Dissertations / Theses on the topic 'Education and state Australian Capital Territory'
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1
James, Jennifer Ann, and n/a. "The extent to which registered nurses in the ACT state that they use physical assessment skills as a basis for nursing practice." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060406.121506.
Full textAbstract:
The purpose of this research was to discover the extent
to which practising registered nurses in the ACT
undertake physical assessment. It was also organized to
discover the perceived reasons why, in appropriate
instances, it was not undertaken and the extent to which
certain variables may have influenced its practice or
non-practice. It was directed also at discovering the
extent to which the practising registered nurse would be
prepared to undertake workshops on the subject, so that,
if appropriate, a core of registered nurses could be
provided to act as the role-models and to create the
necessary learning environment in the ACT hospitals and
agencies where most of the Canberra College's graduates
would find employment.
Since the first undergraduate course in nursing was
introduced in the tertiary sector, nurse academics have
placed significant emphasis on the teaching of the
nursing process. It is within the first phase of this
process, the assessment phase, that the physical
assessment of the patient/client is conducted.
Discussions with practising registered nurses and
observations, led to some uncertainty as to the extent
to which physical assessment was actually being used. A
review of the literature showed that no investigation of
the matter had been reported in the Australian
literature. It was, therefore, proposed to make good
this deficiency and to resolve any uncertainty about the
extent of use of physical assessment in the ACT.
This study was restricted to registered nurses in the
ACT where all beginning nurses are educated at the CCAE
with a curriculum which includes a comprehensive study
of physical assessment. Even so, it is recognized that
such studies will only reach a beginning level of
competency. In order to ensure that the graduates of
these courses extend their competency in physical
assessment they need to be able to use these skills in
every day nursing practice.
This research, therefore, was conducted using a
questionnaire which incorporated questions about the use
of 36 physical assessment skills. The survey, on a onetime
participation basis, was conducted for all
registered nurses rostered on a fortnightly period in
April 1987. A 66.7% response rate was achieved.
The responses were analyzed and the findings, results
and recommendations are included in the appropriate
sections of this thesis.
2
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.
3
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.
4
Bosworth, Kendra, and n/a. "ACT infromation technology and adult education : a case study of the extent to which adult learning principles are incorporated into information technology adult education and training in the Australian Capital Territory." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060608.155019.
Full textAbstract:
This study explores the implementation of adult learning principles in information
technology adult education and training in the Australian Capital Territory, Australia.
A set of adult learning principles is examined and interpreted with reference to
supporting and contradicting theorists. The development of these theories is also
explored in order to determine the changes in perspectives since 1900. Five of
Canberra's information technology adult education and training providers were
analysed. Surveys were distributed to trainers and students of these providers. These
surveys requested respondents to rate their perception of the extent to which each
learning principle is adopted in their learning environment. Demographic information
about respondents was also obtained. Responses were compared between trainers,
students and different providers. Results illustrate that the rejection or non-rejection
of many adult learning principles is highly correlated with this demographic
information.
5
Webber, Craig, and n/a. "Provision of education and training opportunities for youthworkers in the ACT : a study of policy development." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061110.112745.
Full textAbstract:
During the latter half of the twentieth century, youthwork has emerged as an
occupation responsible for the delivery of a broad variety of services for young
people. During the 1970's and 80's in particular, there has been a rapid
multiplication of the number of people employed in the role of youthworker.
As an occupation, youthwork has had placed upon it by society certain
expectations regarding the standard of the work performed. This is particularly
so with respect to the interaction between the youthworker and young people
with whom they work. This expectation is not unlike that placed upon other
occupations working directly with people (and young people), such as teachers
and social workers. It is a reasonable societal expectation that workers such as
teachers, social workers and youthworkers, should provide a service of a certain
standard, commensurate with the responsibility ascribed to the role of that
occupation.
Education and training is recognised as being fundamental to the attainment of
recognised standards of competency in both teaching and social work, as well as
many other occupations which have a direct service delivery role with people. A
spectrum of such opportunities have been developed and provided for these
occupations. There is an expectation that the practice of such occupations is
fundamentally linked with the education and training provided.
However, this has not been so with the youthwork occupation. The provision of
education and training has not grown with the expansion in the occupation.
Furthermore, the linkage between education and training, and practice, was not
recognised in this field for many years. Questions about how and why this has
occurred, and how and by whom it should be redressed, are to be explored in
this Study.
That youthwork is an occupation is a fact. There are thousands of youthworkers
employed around Australia. This Study asserts that the provision of education
and training opportunities provided for this occupation are inadequate in general.
A cohesive policy framework for such provision is also lacking.
Australian society sanctions the occupation of youthwork by providing millions
of dollars of resources per annum. It expects, rightly so, a quality standard of
performance from the occupation, and services who are employers. Monitoring
through formal evaluation and the application of performance indicators are part
and parcel of such resource allocation. But, the means to achieve such quality
standards - education and training - have not been adequately recognised or
provided. This situation is clearly anomalous, and must therefore be addressed
and resolved.
6
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.
7
Montgomery, Thomas, and n/a. "A descriptive analysis and evaluation of Australian Capital Territory Institute of Technical and Further Education's marketing strategy." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061018.145205.
Full textAbstract:
The research in this thesis attempts to study the ACT
Institute of Technical and Further Education's marketing
strategy, and it addresses a particular situation at a
specific time.
The research was undertaken in two studies. The first,through
the use of a marketing audit, was focused on three key
marketing areas within the Institute to indicate its overall
marketing strategy. The second study involved a questionnaire
to ascertain the effectiveness awareness of the Institute's
advertising.
The researcher first presents an historical review and an
ordering of the historical aspects to illuminate the past and
the current marketing posture of the ACT Institute of
Technical and Further Education (ACTITAFE). The data are
presented through four distinct historical periods from the
establishment of the organisation in 1921 to 1991.
Although technical and further education in the ACT has a
history in excess of sixty years, data revealed that there is
no clear evidence of a formal marketing strategy.
The marketing audit interviews collected information from a
broad but representative sample of eighteen staff members of
the institution who are involved with marketing, media,
career advice, publicity and similar marketing activities.
The results revealed ACTITAFE has no formal marketing
strategy. The attitude toward marketing and the marketplace
has been ad hoc, uncoordinated, disjointed and reactive in
its approach. Its principal approach is a reliance on
awareness advertising.
Because of the emphasis placed on advertising as the
Institute's major concept for marketing, a questionnaire was
distributed on advertising effectiveness and data were
obtained from 252 completed responses.
The results obtained from this study indicated that over the
years the Institute has successfully built advertising
awareness. Currently, it has no formal structured marketing
strategy. The approach appears to be ad hoc, disjointed and
uncoordinated.
There are positive attempts to rectify this posture. However,
the evidence available suggests that the journey will not be
easy and the transition will not be rapid.
8
Hawkins, Clive Richard, and n/a. "The primary principalship in the Northern Territory and Australian Capital Territory : a study of the changing role and procedures for promotion to the position." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060720.142102.
Full textAbstract:
This study researched two major aspects of the primary school principalship in the
Northern Territory and Australian Capital Territory viz., (1) How current trends in
educational governance have affected the role of the principal, and (2) Assessment and
selection procedures used for promotion to the principalship in the present educational
environment.
The context of the study has been outlined by presenting a brief historical and
organisational overview of public education in both Territories, along with an
examination of the literature on recent trends and issues in educational governance and
promotion procedures.
The research methodology used to examine the questions posed in this study is
qualitative or descriptive in nature. The data was collected through the use of a semistructured
interview technique and represents the ideas, opinions and perceptions of a
specially targeted group of principals and aspiring principals from both education
systems.
The findings demonstrated that many aspects of the role of the primary principalship in
the N.T. and A.C.T. are changing, due to a new set of values in educational policymaking
and increased political control. There was a high degree of similarity between
respondents in each Territory in regard to how the role is being reshaped.
It was also found that the level of support provided by both systems to assist principals
in coping with the changes has been inadequate and that the changes have led to a
degree of conflict and new job-related pressures for most primary school principals.
It was concluded that assessment and selection procedures should be rigorous and
demanding, commensurate with the significance of the position. In this regard both
educational systems need to improve present procedures by addressing perceived
weaknesses. To this end assessment centres may have a role to play.
Finally, further implications of the conclusions are addressed in terms of the necessity
for thorough preparation and training of aspirants to the principalship to enhance their
chance of selection and help them cope with the new expectations and demands of the
position. This responsibility should be shared between the aspirant, professional
associations and the employing education department.
9
Mazza, Rose, and n/a. "Multicultural education and A.C.T. government high schools : an investigative study." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060907.142249.
Full text
10
Drysdale, Robyn L., and n/a. "Parents as partners in prevention." University of Canberra. Professional & Community Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20060705.154625.
Full textAbstract:
Parents play a central role in their children's education and social development and
therefore can be extremely influential in children's attitudes, decisions and behaviour
towards drugs. Despite this, there has been limited research to date which explores the
parents' perspective and their needs in the area of drug education. This thesis reports on
research which surveyed 92 parents of secondary students (Years 7-10) across ten
secondary schools in the Australian Capital Territory. Two follow up focus group
sessions, involving fourteen parents of secondary students, were also conducted with
self-nominated parents of these respondents. The issues explored in the research
include parents' concerns and knowledge of young people and drug issues, and their
needs for a drug education program aimed at parents.
The results show that parents see their role in drug education as a central one and are
concerned about drugs in relation to their children and other young people. They are
largely unaware of school drug policies and school drug education programs and want
to work in closer partnership with the school and community in educating their children
about drug issues. Parents identified a need for accurate and up to date information as
they do not have sufficient knowledge in this area. Parents also identified a need to
develop skills in dealing with adolescents and drug issues.
This study provides insight into a range of parents' views on drug issues and confirms
that parents would like to develop both knowledge and skills in order to support young
people and reinforce school drug education programs. A number of implications of the
results for the involvement of parents in drug education programs are presented,
including: parent needs, strategies for delivery/ implementation and motivating factors
for encouraging parental participation in such programs.
11
O'Meara, Carmel M., and n/a. "Childbirth and parenting education in the ACT: a review and analysis." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060710.161652.
Full textAbstract:
The study reviewed the provision of childbirth and
parenting education in the ACT for indicators of
effectiveness and needs. Users (n = 207) and providers
(n = 7) were surveyed for information on educational and
administrative aspects of the service. An original
design questionnaire was based on the PRECEDE framework
(predisposing, reinforcing and enabling factors in
educational diagnosis and evaluation) and the social
model of health. Items were drawn from the relevant
literature, concerning individual, social and service
delivery elements of the health fields concept
interpreted for pregnancy, childbirth and parenting.
Individual factors were related to Maslow's hierarchy and
the valuing approach to health education. The provider
survey covered information on organisational elements,
comprising inputs, processes, products, outputs and
outcomes of childbirth education.
The study comprised a literature review, cross-sectional
non-experimental surveys of users and providers, and a
needs assessment combining information from each of the
three sources. Descriptive statistical techniques,
analysis of variance and valuing analysis were used to
extract information on effectiveness indicators and needs
from the user data. Comparisons were made between
present and past users, and between women of different
ages, experience of pregnancy and preferences for public
or private methods of education for childbirth.
No evidence was found of individual differences in the
women's attitudes, beliefs and values that could be
attributed to education. However, users expressed strong
approval and positive views of the service and its
providers. The level of personal health skills,
confidence and emotional preparatiqn they achieved
through childbirth and parenting education did not fully
meet their expectations.
The survey also found that the organisation of childbirth
and parenting education has not developed professionally
like other health services. Service goals and objectives
are ill-defined; planning and coordinating are inadequate
for an integrated maternal health care system. The
service's main resources are its highly motivated and
dedicated teachers and clients. Several recommendations
are made for educational and administrative measures to
enhance service effectiveness within present
organisational constraints, based on the needs identified
by the study.
12
Sutcliffe, Sarah, and n/a. "An investigation into the most significant influences on the way beginning teachers incorporate music into their primary classrooms." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061109.113339.
Full textAbstract:
The aim of this study was to identify the significant influences that effect the
way beginning teachers in the A.C.T. incorporate music into their primary
classrooms.
Twenty-eight teachers from 23 different schools were interviewed in this
study. These teachers were chosen on the basis that they were beginning
teachers (teachers who were in their first, second or third year of teaching)
and had graduated from the University of Canberra from 1988 to 1990. The
teachers were interviewed over a 7 week period in Term 4 of 1990. The
interview schedule incorporated aspects of a questionnaire and an interview
employing both closed and open-ended questions.
The study found that although 71% of the teachers taught some music in
their classrooms, no teacher actually taught the whole music curriculum (as
defined by the A.C.T. Curriculum Guidelines, 1990). Singing, listening and
moving were taught by most teachers but areas of the music curriculum
such as playing, reading and writing, improvisation and composition were
rarely included. These results were influenced by factors such as the musical
background of the teachers, preservice courses, the school music curriculum,
whether or not teacher's colleagues taught music and the school's
utilisation of the music specialist. For example, teachers who taught music
were more likely to come from a school that had a music curriculum rather
than from a school that did not.
This study has implications for the development and implementation of
primary school music curricula, the reassessment of future preservice and
inservice programs, the utilisation of human resources within primary
schools and the development of more positive attitudes towards music in
schools and society in general.
13
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.
14
Humffray, Jennifer Jane, and n/a. "Early childhood science education : the study of young children's understanding of forces." University of Canberra. Teacher Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20060731.131000.
Full textAbstract:
This study sought to investigate young children's understandings of the
science concept forces. A government preschool in the A.C.T. was the
setting for the study.
The research methodology consisted of pre and post interviews
conducted before and after a teaching sequence using an interactive
approach to teaching science (Biddulph and Osbome 1984). Interviews
were audio taped, work samples were kept and lessons and discussions
were audio taped during the teaching sequence.
This study examined three factors associated with young children's
understandings of the science concept forces. First, it documented
young children's understandings prior to any formal teaching in this
area. It was found that most children did hold views about the areas of
forces such as pushes and pulls, inertia, friction and gravity. Some of
these views are generally recognised by the scientific community as
being scientifically correct answers.
Second, this study sought to reveal if these prior views were changed
or reached a higher conceptual level after the experience of a three
week interactive teaching sequence on forces. It was found that in all
cases changes in language indicating higher level understandings, the
use of scientific terms and more detailed responses indicated that it
was possible and relevant at the early childhood level to teach the
concepts of forces.
A third aspect of this study sought to identify teaching strategies which
would effectively teach forces to very young children.
It became clear in this study that as young children already have views
about the concepts of forces it is possible to build on these views with
correct scientific knowledge and thus empower the young child in an
area of science which research has indicated may cause problems for
older learners.
It is therefore proposed that early childhood is a crucial time for
teaching correct science concepts in the area of forces.
This thesis has shown that young children, particularly those 4-5 years old, have
already formed views of forces, some scientifically correct and it is proposed that
building on this existing knowledge will empower the child in later learning in the
areas of physics and mechanics.
15
Rafiq, Mah-i.-Laqa, and n/a. "Middle schooling program in public schools of Canberra Australia (an exploration of practice in the light of theory)." University of Canberra. Education & Community Studies, 2005. http://erl.canberra.edu.au./public/adt-AUC20060808.120614.
Full textAbstract:
Middle schooling, although a contested phenomenon, has established its position on the huge
landscape of secondary education. The philosophy of middle schooling claims that middle school
has the best organisational structure for meeting the (educational, emotional, social and
psychological) needs of adolescents1. This study is an attempt to see how successful schools of
the Australian Capital Territory (ACT) are in implementing the middle schooling program with
respect to the General Design for a Whole School Approach to School Improvement (Hill &
Cr�vola, 1997), which is used as theoretical framework for the evaluation. The three schools
selected through purposive sampling for this study are considered exemplary for their
implementation of programming consistent with the essential elements of middle schooling.
The literature has recognised that, during last two decades, policy makers, educators, innovative
reformers, and private foundations have manifested enormous commitment and interest in favour
of the middle schooling program. The findings of this study indicate that, with certain
adaptations, each of the three sample schools are implementing the salient features and
characteristics of effective middle schools identified in the General Design and discussed widely
in the literature. Each sample school is making its best efforts to improve the teaching and
learning environment better to meet the needs of adolescents and is implementing middle school
philosophy in accordance with the design. It is unlikely that any school can achieve "perfection"
in all of the areas identified in the selected design (Hill & Cr�vola, 1997), and the possibilities for
improvement are always there. Certain significant issues related to students� security and
connectedness are identified as requiring some attention by the school organisation.
The main question of this study�how responsive middle school reforms are in the enrichment of
the physical, social and emotional growth of adolescents�has largely been answered positively
in this study. Based on the findings of this study it is concluded that the middle schooling
program is not a wasted effort on the landscape of secondary education in Australia. The results
of this study have certain implications for policy makers, educators and researchers. These
include recognition of the need for teacher training programs to provide teacher training with a
greater understanding of the teaching and learning needs of adolescents and the need for
educators to make extra efforts in making the school environments safe, secure and inviting for
adolescents. Longitudinal studies will be required to determine the long-term outcomes of the
middle schooling program, as claimed by the proponents of the middle schooling movement.
16
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.
17
Fox, Stephanie, and n/a. "Learning and leaving : a study of the interrelationships among innovation in nursing education, professional attitudes and wastage from nursing." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060710.132455.
Full textAbstract:
The purpose of this study was to examine some of the
interrelationships between innovation in nursing education,
professional attitudes and wastage from nursing. Five groups of
students who participated in innovative nurse education courses in
A.C.T. hospitals in the 1970's were surveyed by a self
administered questionnaire which gathered biographical data as
well as attitudinal information. Their responses were compared
with those of students who had undertaken a traditional nursing
course at an A.C.T. hospital in the same period.
The findings of this study suggested that the instrument used may
provide a better measure of satisfaction with nursing than of
professional attitudes. One of the unexpected findings from the
survey which suggested the need for further study was that many of
those who had undertaken further nursing study indicating apparent
commitment to continuing education in a chosen career would not
encourage others to enter nursing. Another was that those who
indicated greater career choice commitment may in fact be those
who felt unable to obtain alternative employment.
It was found that innovation in hospital based nurse education
courses attracted different people and produced graduates with
different attitudes to professional issues,who followed
different career pathways compared to graduates of traditional
nurse education courses. Innovative courses appear to have
attracted older and better qualified entrants and to have
increased the likelihood of graduates being promoted. Respondents
from the innovative courses showed increased interest in
continuing education and Professional Association activity than
their control group colleagues. They were more frustated with the
traditional role of the nurse as the selfless, dedicated worker
and were less commited to their career choice, overall these
findings perhaps indicated a level of dissatisfaction with nursing
higher in the innovative course graduates than in the control
group. These findings may support Brief's contention (1976) that
expectations raised during the educational process, if not
fulfilled, will lead to wastage.
wastage from nursing was intimately linked with dissatisfaction
with work conditions in nursing. Those who had permanently left
nursing had more frequently left for work related reasons and
undertaken non-nursing study than those who had left and returned
or who had never left. Those who left for work related reasons
were less likley to return and less likely to choose nursing again
if given the chance than those who left for other reasons.
Findings about the institutionalisation of innovation in nursing
education were difficult to identify with certainty, since time
lapse alone could explain many of the findings. Attitudes to the
Professional Association were more favourabe in respondents from
the later intakes into the innovative courses than from the
earlier. Given the recent increases in industrial activity in
nursing, this finding is consistent with time lapse. Later intakes
also demonstrated greater commitment to continuing education than
earlier. This too can probably be explained by the greater
availability of such facilities in more recent times.
In a period of shortages of nurses prepared to work in the health
care facilities of Australia, and of changes in the educational
preparation of nurses, the findings of this study relating to
attitudes and wastage should be used as the basis for future
workforce planning.
18
White, Ian, and n/a. "Prescribed psychotropic drug use in the Australian Capital Territory : a study of the prevalence and patterns of use in women and the prescribing habits of general practitioners - implications for health education." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061110.130512.
Full textAbstract:
Psychotropic drugs are mind affecting compounds. They range in type
from illegal narcotic analgesics such as heroin, to prescribed major
tranquillisers used for treatment of psychotic states, to prescribed
minor tranquillisers such as the benzodiazepines, Valium and Mogadon,
to the freely available, over the counter drugs, Aspirin and Panadol.
Overseas and Australian data show the minor tranquilliser group,
benzodiazepines, first introduced on the pharmaceutical scene in
the early 1960s, to be the most commonly prescribed psychotropic
drugs. Their popularity with medical practitioners as prescription
drugs for conditions of anxiety, stress, insomnia and some forms
of epilepsy, arises from the advertised inference by drug companies
that they are free from any side effects in the patient such as
dependence, tolerance and on termination of treatment, absence of
withdrawal syndrome. Benzodiazepines were first introduced as a
substitute for the well known dependence producing barbiturate based
sedatives.
Overseas and Australian data show women are prescribed psychotropic
drugs, particularly benzodiazepines, twice as often as men and in
many instances for conditions unrelated to those for which the drugs
are recommended.
Australian data comes from two sources, official statistics such
as the Pharmaceutical Benefits Scheme and from surveys of drug use.
Both sources of data are incomplete, inaccurate and in many cases
misleading. The true picture of prescribed psychotropic drug use
in Australia therefore lacks resolution and in all probability
underestimates prevalence and patterns of use in the community.
There is no data on the prevalence and patterns of use of prescribed
psychotropic drugs in the Australian Capital Territory. It was therefore
deemed appropriate to conduct a survey to determine their prevalence
and patterns of use. The survey was confined to women for several
reasons: Women are a target group in the Commonwealth and State
Government 'Drug Offensive'; evidence from studies overseas and in
Australia shows that women are prescribed psychotropic drugs,
particularly benzodiazepines, twice as often as men; Australian data
suggests that this trend is uniform and therefore the Australian
Capital Territory should be no different.
Data shows that doctors, particularly General Practitioners, are
the main source of prescribed psychotropic drugs. The main psychotropic
drugs prescribed by general practitioners are benzodiazepines. It
was therefore deemed appropriate to conduct a survey of general
practitioner's attitudes, knowledge and beliefs about the appropriate
use of benzodiazepines as these factors carry weight in a doctor's
prescribing habits.
The survey of women was conducted using a standardised, structured,
telephone survey on a random sample of 120 women in the Australian
Capital Territory.
The results of the survey show that 40% of the sample had used
prescribed psychotropics at some stage in their lives. Most users
were older women, married, well educated and working full time. Level
of knowledge about the drug was low, compliance with respect to use
was high. Most prescribed psychotropic drugs were obtained from a
doctor. There appears to be little drug sharing or concurrent drug
use. Half of the prescribed psychotropics were benzodiazepines the
other half were mostly anti-depressants. Use of over the counter
psychotropics was very high.
The survey of general practitioners was conducted using a standardised,
structured mailed questionnaire distributed to a random sample of
25 general practitioners in the Australian Capital Territory.
The results show the majority of doctors prescribe the drugs for
common indications (anxiety, stress, insomnia and some forms of
epilepsy) in excess of one week. For specific anxiety states however,
most prescribe the drugs along with some form of counselling. The
majority of doctors (77%) think counselling is not as effective as
drug treatment. All doctors surveyed think patients should be advised
of the drugs effects on driving and machinery operation; the drugs
should not be shared with others; that the drugs should not be
terminated abruptly; the drugs should not be used concurrently with
alcohol. The majority (92%) believe benzodiazepines are over prescribed
and most doctors (77%) believe the drugs produce dependence in patients.
The majority (58%) believe women of child bearing age are at risk
using benzodiazepines while 50% think pregnant women are at risk.
The majority of doctors did not believe that people older than 60
years of age are at risk but most believe children are at risk.
The findings of both surveys have implications for health educators
and others with a concern for drug education in the community.
Recommendations arising from this study have been made. They are
presented at the conclusion of this thesis.
19
Freeman, Maureen, and n/a. "Research into the quality of the teaching environment for adult learners." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060206.132723.
Full textAbstract:
In this decade, the drive to improve the quality of learning environments at all
levels has gathered pace, and accountability of providers has become a byword,
particularly in secondary and tertiary educational institutions. In this process of
meeting societal needs, the teacher's role is crucial to the provision of optimal
conditions for learning. Teachers' adaptation to the changing clientele and
technologies of the 1990's, also demands their flexibility and preparedness to
contemplate anew their role in the learning transaction.
Gage (1963) posed three topical questions about teaching: how do teachers
behave, why do they behave as they do and what are the effects of their
behaviour? The information gained by examining three types of variables, is
required to answer these questions, the most central to research on teaching, is
teaching behaviour, or the process of teaching. Secondly, there are the causes or
determinants of those behaviours or processes and finally, there are the effects or
consequences of the teaching behaviours or processes (Dunkin,1986).
This research into teaching behaviours, conducted in three institutes of Technical
and Further Education in the A.C.T., seeks to determine the quality of teaching
for adult learners and the nature of the learning environment in TAFE. The
design of the study incorporates comprehensive multi-variate instruments and a
triangulating approach to data collection. In particular, a factor analysis of
student questionnaires evaluates the main factors operant in the classrooms of the
selected tertiary environments. The nature of the teaching behaviours and the
contingent learning climate, enabled further conclusions to be drawn about the
implications of these behaviours for adult learners eg. teacher expectancies, not
found hitherto evaluated in a tertiary context.
20
Broad, Barbara Patricia, and n/a. "An analysis of peer drug education : a case study." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060613.132241.
Full textAbstract:
Drug use and misuse by young people is a problem and concern in
the Australian and Australian Capital Territory (ACT) communities.
There are concerns regarding illicit and licit drugs but licit drug use
has been identified as the major area of concern. Young people in
the ACT reflect the drug use/misuse patterns and trends of other
states. Commonly used drugs by young people are alcohol, tobacco,
cannabis and analgesics.
Strategies to address the problem of drug use/misuse by young
people include intervention and community drug education programs.
Peer drug education (as an example of community drug education),
trains young people as peer educators to implement drug education
programs with younger age groups.
A case study analysis based on qualitative, naturalistic and new
paradigm research is the research method used in this thesis.
An eclectic model of drug education including key components from a
variety of drug education models provides a comprehensive overview
of peer drug education. The literature review showed the complexity
of influences on drug use/misuse. These influences relate to
individual, peer, parental and family, community and societal factors.
Peer drug education is generally recognised as an effective drug
education strategy.
Peer drug education programs (Triple T: Teenagers Teaching
Teenagers) were conducted in the ACT from 1988-1990. Reports
documenting these programs (including evaluation data) and a
literative review are the main data analysed for the case study.
The case study analysis of five ACT peer drug education programs
and one interstate program showed the key planning issues for
effective peer drug education were:
collaborative decision making as a central concept;
detailed planning and liaison with target groups;
established structures within schools and communities to
support the trained peer educators;
team work and small group work as intrinsic and extrinsic
factors within the program;
clarification of responsibilities and roles of all personnel
involved in the program; and
facilitators/leaders with attributes and qualities that encourage
peer drug educators as social change agents.
Analysis of data from the case study reports showed young people
can be effective peer drug educators. Residential programs are
preferred over non-residential programs. Peer drug education
programs are effective in both school and community agencies.
The literature review and analysis of reports also indicated that peer
drug education needs to focus on establishing positive norms in
groups of young people. Collaborative decision making and positive
role modelling assist in the establishment of these norms. Peer drug
education links to the wider changes occurring in education and
health settings. Peer drug education is about collaborative decision
making, social justice, development of key competencies and social
change.
This thesis confirmed the complexity and dynamic nature of peer drug
education and there were many questions raised for further research
from the literature review and analysis of program reports.
21
Williamson, Janet, and n/a. "Teachers and the use of computers in four ACT non-government primary schools." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.150827.
Full textAbstract:
The case studies carried out in four non-government
primary schools in the ACT aimed to look at the way
teachers were using computers in classrooms in order to
shed light on the factors which may determine how
teachers chose to use computers to enhance learning. The
case study method allowed the researcher to use
triangulation to provide in-depth information about the
processes involved in the delivery of a lesson using a
computer.
The findings were positive in that more than half of the
teachers were found to be using computers at a high level
of adoption, predominantly running simulation programs.
In most schools, this was in spite of either hardware or
software constraints, inadequate professional development
opportunities or administrative obstacles. Whether the
teachers taught in a laboratory or had one computer in
the classroom did not seem to retard their enthusiasm for
finding the best strategies to effectively integrate
computer use.
Cooperative learning strategies had been adopted by most
of the teachers so their transition to computer use was
made easier since their students had already been
'routinised'.The data also pointed to formal Computer Education as a
possible determinant of a high level computer user.
However, research on a wider scale would be needed to
validate the result.
Differences in the way classes were managed in a onecomputer
classroom and a laboratory were evident.
Teachers spent most time with those students working away
from the computer in the one-computer classroom and most
time with those working at the computer in the laboratory
setting. Methods of evaluation were shown to be
necessarily different depending on whether work was
carried out in a laboratory or a one-computer classroom.
Finally, the study pointed to the need for non-government
schools and system managers to begin long-term planning
for hardware and software purchase and resource
management in order to provide teachers with the tools
needed to integrate computer use effectively. Such
planning would need to include provision for professional
development.
22
Hoogendoorn, Anne Roberta, and n/a. "The relationship of personality factors to the educational orientation of adult educators." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20061110.095037.
Full textAbstract:
This research study was in the field of adult education,
focusing on the role of adult educators. Sixty four adult
educators in the Australian Capital Territory, from a wide
range of institutions took part in the study. The
educational orientation of the adult educators, on an
andragogical-pedagogical continuum, was measured by The
Educational Orientation Questionnaire, (Hadley, 1974). This
test was based on Knowles, theory of andragogy "the art and
science of helping adults learn" and its corollary,
pedagogy, "the art of teaching children" (Knowles, 1985).
The E.O.Q. tested adult educators' attitudes in six areas of
education to discover the extent to which educators were
more andragogical or pedagogical in their orientation. Four
personality dimensions of adult educators were measured by
The Personal Style Inventory (Champagne and Hogan, 1979) - a
test based on Jung's theory of psychological types. The
data was analysed and four null hypotheses were tested. Two
were rejected and two were accepted. The findings revealed
that there was a statistically significant correlation at
the .01 level of significance, showing a definite
relationship between two of the dimensions,
extraversion-introversion and sensing-intuition, and the
educational orientation of adult educators: extraversion
and intuition with a more andragogical orientation and
introversion and sensing with a more pedagogical
orientation. The interpretation of these findings raised
numerous questions and issues on the role of adult educators
as well as recommendations for further research on the
correlation of other variables with the educational
orientation of adult educators.
23
Bennett, Patricia, and n/a. "Pedagogic Antecedents of Classroom Writing." University of Canberra. School of Education & Community Studies, 2007. http://erl.canberra.edu.au./public/adt-AUC20080306.141328.
Full textAbstract:
This thesis reports on aspects of a large observational study of writing lessons in a range of
ACT primary classrooms. The observational study followed students at risk of failure, who
had made literacy gains through the Scaffolding Literacy pedagogy developed at the Schools
and Community Centre, with a view to investigating their subsequent interactions in
mainstream writing classrooms. This thesis is concerned with the extent to which teaching in
these classrooms supported the children?s access to literate discourse.
In order to ascertain the pedagogic antecedents of the lessons, this study focuses on the
section of the lessons prior to children being asked to write. It explores two areas of
preparation for writing: the first regarding building of the field of enquiry (what to write
about); the second, the extent to which children are shown how to write an appropriate text.
The study proposes a level of explicitness that delivers a fine degree of knowledge about
language while supporting students who might otherwise be disadvantaged in the classroom.
The analysis in this study attempts to categorise the different kinds of interactions within the
discourse of representative lessons by applying a framework for the pedagogic register of
writing lessons proposed by Christie (1991, 2002) with particular reference to convergence of
instructional and regulative registers. It was found that convergence alone was insufficient to
?Patricia Bennett 4
provide explicitness in teaching. However, when convergence was combined with a particular
form of classroom interaction as developed in Scaffolding Literacy pedagogy a high degree of
explicitness was made available to promote learning.
Little effective preparation for writing was found in classrooms dominated by ?whole
language? orientations, especially where writing lessons were based on personal experience.
However, use of literate texts provided more powerful access than personal experience to
effective writing. The most productive classroom teaching resulted from building shared
experience based on a model text which itself provided the resources for the teaching of
writing.
The study raises questions about the importance of access to literate language when teaching
writing and the role of constructive, purposeful questioning to build the knowledge of field as
well as modelling features of language necessary for children to produce their own written
texts.
24
Wilde, Lee Ellen, and n/a. "The concept of excellence in education in ACT primary schools." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20050527.143328.
Full textAbstract:
From a philosophical and historical analysis of education in Australia since World
War II and consideration of the research into school effectiveness and community
expectations of education, a concept of "excellence" was derived: "Excellence in
education" in its various institutionalised forms describes a state where there is a
community perception that worthwhile goals have been formulated, attempts are
made to achieve those goals using appropriately defined processes and that those
goals are being achieved to the satisfaction of community members.
It was also asserted that because of the diversity introduced into Australian society by
sociocultural, economic and political developments since World War II, "excellence
in education" may take many forms. This demands diversity in schooling so that
these different forms of excellence may be achieved. This "excellence" was seen to
be a relative concept rather than an absolute one.
Information was collected from six primary schools from both the government and
non-govenunent sectors of the ACT, using swey instruments, interviews and
document analysis. This information related to the perceptions of the family, staff
and student sectors of these schools about the importance and achievement of various
factors in the areas of goals and philosophy, curriculum, teaching and learning
practices, general organisation and school atmosphere.
The study found that, while these schools, all being concerned with the education of
primary school children in the same local and national context, exhibited certain
common elements, they also demonstrated a variety of other features in a variety of
combinations, giving each school a distinctive profile. Moreover, these school
communities each judged their particular school being "Excellent" and "meeting expectations", and yet were accepting of some discrepancy between what they considered ideal and what was actually achieved.
Thus it was shown that excellence in education is a relative concept in the ACT, if not
in contemporary Australian society as a whole.
25
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.
26
Gibson, Graeme, and n/a. "The Landcare and Environment Action Program for unemployed young people in the A.C.T. : enhancing self-concept, learning and teaching for the environment : an action research study." University of Canberra. Resource, Environmental & Heritage Sciences, 1996. http://erl.canberra.edu.au./public/adt-AUC20060711.163933.
Full textAbstract:
Youth unemployment and environmental degradation are two critical issues facing
Australia today. This action research study concerns learning and teaching with
participants in a government labour market program which was established to address
these two issues.
The study was based on three cycles of action research with six groups of participants.
The main objective of the research evolved to consider whether critical thinking and
action learning can enhance self-concept and environmental education for unemployed
young people. The research provides a positive response to this problem, although
certain limitations are noted. Conclusions are drawn in five areas. Three of these are
from the first cycle of action research. These relate to environmental attitudes,
knowledge and action; approaches to environmental education and learning; and the
impact of unemployment, peer pressure and mass culture. Two conclusions are drawn
from the second cycle of action research. These relate to the integration of action
learning and critical thinking strategies into the learning and teaching; and the
individual participants' life history and prior knowledge and experience of
environmental issues.
Recommendations are made concerning professional development and support for staff
working in the area, and the planning and implementation of programs. The major
recommendation is for the integration, where appropriate, of integrated critical thinking
and action learning strategies, through all aspects of the training and project work. This
recommendation draws on evidence from a number of areas where these approaches are
shown to be beneficial. These include the potential for emancipation and improved selfconcept,
and the contribution to environmental education.
27
Dawson, Elizabeth, and n/a. "A gender analysis of the employment profile of the A.C.T. Department of Education between 1976 and 1991." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20060704.130917.
Full textAbstract:
The purpose of this study is to discover if there has been quantitative
change in the gender balance of the employment profile of the ACT
Department of Education from 1976 to 1991 and to explore possible reasons
for such change.
It should be noted that the Department has had several changes of
name over the period covered by this study including the ACT Department
of Education, the ACT Department of Health, Education and the Arts, and it
is presently known as the ACT Department of Education and Training. For
the sake of clarity it will be referred to throughout as the ACT Department of
Education.
The employment configuration will be studied from 1976, the earliest
year of available data, to 1991 to measure relative changes in the position of
men and women. This paper will examine significant events in the ACT
Education system, in particular the introduction of Equal Employment Opportunity (EEO) legislation in 1984, to determine whether the
introduction of legislation and/or other initiatives brought about moves
toward Equal Employment Opportunity for women.
The study will develop and consider hypotheses and examine several
theoretical explanations for the changes or lack of them in the position of
men and women. Recommendations will be made concerning future
directions for research and action to achieve equal employment opportunity
for women, the largest group of the four groups targeted in the EEO
legislation.
The central argument of the study is that the adoption of quantitative
approaches to measure success/failure in EEO programs is of limited use.
These theoretical approaches, largely informed by liberal feminism, offer
inadequate understanding of the resistances to change. Other theoretical
perspectives are needed if the issue is seen as "what are the resistances and
what are the policies and strategies that can be developed to overcome
them?".
Feminist critical theory, however, enables more productive questions
to be raised about how social power is constructed and maintained, about
hegemonic culture, and about the language and cultural biases embedded in
administrative structures in education. Insights thus gained into issues,
events and resistances give individuals and groups agency, the power to act
for change.
28
Owner, Ann, and n/a. "A study of communications between the system and service delivery sectors to learning centres in ACT high schools." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20050629.095537.
Full textAbstract:
The purpose of this study was to examine the effectiveness of
communication between the Operations branch, the Student Services
Section and High School Learning Centres within the Services Division of
the ACT Department of Education.
Data was collected from administrators and educators alike. The survey
instrument was designed specifically to examine the perception of the
effectiveness of organisational communication between the bureaucratic
administrative group within the ACT Department Education Department
and the personnel within the ACT High Schools Learning Centres
responsible for service delivery to students in Learning Centres. The
survey instrument addressed five factors. These factors included
Horizontal and Vertical Communication, Personal Feedback, Media Quality
and Barriers to Communication.
The findings from the survey were organised into six major findings and
four subsidiary findings and discussion on each finding followed.
The findings of the study indicated that, effective co-ordination in a large
organisation requires some centralized direction. The relationship that
exists between the three organisational domains of the Act Department of
Education responsible for the delivery of effective service to Learning
Centre clients in ACT High Schools had been shown to be an impersonal
mechanism of control designed by the Policy and Management domains in
part, and a culturally diffuse but personal mechanism of control used by
the Service domain personnel within the Learning Centres themselves.
What has emerged from the study is evidence that would suggest that there
is lack of an effective link between the more bureaucratic Policy and
Management domains and the more open and less formal Service domain
sector.
The findings have implications for the bureaucrats involved in the change
process which has been part of regionalisation. The findings of the study
indicate that regionalisation does not appear to provide a panacea for the
major difficulties associated with communication as revealed in this
study.
29
Brownlee, Graham, and n/a. "Program evaluation : a study of evaluation in an ACT TAFE College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060615.165537.
Full textAbstract:
This field study discusses curriculum evaluation in
technical and further education in Australia and the
Australian Capital Territory. The study has been developed
to include a case study of evaluation undertaken at the
Bruce College of Technical and Further Education. The case
study forms an integra1 part of the field study and
provides the focus for discussion of evaluation standards
developed by Stufflebeam and others (joint Committee, 1981)
for evaluation and meta-evaluation.
The standards suggested by the Joint Committee (1981) were
applied to the case study to examine the value of the case
study itself as a form of a meta-evaluation, together with
the advantages and limitations of the standards themselves.
Following this analysis a modified list of standards has
been prepared for application in the TAFE sector.
30
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.
31
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.
32
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.
33
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.
34
Searle, Suzette Dawn. "Why study forestry? : information sources for and influences on those who chose to study for an undergraduate forestry degree at the Australian National University in 1997 and 1998." Thesis, 2000. http://hdl.handle.net/1885/147143.
Full text
35
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