Dissertations / Theses on the topic 'Education (Secondary) Western Australia'
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Duncan, Pearl, and n/a. "An analysis of post-secondary Aboriginal support systems." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060706.112807.
Full textSpyker, Geert M. "The upper secondary school mathematics curriculum in Western Australia from 1950-1998 : implementation and evaluation." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9514.
Full textmathematics teachers were also surveyed and interviewed in order to obtain the practitioners' views on new topics which were introduced, such as complex numbers and vectors. Five of Western Australia's most high profile mathematics educators who played significant roles during the period of this study were interviewed to determine their recollections of major points of discussion and concern in mathematics education at that time. Feedback from these interviews was used to compile a questionnaire for upper high school mathematics teachers to determine their opinion on such issues as the introduction and practicality of the new courses, teaching and learning strategies introduced, and the degree of support for the new curriculum.Ten teachers were interviewed one year after the survey to determine any changes in their perceptions about the new upper school mathematics courses. By means of a questionnaire, students' reasons for choosing specific mathematics subjects in either Year 11 or 12, and their perceived success in mathematics in general were sought. In order to determine the effectiveness of the new curriculum in terms of further studies, students' level of mathematical preparedness was investigated by means of a questionnaire for university mathematics staff. The results of this research indicate that the most recent curriculum change in the upper high school has been successfully introduced by the Education Department of Western Australia, although this has not always been the case with curriculum change in this State.Though initially daunted by the number of new topics which were to be taught, teachers were appreciative of the in-service courses available, the resources present and the general support they received from the Education Department. Traditional teaching strategies, such as 'drill-and-practice' and teacher-centred environments have been largely ++
replaced by a problem-solving and investigational approach to mathematics in a student-centred classroom environment. Clearly, the constructivist theory of learning has been a major influence on current teaching and learning strategies used in the upper school mathematics classroom. Teachers' opinions about the practicality of the new courses and approaches to teaching them were positive, though the view was held that previous traditional teaching methods should not be discarded.Specific weaknesses in the various mathematics courses introduced were identified (for example, inadequate attention paid to basic algebra and, in particular, to trigonometry), and many teachers were adamant that certain changes should be made for the benefit of the students (for example, reorganisation of parts of the course content). Improvements in the nature of the information provided to students at the time they make their upper school mathematics subject choice were strongly recommended. Information on influential factors regarding students' subject choices was obtained, and interviews with university mathematics staff showed that many first year students remain underprepared because of incorrect mathematics subject choices made in either Year 10 or 11.
au, lasko2nd@yahoo com, and Tomaz Lasic. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080812.150558.
Full textScott, Shelleyann. "Professional development: a study of secondary teachers' experiences and perspectives." Curtin University of Technology, Faculty of Education, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12478.
Full textobtain and discuss teaching materials, and the opportunities for reflection on their practices with colleagues.Career stage did indeed appear to influence teachers' choice of professional development, perceptions of effectiveness and quality, personal teaching philosophies, and perceptions of the school and educational culture. Less experienced teachers and those in the final career stage were more focused on increasing their repertoire of teaching strategies. Experienced teachers in the middle career stages were largely concerned with increasing subject knowledge, and expertise required to assist them in their additional duties other than teaching.Equity in accessing professional development was a distinct issue for rural teachers information technology teachers in this study. Information technology teachers reported experiencing frustration with the expense involved, and difficulties in accessing targeted professional development that catered to their specific requirements. Teachers situated in rural areas expressed concern with the lack of choice available to them in the rural situation. This was largely due to extensive travel time to the metropolitan area to attend specific programs, expense involved in accessing professional development and the lack of support by administration in their schools related to professional development.The teachers in this study displayed gender differences in relation to their perceptions and choices of professional development. Female teachers were generally more focused on professional development that directly related to their teaching whereas their male counterparts were overtly seeking professional development that would advance their career aspirations. Family commitments were more frequently cited by male respondents as the reason for non-attendance at out-of-hours professional development.School culture was acknowledged by ++
teachers in this study as having an impact on professional development. Teachers resoundingly indicated they desired more self-determination in decision-making related to professional development. They expressed the perspective that the employer was demonstrating a lack of trust in teachers' professionalism and was not providing professional development to meet their teaching needs. It appeared that the professional development being provided was ad hoc and a more systematic approach was needed.As a result of this research a model of systematic professional development has been proposed that encompasses the expressed needs of teachers in this study, the literature on effective professional development to improve student learning, and the quality assurance and accountability mechanisms required by the employer.
Oerlemans-Buma, Ingeborg Karin. "Secondary school students engagement in educational change : critical perspectives on policy enactment." University of Western Australia. Graduate School of Education, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0076.
Full textBarnes, Geoffrey R. "A motivational model of enrolment intentions in senior secondary science courses in New South Wales (Australia) schools /." Milperra, N.S.W. : [University of Western Sydney, Macarthur, Faculty of Education and Languages], 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030711.145044/index.html.
Full textLarsen, Judith. "Contestations, innovation and change : a case study of a new Western Australian secondary school." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10007417/.
Full textCoble-Neal, Fiona. "Post-compulsory curriculum reform and teachers' work : a critical policy ethnography in a Western Australian state secondary school /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20091117.130012.
Full textTognini, Rita. "Interaction in languages other than English classes in Western Australian primary and secondary schools theory, practice and perceptions /." Connect to thesis, 2007. http://portalapps.ecu.edu.au/adt-public/adt-ECU2008.0013.html.
Full textSuliman, Rosemary, University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "The motivational and linguistic context of the school achievement of Lebanese-background students in high schools in South-western Sydney." THESIS_CAESS_PSY_Suliman_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/94.
Full textDoctor of Philosophy (PhD)
Coxon, Brian Duncan. "Lateritisation and secondary gold distribution with particular reference to Western Australia." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1005586.
Full textCavanagh, Robert F. "The culture and improvement of Western Australian senior secondary schools." Curtin University of Technology, Faculty of Education, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11830.
Full textstratified sample interview programme in two schools. Empirical findings indicated school culture was internally dynamic, in interaction with its external environment and capable of changing. Interview data provided examples of internal and external influences on the maintenance, growth and decline of school culture.The results of the empirical phases of the study were applied in the development of a model of school culture, the School Improvement Model of School Culture. The model contained six cultural constructs which are characteristic of school culture and the processes by which it can be transformed. The model was then applied in a detailed examination of practical and theoretical aspects of Western Australian systemic school improvement initiatives. The effectiveness of these initiatives was explained as a consequence of implementation strategies and their interaction with the prevailing school culture.The study is important for school level personnel, school improvement programme designers and educational researchers. In particular, the School Improvement Model of School Culture provides a significant alternative conception of the nature of schools and the processes by which they improve.
Wakholi, Peter. "African cultural education : African migrant youth in Western Australia /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050705.104626.
Full textMcKenna, Tarquam. "Heteronormativity and rituals of difference for gay and lesbian educators." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0129.
Full textWilson, Philip. "Neither freedom nor authority : State comprehensive secondary education and the child-centred curriculum in South Australia 1969-79." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edmw752.pdf.
Full textDraper, Paul Christopher. "Secondary migration fairways and hydrocarbon potential of the Southern Enderby Terrace, Northern Carnarvon Basin, Western Australia /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09SB/09sbd766.pdf.
Full textTwo folded maps in pocket inside back cover. Includes bibliographical references (leaves 130-135).
au, p_wakholi@yahoo com, and Peter Wakholi. "African Cultural Education: A dialogue with African migrant youth in Western Australia." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050705.104626.
Full textGillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.
Full textLoreman, Timothy J. (Timothy John) 1970. "Secondary school inclusion for students with moderate to severe disabilities in Victoria, Australia." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/8824.
Full textRowe, Karina Janece. "A framework for environmental education in South Australian secondary schools : the missing ingredient." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envr878.pdf.
Full textReid, Bryan. "Implementing curriculum change within a state education department region : analysis and conceptualization." Murdoch University, 1986. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060829.160229.
Full textSharplin, Elaine Denise. "Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0211.
Full textSerure, Dana Faye. "The Current State of Secondary Social Studies in Western New York." Thesis, State University of New York at Buffalo, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822464.
Full textThis study explored the current state of secondary social studies in Western New York (WNY) through the lens of social studies orientations, specifically the traditional, disciplinary, and progressive strands (Fallace, 2010), and their alignment with the K-12 Social Studies Framework , approved by NYS’s Department of Education in 2014, with new NYS Regents assessments to begin in 2019. It was, therefore, important to collect baseline data on secondary social studies teachers’ social studies purpose, practices, and knowledge of NYS reforms.
A mixed-method study began in the spring of 2017, which collected data from the WNY S4 survey and two focus groups. Survey participants totaled n = 136, representing six counties in WNY; focus group members totaled n = 9. The WNY S4 replicated survey items from a nationwide instrument, Survey on the Status of Social Studies–S4 (Fitchett & VanFossen, 2013) and analyzed data with descriptive and inferential statistics. The researcher developed a semi-structured interview guide to collect focus group data, which were analyzed by the long-table approach (Krueger & Casey, 2009).
Major survey findings were: (1) 99% reported an unawareness of their state/district standards; (2) 100% reported developing critical-thinking skills, while 64% reported content knowledge as primary goals; and (3) top-ranked instructional practices were 87% teach political history; 83% teach social history; and 82% examine sources. Analyses of t-tests indicate gender and grade level-band indicators are influential to instructional practices. For example, female and high school teachers seem to engage students more often in non-history content emphases, such as diversity of religious views, economics, and historiography while also de-emphasizing the lecture; hence aligning more with the disciplinary strand and less with the traditional strand.
Focus group results pinpoint a struggle between participants’ intentions versus actual practice which may impact alignment to NYS social studies reforms. Misalignment attributed to teacher’s purpose being overshadowed by their own instructional choices or outside factors, such as assessments, time, and other school district issues. Five out of nine focus group participants associated with the hybrid disciplinary-progressive approach, suggesting that secondary social studies teachers do not situate themselves to a single social studies orientation; and also consistent with past studies (Long, 2017; Vinson, 1998).
Overall, WNY S4 data suggests when purpose and practices are more closely aligned to the disciplinary and progressive approaches, secondary social studies instruction may find greater success with NYS social studies education reforms. In addition, gender and identified grade level-band (middle school and high school) differences provide insights for developing and tailoring professional development for different groups of teachers.
Two recommendations for policy and practice include: (1) refine the social studies orientation model into a continuum, and (2) apply the Social Studies Purpose Compass developed by the researcher to guide instructional alignment with NYS social studies reforms.
Phillips, Auburn. "Perceptions of women-specific senior secondary curricula in Western Canada." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Women and Gender Studies, c2011, 2011. http://hdl.handle.net/10133/3115.
Full textviii, 201 leaves ; 29 cm
Reilly, Lucy. "Progressive modification : how parents deal with home schooling their children with intellectual disabilities." University of Western Australia. Graduate School of Education, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0035.
Full textau, marnev@cygnus uwa edu, and Neville James Green. "Access, equality and opportunity? : the education of Aboriginal children in Western Australia 1840-1978." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071218.141027.
Full textWigman, Albertus. "Childhood and compulsory education in South Australia : a cultural-political analysis." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phw659.pdf.
Full textGardiner, Diane. "A historical analysis of the construction of education as an area of study at university-level in Western Australia." University of Western Australia. Graduate School of Education, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0183.
Full textBaudains, Catherine Mary. "Environmental education in the workplace : inducing voluntary transport behaviour change to decrease single occupant vehicle trips by commuters into the Perth CBD." Access via Murdoch University Digital Theses Project, 2003. http://wwwlib.murdoch.edu.au/adt/browser/view/adt-MU20040310.121357.
Full textShanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review : implications for higher education in regional Western Australia /." Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/304/.
Full textPiercey, Carol Ann. "Nurse education in Western Australia from 1962-1975 : a historical perspective of influences and changes /." Curtin University of Technology, School of Nursing and Midwifery, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12685.
Full textIt exposed the deficits of nurse training which led to the development of a new Hospital Based Diploma curriculum and an Associate Diploma in Nursing in 1966. The establishment of the College of Nursing Australia Western Australian Branch in 1966 paved the way to solve the shortage of tutors to implement the Hospital Based Diploma. The Nurses Act in 1970 enhanced the plans for implementing the Hospital Based Diploma and conferred autonomy to the Nurses Registration Board. In 1973 the first independent school of nursing came into being. The Western Australian School of Nursing carried the hopes of a continuation of hospital nurse training. In 1974, however, the entry of students to the Western Australian Institute of Technology School of Nursing saw a turn of events that led to a degree for nurses in 1975 and a decision for the transfer of all nurse education in Western Australia to the Western Australian Institute of Technology. These milestones did not emerge as an accident of history. There were forces that facilitated and impeded the perceptibility of the reform landmarks. These were crucial in the shaping the history of nurse education in Western Australia from 1962-1975.
Morton, Allan D., of Western Sydney Nepean University, Faculty of Education, and School of Lifelong Learning and Educational Change. "Teachers' intentions to use information technologies: a study of western Sydney secondary teachers." THESIS_FE_LLEC_Morton_A.xml, 1999. http://handle.uws.edu.au:8081/1959.7/58.
Full textMaster of Education (Hons)
Millei, Zsuzsa. "A genealogical study of 'the child' as the subject of pre-compulsory education in Western Australia." Millei, Zsuzsa (2007) A genealogical study of 'the child' as the subject of pre-compulsory education in Western Australia. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/203/.
Full textMillar, David J. "Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13354.
Full textThe purpose of this research is to examine the extent of instructional leadership of principals in high performing secondary schools in the metropolitan area of Cape Town, Western Cape. A mixed methods design of quantitative and qualitative research was undertaken. For the quantitative phase, the Principal Instructional Management Rating Scale (PIMRS) was administered to 5 principals and 136 teachers. One sample t-tests found statistically significant differences between the mean scores of principals and those of teachers. Data analysis of the PIMRS indicated that principals were most active in protecting instructional time, promoting professional development, providing incentives for learning and framing the school’s goals and least active in supervising and evaluating instruction, maintaining a high visibility and providing incentives for teachers. In the qualitative phase, interviews with the five principals yielded a result that underscores the value which principals place on professional accountability, trusting teachers to deliver the curriculum, building coherence, promoting professional development, giving professional autonomy and fostering relationships. The study found that the principal’s role is multi-faceted and complex and is neither limited to the instructional leadership behaviours of the PIMRS nor to the job description of the Personnel Administration Measures (PAM). Instructional leadership functions not measured by the PIMRS, such as the appointment of teachers, selection of pupils, engaging with stakeholder groups, establishing internal coherence and building trust by sharing instructional leadership practises with senior teachers were very important. School leaders internalize the expectations embedded in accountability systems and have woven these into an internal set of expectations and responsibilities that represent the school’s internal accountability systems. The thesis concludes with the view that both shared leadership and instructional leadership are important as they are indirectly related to pupil achievement.
Aylen, Beryl J. "An investigation of the educational outcomes of participation in a study skills program for a group of adult secondary students." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edma978.pdf.
Full textMullins, John William. "An exemplar-apprentice model for teaching dance composition through performance in secondary education (NSW, Australia)." Thesis, De Montfort University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411651.
Full textGriffiths, Joanne. "Curriculum contestation : analysis of contemporary curriculum policy and practices in government and non-government education sectors in Western Australia." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0178.
Full textGarnons-Williams, Victoria. "Art teacher pre-service education : a survey of the attitudes of Queensland secondary, and tertiary art educators." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26115.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
au, Zsuzsanna Millei@newcastle edu, and Zsuzsa Millei. "A genealogical study of the child as the subject of pre-compulsory education in Western Australia." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081002.80627.
Full textau, Editech@iinet net, and Pamela-Anne Shanks. "A critical policy analysis of the Crossroads Review: Implications for higher education in regional Western Australia." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061019.134304.
Full textHathaway, Kevin Bruce. "Survey Research of the Inclusion of Non-Western Art Education in Ohio Secondary Public Schools." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1419262172.
Full textMcGowan, Wayne S. "Thinking about the responsible parent : freedom and educating the child in Western Australia." University of Western Australia. Graduate School of Education, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0014.
Full textHutton, Heidi C. "Evaluation of the outcomes for students undertaking an externally provided physical activity programme." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0166.
Full textNicholson, Lindsay P. "Educational productivity of an open learning environment within the vocational education and training sector in Western Australia." Curtin University of Technology, Faculty of Education, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11060.
Full textTraditional Learning environments.The findings of the study should be of significance to a range of people involved in the Open Learning environment, including decision makers in the areas of educational policy, curriculum design and implementation, administration and teaching.
Wilson, Steve, of Western Sydney Nepean University, Faculty of Education, and School of Teaching and Educational Studies. "Student participation and school context: a case study of Barracks High School." THESIS_FE_TES_WILSON_S.xml, 1988. http://handle.uws.edu.au:8081/1959.7/30.
Full textDoctor of Philosophy (PhD)
Leksander-Hayes, Aneta Maria. "Students' and teachers' views of transition from secondary education to Western-medical university in Bahrain." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13927.
Full textMckenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070326.142406.
Full textMcKenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890." McKenna, Eugene (2005) The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/198/.
Full textMiles, William Edward. "Towards an improved model for senior-secondary music education: a multi-faceted perspective." Monash University. Faculty of Education, 2006. http://arrow.monash.edu.au/hdl/1959.1/6572.
Full textKarginoff, Simon P. "A study of attendance and classroom participation among Aboriginal (Nyungar) students in a West Australian metropolitan senior high school." Curtin University of Technology, Faculty of Education, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9561.
Full textseries of appendices follow my written conclusions. No manuscript collections were consulted in the course of undertaking this research. However, many interviews and questionnaires have been extensively used with a voluminous selection of secondary source material, a selection of which is detailed in the bibliography.