? What are the children.s perceptions of the HPE Key Learning Area? What implementation strategies are required to optimize HPE practices in BCE schools? This study is significant for the feedback it may provide to BCE of the HPE syllabus implementation process and in informing BCE of the current status of the HPE key learning area within a sample of systemic Catholic primary schools. The findings have the potential to contribute to the BCE Strategic Renewal Framework currently occurring within BCE schools for all curriculum areas and planned for completion by the end of 2006. This research has been designed within a constructionist paradigm. An interpretivist study was conducted employing symbolic interactionism. This qualitative, interpretive study is most appropriate as meanings were constructed. The case study methodology was chosen to construct meaning through capturing the context of each school. The sites for the three case studies involved: one small sized BCE primary school (less than 200 students); one medium sized BCE primary school (200 - 400 students); and one large sized BCE primary school (over 400 students). The participants included teachers and students from the respective schools. The data gathering strategies used were; semi-structured and focus group interviews, reflective journal note taking, observations, questionnaire and document analysis. The research concluded that factors which led to the decline in Australian HPE during the 1980s and early 1990s may have contributed to impeding the implementation challenges formulated by BCE. This was evidenced within the three BCE primary schools by unequal allocation of teaching resources, equipment, facilities, HPE teachers and HPE teacher release time for sports coordination. It appears that the implementation process ceased prematurely before all schools had had sufficient time and preparation to design whole school HPE programs. Teachers lacked understandings of practical ways to implement the social justice underpinnings of the syllabus and some school principals were unaware of the necessity of employing qualified HPE specialist teachers. The research revealed that school principals play a significant role in the implementation of the 1999 HPE syllabus, a role made more imperative by the absence of BCE HPE Curriculum Officers and systemic HPE professional development. Therefore, the HPE key learning area requires further system level support and attention so that the 1999 HPE syllabus can be implemented successfully in all BCE primary schools, enabling curriculum change to occur.
44
Luk, Fong Yuk Yee Pattie, and n/a. "A Study of Guidance Curriculum in Hong Kong Primary Schools." University of Canberra. Professional Communication, 2002. http://erl.canberra.edu.au./public/adt-AUC20050530.092440.
Full textAbstract:
This thesis examines the question of what kind of guidance curriculum is
suitable for primary schools in Hong Kong. The call for the development of guidance
curriculum for primary school children in Hong Kong arises from the needs of
students: their need for enhancement of their self-concept, and has been translated
into guidance and educational policy documents, and structural and administrative
changes in schools which allow more time for the development of guidance in
primary schools.
Given that the educational context of Hong Kong is "East meets West," the
researcher posits that, in studying guidance in Hong Kong, both Eastern and Western
traditions in guidance must be taken into consideration. The researcher further argues
that a guidance curriculum that is suitable for the primary school children in Hong
Kong should start by looking at the particular experiences, expectations and tensions
that educators, guidance professionals, teachers, parents and children are facing in the
competing and changing contexts of the Hong Kong society. These expectations and
tensions are very much related to the colossal changes in Hong Kong and are
reflections of various degrees of overlaps between "East" and "West", as well as
"past" and "present".
The researcher has drawn on literature concerning globalization as
hybridization, the Chinese concept of yin-yang and the psychological processes at
work when Western modernization meet with indigenous Chinese culture, to explain
the dynamics of change in the Hong Kong context. This thesis develops a hybrid
framework for studying such changes. The framework consists of open-ended
questions designed by the researcher from the literature, an adaptation of Confucian's
cardinal relationships and Lawton's model for curriculum development
A qualitative case study method is used for this study. Data are drawn from the
author's own experience in a two-week teaching attachment in a primary school, and
interviews with guidance professionals, primary school principals, teachers and
students in three selected primary schools in Hong Kong. A qualitative study is
chosen so that the multiple realities of teaching guidance in schools can be understood
in their naturalistic settings. The boundary of the case is Hong Kong with its
implementation of Hong Kong versions of Radd's (1993) Grow with guidance system.
Three out of the eight Grow with guidance system pilot schools are studied. The
chosen schools differ in student composition, school type, and methods of
implementation of the guidance curriculum.
Data are obtained by individual interviews, the in-depth study of one case
study school by the researcher as participant observer, and content analysis of
guidance materials in the case study schools. Data by these three methods and from
different stakeholders are triangulated, as information obtained is checked against
each other. This study uses multiple forms of evidences and they persuade by reason.
Being a qualitative case study, its purpose is to illuminate but not to generalize. The
criteria for judging the success of this study depend on the richness and accuracy of
data, as well as the coherence, insight and instrumental utility in presenting and
reading the data.
The researcher argues for a hybrid guidance curriculum for the primary
schools in Hong Kong to suit the hybrid contexts in Hong Kong. Data obtained from
content analysis and the case study schools show that the philosophical, sociological
and psychological factors as well as the content, pedagogies, organization for teaching
and practical arrangements of the guidance curricula are hybrid in the Hong Kong
implementation of Radd's Grow with guidance system. The researcher concludes that
a useful guidance curriculum for Hong Kong primary schools must first listen to the
different voices of all stakeholders about the guidance curricula and their "self-other
relationships", for those voices reflect their tensions and reality. Much of their voices
are presented as stories following the Chinese storying traditions. Methods to help
children to deal with tensions and conflicts at personal, school, home and societal
levels include giving up self to follow others [chinese characters omitted, knowing self and others [chinese characters omitted], awareness of
and accommodation of differences [chinese characters omitted]context
analysis, communication using culturally and contextually appropriate ways and
emotional management.
This thesis contributes to knowledge by inventing the concept of "hybrid
guidance curriculum" to suit the hybrid context of Hong Kong. A new hybrid research
methodology is also developed in this thesis which enables the forming of new
categories of "self-other relationships" and new hybrid key concepts for the guidance
curriculum. As such, this study allows for the re-reading of new ideas and practices of
traditions in a modern hybrid society. Moreover, it also highlights the importance of
the development of a reflexive self in which one negotiates one's own positions and
one's relationships with others. In a special case, this study examines the fundamental
issue of adapting and integrating western traditions in a country with different culture
and contexts. Research frontiers, home school co-operation and implications to
teacher educators, practitioners and policy makers in the guidance fields are discussed.
Although this research is basically about Hong Kong, the findings may also be
relevant to other places in the world where modernization has taken place in the
indigenous culture.
45
au, fino@westnet com, and Helen Stone. "Specialist Teachers and Curriculum Reform in a Western Australian Primary School in 2002 A Comparative Study of Specialist Music, Health and Physical Education, and Languages-Other-Than-English Teaching Professionals." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070427.125141.
Full textAbstract:
This thesis details research on the first phase of curriculum reform (19992004) in a
government primary school in Western Australia. The purpose of the study was to
examine what progress had been made with the implementation of the Curriculum
Framework (1998). The research focussed on Music, Health and Physical Education,
and Languages Other than English as specialist teachers working with the
Curriculum Framework (1998). Teachers and school administrators, as frontline
practitioners, considered their experiences and perceptions of daily practice and
provided their perspectives on curriculum reform.
The hypothesis formulated for the study was that with the introduction of the
Curriculum Framework (1998) the delivery of these three subjects could be further
improved. This study argues that successful curriculum performance of these three
subjects traditionally considered specialist programs may be more fully supported
by becoming aware of the forces influencing Australian curriculum discourse and
delivery. Subject knowledge endorsement in this study refers to the transfer of valued
knowledge in Western Australian educational systems. It is proposed that if teaching
professionals articulated the substance of their educational beliefs and experiences
with regard to subject knowledge meaning, place and value, curriculum delivery in
primary schools may progress more effectively. Positive learning experiences for all
students can be provided through the encouragement of communication and
collegiality together with relevant and accessible professional development. These
measures can also be supported by mounting whole-school primary programs that
engage with beliefs about Music, Health and Physical Education, and Languages
Other Than English through collaborative networks and learning communities.
Accordingly, curriculum delivery can come within reach of the seamless curriculum
anticipated by reform (Curriculum Framework, 1998:67).
In this qualitative interview study, the frontline participants included generalist
teachers, specialist teachers and school administrators. These educational
practitioners were asked to participate in an in-depth, semi-structured discussion that
explored their perceptions of specialist teaching and knowledge while employed at
Deep Sea Primary School in 2002.
They teachers also commented on how these perceptions may be linked to their
experiences of socially constructed and established notions of valued knowledge.
The findings of this study indicated that the progressive implementation of these
three subjects or specialists areas were characterised by subtle historical, economic,
political and social forces. This thesis suggests that, these largely obscured external
forces together with individual yet, taken for granted perceptions of what is
perceived as valuable knowledge work together to position curriculum rhetoric and
curriculum enactment that reflect established perceptions of the knowledge
hierarchy. Teachers and administrators at the school often operated within the
structures and meanings of conventional teaching practice of subject knowledge as
determined by dominant culture in Australia. The findings indicated that school
culture in a time of reform re-traditionalised hierarchical patterns of subject
knowledge organisation and evaluation. Accordingly, current subject knowledge
endorsement in terms of specialist teaching often worked to the benefit of established
power relationships typical of post-industrial market economy in Australia.
The findings also indicated that issues pertaining to curriculum prioritisation were
influenced by institutional, group and individual experiences of subject specialist
knowledge. Poor perceptions of these three subjects could also be generated by
experiencing inflexible and inadequate yet established funding and resource patterns
in educational systems. Frontline teachers, their school-based roles and
responsibilities attached to the teaching and learning of the three specialist areas
were typified by rigid school organisation and job structures together with condensed
teaching time and community backing.
This thesis argues that progressive, outcomes education requires an articulate and
supportive school culture, more funding and the genuine maintenance of quality
Music, Health and Physical Education and Language Other Than English teachers. In
addition, curriculum implementation would benefit from the promotion of
constructivist-orientated student activities within specialist programs.
46
O'Mahony, Gary Raymond McColl, and mikewood@deakin edu au. "Learning the role: Through the eyes of beginning principals." Deakin University. School of Scientific and Developmental Studies, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.120428.
Full textAbstract:
This study examines how first year principals learn their roles and provides the picture through their eyes. As there is no formal preparation requirement to become a principal in Victorian government schools, new principals must seek out and direct their own learning for the role. The study describes the informal and formal sources of learning that are sought by beginning principals to help them learn about their new role. The focus is on identifying what sources of learning were used through different phases of the study and how some became more critical than others in shaping and developing the role of a principal in the school.
This thesis is a story of continuous professional socialization and learning of a group of seven beginning principals using case studies and interviews over four phases of learning in their first year in the role as they proceed from appointment, entry, establishment through to consolidation of the role.
The process of socialization underpins the study and is conceived as a process of learning in which the participants actively direct and participate in their own socialization. However, greater emphasis is placed on the developing nature and reliance on learning in role development. Previous studies of professional socialization of beginning principals have identified licensure programs as significant in the preparation and ongoing development process, whereas this is not the case in Victoria where no such requirements exist. This study adds to existing studies through the finding that there are similarities in the stages of professional socialization process in the Australian context, but also explores new aspects about professional learning by identifying various phases and sources of learning for Victorian principals. These ranged from dependence upon an apprenticeship arrangement, through self-directed task learning, to that of becoming an independent learner within a professional community of equals. Some of the themes identified and explored in this study included examining phases of learning, sources of learning, and their effect on role development.
The study was initially based on identifying and exploring some of the key issues and the significance of learning experiences suggested by the beginning principals rather than researching predetermined hypotheses. This grounded and qualitative approach involved data collection over four different time phases in the first year in the role and allowed flexibility in the construction of case studies and the cumulative development of data through the study. The greater part of the data were collected through interviews in each of the four phases of the study along with the collection of survey data for comparison and contrast in the first and final study phases.
The research raises many issues that can serve as a basis for further exploration of the complexity of the role of learning within professional socialization for beginning principals. As well, it suggests a number of implications for the organization of professional learning and socialization in beginning principal socialization for the first year in the role.
47
Morcom, Veronica Elizabeth. "Mediating classroom culture based on democratic values : an exploration of a teacher's facilitative role /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060502.153604.
Full text
48
Bruce, Muray G., and n/a. "Initiating total quality management : the experience of teachers at one primary school." University of Canberra. School of Professional & Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060615.170818.
Full textAbstract:
This thesis reports on a study which explored the experiences of teachers
working at Gilmore Primary School in the Australian Capital Territory as they
initiated the management philosophy known as Total Quality Management
(TQM). The teachers' perceptions of key TQM ideas were obtained from
staff meeting notes, interviews and a variety of questionnaires. The teachers'
perceptions constituted the data for the study. The study utilised
ethnographic methodology incorporating aspects interpretive and critical
approaches. Participants in the study were actively engaged in the initiation
project and as such were taking part, with the researcher, in a co-operative
experiential enquiry.
Key TQM ideas provided the themes for this study. These themes were;
continuous improvement, shared vision, customer and process focus,
teamwork, outrageous goals and systematic data gathering. Teachers'
perceptions regarding each of these themes or key ideas were analysed by
considering the effect on them of two sets of factors. The first set consisted
of factors in educational change while the second was comprised of factors in
the culture of teaching. TQM history, principles and practices as well as the
two sets of factors related to educational change and the culture of teaching
were discussed in a review of literature.
From the analysis of teachers' perceptions a series of recommendations were
developed for implementing TQM at Gilmore Primary School and for more
general application of theory and practice.
49
Kulsiri, Supanit, and n/a. "A Critical Analysis of the 2001 National Foreign Language Standards-Based Curriculum in the Thai School System." University of Canberra. Education & Innovation, 2006. http://erl.canberra.edu.au./public/adt-AUC20070813.123324.
Full textAbstract:
The status of English language has increased over the years as a tool for international
communication. The Thai government emphasises that English language education
has now become part of the full driving force for national development. This research
implies that in order to cultivate Thai learners of English to meet social demands,
sound theoretical and coherent philosophical bases of curriculum are essential in the
curriculum planning process. This research analyses the new official English language
curriculum for the Thai school system: "English language learning strands and
standards under Basic Education curriculum 2001" (English language standards-based
curriculum, ESB Curriculum), which in 2001 was promulgated as the new official
English language curriculum. This research reveals both the coherence and
incoherence of the theoretical and philosophical bases of the Thai ESB curriculum,
identifies strengths and weaknesses of the curriculum and makes recommendations
for curriculum revision and curriculum development that could result in positive and
effective changes in English language teaching and learning in Thailand. This thesis
rests on the premise that principles underlying decisions made in curriculum planning
will have a major impact on the effectiveness of the curriculum. It follows that
difficulties with foreign language education nowadays are a consequence of the
incoherence of philosophical, theoretical, and social bases of curriculum design.
This research analyses the English language curriculum by asking questions about
who was involved in the curriculum planning process and what were the decisionmaking
mechanism and processes involved in its planning. The research is different
from other research in curriculum studies in Thailand that aim only at curriculum
implementation and evaluation. Three sources of data have contributed to the analysis
of the curriculum: curriculum-related documents, interviews with the curriculum
committees, and interviews and questionnaires with school teachers.
The analysis has shown that (1) the curriculum was developed with input from
numerous experts and various groups of stakeholders which affected the underlying
principles, philosophical and theoretical bases of education and English language
teaching and learning; (2) the theoretical and philosophical bases of the curriculum
were found to be incoherent among curriculum elements; (3) the curriculum has
problems at the level of meaning and this has led to the difficulty of conveying the
philosophy of Thai education to the school level. The study has found that the
incoherence of the theoretical underpinnings of the curriculum elements leads to
misunderstanding, misinterpretation and misuse of the curriculum.
The implication for future research is to stress a critical literacy approach to English
language education and curriculum development. In this way, English language is
seen as a language for empowerment, knowledge enhancement, social development
and development of learners as a part of Globalisation and Information Age in the 2 lst
Century as also stated in the Thai National Education Act 1999.
50
Chessor, Danuta. "The impact of grouping gifted primary school students on self concept, motivation and achievement /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051013.091203/index.html.
Full textAbstract:
Thesis (Ph.D.) -- University of Western Sydney, 2004."A dissertation submitted in fulfilment of the requirements for the degree of Doctor of Philosophy at University of Western Sydney" Bibliography : leaves 148-173.