Dissertations / Theses on the topic 'Community and school Australian Capital Territory'
To see the other types of publications on this topic, follow the link: Community and school Australian Capital Territory.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 46 dissertations / theses for your research on the topic 'Community and school Australian Capital Territory.'
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
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.
2
Boyle, Maureen, and n/a. "Principals' perceptions of school based management in Australian Capital Territory government schools." University of Canberra. School of Teacher Education, 1999. http://erl.canberra.edu.au./public/adt-AUC20060609.152858.
Full textAbstract:
This thesis investigates the views of principals in government schools in the Australian
Capital Territory (ACT) regarding school based management (SBM). School based
management is defined as the delegation of certain decision making functions from
central bureaucratic control to a group of personnel located at the school site. In the
case of the ACT, delegation of decision making to school sites began in 1974. An
additional set of responsibilities was delegated in the 1997/98 period. This study
concentrates on the latter period but also takes the extended period of devolution into
account.
This investigation is based on qualitative and quantitative methods of enquiry and data
collection to investigate principals' perceptions of SBM, particularly in relation to the
demographic variables of the schools, and selected personal and professional
characteristics of the principals. Initially twenty six semi-structured interviews were
conducted with principals to determine a framework of seven constructs in relation to
SBM. Qualitative data are reported by drawing on the extensive unabridged transcripts
of the interviews. The data arising from the interview stage formed the basis for
construction of a questionnaire administered to the total population of ninety seven
principals in government schools in the ACT. The questionnaire consists of
demographic, personal and professional items concerning the school and the principal,
items related to the impact of SBM, questions regarding the principals' perceptions of
satisfaction with their work, and the importance principals place on selected aspects of
their role, particularly following the extension of SBM.
Results of the questionnaire are reported using frequency distribution for each of the
items in the questionnaire, followed by factor analysis and analysis of variance to test
significant differences in the principals' views at the 0.05 or greater level. Results of
these analyses show that principals have common perceptions in general about the
nature and impact of SBM. Principals' perceptions are however, mediated by a
number of independent variables. These are gender of the principal, experience of
more than one year's work outside the field of education, the sector of their school, ie
primary, high school or college, and the geographic location of the school. Their
participation in SBM training programs, bureaucratic support to assist them in
implementing SBM, and their expressed need for continued professional development
are additional independent variables where statistically significant differences are
apparent.
Principals in this study view the extension of SBM responsibilities more as an
administrative function, than an opportunity to engage in restructuring the school.
They see that their role has expanded to place strong emphasis on business
management and they consider that they are now working in a market oriented climate
where competition for students is a real issue. Hours of work have increased, and
maintenance of a balance between work and personal life is a growing concern.
Despite this they do not want to return to the former arrangements and continue to
express satisfaction with the intrinsic rewards of their profession such as contact with
students, colleagues and the community.
These results provide important insights into the type of SBM evident in ACT
government schools at the time of this study. A number of recommendations for future
research and practice are presented related to the findings and linked to the key themes
arising in the literature.These suggest ways that SBM can and might be used as a
catalyst for development of a new paradigm for education, which will meet the needs
of a 'knowledge society' (Drucker, 1995) and engage schools in moving 'beyond the
self managing school', (Caldwell and Spinks, 1998).
3
Hurrell, Michael, and n/a. "Mapping the Adult and Community Education Sector in the ACT." University of Canberra. Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20090609.115250.
Full textAbstract:
This thesis has as its origins a desire by the Ministerial Advisory Council on Adult
and Community Education in the Australian Capital Territory to learn more about the
sector with whom they interact.
There was a clear perception that, due to its diversity, a strong reliance on volunteers
and an underlying mistrust of beaurocracy, the sector was quite poorly delineated. If
this was in fact the case, then the capacity of the Council to support the sector - for
example through the grants scheme - was being greatly handicapped. In the case of
grants, it was known that requests commonly outnumbered available grant funds by
three or four to one. What was not known was the extent of other worthwhile ACE
activity that was either electing not to apply for funding or was simply unaware that
the facility even existed.
The research, based on the results of a broad ranging questionnaire distributed to all
known ACE providers in the ACT, has furthered the level of understanding of the
sector. The research approach was modeled on the South Australian Pathfinder
Project (1996).
Key findings include that:
? the ACE sector is extremely diverse and active in the ACT;
? it is client focussed in that it develops its programs in response to the
identified needs of its target group(s);
? in the twelve months covered by the survey there were over 190 000
attendees in ACE programs;
? a range of programs are available to most community groups;
? there is a strong reliance on volunteers;
? the sector generally feels that there is a demand for even more programs
than are currently offered;
? many individual providers do not see themselves as part of the overall
ACE sector.
While there are some marked similarities between the ACT ACE sector and the South
Australian findings, there also some clear differences. For example, many of the
factors that restrict access to ACE in other parts of Australia are less relevant to the
ACT. An example of this is that travel distances/times for participants to access
programs are generally less of a problem in the ACT than in some other jurisdictions
due to the small area and the concentration of population in the ACT.
4
Coventry, Helen, and n/a. "The administration of community service orders for juvenile offenders in the Australian Capital Territory." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060630.100112.
Full text
5
Gwilliam, John W., and n/a. "Christian schools and parental values : a case study in the Australian Capital Territory." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060713.132927.
Full textAbstract:
In the western world the Protestant Christian
Day School Movement is now a recognised element in
education systems. It is a movement which has had
phenomenal growth over the past twenty years and
it continues to grow.
Mostly, the parents of children who attend these
schools were educated in a government school. This
thesis seeks to find the reasons why parents are
choosing Christian Schools and not government ones
as they themselves attended.
A variety of values are examined ; religious,
academic and pastoral, and as the reader will discover,
while it is not easy always to make a clear distinction
between these values, some trends are so strong that
the researcher believes that some valid conclusions
may be drawn.
A considerable amount of data was collected
by the use of two surveys done at the Trinity Christian School at Wanniassa,and one survey conducted among
parents of the O'Connor Christian School at Lyneham.
The Biblical Values Survey provides an interesting
over-view of the perceived achievement of a Christian
School while the Choosing a School Survey clearly
shows why these parents are dissatisfied with government
schools and what they expect their child will gain
from a Christian School experience.
A computer analysis was done on one block
of data which highlights the need for Christian
School administrators to be aware of the various
priority areas which do exist in the minds of the
parents of their students.
6
Ugochukwu, L. C., and n/a. "Catholic education in practice : a case study of a Catholic high school." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.161949.
Full textAbstract:
An aspect of Australian education is the continued presence
of the Catholic schools including those in the Archdiocese of
Canberra and Goulburn. They have continued to be a
significant part of Australian education after decades of ups
and downs. The question today is not whether Catholic
schools will survive but rather how effective they will be
despite the changes which have taken place over the last few
decades. Catholic schools still aim to provide all the
elements of a State education, and in addition, to offer them
within a Catholic setting. They have tried to create an
environment that will continue to reflect the cultural values
of its members.
The Theses is on Catholic Education in Practice: A Case
Study of a Catholic High School in the A.C.T. The Theses is
based on historical and analytical approach. The results of
a case study involving random sampled students, their
parents/guardians and teachers in a Catholic High School in
the A.C.T. sets out to investigate what factors still attract
them to the Catholic school despite the significant changes
that have taken place since Catholic education was introduced
into Australia. By examining these three groups of
people who are directly involved in Catholic schools, it
is hoped that a more balanced assessment of the extent
to which ideals and practices of Catholic education have
been retained.
The results show that students attend Catholic schools
for a variety of reasons including academic and
religious and because of the traditional approach to
areas such as discipline. The religious values continue
to be an important part of the school which makes it
distinctively Catholic, but the integration is not as
pervasive as previous due to the change in the nature of
staff and students at the school.
7
Yates, Jennifer M., and n/a. "Teachers' perceptions of the work of school counsellors in ACT government schools." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061112.104819.
Full textAbstract:
This study examines teachers' perceptions of the work of School Counsellors
within government schools in the Australian Capital Territory (ACT). Data
were drawn from questionnaires returned by a representative sample of 279
teachers and principals, from 16 primary and 8 high schools.
The purpose of the study was to: (i) partially replicate a study by Leach
(1989) of Western Australian teachers' perceptions; and (ii) investigate
whether or not teachers could be considered to be supportive of a general
trend towards a broadening role for school psychologists which is evident in
the literature. This trend suggests that practitioners of applied psychology in
schools may prefer an expanded role which encompasses indirect service
delivery in addition to the more traditional, child centred role.
Respondents were asked to indicate their perceptions of the frequency of 65
tasks performed by School Counsellors, the competence with which those
tasks were performed and the usefulness of those tasks. Also examined were
perceptions of the process and quality of service delivery, and of actual and
preferred qualifications and experience of School Counsellors. These results
were compared with those of Leach (1989). Respondents were invited to
prioritise service delivery in light of their professional needs. A factor
analysis of respondents' perceptions of School Counsellors was undertaken.
The results were similar to Leach's (1989) findings and indicated a general
endorsement of the current work of School Counsellors, with traditional,
direct service delivery tasks generally perceived as being performed more
frequently and with more competence than the more innovative, indirect
types of service delivery. There was a strong indication that respondents
would like more of both types of service delivery, particularly indirect
services, made possible through increased resourcing.
Increases in respondents' classification level positively correlated with
increased perceptions of task frequency and competence with which tasks
were performed. A positive correlation was also found between the
frequency of professional contact that respondents perceived they had with
School Counsellors and their perceptions of the process and quality of
service delivered by these practitioners.
In relation to the process and quality of service delivery, few teachers
perceived that School Counsellors communicated clearly about the services
they offer, procedures used or results gained. This concern with
communication was reinforced through examination of the factors
underlying teachers' perceptions of both the frequency and usefulness of
tasks.
This study suggests that ACT teachers and principals are, to some extent,
already experiencing and valuing some aspects of the trend in service
delivery reflected in the literature. Discussion highlights the important role
communication plays in indirect service delivery, and links it with the
findings of this study, particularly as it relates to teachers' and
administrators' apparent lack of knowledge of the qualifications and
experience of School Counsellors.
8
Poroch, Nerelle, and n/a. "Communicating about employment: a case study of the experience of unemployed youth in the Canberra community." University of Canberra. Professional Communication, 2000. http://erl.canberra.edu.au./public/adt-AUC20050811.114802.
Full textAbstract:
This study is about the risk of youth unemployment in Canberra. It applies the
perspective of Giddens and others on risk communication to how the hazards of self
identity and self esteem, coping ability, the work ethic, family support and level of
education, the ability to enjoy spare time, drugs and alcohol use, poverty and suicide
affect young people's ability to cope. The study's communication perspective also
integates political with organizational, interpersonal and network as well as mass
media communication. The study also draws from scholars who write from a
sociological and psychological viewpoint and are frequently cited in communication
sources.
The loss of traditional work opportunities in the Public Service in Canberra is a
significant barrier to a young person's integration into the community. Other barriers
are the reduced work opportunities for young unskilled workers in a fledgling private
market, the lack of adequate social and transport facilities, and family breakdown that
can leave young Canberrans abandoned. The added factor of a global decline in
participation in work in the last two decades has resulted in the general collapse in the
full time jobs market, a growth of part time and casual employment, multiple job
holding, and non-standard hours of work.
Using historical research, participant observation, interview data and newspaper
content analysis the study shows that the risk of unemployment for young people
remains high notwithstanding the reduction in the overall unemployment rate. The
media has played a significant role in forming community attitudes since the 1974
recession to the new millennium - a time of increasing government hardline policies
towards welfare reform. Such policies have resulted in semi-privatisation of the
employment services and tightening of welfare eligibility. Poor communication of
these policies and coordination of their service delivery has resulted in public confusion
about accessing these services. This is exacerbated in varying ways at the individual
level depending on the extent that young people are affected by the hazards of
unemployment.
The government's answer to the problem of youth unemployment seeks to force young
people to return to school and the family home. The outcomes of other reforms, such
as the mutual obligation component of work for the dole, are yet to be determined.
Young people want to work. However, the consequences of the present government
reforms for young people are that they are 'parked' in education, denied access to full
time employment and the privileges of adult status. All of these issues are reflected in
the findings of the five research questions posed in the study detailed as follows:
Research Question 1: What role does interpersonal communication play in the
construction of a positive sense of self-concept among young unemployed people?
Findings: Young people are vulnerable to social change. At the individual level, the
risk of unemployment and its associated hazards is heightened when an individual's
sense of self and identity is not properly developed and they are unable to forge a sense
of belonging with society. Reduced job opportunities, lack of trust despite the strong
will do to the 'right thing' have prevailed amongst the young. For some access to
choice is exciting. For others who are overwhelmed or have dropped out the world can
be a bleak place. For an increasing number of young people the absence of family
support and education impinges on their interpersonal communication skills in
developing coping strategies in their day-to-day existence outside society's norms of
acceptance.
Research Question la: How important is a positive sense of self-concept for young
unemployed people in communicating with community support organizations?
Findings: A positive sense of self-concept is paramount for young people
communicating with Centrelink and the Job Network organizations in an environment
where they are required to contribute extra effort in finding work, reduce their use of
social assistance, adopt compliant behaviours towards the government's welfare
reforms and meet raised expectations in finding employment.
Research Question 2: How do young unemployed people differently experience their
primary and secondary social support networks?
Findings: Family support as well as education increases the ability of young
unemployed people to interact with their primary and secondary social support
networks. Consequently, a poor experience of primary support leads to eventual
confusion when dealing with organizations that deliver employment services. The
replacement of family support by a friendship group can nevertheless be empowering
in these circumstances.
Research Question 2a: How does young people's ability to access secondary support
networks affect their experience of unemployment?
Findings: The lack of family support and education increases the chances of having
low resilience, low trust in organizations and other people and an inability to cope.
These are all significant barriers to communicating successfully with secondary support
networks that provide assistance with employment opportunities. Staying in education
is a safety net against youth unemployment. The feeling of connectedness with the
community is difficult because of the loss of identity and the absence of identity
recognition for young unemployed people through discrimination. The maintenance of
the work ethic in the main stems from the desire to accrue material benefits.
Research Question 3: What is the role of community and organizational support for
young people experiencing the hazards of unemployment?
Findings: The findings of the study highlight the vulnerability of young unemployed
people accessing organizational support with the hazards stated in the study being the
intervening variables. It was found that reforms linking markets and networks make
increasing demands on the unemployed and their families. Poor communication within
Centrelink, interorganizationally with the Job Network providers and in public
communication informing about such reforms has resulted in confusion amongst young
unemployed people. The new market driven environment has had detrimental effects
on clients because of the lack of integrated programs and has generated a lack of trust
in organizational providers.
Research Question 4: What is the role of the media and public opinion polls
informing community perceptions about youth unemployment?
Findings: Media agenda setting provides the cues setting the standards by which the
public evaluates government and attributes responsibility for societal problems. Public
opinion is formed when media reports on public affairs. People talk to one another
about the topic and consequently public opinion is formed. In the 1970s the media
framed unemployed youth as 'dole bludgers' and the polls reflected public attitudes
that unemployment was due to people not wanting to work. Media framing in the
1990s contrasted with the 1970s view. Such indications included that it now
considered that young people were priced out of a job whilst showing cynicism of
governments to improve the situation. It did not use the 'dole bludger' tag. Although
the salience of youth unemployment in the opinion polls had diminished, it was still a
dominant consideration. Sympathy for young unemployed people who are seen as
victims of social change by the media has maintained into the new millennium with
media criticism aimed at the government's punitive approach to youth unemployment.
Research Question 5: How are policies about youth unemployment communicated to
the community?
Findings: Following Foucault the study found that government is a broader process
involving more than the state. From depth interviews with organizational
representatives it was found that formulation of policy for youth and unemployment
should be bottom up - community, state, federal - before Cabinet consideration.
Political and economic ideologies currently precede pragmatism and there is a
diminished voice of those representing youth policy.
These findings contribute to building on understandings of the phenomenon of youth
unemployment at the community level in Australia and inform about the various
individuals, groups, organizations including the media that contribute to shaping the
discourse in and around youth and youth unemployment.
9
Nelipa, Tanya, and n/a. "The changing role of the A.C.T. government school principal : an investigation of administrators' perceptions." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060824.095312.
Full textAbstract:
This study researched three major areas of the school Principalship within the
Australian Capital Territory government school system. The three major areas of
research concern related to school Principalship were:
1. Changes in the role and responsibilities of the Principal
2. Skills Principals require to perform effectively within the role and responsibility.
3. How the education department may best facilitate and support effective
performance of its Principals.
An outline of the history of administrative and organisational restructuring within the
A.C.T. government education system during the past two decades has been presented
to provide the context of the study. A review of the literature also contributed to the
contextual understanding of the study by examining specific issues and understandings
within the literature. The specific issues and understandings related to:
context and the role of the Principal
concept of the role of the Principal
instructional leadership and the role of the Principal
administrative and organisational devolution and the role of the Principal
The research methodology used to examine the issues central to this study is
qualitative or descriptive in nature, reflecting a phenomenological perspective. The
data was collected through personal interviews conducted with senior administrators of
the A.C.T. government school system and written questionnaires completed by
Principals of the A.C.T. government school system. The data comprises the
perceptions, ideas and beliefs of the two defined groups targeted in the study.
The analysis of responses presented the major findings regarding the perceptions, ideas
and beliefs of the Principals and senior administrators of the A.C.T. government school
system relating to the key research areas of this study. The major findings show that
the role of the school Principal has changed, with Principals requiring a broader array
of skills to effectively meet the challenges of the new role. The major findings discuss
how the education department may best facilitate and support effective performance in
the Principalship.
The conclusions of the study discuss how changes to the role of the Principal have
increased the Principal's workload, with Principals now required to utilise a broader
scope of often new skills to effectively perform their changed role and responsibilities.
The Principal respondents and senior administrator respondents suggest best ways that
the education department may facilitate and support effective performance of the
Principalship. It was also suggested that the amount of professional development and
training was inadequate to facilitate the performance of effective Principalship.
Respondents indicated that incentives such as sabbatical leave for Principals be
facilitated by the education department to ensure Principals' professional renewal.
Finally, the implications of the conclusions of the study address the ways in which the
education department may best assist Principals to acquire the necessary new skills to
effectively perform their changed role. The implications of the conclusions of the
study also address the ways in which the education department may best facilitate and
support Principals' professional renewal. The implications of the conclusions of the
study state that the responsibility for Principals' professional development and renewal
should be a shared responsibility between the school Principal and the education
department.
10
Mauragis, Rasa Emilija, and n/a. "Arts education access in high school scheduling." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060907.102648.
Full textAbstract:
The purpose of this study was to investigate the implementation of curriculum policy
regarding eight key learning areas in ACT government high schools with particular
analysis concerning the Arts.
The study sought to identify the discrepance between school curriculum policy and
timetable allocation to the mandated curriculum areas.
Analysis of time allocation to learning areas as defined by the timetable allocation of
time was considered to be an appropriate method of examining curriculum practice in
ACT government high schools. Fifteen ACT government high school timetables were
analysed in conjunction with school curriculum documentation. Mandatory time
requirements for the eight key learning areas was identified. Timetable structures were
analysed in terms of allocation of time to key learning areas, pastoral care, assemblies,
activities and electives. Formulae were developed in order to make comparisons
between schools possible.
Results indicated that disparities existed between time allocation to key learning areas
within key learning areas and mandatory time (i.e. minimum guaranteed access time)
requirements for key learning areas.
11
Dwyer, Michael, and n/a. "Discipline policies and practices in the primary school." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060706.162852.
Full textAbstract:
The study attempts to investigate discipline policies
and practices in primary schools since the abolition of
corporal punishment. The purposes of the study were to
find out who is involved in the formulation of a
policy; how this procedure takes place from the
initial stages to fruition; the contents of a
completed policy document and to canvass opinions of
teachers and students about their school policy.
Information was obtained from twenty-two completed
questionnaires received from public primary schools in
the Belconnen region of the ACT and a more detailed
case study of three of these schools.
A search of the literature revealed a number of key
elements of a whole school discipline policy. These
included: formulation of policy; recognition of
appropriate student behaviour; rules and consequences;
policy procedures; responsibility for policy
implementation; the abolition of corporal punishment.
The study showed that there is a growing awareness of
the democratic decision-making process within
classrooms and that schools are producing comprehensive
discipline policies, many of which are now more
accurately titled 'Management of Student Behaviour'.
Schools are encouraging appropriate behaviour from the
students, endeavouring to develop student
self-discipline and self-esteem, and are using agreed
logical consequences when rule violations occur.
The case study concludes with comments on the ACT
Schools Authority Discussion Paper 'Policy and
Procedures for the Management of Student Behaviour in
ACT Public Schools' issued during 1988.
12
Nield, Robert, and n/a. "Alientated students' perceptions of school organizational health." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060824.130208.
Full textAbstract:
This thesis explores alienated students' perceptions of the organizational health of a
Year 7 to 10 A.C.T. high school. The study emerged at the theoretical level from a
concern that school effectiveness studies focussed too narrowly on student academic
attainment as an indicator of an effective school. A broader view of effectiveness
would hopefully show that in the case of comprehensive co-educational government
high schools, student alienation could have a powerful effect in undermining the
achievement of academic goals in such schools.
Because these schools have little control over their student clientele and require
compulsory student attendance until age 15, it seemed a degree of alienation was
inevitable. The task for high school administrators, it was hypothesized, lay in
minimizing these alienation levels in order to reduce the impact such student
alienation might have on other school effectiveness indicators like teacher
commitment, teacher morale and time on task in classes.
My experience as a practitioner, in the Student Welfare area of a large ACT
government high school, also indicated that the traditional "top down" strategy of
much research in the field of Educational Administration that concentrated on the
perspectives of principals and teachers only gave one view of the processes within a
school. The other, complementary "bottom up" view came from students. In
particular, it was hypothesized, the perspectives the most alienated students in a
government high school held towards the organizational health of the school might
represent an unusual test of school effectiveness.
This was because the commitment of such students towards the school and its stated
academic goals was most problematic. The promotion of a school "culture" or
"ethos" that could integrate low level and high level alienation students, and thereby
foster school effectiveness, appeared to be possible only to the extent that high level
alienation students could be kept on side or neutralized by high school
administrators.
These speculations were largely confirmed in this study. Apart from the interaction
of sex and year level with alienation, the other major finding was that teacher
consideration, or the extent to which teachers show concern for students as
individuals, was the only organizational health dimension that produced a significant
difference between students on the basis of alienation level.
In short, the study is not concerned with student alienation as such. Rather it is
concerned with understanding how alienated students perceive a relatively effective
school. This would hopefully enable that alienation to be minimized and managed.
13
Coutts-Smith, Raymond J., and n/a. "Mathematics in transition : the post-compulsory years : the transition from high school to college in the Australian Capital Territory." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060630.095231.
Full textAbstract:
This study commences with the assumption that action can be taken to lessen the
disruption to the mathematical progress of Year 11 students in the Australian Capital
Territory senior secondary colleges. If students are to perform their best in
mathematics they need their transition from high school to college to be as smooth as
possible. Nevertheless, many students change their mathematics enrolment soon after
commencing college.
The study relies particularly upon The Theory of Reasoned Action to determine
whether students have the intention both before and during the transition of performing
well in mathematics at college. Although this measure provides a predictor of the
intention, it does not necessarily follow that the conditions allow the student to comply
with the prediction.
Statistical instruments were also used - to determine whether students initially enrol in
appropriate courses and whether they perform as well in their first semester at college
as in Year 10. A small sample of students was interviewed to elicit whether there was
supporting evidence for some conclusions drawn from the results and the literature
survey.
Analyses of the predictor of intention indicate that during the transition period a very
high proportion of students intends to perform well in mathematics at college. Analysis
of the components of the measure pinpoints some small differences between high
schools.
The statistical analyses show that a significant proportion of students completes
Semester 1 in mathematics courses other than those of initial enrolment and that
performance by the Year 11 students correlates well with Year 10 performance.
Discussion centres around actions of intervention and their focus. Parents and
guardians are possible recipients of further information since the evidence suggests they
are the most influential advisers in the lives of this age group. College teachers are
possibly the best current providers of that information, although, high school teachers
and careers advisers could take a more prominent role following appropriate training.
Recommendations are made concerning the enrolment procedure and the beginning of
Year 11 routine. Other conclusions and recommendations concern action by classroom
teachers that could ensure more students succeed in the course of initial enrolment,
whether they are in the course most suited to their previous performance or are
attempting a more difficult course.
14
Moore, Peter Joseph, and n/a. "Two school-based evaluations at a Catholic high school in the ACT a review." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061019.091214.
Full textAbstract:
The completion of two school-based evaluation reports at a
Catholic High School in the ACT highlighted the need for
support structures both for evaluating staff and for the
management of an evaluation report. The writer (a school
principal) felt a need to review school-based evaluations
in a more professional manner, and to ensure that
evaluations were managed with greater support for the staff
involved.
In the absence of known Australian checklists, designed to
review school-based evaluations, two recognised evaluation
checklists, those of Russell and Maling-Keepes, are tested
as instruments of review, by applying them to the two
school evaluation reports. Four evaluation reviews are
documented, in all. The main purposes of this research
were:
(1) to determine the merits of the completed evaluations by
applying the checklists of Russell and Maling-Keepes,
(2) to test the relevance of the evaluation checklists of
Russell and Maling-Keepes as instruments of review at
the school level,
(3) in the light of this research, to be in a better
position to recommend
a) a suitable review method for use by Catholic
School Principals,
b) support structures, both at a system level and a
school level, to assist the development of
school-based evaluations.
15
Sloane, Alwyn M., and n/a. "Influences on teachers' discipline in the primary school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.162433.
Full textAbstract:
The study described in this report attempted to investigate the area of classroom discipline in the primary
school. In particular the objectives were to ascertain the
factors which influences teachers' knowledge of discipline
procedures and the factors which influence teachers'
implementation of discipline procedures.
The study first examined discipline policies and
practices in Australian schools generally and in Australian
Capital Territory government schools in particular. A review
of the literature indicated that the area of discipline in
the classroom is one which seems to be increasingly
important in the range of presage variables under
investigation by researchers.
Information was obtained from sixty completed
questionnaires from primary teachers in eight primary
schools. Respondents indicated that they taught over the
full range of primary school years/grades. Results suggested
that senior management in the schools appeared to have a
relatively unimportant role in influencing classroom
teachers' discipline programmes.
The results indicated that the in-school influences
which were perceived as the most influential on both
teachers' knowledge of discipline procedures and on
teachers' current discipline procedures were a) those
connected with pupils and b) factors about the personal
preference of teachers.
The out-of-school influences which were perceived as
the most influential on both teachers' knowledge of
discipline and on teachers' current discipline procedures
were a) those connected with professional development and b)
factors about the intuitions and reactions of teachers.
Results in general suggested that some primary
teachers may be depending or) outdated information regarding
school and classroom discipline programmes. These findings
could have important ramifications for teacher training
agencies regarding the allocation of resources to the area
of school discipline programmes.
16
Webber, Kerry, and n/a. "The research and development of a health assessment program for secondary school students." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.113600.
Full textAbstract:
The Field Study reports on the research and development of a
Health Assessment Program (HAP) for secondary school
students over a period of three years in the ACT.
The 'original' HAP is described, and its early
implementation methods discussed. Changes are proposed and
trialled, and further refinements made, then trialled
again. Through this process a new HAP is developed. The
'Research and Development Cycle' (Borg and Gall 1983)
provides the theoretical framework for the planning of the
field study. (See 1.4).
The 'new' HAP exhibits the characteristics of an 'education'
program. The physical components have been developed to
enable them to be administered by the teachers who are
responsible for the organisation of the HAP in their school,
and health professionals are only used for those components
which require confidential counselling. This is in contrast
to the 'original' HAP which was organised and conducted by
health professionals.
The process by which the changes took place has determined
the quality of the new HAP. The developments have been
based on the views of the teachers who used the HAP, the
students who were tested, and the health professionals who
participated. The literature has also been used to provide
the direction for, and nature of, the changes. This process
has ensured a program which is highly suitable for use in
the school environment.
It is not envisaged that the HAP has reached its final stage
of development. Each school who uses the program is
encouraged to modify and adapt it to suit the needs of their
own teachers and students.
17
Enright, Coleen, and n/a. "The Co-op School : The Co-operative School, ACT, 1978-1980, curriculum options compatible with alternative, early childhood education." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060707.142242.
Full textAbstract:
This field study was based on experiences as a
teacher and parent in an alternative, progressive early
childhood school: The Co-Operative School, O'Connor, ACT.
The data for the study was recorded during 1978, 1979,
1980; the first three years of the school's existence as a
Government school. The development and educational
progress of fourteen girls and boys, aged from five to
eight years in 1978, was followed. The philosophy,
policies , organization, curriculum content, teaching
strategies and general milieu of the school were examined.
The aim of the study was to analyse the philosophy
of the school, as set out in the constitution, and to see
how it related to curriculum and teaching strategies.
Issues of freedom and choice within a compulsory school
environment were examined in relation to the stated aims
of the school: the underlying reason for this examination
was the problem caused by the gap which existed between
philosophy and practice, which caused the experiences of
the children in the school, to often be at variance with
stated aims.
The developmental needs of children in the early
childhood age group, and the personal variables they
brought to the learning situation, were related to the
school environment. Social learning theory was utilised,
as a perspective from which to provide a unified
conceptual basis, for planned interventions in teaching
and learning. The importance of modelling, self-expectation,
feelings of self-efficacy and competency,
were related to the community, the curriculum content, and
teaching strategies of the school.
Decision-making strategies were examined for their
relevance to consensus-based processes and a co-operative
style of community management. Consideration was given to
the provision of a cohesive environment, in which adult
members of the community could participate freely in
autonomous learning experiences with children. The area of
conflict resolution and the incidence of aggressive
behaviour in the school were explored, and techniques for
successful negotiation of differences were suggested.
Areas of the curriculum which have traditionally
been difficult for alternative schools to implement to the
satisfaction of all community members were examined.
Areas such as: goal-setting and m o t i v a t i o n of children;
basic skills in early childhood; transition to mainstream
education; the effect of emergent lifestyle values; the
provision of equal opportunity for girls and boys; and the
importance of co-operative learning strategies.
The study ends with reflections on the place of
alternative, progressive schools in the 1980s, and the
need for such schools to exist to provide an educational
choice for parents and children in the future.
18
O'Keefe, Elissa J., and n/a. "Young, sexually active, senior high school women in the australian Capital Territory: prevalence and risk factors for genital Human papillomavirus infection." University of Canberra. Health Sciences, 2004. http://erl.canberra.edu.au./public/adt-AUC20060410.140559.
Full textAbstract:
An association between persistent Human papillomavirus (HPV) infection in women
and cervical cancer has been established. Young women are particularly at risk of
acquiring sexually transmitted infections such as HPV because of risky sexual activity
and physiological immaturity. While at risk though, young women have been shown
to be amenable to health promoting initiatives. There are a small number of
international studies concerning adolescent HPV infection and the risk factors
associated with infection, but there is currently no evidence on the prevalence and risk
factors for HPV in an Australian, sexually active female adolescent population. This
study aimed to provide evidence of the prevalence of HPV, risk factors associated
with infection and the patterns of sexual activity in a female sexually active, senior
high school population in the Australian Capital Territory.
Participants in this study were a convenience sample of 161 sexually active 16-19
year old females who had an HPV test who were attending a senior high school in the
Australian Capital Territory. Nurses and doctors using a clinical record collected
information about sexual and other risk behaviours. Self-obtained vaginal swabs were
tested for HPV DNA using the polymerase chain reaction method and genotyping was
undertaken.
The HPV prevalence in this cohort of young women was 1 1.2%. High-risk genotypes
were found in 55.5% and multiple genotypes were found in 38.8%. There was a
significant association found between HPV infection and having had more than one
male partner with whom vaginal intercourse had occurred in the previous six months.
No statistically significant association was found between HPV and the age of
coitarche, length of time young women had been sexually active, condom use, and
smoking or alcohol intake. A young age at coitarche was common for this group.
Smoking and alcohol use was seen in large proportions in this group.
This is the first Australian study that has examined the prevalence and risk factors for
genital HPV in this demographic group. The HPV prevalence is lower than in
international studies in comparable groups, in similar age groups and much lower than
in older women both in Australia and overseas. With the comparatively low
prevalence comes an opportunity for important public health interventions for this
group including routine Pap smears, vaccination against the high-risk types of HPV
when this becomes available and strategies for young women to reduce their number
of male sexual partners. A substantial amount of young women in this study were
sexually active aged under 16 years. Whilst this was not identified as being a risk
factor in this study, it is both a health and personal safety issue for these young
women. There is a demonstrated need for health promotion strategies for this cohort
about the consumption of safe levels of alcohol and for smoking cessation. Further
research is recommended that includes a repetition of this study with a larger sample,
the use of a prospective study design to identify trends in infection and examination of
HPV prevalence and risk factors for a variety of populations.
19
David, Veronica Anne, and n/a. ""A gleam in the eye..." : An investigation : self-esteem of high school teachers in the Australian Capital Territory (ACT) Government Schools." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060704.120747.
Full textAbstract:
This study attempted to investigate the
self-esteem of high school teachers in the Australian
Capital Territory (ACT). Its purpose was to measure the
self-esteem of high school teachers in the ACT, identify
perceptions of life-stage factors that might contribute
to teachers' self-esteem and to identify teachers'
perceptions of job-related factors that contribute to
their self-esteem.
The sample consisted of 219 teachers (94 male,
124 female, one of unidentified sex) in 12 of the 17 high
schools in the ACT. A questionnaire based on that used
by Swafford Jolley (1985) was used. It consisted of 4
parts - Part 1 demographic data, Part 2a Barksdale
Self-Esteem Index No. 69, Part 2b Life-stage
Characteristics, Part 3 Job-related characteristics, Part
4 - three related questions for open responses.
Data were analysed using the SPSSX data recording
and analysis system (Norusis 1983). Means and
differences between means were computed to establish
discrepancies. Pearson product moment correlations were
employed. Multiple linear regression analyses were used
to isolate the best predictors of self-esteem from among
the 34 work-related factors. A rank discrepancy index of
affect on self-esteem was also computed.
Findings show that eighty per cent of the
teachers may be hindered by low self-esteem. There is no
difference between male and female average age (39) nor
between the male and female average self-esteem index
(62.2). Younger teachers were found to be just as likely
to have low self-esteem as older teachers. The factors
which most affect teacher self-esteem and which are
closest to the ideal were found to be feelings of
competency as a teacher, pride in one's work,
establishment of specific personal goals and the
opportunity to determine one's own teaching methods. The
factors with the greatest discrepancies were found to be
the opportunity to advance professionally, positive
representation by the media and prestige of the teaching
profession.
It was concluded that in no one area are the
self-esteem needs of high school teachers in the
Australian Capital Territory being adequately met.
Responsibility lies with the individuals themselves and
with the ACT Schools Authority to work out joint ways of
enhancing teacher self-esteem and development. It is
argued that this cannot be left to chance by the
organisation but must be planned for as a matter of
urgency. Recognition of the individual is seen as the
key in any such planning but organisational objectives
also need to be considered.
20
Patis, Anthony Powis, and n/a. "Senior school writing : a study of the content and form of writing in senior secondary English." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061031.142022.
Full textAbstract:
This study focuses on the writing of senior students in the subject
English at an ACT secondary college. Several features of the ACT
education system are relevant. There is a high retention rate, so the
sample is a broad one. The curriculum is school based, as is assessment.
There are separate courses for those seeking tertiary entrance (TE) and
those seeking to complete their education at Year 12 (Accredited).
The theoretical basis of the study is provided by the work of a number
of linguists with an interest in school language, in particular Graham
Little. 255 samples of writing have been analysed, taking account of the
function and forms of language. The function, or meaning, has been
analysed in terms of content, abstraction, purpose and audience.
The writing in the Accredited course is evenly distributed between the
human and material worlds, three quarters is informational and one
quarter Imaginative. The level of abstraction shows a predominance of
reporting and generalising. Writing in the TE course is 60% concerned
with the human world and reaches higher levels of abstraction such as
speculation and hypothesising. The audience is academic. Compared with
earlier findings, this study shows more human content and higher levels
of abstraction.
Language functions through selective use of forms. The aspects of form
analysed are vocabulary, abstraction of noun phrase, sentence length and
sentence sequencing. Figures produced were largely consistent with
earlier studies; however the TE group shows higher syllable counts,
greater abstraction of noun phrase and longer sentences than the
Accredited group. Creative writing brings the groups closest together.
Handwriting, spelling and punctuation are examined. Handwriting is
always legible, spelling close to 98% correct and 84% of full stops are
correctly used. A small number of scripts produce most of the errors in
both spelling and punctuation.
The achievement of students as revealed by this study of writing is
consistent with earlier studies although the students represented here
demonstrate higher levels of abstraction. The curriculum contains more
human content and is commendably comprehensive, although there is
less poetic and expressive writing than might be expected.
This form of language analysis is recommended for its concentration on
the language actually produced in class, the insights it provides for
teachers and the information it provides for meaningful public
discussion of education.
21
Bourke, Colin J., and n/a. "An Aboriginal Studies Resource Centre for the ACT." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060609.133137.
Full textAbstract:
The aim of this thesis is to provide a framework, background material and
argument for the A.C.T. Aboriginal community and other Aboriginal
educational and cultural groups to develop submissions seeking funds for
Aboriginal Studies Resource Centres. The ACT Aboriginal Education
Consultative Group has given the thesis a definite focus and underlined the
importance of gaining Aboriginal, systemic and political support.
The study includes both theoretical and empirical components and practical
suggestions as to the organisation and activities of such a centre. The
early part of the study is devoted to providing background to an Aboriginal
Studies Resource Centre, it also covers the formation and development of the
A.C.T. Aboriginal Education Consultative Group.
Following the outlining of the aims and objectives of such a centre,
theoretical issues concerned with selection and organisation of centre
materials, the need for interpretation of objectives and the understanding
of values together with curriculum implications and learning activities of
an Aboriginal studies resource centre are discussed. Two major thrusts in
these discussions are that Aboriginal people must be involved and the
question of values must be considered because human behaviour depends on
values, and behavioural change is regarded as one of the main measures of
success.
It is intended that while an Aboriginal Studies resource centre should
concentrate on its local area, it should draw materials from other parts of
Australia and the world, so that the local area can be placed in context.
It is envisaged that the materials would come from a wide range of
disciplines.
The A.C.T. Centre will endeavour to increase the comprehension of A.C.T.
Aborigines and non-Aborigines in matters Aboriginal, and will follow a
philosophy which holds that learning is the discovery of meaning or
understanding. A range of learning activities, including hands on
experiences are outlined. The functions of the Centre are described and the
involvement of Aborigines and non-Aborigines at all levels is discussed.
Evaluation of the Centre's success or otherwise will take cognisance of its
objectives and involve a range of outcomes. It is acknowledged that success
will be difficult to measure because of different amounts of student time
spent at the Centre and teacher and student expectations.
The thesis concludes that Aboriginal studies has not achieved its rightful
place in Australian education and that an Aboriginal Studies Resource Centre
would provide the material and human resources required for Aboriginal
studies to take its proper place in Australian education.
22
Haigh, Colleen, and n/a. "A history of the School Library Association in Canberra and District : the first decade 1971-1981." University of Canberra. Communication, 1988. http://erl.canberra.edu.au./public/adt-AUC20060714.120926.
Full textAbstract:
This study traces many of the highlights which occurred during the first decade of the
history of the School Library Association in Canberra and District (SLACAD). The
roots of this association lie deep in the history of school libraries and teacherlibrarianship
in Australia. Many SLACAD members belonged to other state school
library associations and to the Australian School Library Association (ASLA)
confederation since the establishment of these associations in the 1960's. These
teacher-librarians have been dedicated in their attempts to further the cause of school
libraries and their teacher-librarianship profession. The decade covered by this study
embraces the greatest period of expansion in the development of school libraries seen in
Australian history. During this decade the A.C.T. established an independent education
system and it took many years for the A.C.T. Schools Authority administration to
finalise its organisation. SLACAD members were anxious that school libraries in the
A.C.T. should keep pace with school libraries in other Australian states and this study
documents the constant efforts of its members to obtain improvements in school
librarianship. Teacher-librarians in the A.C.T. have continued to maintain a close
liaison with ASLA and many A.C.T. teacher-librarians have held executive office in
ASLA. SLACAD has hosted seminars and conferences and this study documents
numerous submissions and reports which were a necessary feature of the expanding
A.C.T. school library association milieu.
23
Maiden, William, and n/a. "Primary school teacher perceptions of the present and future teaching culture : applying the Delphi and Nominal group methodologies as an aid for defining primary school teacher work culture in the Australian Capital Territory." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060829.132637.
Full textAbstract:
This thesis examines the views of A.C.T. primary school teachers about their work to
build a picture of the culture of primary school teacher work of primary schools in the
Australian Capital Territory. I define teaching culture to mean the behaviour, work
practices, beliefs and possible habits teachers display in their efforts to perform the task
of teaching. This description of teaching is possibly similar to what some authors
describe as the 'sociology' of teaching (e.g. Barton and Walker, 1981). It is also a
reflection of Deal's suggestion that culture describes 'the way things are done around
here1 (Deal, 1985:605). In this case the study builds a picture of primary school teacher
perceptions of the way things are, the culture of primary school teacher work, in the
A.C.T. primary teaching system.
The study has been designed to identify key workplace issues which preoccupy A.C.T.
primary school teachers now and what they perceive to be the significant issues of the
future, that is by the year 2005. The Delphi methodology was chosen to be the means to
gather and refine information and perceptions from teachers its ability to clarify and
refine issues and because the Delphi has amongst its advantages anonymity for
participants and the use of experts in the data gathering.
The study found that a high proportion of teachers feel stressed about attending
meetings, yet wanting at the same time a say in the running of their school. Other
results were that teachers considered they are poorly supported by the wider community
and that a significant reward of the job was the interaction with the children. Teachers
also believe that instructional methods will be radically different by 2005.
The study aims to provide current information about the culture of primary school
teacher work to teachers themselves and to present to interested authorities and
institutions, such as the Department of Education and Training and The University of
Canberra or the Australian Catholic University, recommendations for further research
and practice to assist in policy design regarding the work teachers do.
Some recommendations to the Department of Education and Training include:
· the culture of primary school teacher work should be actively promoted to inform
the community of the complexity of teacher work and to attract quality applicants to
the profession;
· that classroom teachers are resourced, at comparable levels to Public Servants or
Departmental officers, with equipment such as computers and furniture;
· that consideration be given to providing more inservice opportunities for teachers
to pursue during stand-down (school holiday) time.
Recommendations made to teacher-training institutions include:
· regular research and reviews of teacher-training programs, with particular emphasis
placed on beginning teacher needs and competencies and to highlighting areas newly
recruited and experienced teachers consider require more training;
· the design of comprehensive upgrading programs catering for the needs of newly
appointed and experienced teachers.
24
Bleeker, Maryke, and n/a. "Pre-school education in the ACT : an evaluation and comparison of the traditional, the Montessori and the Weikart approaches." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060608.142516.
Full textAbstract:
Since the 1980s, a variety of pre-school approaches has
existed within the ACT Public School System. These approaches
are in theory based on different educational ideologies and
principles.
The Field Study Project evaluates and compares three
different educational models; existing classroom processes
and procedures, and student achievements in a 'traditional',
a modified Montessori and a Weikart pre-school currently
operating in the ACT Public School System.
Using selected criteria, an analysis of the three educational
models, an ecological survey and student assessments
were carried out to make the evaluations and comparisons.
The analysis of the three educational models indicate
different program orientations and instructional preferences
in the different models.
The ecological survey results suggest that the
'traditional', the modified Montessori and the Weikart approaches
identify with the models they are based on. Nevertheless,
educational trends and orientations are similar in the three
programs, which are predominantly cognitively oriented. In
contrast, teaching styles differ slightly. It is significant
that the teacher in the 'traditional' program fulfills a more
nurturing role, while her colleagues in the modified
Montessori and the Weikart programs fulfill more instructional
roles.
The evaluation and comparison of the student assessments
seems to indicate that there are no significant differences
in achievement in drawing, specific cognitive tasks and in
self-concept development between matched groups of learners
in the three pre-schools.
The findings support the notion that middle class children
enrolled in approved pre-schools develop cognitive abilities
regardless of the type of program they attend.
The evaluation and comparison of the three existing
approaches in the ACT suggests that the pre-school organisation
in the ACT Public School System is still strongly committed
to the 'traditional' model, and makes only minor attempts to
change educational patterns in pre-school education.
25
Dixon, Dalma, and n/a. "Continuous enrolment policy : a study of transition from preschool to primary school in the ACT." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060705.094737.
Full textAbstract:
Since its inception the A.C.T. Schools Authority has
implemented a number of changes in attempts to meet its
aim to provide high quality programmes for children.
In the case of enrolment policy the decision to change
to continuous enrolment was made in many schools less on
educational grounds than as a result of economic and
political pressures. However, any policy which has an
impact on children's learning in schools must be
examined in the light of its educational implications.
This study attempts to do this. It attempts to assess
the policy on educational grounds with a particular
focus on the programmes offered to individual children
and the day to day problems encountered by teachers who
attempt to implement the policy.
26
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.
27
Prattis, John, and n/a. "A survey study on school library book borrowing patterns of primary school children according to age, sex and reading level." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061106.151256.
Full textAbstract:
This survey study examines the type and frequency of books borrowed by students
according to age, sex and reading ability. It seeks to redress the sparsity of
information available on the types and style of books borrowed by children.
This survey study is based on data gathered over 14 weeks at Wanniassa Hills Primary School. Weekly library borrowings were recorded for Years 2. 3/4 and
5/6. A sample of 90 children, 30 from each year level was selected and individual
borrowings were coded for analysis according to the type of book borrowed. The
SAS System was used to tabulate the data and conclusions were drawn from the
results thus obtained.
The survey study revealed that females borrow more books generally than males.
A general pattern of book borrowing is evident. Females tend to progress more
quickly man males through this pattern of borrowing. Males tend to prefer Non-
Fiction books, progressing to Choose Your Own Adventure books and Fantasy
Game books. Recommendations are based on these findings and other outcomes of
the survey study.
This survey study has implications for classroom practice, libraries, basic readers
and further study.
28
Orreill, Anthony John, and n/a. "Selected effects of a school performance review and development process (SPRAD) on parent participation in a school and parent/teacher relationships : a single site case study." University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060823.160212.
Full textAbstract:
School Performance Review and Development (SPRAD) was a major innovation in school
evaluation in the Australian Capital Territory. One of its aims was to encourage teachers
and parents to work together in evaluating and developing policy across all areas of school
life: Administration and Management, Finances, Curriculum and Assessment, Staff and
Student Welfare and overall School Climate.
SPRAD is different from other forms of school review in that it is system-initiated but kept
under the control of the participants. The ACT Department of Education and Training
supplies the resourcing and consultative assistance.
One of the hopes for SPRAD was that, in bringing teachers and parents closer together, it
would create a greater understanding of where each group stood in relation to the other
and strengthen parent/teacher relationships.
The focus areas for this study were parent participation in classroom and related activities,
the various channels of information employed within the school such as school
newsletters, reports and interviews, specific notices and letters relaying matters peculiar to
class groups and school sectors, parent/teacher information-sharing sessions,
parent/teacher involvement in board and P & C activities, and other forms of formal and
informal contact.
The study highlights the differences and similarities between teachers and parents in
relation to "professionalism" and "partnership", and areas of conflict highlighted by
Beacham & Hoadley (1979) who discuss the Fortress Model of Schooling, and Darland
(lanni et al: 1975) who writes of the "anyone can teach attitude" displayed by many
members of the public, i.e. the attitude that because all people have had some experience
of schooling, then their opinions on education carry as much weight as those of the
professionals; the feeling that what was good for them is good for their children, because
they have "been there, done that" and teachers do not really know very much more than
they (the public) do.
SPRAD was seen to be a helpful factor in developing some aspects of parent/teacher
relationships. Satisfaction with parent participation in classroom activities had increased
overall despite some drops in actual parent presence at the activities because of the
movement of children into the Senior areas of the school. Another example was the
lessening of the degree of dissatisfaction with teachers' professional development
programmes, especially pupil-free school development days.
29
Hazell, Peter, and n/a. "Community title or community chaos : environmental management, community development and governance in rural residential developments established under community title." University of Canberra. Resource, Environment and Heritage Science, 2002. http://erl.canberra.edu.au./public/adt-AUC20050415.124034.
Full textAbstract:
This thesis contends that; in mainstream rural residential development around the
Australian Capital Territory, use of community title guidelines for sub-division should
consider social processes and environmental considerations along-side economic
imperatives and interactions.
Community title is a form of land tenure that allows for private freehold ownership of
land as well as community owned land within the one sub-division. In New South
Wales, community title was introduced in 1990 under the Community Land
Development Act 1989 (NSW) and the Community Land Management Act 1989
(NSW). Since the introduction of community title, upwards of one hundred and fifty
developments, ranging from just a few blocks to the size of small suburbs, have been
approved throughout the state. The original aim of community title was to provide a
legal framework that underpinned theme-based broad-acre development. Themebased
development could include a Permaculture© village, a rural retreat for likeminded
equine enthusiasts, or even a medieval village.
Community title is also seen as an expedient form of land tenure for both developers
and shire councils. Under community title, a developer only has to submit a single
development application for a multi-stage development. This can significantly reduce
a developer's exposure to risk. From a shire council's perspective, common land and
resources within a development, which would otherwise revert to council
responsibility for management, becomes the collective responsibility of all the land
owners within the development, effectively obviating council from any responsibility
for management of that land. Community title is also being touted in planning and
policy as a way of achieving 'sustainable' environmental management in new subdivisions.
The apparent expediency of community title has meant that development
under these guidelines has very quickly moved beyond theme-based development into
mainstream rural residential development.
Community title effectively provides a framework for participatory governance of
these developments. The rules governing a community title development are set out in
the management statement, which is submitted to the local council and the state
government with the development application. A community association, which
includes all lot owners, manages the development. Unless written into the original
development application, the council has no role in the management of the common
land and resources.
This thesis looks at the peri-urban zone around one of Australia's fastest growing
cities - Canberra, whose population growth and relative affluence is impacting on
rural residential activity in the shires surrounding the Australian Capital Territory.
Yarrowlumla Shire, immediately adjacent to the ACT, has experienced a 362 percent
increase in population since 1971. Much of this growth has been in the form of rural
residential or hobby farm development. Since 1990, about fifteen percent of the
development in Yarrowlumla Shire has been community title. The Yass Shire, to the
north of the ACT, has shown a forty five percent population increase since 1971.
Community title in that shire has accounted for over fifty percent of development
since 1990. The thesis case study is set in Yass Shire.
The major research question addressed in the thesis is; does community title, within
the context of rural residential development around the Australian Capital Territory,
facilitate community-based environmental management and education? Subsidiary
questions are; what are the issues in and around rural residential developments within
the context of the study, who are the stakeholders and what role do they play and;
what skills and support are required to facilitate community-based environmental
management and education within the context of the study area?
To answer the research questions I undertook an interpretive case study, using
ethnographic methods, of rural residential development near the village of
Murrumbateman in the Yass Shire, thirty kilometres north of Canberra. At the time of
the study, which was undertaken in 1996, the developments involved had been
established for about four years. The case study revealed that, as a result of
stakeholders and residents not being prepared for the management implications of
community title, un-necessary conflict was created between residents and between
residents and stakeholders. Community-based environmental management issues were
not considered until these issues of conflict were addressed and residents had spent
enough time in the estates to familiarise themselves with their environment and with
each other.
Once residents realised that decisions made by the community association could affect
them, there developed a desire to participate in the process of management.
Eventually, earlier obstacles were overcome and a sense of community began to
develop through involvement in the community association. As residents became
more involved, the benefits of having ownership of the community association began
to emerge.
However, this research found that management of a broad acre rural residential
development under community title was far more complicated than any of the
stakeholders, or any but the most legally minded residents, were prepared for.
30
Overton, Deidre, and n/a. "Understanding teachers' responses to educational change in ACT high schools: developing professional voice and identity." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20051205.130321.
Full textAbstract:
This research identifies those practices and/or conditions that facilitate (or hinder) school and/or system based innovation in ACT high schools. It examines teachers� ways of making meaning of change in their working lives. It draws on narrative inquiry and teacher in-depth interviews. The work story is used to engage teachers� individual agency as a way to conceptualise the requirements of innovation. The data is represented as teachers� narrative categorized as the Red Hots and Unfreezables. The primary themes or motifs emerging in the teachers� talk�teacher agency, resistance and leadership�provide collective insight into teachers� working lives and the capacity of schools to cope with change. Analyses of the �lived experiences� of teachers suggest that innovative practice is linked to teacher agency and the presence of professional learning communities, and that those leading change must focus on the realities of the teachers implementing change. This study also explores the culture of teacher resistance, supporting the research that school cultures are characteristically and strongly resistant to change from within the organization. As a result of this study, we have an improved understanding of the conditions that
contribute to effective school change, and the importance for teachers to conduct their own research. This study contains important recommendations for governments and education systems implementing change initiatives.
31
Hicks, June, and n/a. "An implementation of a curriculum framework : a case study." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060721.154651.
Full textAbstract:
A Home Economics Curriculum Framework was developed
in 1984 in the A.C.T and implementation commenced in
1985. The purpose of this study was to examine the
implementation process in order to identify areas of
concern and difficulties encountered.
The study is set in the context of the establishment
of School Based Curriculum Development in the A.C.T
Education System and the program of Curriculum Review
and Renewal set up in 1983.
The initiation and development of the Home Economics
Curriculum Framework within this context was explored.
A case study was undertaken covering the period
1985-1987 involving six A.C.T High Schools which first
implemented the Home Economics Framework. Fullan's model
of implementation was used as a focus for the study and
both qualitative and quantitative data techniques were
applied.
32
Doszpot, Maureen, and n/a. "Developing culture of a new catholic primary school : vision building, shared values and beliefs." University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060705.145541.
Full textAbstract:
This study examines the articulated vision of a new Catholic primary school in
order to describe and assess its developing organisational culture. The following
questions provide the major focus of the study: I How and to what extent does
the Vision Statement describe the developing Catholic school culture at St Clare of Assisi Primary School? 2. What are the common beliefs and values underlying
the Vision Statement at St Clare of Assisi Primary School?
A review of the literature reveals that many educational researchers stress the
importance of schools developing a strong, coordinated, cohesive and positive
culture. The need for this culture to be based on a clearly articulated vision,
embodying shared values and beliefs is also indicated and this provides the
rationale for the study.
A number of frameworks for school culture are examined and adapted to develop
a conceptual framework for the study. The resulting Model for Developing
Catholic School Culture provides a structure which enables collected data to be
sorted and analysed, so that the research questions can be addressed.
This study utilises the methodology of ethnographic research. Data collection
strategies include participant observation, interviews, surveys, and other sources
including school records and documents, photographs, artefacts and memorabilia.
The findings are organised under five headings, each of which represents a belief
articulated in the school's Vision Statement. These beliefs are examined to see
how they are enacted verbally, visually and behaviourally by the school
community Conclusions are drawn as to the relevance of the Vision Statement to
the school community Other significant values and beliefs evident from an
examination of the data are also identified
The study concludes that the Vision Statement effectively describes the developing
culture of the school for there is congruence between its beliefs and actions.
What emerges of particular significance from this study is the importance of a
school community articulating a shared vision. A school's Vision Statement serves
a dual purpose It is the filter which allows the shared beliefs and values of the
school community to be articulated, while at the same time serving as a scaffold
for checking if these shared beliefs and values are being enacted by the
community.
33
Ross, Ruth O., and n/a. ""The extension group" - a part-time, withdrawal, enrichment program for gifted and talented children at Holt Primary School, A.C.T. : an action research study." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061107.160754.
Full textAbstract:
Over the past six years, a part-time withdrawal-from-mainstream-class enrichment program for gifted and talented
children has been operating at the Holt Primary School in the
Australian Capital Territory.
In keeping with the neighbourhood school policy of the ACT
Schools Authority, the program caters only for children within
the school and has included those from grades three to six.
Based on Renzulli's Enrichment Triad Model, the program has
a thematic approach which provides opportunities for participants
to pursue both group and individual research on topics of
interest to them.
Identified children remain in the program for as long as
possible and some have continued for as long as three years when
resources have been available.
This Action Research Study by the Co-ordinator of the
program describes the setting up, objectives, identification
methods, resources and evaluation.
34
McKenzie, Anna, and n/a. "An Investment in Being Human EXPLORING YEAR 9 STUDENT EXHIBITIONS AN ACT CASE STUDY." University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081216.140527.
Full textAbstract:
ACT Year 9 Exhibitions Program aligns curriculum, pedagogy and assessment
in the design and implementation of rich learning tasks, which are focussed on transdisciplinary,
problem-based, community-centred issues. It provides an authentic
assessment model through a panel assessment process of demonstrated student
achievement.
This case study research examines the uptake of an Exhibitions approach in three
ACT high schools. It discovers, through their own telling, what inspires commitment
by participants to the program and the ways that they measure success. The study
draws on a rich data set of narrative inquiry and semi-structured interviews with
teachers and students from the case study schools.
Analysis of the 'lived experiences' of the participants indicates that how individuals
profit by the program is determined by five critical factors which are realized
differently for them. Further, for the Year 9 Student Exhibitions Program to succeed
in meeting its goals of providing for teacher renewal and improved student learning
outcomes, and of promoting high school reform, certain conditions must prevail.
These conditions converge around the support afforded teachers to build their
capacity for curriculum and pedagogical change, and the opportunities for
engagement and agency of both teachers and students in the design of the
Exhibition task and its implementation.
This study investigates the realities of implementing change in schools and its
findings augment what theorists would predict for school change. It indicates that the
extent to which Exhibitions can drive a wedge into the 'business-as-usual' approach
of the ACT's more traditional high schools, and provide an alternative view of what it
means to educate for the 21st century, depends ultimately upon the human and
structural conditions created in the school, and the authenticity of the approach to
uptake. This study contains important recommendations for government and
education systems alike as they pursue school change.
35
Hanks, Jennifer A., and n/a. "School based management: the Principals' perspective." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060207.133742.
Full textAbstract:
This study details the background to the establishment
of Parish School Boards in the Archdiocese of Canberra and
Goulburn, and reports and analyses the perceptions of all
ACT Catholic, systemic, primary school Principals who
operated with a Parish School Board in 1993.
The movement towards Parish School Boards finds its
genesis in the Second Vatican Council where the Church was
invited to collaborate in decision-making based on the
belief that all the faithful have gifts, knowledge and a
share of the wisdom to bring to the building of the Church.
The nature and structure of Catholic education was seen as a
suitable vehicle for encouraging communities to engage in
shared decision-making and in participatory democracy under
the Church model of subsidiarity, collegiality and
collaboration.
The introduction of Parish School Boards into the
Archdiocese can be seen as the implementation of a radical
change to the educational mission of the Church and the
educational leadership of the faith community. Reflecting
'new management theory' in both the secular and Church
worlds, a key stakeholder is the school Principal whose role
and relationships change as he or she learns to work within
a team, sharing leadership.
This study examines the responses of nineteen
Principals who were interviewed by the researcher in order
to determine how they work with a Parish School Board and
what effects the board has on their work.
Research studies in the area of School-Based
Management and Shared Decision-Making have informed the
review, and the Principals' responses from this study have
been analysed in the light of secular and Church literature
on leadership, devolution and change.
The respondents of this study, the school Principals,
report the benefits of collegiality and collaboration but
their unresolved tensions relate to work overload, lack of
clarity of the roles and responsibilities of the various
local level decision-making groups, increased administrative
complexity, community demand for ever widening consultation
and the challenge of consensus decision-making.
All Principals report an urgent need for professional
development for themselves and for the system to provide a
more explicit focus on parish and community formation with
the commitment of the necessary resources to sustain this
radical change.
36
Knowles, Christine L. A., and n/a. "Observations of a horseriding programme for primary-aged students with an intellectual disability requiring high support." University of Canberra. Professional & Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060814.095655.
Full textAbstract:
This study examined the observed effects of horse-riding which took
place as an extra-curricula activity within the school day. The three
children in the case study were primary aged students from a Canberra
primary school who have an intellectual disability requiring high
support. The criteria for selection was on the basis of how long they
had taken part in the horse-riding programme. The three children
were either just about to start or had just started the programme and
had no previous experience with horses or horse-riding.
The aim of the study was to explore the effects that the horse-riding
programme had on the children's behaviour, attitudes and the way
they communicated when riding. The children's behaviour was
observed in the different settings of the school and the stables
environment. Certain individual behaviours were observed and
recorded on a weekly basis for an eight week period. Audio-recordings
of behaviour took place as well as interviews both before and after the
eight week period, from teachers, riding instructors, helpers, and
parents.
Whilst the case study could not be said to be large enough to be
representative of all children with intellectual disabilities attending
this horse-riding programme, in general some common themes
relating to counselling emerged which corresponded with other
studies referred to in the literature. These include positive effects such
as a general sense of well-being and a feeling of success whilst being in
control of the horse. An emerging empathy and closeness of each
child with their particular horse was observed over time, which
appeared to lead to increased communication. This took place whilst
the children were talking or communicating to the horse or in the
presence of the horse.
37
Newman, W. S., and n/a. "Factors leading to the non-completion of units at an A.C.T. secondary college." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060411.115702.
Full textAbstract:
This study looks at factors relating to the noncompletion
of units of study by students in a secondary
college. It is aimed at providing information for
decision-makers at Erindale College specifically in the
area of course counselling. Administrators and counsellors
at other colleges should also find the information of
value.
The study compared a sample of students who completed
all their chosen units of study in one semester with all
students who did not complete all of their chosen units in
that semester. The latter group consisted of those who
withdrew from one or more units during the semester, those
who left the college and those who were deemed
"unassessable" as a result of poor attendance or nonsubmission
of assessment items.
All 362 students in the college were asked to complete
a Baseline Questionnaire during Week 3 of Semester 1,
1985. This sought background information about reasons for
enrolling at college, influences on their choice of units,
future intentions, preferred ways of learning and other
details. Students who withdrew from, or changed units
during the semester were asked to complete a Change of
Unit Survey and any leavers were asked to complete a
Leaver's Survey.
In Week 16 (May, 1985) all students still enrolled
were asked to complete an End of Semester Questionnaire
designed to enable comparisons of attitudes between those
who completed all units and those who did not.
The study looks at a number of characteristics of
students and their attitudes to various aspects of
learning, college life and choice of units of study. It
attempts to look at factors that might affect the
student's decision to complete or not complete a chosen
unit of study. The factors considered were largely based
upon studies of early school leavers.
FINDINGS.
1. Students who do not complete units tend to have one
or more of the following characteristics (significant at
the 0.05 level):
(a) do not enrol to gain tertiary entrance
qualifications
(b) enrol to improve their chances of getting a job
(c) are not definitely seeking a tertiary entrance
score
(d) have no definite intention of completing Year 12
(e) have no firm intention of studying subjects in
order to complete major or minor courses in them
(f) are less likely to have a part-time job
(g) by the end of the semester, are not happy with
their marks in most units
(h) finish the semester studying less than 3 T-units
(i) continue into Semester 2 with 3 or more A-units
and less than 3 T-units
(j) do not consider their parents' wishes an important
influence on the choice of units for Semester 2.
In addition to these, one other finding of interest,
with a significance of 0.055 (approx.), showed that noncompleters tend to come from a socio-economic background
of parents who are either managers/employers/self-employed
or manual-skilled workers (i.e. not professional or nonmanual/clerical).
2. No significant differences at the 0.05 level were
found between males and females nor between Year 11 and
Year 12 students in their tendency to complete units.
3. Students who change or withdraw from units give the
following reasons (in rank order of frequency):
- they are getting poor marks
- they are unable to understand the work
- they find the class activities uninteresting
- they state that the content is not very relevant to
their needs
- the unit is not suited to their career plans.
IMPLICATIONS.
The implications for administrators at Erindale
College are:
1. Students should be encouraged to formulate specific
goals and develop a commitment to their education.
2. Students who are "at risk" need to be identified
early and given tutorial assistance in units where
they are having difficulty with understanding.
3. The curriculum must be kept under review in order
to provide for the needs of all students.
38
Glyde, Jo, and n/a. "Beyond baby sitting : a study of after school care services in the ACT from the perspective of care providers." University of Canberra. Teacher Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060712.100543.
Full textAbstract:
The increased demand for Out of School Hours Care (OSHC) has been linked to changes
that have occurred in the family structure and work habits. OSHC programs operating
on school sites under the management of a committee of parents and school
representatives provide parents with one option to meet the needs for care of primary age
children.
This study examined the issue of OSHC from the perspectives of workers involved in the
provision of services in government school sites in the ACT. Data were gathered by way
of semi-structured interviews with nineteen coordinators from sixteen After School Care
(ASC) centres. The data were analysed to find similarities in the experiences of workers
interviewed. Extracts from the interviews are presented in the findings to illustrate the
perceptions care givers have about their work and areas where changes can be made to
improve the quality of ASC services.
The study provides information on the factors affecting the provision of quality services
and suggests possible directions for future planning and research in this area. The
findings indicate that the care givers interviewed perceived their role as a positive
influence in the lives of children and families. Care givers sought to provide relaxed
environments for children after the school day. Many centres operated with the strong
support of parents, schools and management committees. The findings suggest that ASC
centres can and do operate successfully on school sites in the ACT and that care givers
were generally happy with the level of service provided. However, variability in the
facilities and support provided to centres was noted.
The study concludes that real improvement to the quality of programs and support of
workers is dependent on the introduction of nationally recognised standards in the
provision of ASC.
39
Larkin, Christine M. A., and N/A. "Social work and racism : a case study in ACT Health." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20060815.160708.
Full textAbstract:
A Feminist Action Research methodology was used as a
collaborative process with five ACT Health social workers
based at the Community Health Centres and four at the
Woden Valley Hospital. The primary purpose of the study
was to investigate, both through critical reflection and
action in their work setting, the participants' relevance
or otherwise to Aboriginal people in the ACT and region.
Behind this is the question of how encapsulated social
work is by racism. The impetus for the study arose from
my unresolved concerns regarding these issues, having
been a social worker in ACT Health for 6 years, to 1990.
Decisions on how to proceed involved a process of ongoing
consultation between the participant social workers and
myself. Exploratory meetings were held in March and
April, with an ongoing program being held 2-3 weekly from
June to September, followed by a review in December. Most
gatherings were specific to the Woden Valley Hospital or
Community Health settings. However two half-day workshops
were held for all the participants. All the sessions from
June were taped. Aboriginal leaders were consulted, as
were several managers in ACT Health.
The phenomena of institutional, cultural and personal
racism were addressed by the social workers through
discussion, exercises, and anti-racist initiatives in
their work setting. They found that significant time
restraints presented an example of institutional racism
working against their good intentions. Another dimension
arose from implicitly racist education in social work
courses when most of the participants undertook their
undergraduate courses in the 1960s and 1970s. Aspects
related to professionalism such as its language and
separation of a personal and professional self were
indicative of cultural racism. Stories of personal racism
were shared, in the context of raised awareness leading
to changing those attitudes and behaviours.
The fact that the study took place in 1993 - a watershed
year for Aboriginal/white relations in Australia - seemed
to lead to greater momentum for the project. The social
workers found that participation in this study increased
their knowledge of, and their confidence - both actual
and potential - in interaction with Aboriginal people.
However, they also understood these to be just small
steps towards greater justice for the indigenous people.
An outcome of the project has been involving some
colleagues in similar anti-racist actions to those the
social workers participated in during the time of the
study. The action research project has continued on in
different ways, beyond 1993, despite my withdrawal as
'the researcher' who took the initiative.
40
Goodwin, Maryna, and n/a. "Identifying and overcoming barriers to the implementation of student development programmes in ACT high schools." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20050801.165422.
Full textAbstract:
My study is of the provision of career education, health education, personal development
and student development programmes for students from Years 7 to 10 in ACT high
schools.
My purpose was to identify why these programmes are not available to all students and
what can be done to make them available.
The methods I used were an examination of a longitudinal case study of "Bellbird" High
School in parallel with a survey of the current system perspective.
Although the study focuses on the ACT in Australia, reference is made to the international
literature, as well as local, regarding the attitudes of students, parents and teachers to
career education, health education, personal development and student development
programmes; data collection and interpretation; and the implementation of change.
I have used data from three different survey instruments administered at "Bellbird" High
School, at five year intervals, in 1978/79, 1984 and 1989. I have used another instrument
at system level twice, in two consecutive years, in 1988 and 1989. Each of the
instruments was developed for a specific purpose and not for gathering data for this
study.
All three surveys at "Bellbird" High School were designed to determine the attitudes of
students, parents and teachers to aspects of the curriculum. They provided both
quantitative and qualitative data.
Basically, I have compared the 1979 and 1989 numerical data, and used the 1984 material
for confirmation of significant issues. In addition to using qualitative data from these
three instruments, I have also used comments from curriculum committee and School
Board documents and evaluation reports from the Living Skills Programme.
At system level, a questionnaire was designed to gather data about the provision of career
education and health education in high schools in the ACT. This instrument, included
questions about barriers to these programmes and strategies for overcoming the barriers.
The findings were distributed to the schools. The procedure was based on the 'Research,
Development and Diffusion' model.
People associated with the successful implementation of the programmes under
investigation were interviewed to find out what barriers they had faced, how they
overcame them and what suggestions they had for overcoming other baniers to these
programmes.
Using the data CO-jointly with the literature and my own knowledge of cumculum
implementation, I have proposed an action plan for "Bellbird" High School to extend the
provision of its student development programme to all students.
In conclusion, the suitability of the proposed action plan for use in other ACT high
schools is appraised and general principles for the system are drawn out.
41
Munro, Lyle. "The collapse of the school to work transition." Master's thesis, 1989. http://hdl.handle.net/1885/131327.
Full textAbstract:
The thesis is about the collapse of the school to work transition and its implications
for 15 to 19 year-olds still at school. It examines the response of school students to the
limited employment opportunities available to them by focusing on the pre-vocational
experiences of 21 students in an ACT secondary college.
42
Lamberts, Roderick Griffin. "The mental illness information survey : exploring the mental illness communication environment in the lay community." Phd thesis, 2005. http://hdl.handle.net/1885/151248.
Full text
43
McKenzie, Elizabeth St Clair. "A history of the Australian Capital Territory Schools' Authority, 1966-1980 : a process of change frustrated." Phd thesis, 1992. http://hdl.handle.net/1885/132402.
Full textAbstract:
This thesis examines the interaction of people during the
planning and implementation of a radical change in
Australian education: the creation of a decentralised,
participatory school system in Canberra. The motives and
priorities of the groups of stakeholders involved in the
change - the parents, teachers and administrators - are
examined. The members of the parents' group initiated and
campaigned for the establishment of a decentralised,
participatory school system for reasons, it is argued, derived
from their membership of the New Middle Class. The
teachers, represented in events by their union, were largely
preoccupied with their concerns to improve working
conditions and secure their fragile status as professionals:
priorities which at times brought them into conflict with
other stakeholders. Senior administrators in the
Commonwealth Department of Education together with those
in the Authority, were the members of the other key group
of stakeholders; with some notable exceptions, their priorities
determined by their role as advisors to their Minister and
their background and training in bureaucracy.
Achieving change is much more than passionately
believing in an idea and campaigning to have it adopted, as
the parents discovered. The social, economic and political
context in which it is situated, which can change over time,
and the congruence of the idea with other people's ideology, interests and agendas all play a part in determining the final
outcomes.
The first part of the thesis uses an Australian adaptation
of a strategic planning model as a framework to explain the
process used by the parents' group to plan the change they
sought; the scene is set, the main characters identified and the
decisions that were made and the actions taken to establish a
new and different school system examined. The second part of
the thesis is focused upon the implementation stage, and the
consequences of decisions made during the planning stage are
revealed when the expected outcomes are modified as
different groups facilitate or obstruct participation.
This thesis argues that while fundamental change occurred
in the new school system, by 1980, the vision of a new
democratic, participatory school system in the ACT was not
realised in its original form, because, during the planning, the
proponents of the change did not completely understand the
ideology, interests and agendas of all the key stakeholders'
groups, including their own, nor the influence these would
have on the achievement of full participation in the school
system. Nevertheless, the fact that the ACT Schools Authority
was established with administrative structures unique in
Australian education systems, was at that time, remarkable;
and its legacy, the belief that bureaucracy can be challenged
and participation should occur, endures.
44
Belcher, Teresa Ann. "Organic waste recycling by ACT households : a survey of communication and community education needs." Thesis, 2000. http://hdl.handle.net/1885/147902.
Full text
45
Kordes, Doris. "The arts of care in an asylum and a community 1925-2004: Kenmore Hospital, New South Wales and Canberra, the Australian Capital Territory." Phd thesis, 2009. http://hdl.handle.net/1885/155196.
Full textAbstract:
This thesis examines the arts of care in an asylum in New South
Wales (NSW) and a mental health community in the Australian
Capital Territory in twentieth-century Australia, and describes
and compares a range of governmental responses for responding to
persons deemed to be in need of care. The thesis explores
similarities between twentieth-century Australian care techniques
and the key principles underpinning a ‘care system’ that was
developed over 200 years ago. It proposes three twentieth-century
care regimes, each one characteristic of a certain period: Herd
Care, set in an asylum era that emphasised custodialism and
confinement (1925-1958); Therapeutic Community, a period during
which the asylum was reconfigured into a facilitative community
(1959-1983); and Community Care, beginning around 1983, when NSW
asylums were ‘rationalised’, their care techniques fragmented
and outsourced in diverse settings generally referred to
collectively as the mental health community.
Some of the dynamics, continuities and ruptures in
twentieth-century care regimes are analysed. Chapters describe
the landscapes of care. They explore how environmental settings
have been designed to reinforce the care regimes in which they
are mobilised and how they ‘make up’ the possibilities for
action of the subject of care. The dynamics of care between care
providers and their recipients are examined. Some of the
continuities and discontinuities of meanings associated with
‘family’ and ‘community’ in each of the care regimes are
observed. Fieldwork findings are combined with the cultural
narrative of psychiatric primitivism to consider why subjects
have been deemed in need of care, at times in need of protection
and training and at other times in need of discipline and
restraint. The new possibilities for action that have emerged in
Australian twentieth-century mental health governance are
considered, when subjects of care have been encouraged to learn
how to be free
46
Ikin, Karen Marie. "Conservation planning and management of habitat for a diverse bird community in urban and future urban areas." Phd thesis, 2012. http://hdl.handle.net/1885/150417.
Full textAbstract:
Rapid urbanisation is altering biodiversity patterns worldwide. Previous studies have shown that urban areas vary in their capacity to support biodiversity, suggesting that the appropriate design of urban landscapes could lead to improved outcomes for biodiversity conservation. To design biodiversity-friendly urban landscapes, conservationists, policy-makers, planners and developers must understand what landscape features are valuable for biodiversity.
My research focused on patterns of landscape use by birds in urban and future urban areas in Canberra, Australia. My overarchng aim was to provide whole-of-landscape scientific evidence on which to base planning, management and conservation priorities. My major research quesions were: (1) What are the relationships between birds and their habitat in urban and future urban landscapes? (2) How can we use this information to guide urban planning and management strategies to achieve positive conservation outcomes for a diverse bird community? I approached these questions from three perspectives representing the spectrum of urbanisation: from landscapes on the brink of urbanisation, to the urban fringe, to established urban areas.
The first part of my research focused on an area scheduled for urban development. I investigated the relationshp between birds and their habitat, and underlying relationships betwen bird life-history and traits and environmental characteristics. I showed that woodlands and river corridors supported high bird species richness, including woodland dependent species, and that habitat structure and composition were important in explaining the presence of sensitive woodland species. I demonstrated that species that forage and nest on the ground and in the understory strata, and smaller-bodied species would be most negatively affected by loss of habitat due to planned urbanisation.
The second part of my research focussed on the urban fringe: the interface at which surburbs and protected areas meet. I showed that bird species and abundance were similar between suburbs and adjacent reserves, but that reserves supported a more distinct and hetrogeneous community than suburbs, reflected in differences in the relative proportions of functional guilds between the two habitats. I also showed that suburbs with {u2265}30% native (Eucalyptus) street trees, as well as reserves adjacent to these suburbs, supported significantly higher bird species richness - demonstrating that suburban management practices significantly affect nearby protected areas.
The third and final part of my research focused on small green spaces within established urban areas. I confirmed that large eucalypt trees are keystone structures in urban parks that provide crucial habitat resources for birds, thereby increasing overall bird species richness, abundance and probability of breeding, as well as increasing woodland species richness and affecting community composition. I demonstrated that parks in neighbourhoods with high public green space (corresponding to less residential land) supported more individual birds, more bird species overall, and more woodland-dependent species, insectivores and hollow nesters. Suburban growth strategies that increase residential density may therefore have negative effects on some common urban birds.
Collectively, my surveys across the range of habitats present in Canberra's urban and future urban environments enabled me to to develop evidence-based urban planning, policy and management strategies to improve conservation outcomes in urban landscapes.