Dissertations / Theses on the topic 'Educational planning Australia'

Through my work in various contexts, as a senior leader, a curriculum improvement officer, a deputy principal, a project manager for professional learning and now as principal, I recognised from experience and dabbling in research that there were gaps in professional learning offered to aspirant and beginning secondary school principals in the public system. Undertaking research in this field would either confirm or refute my theory that support for secondary principals through professional learning in the Western Australian Department of Education was limited. The premise that quality leadership enhances quality teaching was a driver in establishing my goal, which is to inform and influence the system to better support secondary principals in public schools in Western Australia. Therefore, this is a unique study of beginning principal preparation in the public secondary education sector in Western Australia. The specific purpose of the study was to investigate the level of preparation undertaken by new and experienced principals for their role and to explore to what extent entry planning could assist in the preparation for principalship. A comprehensive literature review was undertaken and to date the majority of the literature investigates the challenges facing beginning principals and how well prepared they felt they were to meet those challenges. Clarke, Wildy and Styles (2011) argue that:in educational settings where generations of school principals have taken up their appointments without any prior preparation, who have learned to do the job while on the job, and whose professional development has been driven mainly by their own initiative, it is unlikely that incumbents have an understanding of what might have been different for them in their work had they experienced a formal preparation program prior to appointment. (p. 174) The study sought to ask questions of practitioners that would either validate the global research or support the view of Clarke, Wildy and Styles. The findings were consistent between the literature and the case studies. The participating principals articulated the components of effective principal preparation programs and they have a keen desire to see these implemented in support of public education in Western Australia. The study found that professional learning and preparation for secondary principals in the public sector is adhoc, and often developed, or not, at the personal level. There were three main findings: effective principal preparation can reduce the perceived complexity of the role and therefore minimize the expectations experienced by the beginning school principal; formal implementation of informal learning opportunities such as mentoring, coaching and networking can reduce the drift from the profession; and that entry planning has a significant effect in assisting in preparation for the principalship. Principals from a range experience, from 18 months to 20 years, agree that a systemic, coordinated approach would more adequately prepare secondary principals for the complexity of expectations from local, state and national perspectives, and encourage aspirant school leaders to move into the principalship during a time when a predicted shortage in the teaching profession is making the role even more complex.

In recent times there have been many moves to introduce educational reform on the grand scale. This dissertation attempts to identify and elucidate some of the major influences both driving the trend and seeking to legitimate it. What the nature of the reform has to say about how we are currently tending to view and interpret the human condition - of what we feel to be most important, valuable or good - is a significant underlying theme. Political, epistemological and moral influences in particular are considered. Their inherent problematic quality is highlighted and the questioning that that should pose for policy making and governance as a whole is underscored. The argument is that only in some form of liberal/democratic/dialectical framework is due recognition likely to be given to many of the key aspects of what it means to be fully human and that the grand-scale plan, by its very nature, generally works counter to achieving that end. Recent reform in New South Wales is employed as an exemplar.

[Truncated abstract] Many primary schools in Western Australia do not employ a specialist physical education (PE) teacher, leaving the teaching of this subject to the class teacher. There are concerns that some of these teachers lack the skills, confidence or knowledge to successfully implement a developmentally appropriate PE programme. A potential solution to this problem involves utilising an externally provided physical activity programme (EPPAP). Before considering this option, it is important to ensure these programmes adequately meet the needs of students, teachers and the educational curriculum. Outcomes for one such EPPAP were evaluated and compared against the outcomes attained in regular primary school PE classes. These outcomes were then compared to the Health and Physical Education (HPE) learning area outcomes (LAO) within Outcomes Based Education (OBE) of the Western Australian Curriculum Framework (CF). Approximately 460 primary school students in the Peel Region of WA participated in the EPPAP and subsequent research in 2004. In addition, approximately 135 students from the same area were invited to participate as controls. All students completed self-report questionnaires pre and post-participation in the EPPAP. ... Although not originally promoted as a programme to replace PE, the EPPAP is delivered within curriculum time with some schools intending to replace their traditional PE programme with the EPPAP. Therefore, reference to the CF is warranted. There were few opportunities to develop `skills for physical activity? (SPA) transferable to the sporting context and explicit teaching points were not consistently provided, or reinforced through teacher feedback. Activities in the lessons were generally delivered uniformly to all participants across Year 4-7 with no developmental theme, negating the opportunity for differentiation, progression or extension. In summary, the main objectives of the EPPAP was to provide students with a range of fun activities and games that were inclusive and encouraged participation. These objectives were fulfilled in this two-term evaluation. The disadvantages of the programme were it?s uniform delivery across all year groups, lack of developmental progression in both skills and games and a teacher centred approach that did not allow for student differentiation. The programme delivery and content was most suited to the students within Years K-3.

A new post-compulsory Music course known as the Western Australian Certificate of Education (WACE) Music course was recently introduced into Year 11 and 12 in Western Australian (WA) schools. Following a convoluted process of creation, its implementation into classrooms has been problematic. Given criticism levelled at its process of creation and implementation, the researcher questions whether the WACE Music course embodies effective, recognised principles to support the effective teaching and learning of music. This study investigates the principles which should form the basis of an effective, post-compulsory music curriculum, suitable for WA. It involved a literature review which sought to produce a set of principles for teaching and learning frameworks based upon international best practice in music education, and applicable in the unique geographical, historical and multicultural WA context. In addition, the study employed a researcher–designed survey instrument to examine whether Western Australian music teachers perceived these principles to be evident in their practical experiences of the new WACE music course. With the subsequent publishing of a draft Australian National Arts Curriculum, it is an appropriate time to review the principles which should underpin an effective Music curriculum for senior secondary students in the WA context because, without a clear set of guiding principles that are understood by curriculum writers, there is a possibility that following courses could be fundamentally flawed and not serve the best interests of students.

Bibliography: leaves 387-404. South Australia is unique amongst Australian States insofar as s82(1) of the Education Act 1972 vests the director-General of Education, rather than the minister of Education, with de jure control of State school curriculum. This locus of control is at odds with the well-established democratic convention that Ministers control the directive policy components of their portfolios. This thesis describes how this mode of curriculum control came about, its nature and implications, and mounts a challenge to its legitimacy. (abstract)

The Local Area Education Planning (LAEP) Framework was released in Western Australia in 1997 and enacted in the regional centre of Bunbury, Western Australia, in the period 1998-2000. In a similar way to many other policies within Australia and overseas, LAEP aims to reform and restructure the public education system through involving community participation in educational decision-making. The enactment of LAEP was a highly contested process over the nature of community participation and a widespread view at the local level, that the Education Department of Western Australia had a pre-determined agenda to close schools and to introduce a senior campus and middle schools. In contrast to the major regional centres and metropolitan areas of Western Australia, where there have been school closures and amalgamations, as well as the introduction of middle schools and senior campuses, the LAEP outcomes for the Bunbury Education District, on this occasion, did not result in major structural changes to the delivery of education services. Located in the broad domain of critical social research, this study applies a critical ethnographic methodology and draws on 25 semi-structured in-depth interviews and secondary data sources to examine how key participants understood, experienced and responded to the enactment of LAEP. A Critical Policy Trajectory Framework informed by critical social theory, provides the theoretical lens through which to describe and explain the LAEP policy formation and enactment process at the macro structural (global, nation-state, state), middle-range agenda-building and micro lived experience levels of the policy process. A major conclusion of the study is that the social activism at the micro level of the policy trajectory interrupted the introduction of the Minister’s and the Education Department of Western Australia’s education reform agenda in Bunbury. However, the macro level discursive constraints associated with global level economising discourses and the centralisation tendencies of the neo-liberal state saw the Education Department of Western Australia’s Central Office policy elites steer at a distance (Kickert, 1995) to produce a policy settlement that retained the option for the State to pursue a neo-liberal education restructuring agenda in the longer term. To move beyond policy analysis frameworks that describe and analyse the factors influencing policy, this study synthesises some of the key ideas, insights and lessons emerging from the research, to develop a critically engaged policy perspective in the areas of policy, research and practice.

As a result of a government strategic decision in 1995, a new formation (the PI class) has emerged in Western Australian primary schools and its implementation is now set to accelerate across the state. Unlike multi-age groupings, PI is constructed when there are insufficient numbers of children to run straight pre-primary classes. School staff responsible for developing PI classes have raised a number of concerns. For example, the basis on which PI curriculum is to be built has yet to be promulgated. Also, a formal process for dealing with the ideological differences with respect to pre-primary and primary education has not been articulated. A further concern centres on the exculpation of the early childhood professional community from the decision in introduce PI. As educationists and the community look towards government and employers for guidance and direction, school staff are already involved in the task of constructing, implementing and evaluating PI classes. The stance that school staff adopt towards PI will be critical to its success or failure. This study investigates that stance in terms of the conceptual and behavioural position developed by school staff involved in PI. It does so from a symbolic interactionist perspective. Data for the study came predominantly from interviews with six principles, fifteen teachers and ten teacher-aids at three government and three independent primary schools. Further data was collected from classroom observations, informal conversations with school staff and document analysis. An analysis of this data identified self-interest and educational ideology as powerful influences on the way school staff defined PI. Different definitions of the PI situation led to the construction of different modes of accommodation. For example, a supportive stance was adopted when PI was seen to enhance staff self-interest and student learning; an oppositional stance predominated when PI was seen to impede staff self-interest and student learning. Overall, the findings of the study indicate that PI’s future success is conditional on the provision of educational leadership, appropriately trained staff, mechanisms for resolving philosophical differences, PI curriculum, guidelines, and quality support structures.

This study investigates the links between devolution and Year 8-10 Society and Environment (SAE) curriculum policy in Western Australia (WA) since 1987. It explores whether changes to the structure within which SAE resides, the process through which curriculum decision making occurs, and the content of SAE are consistent with the principles and practice of devolution. An attempt is made in the study to determine whether these changes would have occurred anyway, even if devolution had not been introduced. The investigation is based on a radical humanist model of social inquiry, As such, it uses a critical theory conceptual framework to inform a qualitative research paradigm. Two sources provide qualitative data for the study, namely, interviews and documentary material. The interview material comes from discussions with twenty six senior education officers, school staff, academics and other stakeholders. The documentary material includes key system-wide policy documents, Year 8-10 curriculum frameworks, guidelines and syllabi, and relevant school level publications. Generally, the analysis of data gained from those two sources support the claims made by critical theorists about the impact of devolution upon curriculum policy. More specifically, the findings show that in WA, since 1987, state curriculum development has contributed to a reinforcement of social control, a widening of social inequality and an intensification of the school's role as an agent of narrowly defined economic interests. These links are shown to be consistent with the critical theory argument that devolution is underpinned by corporate managerialism and that it involves not only a decentralisation of responsibility but also a recentralization of power. The study concludes by suggesting that the implications of WA's experience of devolution for China depend largely on whether China's context and needs are examined in terms of a consensus model or a critical theory model of society.

The interconnectedness of knowledge and the transfer of skills between learning areas can be beneficial for students. It can assist them to connect their schoot experiences with their daily lives and empower them to deal more effectively with the rigours of senior school, where more abstract ideas and concepts are taught. Curriculum integration may be one way in which students could be provided with opportunities to develop and transfer skills and knowledge across their school subjects. The West Australian Curriculum Framework, which has been in operation for the past ten years, also promotes a curriculum which integrates the eight learning areas identified. The ideal time to provide this opportunity may be during the transition from primary to secondary schooling, otherwise known as the middle years of schooling. Curriculum integration is one of the main elements of middle schooling. The question is: how prevalent is integrated curriculum in West Australian middle schools and in what way is it being provided? This research provides some answers to that question, however, due to the small sample size involved in the study it is problematical to generalise the results for all middle schools in Western Australia. These answers were generated through the combination of a number of sources of data. Initially, a range of literature pertaining to integrated curriculum in Western Australia was analysed. This provided the framework for the next stage, a survey questionnaire, which was sent to all middle schools in the State. A third data source was created from interviews with teachers and administrators that provide integrated curriculum. These data sources were all analysed using a variation of the "framework" method. This qualitative methodology was especiaJJy suitable for this research due to the need to gain in depth data from a diverse range of schools. These activities identified a number of integrated curriculum models. They also revealed numerous supports and barriers that schools have encountered in their experience with integrated curriculum.

This study presents a narrative inquiry of Chinese nursing students at Australian universities in order to examine these students’ motivations, learning experiences and future career planning. Australia seeks to attract international nursing students from China to maintain its economic advantage and alleviate its projected nursing shortage. In contrast, China desperately needs its best and brightest citizens who have trained abroad as nurses to return to China in order to cope with its current challenges in the healthcare system and nursing education. Little is known about the underlying factors that motivate Chinese nursing students to study in Australia, these students’ learning experiences at Australian universities, and whether or not these students will return to China after graduation. This study undertook a narrative inquiry using the three-dimensional space narrative structure approach, with an epistemological perspective drawing on constructivist and interpretivist theory. Through interviews, the authentic voices of six participants’ stories were collected to capture the entire emotional, social, intellectual and reflective processes of each student’s motivations, learning experiences and future career plans. The research findings from this study are presented as both narrative and thematic representations. By exploring and representing each theme and narrative that emerged from the field texts, meaning was unpacked to provide insights to the ‘reality’ as seen by the study participants. The findings revealed that the students’ key motivation to study in Australia was related to the possibility of permanent residency post-qualification. The decision to move was dynamic, with the participants describing cultural and social push and pull factors. Encouragement and support from peers and family were strong contributors to the motivation to study nursing and eventually work and live in Australia. Parents played an especially vital role in this decision-making process. In addition, the participants expressed a strong desire to maximise Australia’s opportunities and cultural experiences. The participants’ experience of studying in Australia was characterised by the need to learn a new language, feeling lost in a new education system vastly different to the one at home, the challenge of making new friends and socialising, and eventually successfully completing their study and attaining their goals. The experience of being an international student was not described as easy. It requires taking risks, courage, determination, motivation and persistence to succeed. Through their lived experiences and reflections of their learning journey in Australia, the six participants reconstructed their personal identity and worldviews, which ultimately helped them locate their place in Australia. The conclusion of the participants’ journey highlighted that their learning experiences have particular implications for international education, healthcare development, future educational connections and investment globally. The insight gained from this study can support the development of successful human capital investment strategies for all parties involved. In the field of international student education, nursing education is relatively understudied. This thesis presents insight into the reality of international student migration through the lens of individual actors in the process, the students themselves.

In the last decade, the Commonwealth Government has relied increasingly on policy-induced consortia to implement its education policy initiatives. The study focused on education policy pertaining to citizenship education, and specifically on the recommendations of the Civics Expert Group's 1994 report Whereas the people...Civics and Citizenship Education. The then Commonwealth Government called for policy-induced consortia to submit applications as a means to implement the report's recommendations. As a result, the Western Australian Consortium for Citizenship Education was formed. The Consortiums submission for a grant to assist teachers to prepare curriculum materials for citizenship education was successful. The study examined the decisions made by the Consortium members in relation to the curriculum materials project.The study was informed by an examination of literature pertaining to citizenship and citizenship education, the implementation of public policy, and group and curriculum decision-making. The review of the literature concerning the constructs of 'citizen' highlighted the contested nature of citizenship. In turn, this is reflected in the debates about the nature of citizenship education. As well, the literature review revealed many models of policy implementation and group curriculum decision-making do not adequately reflect the complexities and realities of group decision-making processes. The models often ignore the socio-political dynamics of the group, particularly in a policy-induced consortium, which exists for a specific and limited purpose, where members owe allegiance to their institutions rather than the consortium and where the consortium is accountable to a government department for the management of the project.A case study approach using qualitative methods was used. These methods and approaches are most likely to capture and interpret the humanness of group decision-making. Moreover, they take into account the importance of the values each member of the Consortium brought to the group and recognise that each member constructed his/her meaning as a result of social interaction with other Consortium members.The case study focused on a detailed examination of the work of the Western Australian Consortium for Citizenship Education and especially on the sub-group of the Project Management Committee over eighteen months. The notion of 'critical decisions' was used to analyse the Consortium's decision-making. Each critical decision had significant consequences for the ongoing work of the Consortium. The nature of the Consortium's decision-making highlighted the overwhelming importance of social dynamics over curriculum decision-making.The intentions of the study were to build towards a more complete understanding of the socio-political nature of group curriculum decision-making; to contribute to theorising about the humanness of group curriculum decision-making; and to provide an informed perspective about the significance of the Commonwealth Government's intervention in education through the mechanism of policy-induced consortia.The thesis makes a contribution to the socio-political dimension of group curriculum decision-making in federations. It illustrates that curriculum policy delivery is a socio-political process focussing on interpersonal relationships rather than a rational or deliberative process based on educational outcomes.

In the last decade, the Commonwealth Government has relied increasingly on policy-induced consortia to implement its education policy initiatives. The study focused on education policy pertaining to citizenship education, and specifically on the recommendations of the Civics Expert Group's 1994 report Whereas the people...Civics and Citizenship Education. The then Commonwealth Government called for policy-induced consortia to submit applications as a means to implement the report's recommendations. As a result, the Western Australian Consortium for Citizenship Education was formed. The Consortiums submission for a grant to assist teachers to prepare curriculum materials for citizenship education was successful. The study examined the decisions made by the Consortium members in relation to the curriculum materials project.The study was informed by an examination of literature pertaining to citizenship and citizenship education, the implementation of public policy, and group and curriculum decision-making. The review of the literature concerning the constructs of 'citizen' highlighted the contested nature of citizenship. In turn, this is reflected in the debates about the nature of citizenship education. As well, the literature review revealed many models of policy implementation and group curriculum decision-making do not adequately reflect the complexities and realities of group decision-making processes. The models often ignore the socio-political dynamics of the group, particularly in a policy-induced consortium, which exists for a specific and limited purpose, where members owe allegiance to their institutions rather than the consortium and where the consortium is accountable to a government department for the management of the project.A case study approach using qualitative methods was used. These methods and approaches are most likely to capture and interpret ++
the humanness of group decision-making. Moreover, they take into account the importance of the values each member of the Consortium brought to the group and recognise that each member constructed his/her meaning as a result of social interaction with other Consortium members.The case study focused on a detailed examination of the work of the Western Australian Consortium for Citizenship Education and especially on the sub-group of the Project Management Committee over eighteen months. The notion of 'critical decisions' was used to analyse the Consortium's decision-making. Each critical decision had significant consequences for the ongoing work of the Consortium. The nature of the Consortium's decision-making highlighted the overwhelming importance of social dynamics over curriculum decision-making.The intentions of the study were to build towards a more complete understanding of the socio-political nature of group curriculum decision-making; to contribute to theorising about the humanness of group curriculum decision-making; and to provide an informed perspective about the significance of the Commonwealth Government's intervention in education through the mechanism of policy-induced consortia.The thesis makes a contribution to the socio-political dimension of group curriculum decision-making in federations. It illustrates that curriculum policy delivery is a socio-political process focussing on interpersonal relationships rather than a rational or deliberative process based on educational outcomes.

This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum reform. The hypothesis formulated for the study was that with the introduction of the Curriculum Framework (1998) the delivery of these three subjects could be further improved. This study argues that successful curriculum performance of these three subjects traditionally considered 'specialist programs' may be more fully supported by becoming aware of the forces influencing Australian curriculum discourse and delivery. Subject knowledge endorsement in this study refers to the transfer of valued knowledge in Western Australian educational systems. It is proposed that if teaching professionals articulated the substance of their educational beliefs and experiences with regard to subject knowledge meaning, place and value, curriculum delivery in primary schools may progress more effectively. Positive learning experiences for all students can be provided through the encouragement of communication and collegiality together with relevant and accessible professional development. These measures can also be supported by mounting whole-school primary programs that engage with beliefs about Music, Health and Physical Education, and Languages Other Than English through collaborative networks and learning communities. Accordingly, curriculum delivery can come within reach of the seamless curriculum anticipated by reform (Curriculum Framework, 1998:6-7). In this qualitative interview study, the frontline participants included generalist teachers, specialist teachers and school administrators. These educational practitioners were asked to participate in an in-depth, semi-structured discussion that explored their perceptions of specialist teaching and knowledge while employed at Deep Sea Primary School in 2002. They teachers also commented on how these perceptions may be linked to their experiences of socially constructed and established notions of valued knowledge. The findings of this study indicated that the progressive implementation of these three subjects or specialist's areas were characterised by subtle historical, economic, political and social forces. This thesis suggests that, these largely obscured external forces together with individual yet, taken for granted perceptions of what is perceived as valuable knowledge work together to position curriculum rhetoric and curriculum enactment that reflect established perceptions of the knowledge hierarchy. Teachers and administrators at the school often operated within the structures and meanings of conventional teaching practice of subject knowledge as determined by dominant culture in Australia. The findings indicated that school culture in a time of reform re-traditionalised hierarchical patterns of subject knowledge organisation and evaluation. Accordingly, current subject knowledge endorsement in terms of specialist teaching often worked to the benefit of established power relationships typical of post-industrial market economy in Australia. The findings also indicated that issues pertaining to curriculum prioritisation were influenced by institutional, group and individual experiences of subject specialist knowledge. Poor perceptions of these three subjects could also be generated by experiencing inflexible and inadequate yet established funding and resource patterns in educational systems. Frontline teachers, their school-based roles and responsibilities attached to the teaching and learning of the three specialist areas were typified by rigid school organisation and job structures together with condensed teaching time and community backing. This thesis argues that progressive, outcomes education requires an articulate and supportive school culture, more funding and the genuine maintenance of quality Music, Health and Physical Education and Language Other Than English teachers. In addition, curriculum implementation would benefit from the promotion of constructivist-orientated student activities within specialist programs.

This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum reform. The hypothesis formulated for the study was that with the introduction of the Curriculum Framework (1998) the delivery of these three subjects could be further improved. This study argues that successful curriculum performance of these three subjects traditionally considered 'specialist programs' may be more fully supported by becoming aware of the forces influencing Australian curriculum discourse and delivery. Subject knowledge endorsement in this study refers to the transfer of valued knowledge in Western Australian educational systems. It is proposed that if teaching professionals articulated the substance of their educational beliefs and experiences with regard to subject knowledge meaning, place and value, curriculum delivery in primary schools may progress more effectively. Positive learning experiences for all students can be provided through the encouragement of communication and collegiality together with relevant and accessible professional development. These measures can also be supported by mounting whole-school primary programs that engage with beliefs about Music, Health and Physical Education, and Languages Other Than English through collaborative networks and learning communities. Accordingly, curriculum delivery can come within reach of the seamless curriculum anticipated by reform (Curriculum Framework, 1998:6-7). In this qualitative interview study, the frontline participants included generalist teachers, specialist teachers and school administrators. These educational practitioners were asked to participate in an in-depth, semi-structured discussion that explored their perceptions of specialist teaching and knowledge while employed at Deep Sea Primary School in 2002. They teachers also commented on how these perceptions may be linked to their experiences of socially constructed and established notions of valued knowledge. The findings of this study indicated that the progressive implementation of these three subjects or specialist's areas were characterised by subtle historical, economic, political and social forces. This thesis suggests that, these largely obscured external forces together with individual yet, taken for granted perceptions of what is perceived as valuable knowledge work together to position curriculum rhetoric and curriculum enactment that reflect established perceptions of the knowledge hierarchy. Teachers and administrators at the school often operated within the structures and meanings of conventional teaching practice of subject knowledge as determined by dominant culture in Australia. The findings indicated that school culture in a time of reform re-traditionalised hierarchical patterns of subject knowledge organisation and evaluation. Accordingly, current subject knowledge endorsement in terms of specialist teaching often worked to the benefit of established power relationships typical of post-industrial market economy in Australia. The findings also indicated that issues pertaining to curriculum prioritisation were influenced by institutional, group and individual experiences of subject specialist knowledge. Poor perceptions of these three subjects could also be generated by experiencing inflexible and inadequate yet established funding and resource patterns in educational systems. Frontline teachers, their school-based roles and responsibilities attached to the teaching and learning of the three specialist areas were typified by rigid school organisation and job structures together with condensed teaching time and community backing. This thesis argues that progressive, outcomes education requires an articulate and supportive school culture, more funding and the genuine maintenance of quality Music, Health and Physical Education and Language Other Than English teachers. In addition, curriculum implementation would benefit from the promotion of constructivist-orientated student activities within specialist programs.

Thesis (Ph.D.) -- University of Western Sydney, 2004.
Title from electronic document (viewed 15/6/10) Presented for the degree of Doctor of Philosophy, University of Western Sydney, 2004. Includes bibliography.

This thesis is located within the social and political context of Indigenous education within Australia. Indigenous people continue to experience unacceptable levels of disadvantage and social marginalisation. The struggle for indigenous students individually and collectively lies in being able to determine a direction which is productive and non-assimilationist – which offers possibilities of social and economic transformation, equal opportunities and cultural integrity and self-determination. The challenge for teachers within the constraints of the academy is to develop strategies that are genuinely transformative, empowering and contribute to decolonisation and positive social change. This thesis explores how the construction of two theoretical propositions – the Indigenous Community Management and Development (ICMD) practitioner and the Indigenous/non-Indigenous Interface – are decolonising and transformative strategies. It investigates how these theoretical constructs and associated discourses are incorporated into the Centre’s policy processes, curriculum and pedagogy to influence and interact with the everyday lives of students in their work and communities and the wider social institutions. It charts how a group of Indigenous and non-Indigenous staff interact with these propositions and different ideas and discourses interrupting, re-visioning, reformulating and integrating these to form the basis for both Indigenous and non-Indigenous futures in Australia.

This Doctor of Education (EdD) focuses on the professional development of primary and secondary school teachers in Studies of Asia Across the Curriculum. Studies of Asia gained currency in Australian schools with the establishment of the Asia Education Foundation (AEF) in the early 1990s and took more extensive hold as a result of the Commonwealth National Asian Languages and Studies in Schools (NALSAS) Strategy from 1996 to 2004. The EdD comprises two parts. Part A consists of an historical narrative of my personal journey as a state and national leader in Studies of Asia and an account of the impact of that journey on the teaching profession. It also includes three published refereed journal papers that were presented at a state or national conference, and one paper published in the refereed proceedings of a national conference. The contents of Part A focus on documenting, evaluating and critiquing key professional learning programs for teachers, including Asia in-country experiences, such as study tours and exchanges, that were funded by the AEF, NALSAS and schooling jurisdictions. Part A uses a mixed methods approach, following Hoepfl’s (1997) injunction to discover “the meaning events have for the individuals who experience them”. Based on these analyses, Part A argues that teachers are pivotal to bringing about enduring, authentic change in the area of Studies of Asia. At the heart of such change, in line with Shulman’s (1987) concept of pedagogical content knowledge, is quality professional teacher learning that involves both pedagogical expertise and knowledge of Asian societies and cultures. Studies of Asia professional learning programs for teachers also need to accommodate the wide variation of professional and personal interests, needs and motivations amongst teacher participants. Part B of the portfolio features a substantial body of original curriculum and teaching resources for schools and professional development materials for teachers that I developed either as principal or collaborating writer. This body of work applies the research, scholarship and theoretical arguments about teachers and teacher professional development presented in Part A to the development of practical, educational resources to meet the needs of teachers, school and curriculum leaders in implementing Studies of Asia Across the Curriculum.

The main part of this study was written just as the Australian Government announced its new Participation and Equity Programme (P.E.P.) aimed at increasing the number of students staying on at school as post-compulsory students to Year 12. Under the programme schools were to be funded to develop programmes aimed at providing students, who would normally have left school at age 15 or 16 relatively unqualified and unskilled, with qualifications and skills that would give them entry to employment. The objectives, as stated, were to encourage · all students to stay on at school until they had completed a full secondary education or its equivalent, and to ensure that the education and training would offer all the students the opportunity to develop their individual talents and abilities and thereby ensure more equitable outcomes to education (Commonwealth Schools Commission, 1987:145).

Bibliography: leaves 387-404.
xix, 404 leaves ; 30 cm.
South Australia is unique amongst Australian States insofar as s82(1) of the Education Act 1972 vests the director-General of Education, rather than the minister of Education, with de jure control of State school curriculum. This locus of control is at odds with the well-established democratic convention that Ministers control the directive policy components of their portfolios. This thesis describes how this mode of curriculum control came about, its nature and implications, and mounts a challenge to its legitimacy. (abstract)
Thesis (Ph.D.)--University of Adelaide, Dept. of Politics, 1998

This thesis focuses overtly, on developing undergraduate curricula both generally and specifically in agriculture and related fields and covertly, on an appeal to raise the status, quality and products of undergraduate education. A closer examination is made of the relationship between the structure, function and purpose of tertiary education, the immediate and long-term professional needs of the undergraduate student and the current and future requirements of the communities in which graduates will study, lead, live, learn and work. It is my contention that the reality and challenge of the undergraduate student’s on and off-campus community experiences should be the catalyst, motivation and transformational cauldron for their professional and personal development and that their curriculum should be designed, delivered, assessed and reported to reflect this individual development. I argue that currently this is not the case and consequently students graduating from more traditionally designed and delivered courses are less prepared for a changing and changeable world. Primary and secondary research evidence presented supports this position. A universal remedial model, schema or conceptual framework emerging from the assimilation of primary and secondary research, is presented and substantially explained. The schema is so designed that a wide variety of core curricula could be developed based on context, need and circumstance. The intricate design of the schema as a “mandala” was inspired by a creative fusing of ancient western, ancient eastern and modern philosophies however, a wide range of essential underpinning ‘developmental’, ‘educational’ and ‘learning’ theories are integrated into its structure and function. The “Twilight Curriculum”, a unique component of the schema was inspired by theories relating to the “Hidden Curriculum” and “Self Determined Learning”. It focuses on the development of wisdom through interest and needs-based action research / action learning projects. Wisdom in this argument emerges in the student as attributes such as professionalism, cognisance, compotency, autonomy, synergism, perspicacity, persistence and expertise all of which contribute to the student’s overall character. Contextually relative praxis development central to the student’s personal and professional transformation, is presented as the generator of wisdom. An argument is made in Chapter 1 that universities generally have two sides “an espoused” and “an actual” this duplicity tends to diminish the veracity of the university’s purpose and subsequently stifles undergraduate curricular innovation and development. This confusion ultimately reduces a graduate’s professional effectiveness. Chapter 2 focuses on the role of the agricultural graduate in helping the community1 cope with an increasingly complex and changeable world. Chapter 3 presents 1 Community refers to collectives based on many uniting properties, forces and boundaries, some of which are: locale, family, social networks, culture, religion, ethnicity, norms and habits, common purpose, professional pursuits.(Smith, 2001) the primary research process focusing on the research question ‘What are the conceptual framework design properties for an undergraduate, agricultural core curriculum that is grounded in community?���� The Research Methodology is discussed and theoretically underpinned. The three quantitative and qualitative research instruments and their respective theoretical foundations are explained and validated. The research was conducted with staff and students in two agricultural institutions, one in India and the other in the United States of America. The research results for the three instruments are presented in Chapter 4. The results across the three research instruments indicate a desire by both staff and students for a general change in the structure, function, delivery and assessment of the undergraduate agricultural curriculum. Staff and students’ indicated a change from the current generic, teacher/subject based, theoretical approach to curriculum design, delivery and assessment, to a preferred specific, student / needs based and applied approach. These research results are analysed and discussed at length in Chapter 5. An overview argument is proposed suggesting that learning is a personal journey and that knowledge resides in the experience of the learner, however that journey can be enhanced by not only the nature of the experience but also the critical sense made. Chapter 5 also provides clarity for the results in the form of secondary research. This mainly focuses on a variety of learning theories, student development theory, community engagement theory and preferred graduate attributes as well as an array of the author’s professional experiences that related directly to the research. Assimilating the primary and secondary results provide not only an answer to the research question, but also partially lay the foundation for the core curriculum schema design. The conceptual framework design properties for designing the core curriculum schema are: individualised personal and professional transformative learning cultivated within relevant on and off campus community engaged environments and facilitated by concerned academics, that incorporate mutually beneficial relationships between self, others and the setting using praxis development as the central educative process resulting in the development through action learning and action research projects of generic and specific attributes that are periodically formatively and summatively assessed. The properties identified in Chapters 5 and 6 are applied in the development of a unique undergraduate agricultural core curriculum schema or model in Chapter 7. Curriculum Theory, Educational Theory, Community Engagement Theory, Rural Development Theory, Graduate Attribute Theory, ancient history and Eastern Philosophy, the author’s secondary and tertiary teaching experiences, his professional and rural development activities are discussed and provide an underpinning for the schema development process. In this chapter a philosophical argument about ‘who owns the curriculum, who owns the learning’ is presented, drawing upon ancient Chinese Taoist ideas in a generic and specific quest for wisdom. The Taoist Yin and Yang are symbolically converted into a scholarly relationship between theory and practice, as praxis. The author’s praxis development of the core curriculum schema has also generated several innovative concepts, models, expressions and processes, such as: • The Twilight Curriculum—the individual student’s self-initiated personal and professional development. • The concept of ‘compotency’—a hybridisation of concepts such as capability, capacity and competency. • A model for Praxis Development incorporating a figure eight loop that integrates research, experience and compotency. • The notion of Career Constructivism—building effectiveness initiated through critical on and off-campus community experience. • Presenting a curriculum model as Mandala—an ancient Sanscrit geoglyph style based on intricate, interconnected and convoluted circles with priority positioning towards the centre. • The notion of a Venn Trigram as a model for describing student development pathways from epistemic framework to personal and professional attributes. ���� The notion of integrated three stage development modes as nested ellipsoids. In Chapter 8 the Undergraduate Core Curriculum Mandala constructed in Chapter 6 is ‘reverse engineered’ in order to more fully explain the components in particular, the developmental process as an evolution from epistemic sources to effective student attributes producing job ready graduates who have truly learnt how to learn. Chapter 9 presents a conclusion to the thesis. The research outcomes are briefly re-outlined and attention is drawn to the plight of rural communities and the need for a different kind of graduate—a need that could be satisfied by utilising the proposed Core Curriculum Schema to inform undergraduate curriculum design. Reservations are expressed about challenges to the status quo in modern commercial universities in that staff and student cultures are so ingrained that adoption of the proposed schema or any such diversion from a traditional model,would not be an easy. I believe that a transformational journey of approaches to undergraduate education is inevitable if undergraduate agriculture in particular is to remain viable as a tertiary field of study. Chapter 9 is concluded with a personal reflection of the scope and focus of this thesis. A plea is made for raising the status of the undergraduate curriculum as a finale to the argument.
Doctor of Philosophy (PhD)

This dissertation conducts a comprehensive examination of the study of Asian languages in two Australian states, taking into consideration the broad range of people and variables which impact on the language-in-education ecology. These findings are intended to enhance the development of language-in-education policy, planning and implementation in Australia. In order to incorporate a number of perspectives in the language-in-education ecology, interviews were conducted with a range of stakeholders, school administrators, LOTE (Languages Other Than English) coordinators and LOTE teachers, from all three education systems – government, independent and Catholic (31 individuals), across two states – Victoria and New South Wales. Questionnaires were also completed by 464 senior secondary students who were studying an Asian language. Along with the use of supporting data (for example, government reports and newspaper discourse analysis), the interview and questionnaire data was analysed thematically, as well as through the use of descriptive statistics.

This study identifies and articulates the interrelationships between six key components essential for authentic learning to maximise the student-centred learning opportunities in kitchen and garden-based learning projects. Interpretative case study methodology using multiple qualitative methods for data analysis were used to direct three layers of inquiry around kitchen and garden-based learning: the context, content and characteristics of kitchen and the garden-based learning, the student learning, and the teachers’ work. Review of the literature indicated significant gaps in understanding how teachers can foster children’s interest in nature, and plan for effective authentic learning experiences in the garden. Through analysis of the literature, together with the perspectives of the Grades 4, 5 and 6 children, and their teachers, key components for authentic, contextualised learning were identified. These included: a real-world context, the opportunity for working as professionals, within a collaborative learning community, work requiring higher-order thinking, ownership of learning and authentic integrated assessment. Teachers’ pedagogy and practices are often hidden but were nevertheless significant factors affecting student outcomes. Teachers made the learning experiences more meaningful by ensuring student reflection was embedded in learning tasks. Planning and providing arenas or “safe platforms” for discursive reflection was an essential step in transforming tacit understandings to explicit knowledge enabling children to connect their personal experiences with the experiences of others. From this discourse deeper understanding of ecoliteracy emerged with one cohort, and understandings about the intricacies of collaborative teamwork with another. The focus group discussions about common experiential learning experiences had wider implications for teaching; they were a key step in making the children’s tacit understandings explicit. Examination of the staff and students’ immersive experiences within a kitchen garden learning environment, led to the development of a model of learning that provides educators with a comprehensive approach to scaffold authentic learning opportunities.

The research will investigate whether creativity in secondary schools might be impacted by scenario planning with regards to its significance with learning. Creativity is the basis of innovation and progression of humanity in understanding itself and its relation to the world it is engaged with. Creativity is not only an outcome, it is also a method and a constructivist approach that would be appropriate to explore the issues related to creativity. Elkjaer (2000, p. 89) summarises Dewey’s approach in that, ‘Dewey’s philosophical – and thus his pedagogical – point of departure is the living experience of everyday life. According to Dewey, philosophy is to be understood in terms of the problems with which it deals and these problems originate in the conflicts and difficulties of social life.’ From this perspective, teachers and students can approach their learning from a philosophical and personal point of view, as they negotiate issues to be investigated for creative resolution. They come to understand the world as they interact with it, observe the outcomes of their actions and reflect on why things are the way they are.

This thesis investigates the assessment of Senior Drama performances in Australian states and territories. The practices, processes, roles, experiences and cultures associated with assessing Drama performances are analysed, using two Australian states and one territory as contrasting examples of practice. NSW has an external assessment model which is contrasted with the school-based assessment models used in Queensland and the ACT where verification of grades is undertaken by external panels. These models use varying methods of grade verification, or moderation. This study is presented in the context of the release of the Australian Curriculum for the Arts which encompass the Foundation Year to Year 10 state and territory curriculum (the Foundation year is called Kindergarten in NSW and the ACT, and called ‘Prep’ or the Preparatory year in Queensland). Senior secondary curriculum, assessment and certification is administered by states and territories. Nevertheless, extensive discussions are being held at a national level about the knowledge, understanding and skills contained in the curriculum and this research has currency for discussions taking place at a national level. Meanings and inferences that lead to findings about Drama performance assessment are constructed based on document analysis, narrative inquiry, ethnographical experiences and an autoethnographic approach. Through an analysis of relevant literature, policies and curriculum documents, this study arrives at a rationale for the assessment of performances in the senior secondary years. Volunteer student and teacher participants from six secondary schools (two in each of Queensland, NSW and the ACT) were engaged, using narrative interviews, performance ethnographies and participant observation to develop insights into the field of Drama performance assessment. This study engages in qualitative research within a conceptual frame whereby knowledge is constantly constructed in critical relationships to prior ways of knowing This study found varied Drama assessment practices at the different school sites, as demonstrated by experienced teachers. The assessment tasks reveal six critical issues that characterise the distinct challenges associated with the assessment of Drama performance. These critical issues identify performance as fundamental to Drama, establish students’ aspirations when performing, describe students’ motivations for their performance efforts, analyse the capstone nature of Drama performance tasks, evaluate performance as a form of formative assessment, and establish the audience’s role as an influencing factor on the assessment of Drama performances. Drama assessment practices are discussed in terms of assessment cultures that play out under the influence of state or territory, school, class or teacher influence. Accordingly, the roles of teachers and students in the Drama performance assessment process are theorised using the metaphors of teacher-as-curator, the teacher-as-critic and student-as-artist. These metaphors suggest new interpretations for the phenomenon of performance assessment. This study concludes that there is an overarching framework of Drama performance assessment in Australia, despite some significant differences between various states. The study calls for an enhancement of dialogue between states and territories, to share understandings of Drama performance assessment and highlight exemplary practices that are occurring in other jurisdictions. This thesis contributes to the research on current practices in arts assessment and has implications for policy, practice and professional development in drama education.

Despite much policy and research that underscores the need for a greater focus on the professionalism of teachers, including the capacity of teachers to collaborate around curriculum, the historical and contemporary framework of school organisation and practice tends to require individualist approaches to planning and teaching. This study examines the practices of teachers who are collaborating to design interdisciplinary curriculum as part of the South Australian Certificate of Education (SACE). A collective, purposeful case study is constructed to document collaborative planning practices in three key schools and a group of schools taking part in a professional learning STEM strategy to integrate subjects. To appreciate the demands of interdisciplinary planning the study includes the design and facilitation of workshops with Aboriginal women about Indigenous ways of knowing, being and doing, to seek alternative narratives to describe the emerging collaborative design cultures in the case study schools. Policy and SACE Authority data are interrogated to demonstrate the ways in which teacher collaboration is both encouraged and made relatively invisible. The study argues that the invisibility of collaboration around interdisciplinary approaches to learning needs to be addressed in policy and practices and exemplars made visible to promote wider take-up of interdisciplinary planning practices. Teachers and school leaders in the case study sites point to the ways in which collaborative design work interrupts routine individual practices and replaces them with more collaborative solutions. The study further finds that teachers embrace opportunities to build professional practices through planning learning discourses around curriculum creation processes. The study concludes with the design of a 'Collaborative Design Framework’ to support teachers to consider more collaborative ways of planning learning and inclusion of Aboriginal planning standpoints in mainstream education contexts.

In today’s uncertain, complex and volatile global work environment, organisations are increasingly recognising the effect of leadership on employee wellbeing and organisational outcomes such as job satisfaction, organisational commitment and turnover intention. Globally and within Australia both employee wellbeing and organisational outcomes are of strategic importance for higher education institutions. Indeed, there is a need for a greater understanding of what leadership is, and how leadership may affect employee wellbeing and organisational outcomes, especially within the context of a regional Australian university. A review of the literature on organisational leadership has highlighted that researchers have either focused on the relationships between specific leadership styles and wellbeing, leadership styles and a particular organisational outcome, or the relationship between employee wellbeing and organisational outcomes. Therefore, there is a need for an extensive study exploring the inter-relationships between leadership styles, employee wellbeing, and organisational outcomes. Furthermore, there is also limited research on leadership in the Higher Educational Sector (HES) both internationally and within Australia. Considering the diversity of leadership practices within any organisation, an effective method of investigating HES leadership may be to apply leadership theory/theories that enable a concurrent examination of a diverse range of leadership styles and explore how these interrelate with both employee wellbeing and organisational outcomes. The review of literature showed that despite recent interest among scholars about the application of different leadership theories such as distributed leadership, servant leadership and authentic leadership, the culture of HES is still hierarchical and the concept of a command and control system of management is persistent in the HES. Hence, the Full Range of Leadership Theory (FRLT) that facilitates the concurrent investigation of transformational, transactional and laissez-faire leadership styles was chosen for this research to examine the relationships between leadership styles, employee wellbeing and organisational outcomes in an Australian higher education setting. The research was conducted among all (n=2050) employees of an Australian regional university and 270 employees who lead or supervise three or more employees within this university. A mixed method approach was applied to explore the research questions. This thesis outlines the rationale and purpose of the PhD project based on a detailed review of the relevant literature, the methodology used for the project, and findings of the research. The research showed that under the current leadership culture of the HES, employees of an Australian regional university prefer transformational leadership compared to transactional, laissez-faire, distributed, authentic, servant and spiritual leadership styles. Furthermore, the employees of the university also reported that among the three leadership styles within the FRLT (that is, transformational, transactional and laissez-faire leadership styles), leaders of this university are mostly transformational. Furthermore, majority of employees in a leadership role within this university also reported that their leadership style is transformational. The present research also found that transformational leadership style is conducive to employee wellbeing and organisational outcomes such as job satisfaction, organisational commitment and minimises employee turnover intention. No conclusive result about the effect of transactional leadership on employee wellbeing and organisational outcome could be established. However, laissez-faire leadership was found to be detrimental to employee job satisfaction and organisational commitment and it promoted employee turnover intention. A significant contribution to knowledge of the present research are the findings related to the mediating effect of employee wellbeing on the effect of leadership styles on organisational outcomes. Specifically, employee wellbeing was found to be a major contributing factor to each of the key organisational outcomes of employee job satisfaction, organisational commitment and turnover intention.

This study investigated 15 child care centres to find out their responsiveness to the needs of families from non-Anglo backgrounds. Results of this study showed a need to improve service quality in child care to best serve the needs of children from non-Anglo backgrounds. Forty Filipino, 15 Cambodian and 30 Sudanese families were involved in this study.

Summaries in English and Afrikaans
This study was undertaken because of the realisation that a new approach to teacher education will have to be followed if teachers are to be empowered to teach within the framework of the new educational dispensation, Curriculum 2005. Because such a change implies a new curriculumfor teacher training there is a need for research on how providers will have to adapttheir training approach and curriculum to meet the challeng.es of Curriculum 2005. In this study the development of a model for outcomes-based learning programme design is undertaken. To achieve this: outcomes-based education systems in the USA, Australie, New Zealand, Canada and England are investigated; he unique model of outcomes-based education that is being implemented in Soutr Africa is described and explained; requirements for the training of teachers in the context of outcomes-based education and Curriculum 2005 are identified and described; a model for outcomes-based learning programme design is developed to serve as a possible framework for the design of learning programmes for teaeher education for outcomes-based education in South-Africa. The study shows that outcomes-based teacher education has received only scant attention in the rest of the world. It is also shown that the design of learning programmes for outcomes-based education requires a somewhat different approach than traditional curriculum design, where content play such a dominant role. A model for outcomes-based teacher.education is suggested to facilitate the development of such programmes. It is hoped that the model will be of use and that it will contribute to sensible learning programmes which will empower teachers to function successfully in an outcomes-based education system.
Hierdie studie het ontstaan uit die besef dat 'n nuwe benadering tot onderwysersopleiding gevolg sal moet word as onderwysers in staat gestel moet word om die nuwe kurrikulum, Kurrikulum 2005, op uitkomste- gebaseerde wyse in die praktyk te fasiliteer. Omdat so 'n verandering 'n nuwe kurrikulum impliseer is daar 'n behoefte aan navorsing om te bepaal hoe onderwysersopleidingsinstansies hul opleidingsbenadering en-kurrikulum moet aanpas om aan die eise van die nuwe kurrikulum en die nuwe onderrigrnodel in Suid-Afrika te voldoen. In hierdie studie is daar gepoog om 'n model vir uitkomste-gebaseerde leerprogramontwerp, vir die·opleiding van Suid-Afrikaanse onderwysers te ontwikkel. Om dit te kon regkry is: 'n ondersoek geloods na uitkomste-gebaseerde onderrigstelsels in die VSA, Australie, Nieu-Zeeland, Kanada en Engeland; die ontstaan en ontwikkeiing van die unieke model van uitkomste-gebaseerde onderrig wat tans in Suid-Afrika geimplementeer word, beskryf en verklaar; vereistes vir die opleiding van onderwysers geidentifiseer en beskryf binne die konteks van 'n uitkomste-gebaseerde onderrigrnodel en Kurrikulum 2005; 'n model vir uitkomste-gebaseerde leerprogram ontwikkel wat as moontlike raamwerk kan dien vir die ontwerp van leerprogramme vir opleiding van onderwysers vir uitkomste-gebaseetde onderrig in Suid-Afrika. Hierdie studie toon aan dat uitkomste-gebaseerde onderwysersopleiding nog weinig aandag geniet het in die res van die wereld. Daar word ook aangetoon dat die ontwerp van leerprogramme vir uitkomste-gebaseerde onderwysersopleiding 'n ietwat ander benadering vereis as wat gegeld het in tradisionele kurrikulumontwerp, waar inhoude so 'n dominante rol speel. 'n Model vir leerprogramontwerp vir uitkomste-gebaseerde onderwysersopleiding word voorgestel om die ontwikkeling van sodanige programme te vergemaklik. Daar word vertrou dat die model van waarde sal wees en daartoe sal meewerk dat sinvolle leer-programme antwerp sal word wat onderwysers in staat sal stel om suksesvol binne die stelsel van uitkomste-gebaseerde onderrig te funksioneer.
Teacher Education
D Ed. (Didactics)

Summaries in English and Afrikaans
In the study below, the phenomenon of "maximum security prisons" is described as it is applied in various parts of the world, according to capita selecta. The phenomenon is described as it occurs in four countries, namely Australia, the United States of America, England and South Africa. The primary aim of this study is to obtain the Magister Artium degree. Secondly, it will shed more light on the treatment of prisoners who have to be detained in maximum security conditions as a result of their type of offence, length of sentence and conduct. The philosopical framework for the detention of maximum security prisoners is taken into account, while certain generic aspects unique to prisons are examined as well. This study is of universal importance because long-term prison sentences are on the increase, in spite of the fact that other punitive measures exist.
In die hieropvolgende studie word die verskynsel "maksimum sekuriteitsgevangenisse" soos wat dit in verskeie werelddele toepassing vind aan die hand van capita selecta beskryf. Die verskynsel word ten opsigte van vier lande, naamlik Australie, die V erenigde State van Amerika, Engeland en Suid-Afrika beskryf. Die beskrywing het in die eerste plek ten doel om die graad Magister Artium te verwerf. Ten tweede werp dit meer lig op die bantering van gevangenes wat weens hul tipe oortreding, vonnislengte en gedrag in maksimum sekuriteitsomstandighede aangehou moet word. Die filosofiese raamwerk vir aanhouding van maksimumgevangenes word in oenskou geneem, maar daar word ook na verskeie generiese aspekte eie aan gevangenisse gekyk. Die studie is van globale belang weens die feit dat langtermyngevangenisstraf besig is om toe te neem, ten spyte daarvan dat alternatiewe vorme van straf bestaan.
Penology
M.A. (Penologie)