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1
Moir, Leah. "Preparing for career without school: The experiences of home educating families in Australia." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/236548/1/Leah%2BMoir%2BThesis%282%29.pdf.
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This study explores the approaches and methods used by home educating parents to facilitate their child's transition to tertiary education and the working world. These parents provided capital through autonomy, self-exploration, and community experience. Their methods included a strong advocational element to provide opportunity for the young person. Although divergent from mainstream pathways, their methods proved sufficient to facilitate a successful transition for the young person to tertiary education and the working world.
2
Malik, Ranbir Singh. "Influence of home and school environments on the academic performance of Chinese-Australian and Anglo-Australian students studying at an academically-oriented high school in Perth, Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1390.
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Although minority status has been associated with low academic achievement, the “high Asian achieving syndrome" remains as one of the unresolved sociological puzzles. Consistent evidence suggests that regardless of the family status, children from the Asian migrant families, settled in the industrialised countries, tend to perform academically better than their counterparts from the dominant group. This disparity is attributed to a number of factors, which taken separately, do not address this complex issue. In Australia little research has been done to compare the home environment and school experiences of children coming from Chinese-Australian and Anglo-Australian families even though the number of children from the Southeast Asian region has steadily increased. This thesis investigates the influence of home and school on the academic performance of high school students coming from Chinese-Australian and Anglo-Australian families who resided in a predominantly middle class suburb and their children attended one particular state school in Perth, Western Australia. By studying children in their homes and classrooms I have attempted in this ethnographic study to construct some theoretically coherent explanations to understand the disparity in academic performance of Chinese-Australian and Anglo-Australian high school students. In order to capture what teachers, parents, and children say and do as a product of how they interpret the complexity of their world this study explores how macro and micro processes are linked to children's academic performance. As this study aims to understand social events from each individual's point of view it assumes that human behaviour is the result of indispensable and continuous interactions between persons and the situations they encounter. The findings of this study, with no claim to generalise beyond these families, suggest that the reason why Chinese-Australian and Anglo-Australian children have different educational outcomes is that these families socialise their children differently. From this study emerge two different models: and academic oriented Chinese-Australian model and a sports oriented Anglo-Australian model. At the start of high school there was no marked difference in ability and performance based on ethnicity. By the time they completed lower secondary school all Chinese-Australian students had improved in English and enrolled in a normal stream in English. Except for one student, they had selected TEE subjects with a university education as their main goal. At this stage, Anglo-Australians, with the exception of two students (who had selected TEE subjects), had decided to study either a mixture of TEE and TAFE subjects or easier TEE subjects. At the end of Year 12 all Chinese-Australian, except for one, had qualified to study at university. From Anglo-Australian group, only two students had qualified to study at university. This pattern of performance is consistent with the high Asian achieving syndrome and lack lustre performance of Anglo-Australian students. However, this study serves some sober reminder about the narrow focus by Chinese-Australians and lack of effort by Anglo-Australian students.
3
Johnson, Bruce. "An evaluation of the use and impact of a school based child abuse prevention program /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj658.pdf.
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Thesis (Ph. D.)--University of Adelaide, Dept. of Psychiatry, 1996.Addendum and errata are pasted in onto back end papers & back pages. Copy of author's previously published article inserted. Includes bibliographical references (leaves 451-466).
4
Hadwen, Kate Margaret. "Leaving home: Investigating transitioning challenges faced by boarding students and their families." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1628.
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Transitioning to boarding school during the middle years of childhood impacts upon the social, emotional and academic wellbeing of young people (Bramston & Patrick, 2007; Connell & Wellborn, 1991; Deci, Vallerand, Pelletier, & Ryan, 1991; Earls & Carlson, 2001). Students who live at school as boarders, may experience greater transitional changes in all three components of wellbeing due to the extent of change experienced during this transition. While research addressing transitioning to school has indicated the importance of connectedness to school, bonding, friendships and a sense of autonomy (Eccles et al., 1993), there is limited research addressing the transitioning experiences of boarding students and their families.
This mixed methodology study sought to understand how boarding students experience transitioning into boarding school, its possible association with connectedness to the boarding house, reported levels of staff support, loneliness, homesickness and help-seeking for homesickness. Focus groups and interviews were used to better understand how parents experience the transitioning of their children into boarding school.
This thesis used data collected from a Healthway funded Starter Grant. The research was cross-sectional by design involving a purposeful sample of 267 students, 59% male and 41% female, aged 12 - 15 years, who lived in one of eight metropolitan and regional boarding settings in Western Australia (WA) in 2011, and 37 of their parents. Data for this project were collected from October, 2010 to September, 2011
The first research question used qualitative data to explore the experiences of boarding parents. Findings suggested parents appeared to be more affected by their children leaving home than did the majority of boarding students. The following strategies were suggested as helpful to support positive transitions: preparing both parents and their children effectively for the move; making contact with other boarding parents at least six months prior to the transition; having meaningful connections with the staff caring for their children communicating and visiting their children regularly; co-developing with their children communication and visiting plans; and, keeping busy.
Research questions two to five analysed quantitative data collected through a student survey. The following transitioning activities were found to be either very helpful and / or associated with other benefits (as listed above): tour of the boarding house; sleepover with or without parents; separate information targeting students and parents sent or given to boarding families, up to date information on the Internet; Orientation Day; peer mentors; staff telephoning students prior to transition; and, boarding staff meeting with each family individually on or following Orientation Day.
Homesickness was most commonly experienced during the first two weeks of boarding and when students returned after their holidays. Girls, younger students and International students reported experiencing more homesickness. Three factors: psychosomatic symptoms; separation distress; and, grief and loss, best explained how students in this study experienced homesickness.
Help-seeking behaviours comprised the factors contacting parents, keeping busy and conversing with staff and students. A number of activities were associated with reductions in both psychosomatic symptoms and separation distress; however, for those students who experienced grief and loss, going on leave with their parents and knowing when their parents would next be visiting or taking them on leave appeared to be the only activities that reduced students’ grief response.
Help-seeking was most evident for students who experienced psychosomatic symptoms or feelings of separation distress. Students who experienced grief and loss were less likely to report seeking help. Girls and younger students reported utilising the most help-seeking strategies.
The findings of this study and the subsequent recommendations will assist families and staff to better understand the experiences of boarding students and their families as students transition into boarding.
5
Hicks, June, and n/a. "An implementation of a curriculum framework : a case study." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060721.154651.
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A Home Economics Curriculum Framework was developed
in 1984 in the A.C.T and implementation commenced in
1985. The purpose of this study was to examine the
implementation process in order to identify areas of
concern and difficulties encountered.
The study is set in the context of the establishment
of School Based Curriculum Development in the A.C.T
Education System and the program of Curriculum Review
and Renewal set up in 1983.
The initiation and development of the Home Economics
Curriculum Framework within this context was explored.
A case study was undertaken covering the period
1985-1987 involving six A.C.T High Schools which first
implemented the Home Economics Framework. Fullan's model
of implementation was used as a focus for the study and
both qualitative and quantitative data techniques were
applied.
6
LACERDA, ANA LUIZA VALENTE MARINS DRUDE DE. "YOU WILL NOT MAKE AUSTRALIA HOME: PRACTICES OF BORDER CONTROL IN AUSTRALIA." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27635@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Diversos processos nos últimos vinte e cinco anos vêm transformando o entendimento das fronteiras e da mobilidade internacional, com um número cada vez maior de pessoas que se deslocam e de fronteiras que se multiplicam para além dos limites territoriais de cada estado. Ao lado desses processos, que alteram a velocidade do movimento, criam novos caminhos para a circulação e oferecem novas formas de vigilância e bloqueio dos indivíduos, a interpretação das fronteiras começa a ser redefinida buscando dar conta desses novos processos, tanto para facilita-los quanto para proibi-los. Seguindo essas transformações no entendimento das fronteiras e com um histórico de constantes inovações nas políticas migratórias, a Austrália em 2013 adotou a Operation Sovereign Borders, uma operação que abarca diversas dessas transformações. A Operation Sovereign Borders criou e institucionalizou novas práticas de controle da imigração, sendo permeada por uma racionalidade específica do medo da invasão e apoiada em extensas e controversas inovações legislativas. O presente trabalho apresenta as diferentes transformações das fronteiras e suas interpretações, explorando para isso o caso australiano, seu campo de controle de imigração e fronteiras, os atores desse campo, sua legislação, racionalidade e práticas.
Different processes in the last twenty-five years have transformed the understanding of borders and international mobility, with an increasing number of people on the move and borders that multiply beyond the territorial limits of the state. Alongside these processes that alter the speed of movement, create new pathways for circulation and offer new forms of surveillance and blocking of individuals, the interpretation of borders is being redefined seeking to account for these new processes, both to facilitate them and to prohibit them. Following these changes in the understanding of borders and with a history of constant innovations in immigration policies, Australia in 2013 adopted the Operation Sovereign Borders, an operation that encompasses several of these transformations in seeking greater control and by using more violence against asylum seekers. The Operation Sovereign Borders created and institutionalized new immigration control practices, being permeated by a specific rationality of the fear of invasion and supported by extensive and controversial legislative innovations. This dissertation presents the transformations of borders and their interpretations, exploring the Australian case, its field of migration and border control, the actors in this field, its legislative structure, its rationality and practices.
7
Clements, Andrea D. "Home School Programs." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7206.
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Book Summary: The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains.
Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.
8
Brescianini, Gary Joseph. "Issues in electronic in-home grocery shopping in Australia." Thesis, Queensland University of Technology, 1991. https://eprints.qut.edu.au/226973/1/T%28BS%29%2043_Brescianini_1991.pdf.
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Electronic in-home grocery shopping is an alternative
shopping concept that has existed in a number of countries for
some time but as yet has not been established in Australia.
This paper presents an exploratory study into the major issues
likely to be encountered during it's introduction into
Australia. The methodology used incorporates a combination of
literature review and case study techniques. The relevant
issues are initially established by a literature review. The
case studies of two Australian developments are then reviewed
to determine the relevancy of these issues to the developments.
The research problem is one of how electronic in-home grocery
shopping will be marketed to those consumers involved in
shopping for grocery products. The findings consist of proof
of the importance of the identified issues and their role in
the Australian developments in this new shopping concept. The
study identifies two new systems are close to implementation
in Australia. These systems will provide a major convenience
benefit for Australian consumers as consumers make radical
changes in their shopping habits by embracing new interactive
technology.
A major conclusion is that there is potential for
rationalisation of the grocery retailing industry. The
industry is already a dynamic, highly concentrated industry
and will become one in which further concentration or
fragmentation into specialised regional areas will evolve.
The degree of industry rationalisation will depend upon the
policy that the current major retailers will adopt in addressing these issues. Directions for future research are presented.
9
Netolicky, Deborah M. "Down the rabbit hole: Professional identities, professional learning, and change in one Australian school." Thesis, Netolicky, Deborah M. ORCID: 0000-0002-5258-0890 (2016) Down the rabbit hole: Professional identities, professional learning, and change in one Australian school. PhD thesis, Murdoch University, 2016. https://researchrepository.murdoch.edu.au/id/eprint/30269/.
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This study takes researcher and reader down the rabbit hole of story with its unique approach to the phenomena of professional identity, professional learning, and school change. It examines the perspectives of 14 educators: a range of teachers and leaders in one independent Australian school and in the context of a teacher growth intervention. Set against the backdrop of the global push for teacher quality, and consequent worldwide initiatives in the arenas of teacher professional learning and school change, the study generates context-specific connections between lived critical moments of identity formation, learning, and leading.
A bricolaged paradigmatic stance weaves together a social constructionist, phenomenological approach to narrative inquiry. Data were generated primarily from individual narrative-eliciting interviews, of the researcher, two teachers, and 11 school leaders. Extended literary metaphor and known literary characters operate as a symbolic and structural frame. Alice, the White Rabbit, and the Cheshire Cat, from Lewis Carroll’s Alice’s Adventures in Wonderland, are analytical tools for the presentation and analysis of the perspectives of researcher, teacher, and leader participants.
While the study set out to explore the ways in which educators’ experiences of professional learning (trans)form their senses of professional identity, it found that it is not just professional learning, but epiphanic life experiences, which shape professional selves and practices. School context, and the alignment of the individual with the collective, emerged as key factors for individual and school change. Transformation of educators’ identities and practices was evident in environments which were supportive, challenging, and growth focused, rather than evaluation driven. Identity formation, individual professional growth, and collective school change were revealed to be unpredictable, fluid processes in which small, unexpected moments can have far-reaching effects. The findings have implications for the theorisation of identities, and the research and implementation of professional learning and school change.
10
Maddock, Mandy. "Home-school relationships : understandings of children's learning at home." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249055.
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Kingsley, Elizabeth J. S. "Articulating and ameliorating elder abuse in Australia." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1753.
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The abuse of older people is a largely unrecognised and under acknowledged social problem in Australia. My major objective in undertaking the work, which is represented by the original published articles that comprise the thesis, was to make a scholarly and practical contribution toward the minimisation of 'elder abuse. This objective was achieved with the development and implementation of a series of studies that articulated and ameliorated elder abuse in Australia.The thesis provides an erudite synthesis of these studies, which fall into four themes that illustrate the nature and scope of my theoretical and professional work in elder abuse. Much of the work was guided by a conceptual framework of ways of knowing in nursing, and was underpinned by the principles and practice of community development and participatory community-based action processes.The outcomes of these studies include work with three stakeholder groups: professionals who deal with elder abuse, older people who are victims or potential victims of abuse, and those who perpetrate abuse on an older person. The work, illustrated in the four themes, includesthe articulation of elder abuse issues with West Australian aged care workersthe development of elder abuse protocols, policy guidelines and ethical principles, to guide professional practice in abuse prevention and interventionthe design and implementation of participative community programs to empower older people, and their carers, to resist being abused or abusing and to assist perpetrators stop their abusethe amelioration of abuse of nursing home residents by staff.The thesis situates my conceptual and clinical effort within the wider corpus of Australian knowledge and practice on elder abuse and contributes to addressing the social problem of elder abuse within the context of Australian aged care.
12
Holmes, Marilyn. "Community Engagement: Home School Partnership." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80198.
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Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionally
their first teachers (parents, caregivers and whanau) gradually remove the support and encouragement and some of the familiar surroundings of their early childhood centres are no longer there. As children from 5 – 13 years of age spend approximately 85% of their time out of school it is important that their first teachers are encouraged to continue that support. This paper outlines a New Zealand project ‘Home School Partnership: Numeracy’ that gives one approach to enhancing children’s mathematical learning through shared understandings between home and school.
13
Supski, Sian. ""It was another skin": the kitchen in 1950s Western Australia." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1679.
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This thesis examines the meanings of the kitchen to women who were wives, mothers, housewives and homemakers in the 1950s in Western Australia. It uses qualitative data collected from oral history interviews with migrant and Australian born women. Importantly, this thesis provides insight to women's everyday lives and analyses practices, such as cooking, ironing, budgeting, shopping, dishwashing and decorating which provide the women of my study with power. Central themes of this thesis include, examining the meaning of home and kitchen design, including discourses of efficiency and scientific management, decoration and consumption of appliances; analysing how practices of the kitchen inform women's multiple subjectivities; and the articulation and exercise of power throughout these practices.This research examines dualistic knowledge which has devalued women's position in the kitchen. Such dualistic knowledge is the basis of Western philosophy and informs not only patriarchal discourses of domesticity, femininity and efficiency, but also dominant architectural and design theory. Feminist poststructuralist theory, standpoint theory and feminist architectural theory provide a means of exploring women's knowledge and space of the kitchen. Such theories break down binaries and emphasise differences in/between women and explicate their practices (including the use of space) which encourage multiple identities. The kitchen is explored to show how dominant discourses reinforce gendered notions of women's work in the kitchen; also how women actively engage with architecture and design shaping it to suit their social relations and work processes within the kitchen; and the architecture and design of the kitchen is analysed as a means of examining women's input to design and decoration. Importantly, the thesis examines points of resistance - where women perform their practices, design their kitchens and decorate them in ways that perhaps were not intended by the dominant discourses.Thus, the thesis argues that women actively re/negotiate their embodied practices they disrupt, subvert and conform to patriarchal discourses of the kitchen in order to articulate a valued position within the kitchen.
14
Kingsley, Elizabeth J. S. "Articulating and ameliorating elder abuse in Australia." Curtin University of Technology, School of Nursing, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13966.
Full textAbstract:
The abuse of older people is a largely unrecognised and under acknowledged social problem in Australia. My major objective in undertaking the work, which is represented by the original published articles that comprise the thesis, was to make a scholarly and practical contribution toward the minimisation of 'elder abuse. This objective was achieved with the development and implementation of a series of studies that articulated and ameliorated elder abuse in Australia.The thesis provides an erudite synthesis of these studies, which fall into four themes that illustrate the nature and scope of my theoretical and professional work in elder abuse. Much of the work was guided by a conceptual framework of ways of knowing in nursing, and was underpinned by the principles and practice of community development and participatory community-based action processes.The outcomes of these studies include work with three stakeholder groups: professionals who deal with elder abuse, older people who are victims or potential victims of abuse, and those who perpetrate abuse on an older person. The work, illustrated in the four themes, includesthe articulation of elder abuse issues with West Australian aged care workersthe development of elder abuse protocols, policy guidelines and ethical principles, to guide professional practice in abuse prevention and interventionthe design and implementation of participative community programs to empower older people, and their carers, to resist being abused or abusing and to assist perpetrators stop their abusethe amelioration of abuse of nursing home residents by staff.The thesis situates my conceptual and clinical effort within the wider corpus of Australian knowledge and practice on elder abuse and contributes to addressing the social problem of elder abuse within the context of Australian aged care.
15
Poon, Sun-mei Rebecca, and 潘新媚. "Students' perception towards home-school collaboration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961265.
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Chau, Fung-yee Shela, and 周鳳儀. "Parental attitudes towards home-school liaison." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956300.
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Brown, Kristin N. "STRENGTHENING THE HOME-SCHOOL LITERACY CONNECTION." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174665695.
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Poon, Sun-mei Rebecca. "Students' perception towards home-school collaboration." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304336.
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19
Walker, R. E. "Understanding, developing and evaluating home-school partnerships for children on the autism spectrum through home-school reading." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1477045/.
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This mixed-methods study was set in a suburban local authority nursery and primary special school (3-11yrs) for children on the autism spectrum. The study consisted of four consecutive phases, designed to: • examine the factors which affect parent participation in, and teacher facilitation of, home-school reading for nursery and primary school aged children with autism; • develop a model of parent and teacher collaborative working to help parents carry out reading activities with their autistic children at home; • evaluate the intervention and understand its impact on the participants. Phase 1 of the study (Autumn Term, 2013) employed a parent questionnaire and a review of a previous teacher survey to gain understanding of home and school reading practices prior to intervention. Phase 2 (Autumn Term, 2013) was a training phase that drew on the Phase 1 data. It consisted of separate training workshops for school staff and parents. These included activities to help participants explore attitudes towards collaborative home-school working and to develop understanding, skills and confidence in teaching children with autism to read. Phase 3 (Spring Term, 2014) was a 12-week home-school reading programme in which parent and teacher pairs worked collaboratively to share strategies and carry out similar reading activities in both home and school settings. Phase 4 (Summer Term, 2014) was the evaluation phase, which comprised semi-structured interviews with parents and teachers and analysis of the pupils’ school assessment data relating to reading skills. Overall, the intervention was successful in helping parents and teachers to develop their skills and confidence in supporting their autistic children to transfer and generalise their in-school learning to the home. In particular, parents benefitted from their children demonstrating greater shared-attention and concentration skills during reading activities at home. The findings suggest a model framework for developing and implementing a home-school reading programme for children with autism.
20
Supski, Sian. ""It was another skin" : the kitchen in 1950s Western Australia /." Curtin University of Technology, School of Social Sciences, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14864.
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Stratford, Elisabeth Elaine. "Construction sites : creating the feminine, the home and nature in Australian discources on health /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phs898.pdf.
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Gill, Nicholas Geography & Oceanography Australian Defence Force Academy UNSW. "Outback or at home? : environment, social change and pastoralism in Central Australia." Awarded by:University of New South Wales - Australian Defence Force Academy. School of Geography and Oceanography, 2000. http://handle.unsw.edu.au/1959.4/38728.
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This thesis examines the responses of non-indigenous pastoralists in Central Australian rangelands to two social movements that profoundly challenge their occupancy, use and management of land. Contemporary environmentalism and Aboriginal land rights have both challenged the status of pastoralists as valued primary producers and bearers of a worthy pioneer heritage. Instead, pastoralists have become associated with land degradation, biodiversity loss, and Aboriginal dispossession. Such pressure has intensified in the 1990s in the wake of the native Title debate, and various conservation campaigns in the arid and semi-arid rangelands. The pressure on pastoralists occur in the context of wider reassessment of the social and economic values or rangelands in which pastoralism is seen as having declined in value compared to ???post-production??? land uses. Reassessments of rangelands in turn are part of the global changes in the status of rural areas, and of the growing flexibility in the very meaning of ???rural???. Through ethnographic fieldwork among largely non-indigenous pastoralists in Central Australia, this thesis investigates the nature and foundations of pastoralists??? responses to these changes and critiques. Through memory, history, labour and experience of land, non-indigenous pastoralists construct a narrative of land, themselves and others in which the presence of pastoralism in Central Australia is naturalised, and Central Australia is narrated as an inherently pastoral landscape. Particular types of environmental knowledge and experience, based in actual environmental events and processes form the foundation for a discourse of pastoral property rights. Pastoralists accommodate environmental concerns, through advocating environmental stewardship. They do this in such a way that Central Australia is maintained as a singularly pastoral landscape, and one in which a European, or ???white???, frame of reference continues to dominate. In this way the domesticated pastoral landscapes of colonialism and nationalism are reproduced. The thesis also examines Aboriginal pastoralism as a distinctive form of pastoralism, which fulfils distinctly Aboriginal land use and cultural aspirations, and undermines the conventional meaning of ???pastoralism??? itself. The thesis ends by suggesting that improved dialogue over rangelands futures depends on greater understanding of the details and complexities of local relationships between groups of people, and between people and land.
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Kristoffersson, Margaretha, Limin Gu, and Yan Zhang. "Home-School Collaboration in Sweden and China." Umeå universitet, Pedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-70223.
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This article is a working paper presenting a network building cooperative project between Umeå University inSweden and Zhejiang University in China. The project focuses on parents’ involvement and home-schoolcollaboration in Sweden and China and has an ambition to entail a set of empirical objectives: (1) to map andcompare the systems, policies, curricula, and resources dealing with home-school collaboration in Sweden andChina at the national level; (2) to identify and analyze the similarities and differences in the definitions, foci,models, practices, and perspectives on home-school collaboration in the two countries at the local level; and (3) toidentify and seek out good examples and models from both countries for communication and interaction amongteachers, parents, and students. Following an introduction to the project design where a comparative case-studyapproach is presented, this article reviews policies and researches concerning home-school collaboration inSwedish and Chinese contexts. Cases from both countries are selected, described, and discussed. Relative issues forfurther study are suggested.Establishing research network between Sweden and China on cooperation between home and school
24
Reicher, Shira R. "Request style at home and in school /." Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/742.
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Witten, Harm P. "School administrators' beliefs regarding the relationship between school improvements and formal school registration." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/872.
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In 2004, the Government of Western Australia introduced an inspection-type formal school registration process for Non-Government (Independent) Schools, fulfilling the legislative requirement of a new School Education Act of 1999 (Part 4, Sec.159). This formal school registration process featured twelve criteria that are used to evaluate the quality of education. The government claimed that it would ensure a good education for all students in Western Australian, including those students enrolled in Independent Schools. However, very little is known about this formal school registration process, the twelve criteria used in it, or even if school administrators believe that it has helped make improvements at their schools. This study examined a new formal school registration process and investigated the beliefs of School Administrators at Non-Government (Independent) Schools in Western Australia to the relationship between formal school registration and school improvement. It considered those beliefs according to the government’s twelve criteria of formal school registration: (1) Governance; (2) Financial Viability; (3) Enrolment and Attendance; (4) Number of Students; (5) Time Available for Instruction; (6) Staff; (7) School Infrastructure; (8) Curriculum; (9) Student Learning Outcomes; (10) Levels of Care; (11) Management of Disputes and Complaints; and (12) School Compliance with Written Laws. A questionnaire based on these twelve criteria was designed with five items per criterion, each answered in two perspectives (what was expected and what actually happened), and conceptually ordered from easy to hard, making an effective item sample of 120. All 150 primary and secondary non-government schools were invited to participate between 19th March 2011 and 30th November 2011, but only 110 school administrators answered the questionnaire, and only 60 (approximately 56%) completed all twelve parts of the questionnaire. Fourteen School Administrators agreed to participate in one-on-one interviews. Two unidimensional, linear scales were created using Rasch measurement: (1) School Administrators’ Beliefs That Actual School Improvements Were Due to Formal School Registration (48 items); and (2) School Administrators’ Beliefs That Expected School Improvements Would be Due to Formal School Registration (42 items). Items that were easy and hard were identified from the scales. Twenty-four Guttman scales were created: one for each of the twelve registration criteria by actual improvements (12 scales) and by expected improvements (12 scales). Easy and hard items were identified and they supported the Rasch scale results. The measures were analysed against seven independent variables (gender, school size, school type, school location, qualification, age and seniority). The interview data were analysed by the Miles and Huberman method in which themes or issues were created, and supported by the data. The Rasch scales, the Guttman scales, the correlation analysis and the interview data analysis produced many interesting results that are discussed and explained. School Administrators responded positively, as well as negatively, with beliefs that school improvements were due to the formal school registration process. There were differences in School Administrator beliefs in large and small schools, and in remote and metropolitan schools. The influence of school culture on school improvements due to formal school registration was highlighted by the School Administrators in non-government schools. School Administrators and Policy Officers should take note of these results.
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O???Connor, Patricia Mary School of Biological Earth & Environmental Sciences UNSW. "The multiple experiences of migrancy, Irishness and home among contemporary Irish immigrants in Melbourne, Australia." Awarded by:University of New South Wales. School of Biological, Earth and Environmental Sciences, 2005. http://handle.unsw.edu.au/1959.4/23071.
Full textAbstract:
This study examines the experiences of post-1980 Irish immigrants in Australia using Greater Melbourne as a case study. It has three main but interrelated objectives. Firstly, it establishes the origins, characteristics, dynamics and outcomes of contemporary Irish migration to Australia. Secondly, it explores informants??? multiple experiences of Irishness in both Ireland and Australia. Thirdly, it examines how migrancy and identity issues were related to informants??? sense of belonging and home. Identity is approached in this study from a constructivist perspective. Accordingly, identity is conceptualised as dynamic, subject to situational stimuli and existing in juxtaposition to a constructed ???other???. Prior to migration, a North/South, Protestant/Catholic ???other??? provided the bases for identity constructions in Ireland. The experiences of immigrants from both Northern and Southern Ireland are examined so that the multiple pre- and post-migration experiences of Irishness can be captured. Face-to-face interviews with 203 immigrants provide the study???s primary data. Migration motivation was found to be multifactorial and contained a strong element of adventure. Informal chain migration, based on relationship linkages in Australia, was important in directing flows and meeting immigrants??? post-arrival accommodation needs. Only 28 percent of the sample initially saw their move as permanent and onethird were category jumpers. A consolidation of Irish identity occurred post-migration. This was most pronounced among Northern Protestants and was largely predicated on informants??? perceptions of how Britishness and Irishness were constructed in Australia. For Northern respondents, the freedom to express Irishness may have masked an enforced Irishness that evolved in response to perceived negative constructions of Britishness, and their experiences of homogenisation with Southern immigrants. Hierarchies within white privilege in Australia, based on origin and accent, were indicated by the study findings. Movement and identity were related through the transnational practices of informants. Separation from familial and friendship networks prompted high levels of return visitation and telephone contact with their homeland, establishing the group as a highly transnational in relational terms. Examining the experiences of this invisible immigrant group through a constructionist lens contributed to the broader understanding of whiteness, transnationalism and the Irish diaspora generally.
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McAlevey, Fiona. "Why home school? : an exploration into the perspectives on education of parents who home school in Otago and Canterbury." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1995. http://hdl.handle.net/10092/2481.
Full textAbstract:
This thesis is the result of research carried out over a two year period
between 1995 and 1997. The research, which was qualitative, was carried
out in Otago and Canterbury. Five mothers were interviewed who had or
who were at the time of the research, involved in home schooling their
children. In addition three children and a father took part by participating
in interviews, conversations or a participant observation.
The thesis focused on the philosophies of education held by the home
schooling parents. These philosophies were based on beliefs of either a
pedagogical or religious nature. An analysis of these philosophies
revealed that the parents who participated in this research were all
making overt political statements by choosing to home school. They
resisted traditional notions about education by taking their children home
to educate.
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Brinn, Michelle. "Exploring intercultural understanding through home-school communication in an international school." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665419.
Full textAbstract:
This inquiry was prompted by a desire to understand ‘partnership working’ (DfE, 2012, p.3) with the diverse parental body of a British International School Pre-Nursery based in Bangkok. It was hypothesised that this necessitated the co-construction of a shared understanding between home and school about a child’s learning. Nonetheless, the manner in which this could be achieved was unclear. Consequently, an explorative case study was instigated to gain a greater understanding of home-school interactions within this context. Influenced by Early Years policy and literature, as well as concepts of dialogue and interculturalism, it was hypothesised that involving parents within the redevelopment of a reporting and assessment tool may support the co-construction of a shared understanding about the child as a learner. Accordingly, a series of parental meetings were organised to elicit parental views. The parental meetings were illuminating and prompted the adaptation of a range of tools and artefacts to scaffold parents into a greater understanding of Pre-Nursery pedagogy and to engage them in a learning dialogue with school. At the completion of the study, evidence indicated that the development of a shared understanding between home and school had been achieved. This suggested that integrating conceptions of scaffolding and co-construction within home-school communication enhanced the potential for partnership working. Nonetheless, the complexities of engaging with the diverse parental body found within international education were also highlighted. In addition, the inquiry highlighted the difficulties of sustaining and extending practice innovations. It was concluded that further research may be necessary to fully understand partnership working within this context and to develop the consistent whole school approach deemed necessary to support its implementation.
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Cowgill, Kyler. "Comparing the Home School and Charter School of Columbus-area Students." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398263184.
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Daniel, Duane E. "A descriptive study of the effects of home schooling as perceived by Christian school administrators, teachers and home school parents." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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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 textAbstract:
This thesis reports the results of a single site case study conducted in Barracks High School, a comprehensive High School in metropolitan Sydney. The focus of the study was the relationship between student participation and school context in Barracks High. Underpinning the study is the notion of 'meaningful' participation: that is, participation by students that has real meaning to them, to teachers, and for the real work of the school. This notion is explored in the review of related literature, and in the results of the study as they are presented in the thesis. The study involved persistent researcher engagement in school life, leading at times to forms of 'intervention research'.A highlight of the research was the identification and dissemination by the researcher of participant 'voices' within Barracks High as a means of drawing attention to participation issues in the school. The study found that contextual dimensions at Barracks High operated at a ratio of two to one against the achievement of meaningful forms of student participation. The thesis concludes by suggesting that complex problems require holistic solutions, and suggests a framework of principles and strategies for building meaningful participation in schoolsDoctor of Philosophy (PhD)
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House, Valerie. "School to work transition experience of Year 12 school leavers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/990.
Full textAbstract:
As a consequence of increased retention rates in post compulsory schooling, educational systems have attempted to expand their curricular offerings. The aims of this study were twofold. The first was to examine a process of transition from school to work and the second considered the implications for improvement of the post compulsory school curriculum in facilitating transition. A semi structured, open ended interview was developed to gain information about the transition experience of seven Year 12 students. Interviews, recorded by audio tape, and the coded transcripts were the major data source. Results indicated that students coped well with the transition from school to work, enjoying the increased responsibilities and being treated as grown up by employers and parents. Part time work, school based work experience, and through Work Studies learning job search skills, self-responsibility and self-confidence were seen as of value. This suggests post compulsory education should make learning relevant to students by linking work based learning with classroom education and creating educational pathways that prepare all students to navigate their way through the changing job market.
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Faine, Miriam. "At home in Australia: identity, nation and the teaching of English as a second language to adult immigrants in Australia." Monash University. Faculty of Education, 2009. http://arrow.monash.edu.au/hdl/1959.1/68741.
Full textAbstract:
This is an autoethnographic study (e.g. Brodkey, 1994) based on ‘stories’ from my own personal and professional journey as an adult ESL teacher which I use to narrate some aspects of adult ESL teaching. With migration one of the most dramatically contested spheres of modern political life world wide (Hall, 1998), adult English as a Second Language (ESL) teaching is increasingly a matter of social concern and political policy, as we see in the current political debates in Australia concerning immigration, citizenship and language. In Australia as an imagined community (Anderson, 1991), the song goes ‘we are, you are Australian and in one voice we sing’. In this study I argue that this voice of normative ‘Australianess’ is discursively aligned with White Australians as native speakers (an essential, biological formulation). Stretching Pennycook’s (1994a) argument that ELT (English Language Teaching) as a discourse aligns with colonialism, I suggest that the field of adult ESL produces, classifies and measures the conditions of sameness and difference to this normative ‘Australian’. The second language speaker is discursively constructed as always a deficient communicator compared with the native speaker. The binary between an imagined homogeneous Australia and the ‘migrant’ as essentially other, works against the inclusion of the learner into the dominant groups represented by their teachers, so that the intentions of adult ESL pedagogy and provision are mitigated by this imagining, problematizing and containing of the learners as other. The role of ESL teachers is to supervise (Hage, 1998) the incorporation of this other. Important policy interventions (e.g. Department of Immigration and Citizenship, 2006; ALLP, 1991a) are based on understanding the English language as a universalist framework of language competences inherent in the native speaker; on understanding language as consisting of fixed structures which are external to the learner and their social contexts; and on a perception that language as generic, transferable cognitive skills can be taught universally with suitable curricula and sufficient funding. Conversely in this study I recognise language as linguistic systems that define groups and regulate social relations, forming ‘a will to community’ (Pennycook, op. cit.) or ‘communities of practice’ (Lave & Wenger, 1991). Language as complex local and communal practices emerges from specific contexts. Language is embedded in acts of identity (e.g. Bakhtin, 1981) developing through dialogue, involving the emotions as well as the intellect, so that ‘voice’ is internal to desires and thoughts and hence part of identity. Following Norton (2000) who links the practices of adult ESL learners as users of English within the social relations of their every day lives, with their identities as “migrants”, I suggest that the stabilisation of language by language learners known as interlanguage reflects diaspora as a hybrid life world. More effective ESL policies, programs and pedagogies that assist immigrant learners feel ‘at home’ within Australia as a community of practice (Wenger, 1998) rest on understanding immigrant life worlds as diasporic (Gilroy, 1997). The research recommends an adult ESL pedagogy that responds to the understanding of language as socially constituted practices that are situated in social, local, everyday workplace and community events and spaces. Practices of identity and their representation through language can be re-negotiated through engagement in collective activities in ESL classes that form third spaces (Soja, 1999). The possibilities for language development that emerge are in accord with the learners’ affective investment in the new language community, but occur as improvements in making effective meanings, rather than conformity to the formal linguistic system (Pavlenko & Lantolf, 2000).
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Somerset, John W. "Defining a financially sustainable independent school in Australia." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/109788/1/John_Somerset_Thesis.pdf.
Full textAbstract:
Independent schools in Australia have $10 billion in annual turnover, educate 594,000 students, employ 53,000 teachers plus other staff, invest billions of dollars into infrastructure and service debt of approximately $3 billion. Financial stakeholders have little empirical evidence on the attributes of a financially sustainable independent school from which to make an informed decision on financial risk. This innovative qualitative study uncovered thick, rich descriptions from a broad range of expert stakeholders to define a financially sustainable independent school and document a comprehensive list of attributes.
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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 textAbstract:
While home schooling is by no means a new phenomenon, the last three decades have seen an increasing trend in the engagement of this educational alternative. In many countries, including Australia, a growing number of families are opting to remove their children from the traditional schooling system for numerous reasons and educate them at home. In response to the recent home schooling movement a research base in this area of education has emerged. However, the majority of research has been undertaken primarily in the United States of America and the United Kingdom, with very few studies having examined home schooling in Australia. The existing corpus of research is also relatively small and incomplete. Also, certain categories of home schoolers and the processes involved in their undertaking of this modern version of a historically enduring educational alternative have been overlooked. In particular, children with disabilities appear to be one of the home schooling groups that have attracted very little research world wide. This group constituted the focus of the study reported in this thesis. Its particular concern was with generating theory regarding how parents deal with educating their children with intellectual disabilities from a home base over a period of one year. Data gathering was largely carried out through individual, face-to-face semi-structured interviewing and participant observation in the interpretivist qualitative research tradition. However, informal interviews, telephone interviews and documents were also used to gather supplementary data for the study. Data were coded and analysed using the open coding method of the grounded theory model and through the development and testing of propositions. The central research question which guided theory generation was as follows: 'How do parents within the Perth metropolitan area in the state of Western Australia deal with educating their children with intellectual disabilities from a home base over a period of one year?' The central proposition of the theory generated is that parents do so through progressive modification and that this involves them progressing through three stages over a period of one year. The first stage is designated the stage of drawing upon readily-available resources. The second stage is designated the stage of drawing upon support networks in a systematic fashion. The third stage is designated the stage of proceeding with confidence on the basis of having a set of principles for establishing a workable pattern of home schooling individualised for each circumstance. This theory provides a new perspective on how parents deal with the home schooling of their children with intellectual disabilities over a period of one year. A number of implications for further theory development, policy and practice are drawn from it. Several recommendations for further research are also made.
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Hess, Christopher M. (Christopher McGraw). "Electronic markets for home mortgages." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/45196.
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Pattni-Shah, Keenjal. "Bridging the gap: Home-school partnerships in kindergarten." ScholarWorks, 2008. http://scholarworks.waldenu.edu/dilley/12.
Full textAbstract:
Although home-school partnerships support Kindergarten children's development of vocabulary, the alphabetic principle, and phonological awareness, the mechanisms through which these partnerships are established and facilitated with immigrant parents from diverse cultural and linguistic backgrounds are largely unknown. Therefore, the major research questions that guided this qualitative, grounded theory study focused on exploring how successful Kindergarten teachers defined home-school partnerships with parents, the strategies the teachers used to communicate with parents, the ways these teachers reached out to parents to create and sustain partnerships, and how the teachers used these partnerships to support children's learning. Vygotsky's sociocultural theory served as the conceptual framework because it supports the critical role that parents play in children's learning and development. To collect the data, the experiences and perceptions of 12 Kindergarten teachers obtained from the Toronto District School Board were elicited through in-depth, semistructured interviews using open-ended questions. I also examined documents used to communicate with parents. Following the guidelines of grounded theory methodology, the data analysis involved open, axial, and selective coding. The results indicated that before Kindergarten teachers can create and sustain home-school partnerships, the teachers must embrace diversity and adopt appropriate practices that enable all parents to become involved. Given that the ability to read is paramount to children's academic success, this study leads to positive social change by providing Kindergarten teachers with a model that they can use to establish and facilitate home-school partnerships with immigrant parents from diverse cultural and linguistic backgrounds to support children's development of early reading skills.
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Meyer, Richard Jonathan. "A young writer at home and in school." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185799.
Full textAbstract:
This study is a qualitative case study of one writer, my daughter Zoe, over a period of two years comparing her writing at home with the writing completed at school during kindergarten and first grade. This study involves descriptions, interpretations, and analyses of Zoe's writing, including the processes and products across the two settings. There are two frames through which the writer and her writing are described, analyzed, and interpreted in this study. The first frame focuses on the purposes for and functions of Zoe's writing activity at home and in school. This includes our present understanding of written language development in terms of purposes and functions, the conditions writers require in order to write, determinants of written language, and the various systems upon which writers rely to make meaning. The second frame through which Zoe's writing is described, interpreted, and analyzed in this study focuses on the nature of the two settings, the home and the school. The settings are analyzed in terms of the activities and experiences in which the writer engages within each setting. The goal of this study is to understand the nature of a young child's writing activity across the home/school settings by analyzing the writing she did in each of those settings. The impact of the social nature of the settings upon her writing activity are also considered. A theoretical framework for written language use and development is presented and discussed as a vehicle for understanding and developing writing programs and developing supportive relationships between the school and the home.
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McGraw, Ronald K. "Selected aspects of home-schooling as reported by home-schooling parents and reported with perceptions of Indiana public school superintendents and principals of home-schooling in Indiana." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720330.
Full textAbstract:
The purpose of the study was to identify factors which influence Indiana public school superintendents and principals to provide special services to home-school families. A second purpose of the study was to identify the services Indiana home-school families would use if available from the public schools.Perceptions Indiana public school superintendents (N=97) and principals (N=404) have of home-schools were collected through the use of a survey instrument developed for the study. One -hundred thirty-one Indiana home-school families participated in the study.Findings from the study show principals and superintendents hold a negative view of home-schooling relative to the academic, instruction, and socialization quality available to home-school students. Home-school families choose non-classroom activities most frequently when indicating possible participation in the public schools.The following conclusions are drawn from the study:1. Public school principals in Indiana have a negative perception of the academic, instruction, and socialization quality in home schools.2. Indiana public school principals are more willing to allow home-school families access to non-classroom activities than classroom.3. The majority of Indiana public school principals and superintendents believe parents choose to home school for religious reasons.4. Public school superintendents in Indiana have a negative perception of the academic, instruction, and socialization quality in home schools.5. Indiana public school superintendents willing to allow home-school families access to the public schools are willing to allow home-school families to participate in either classroom or non-classroom activities.6. Of Indiana families educating children at home, less than 15% use public school services while homeschooling; however, over 85% might use public school services if made available.Department of Educational Administration and Supervision
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Olsen, Nolen Ben. "Understanding Parental Motivation To Home School: A Qualitative Case Study." The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-09102008-155429/.
Full textAbstract:
Comparatively little educational research has focused on home schooling. Since most students are educated in public schools, parents' choice of other educational alternatives is often perceived as a deviation from the societal norm. Friends and neighbors of parents who home school rarely understand their motivation for doing so. This study addresses the following question: why do parents remove their children from traditional, public school programs to initiate home schooling, and how well do public school personnel understand this motivation? Using qualitative case study methodology, the researcher confined the study to a specific concentrated population of home schooling families. Phenomenological data analysis procedures were used to refine the volume of data and to construct a narrative containing the essence of parents' lived experience concerning the decision to home school their children. A total of 31 parents from 20 home schooling families participated in semi-structured face-to-face interviews with the researcher. Six public school administrators and 12 teachers from schools directly impacted by home schooling were also interviewed. Parents explained their motives for initiating home school programs and elaborated by telling their stories. Educators described their experiences with children being removed from their schools and with home school children returning to the classroom. They shared their experiences and perceptions of the value of home school and issues relating to student learning. Educators were included in order to determine how well they understand parents' reasons for choosing to home school a child. Data analysis revealed eight primary factors that initially motivated parents in this study to choose home schooling for their children: (1) negative effects of peer socialization; (2) religion; (3) a child's special learning needs and disabilities; (4) negative personal experiences of a parent as a student in school; (5) lack of administrative support; (6) an incident at school involving the child; (7) unique environmental needs of the family; and (8) recruitment. Data analysis also revealed that educators' understanding of these motivations was limited. Although educators' views of home schooling were primarily negative, they are clearly keenly interested in and concerned about the learning of all children, in and out of school.
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Stamopoulos, Elizabeth. "School staff positions on P1 composite classes." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1060.
Full textAbstract:
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.
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Jeter, DeWayne. "Home and school factors associated with high school truancy in a southeastern Virginia urban school district." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39923.
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The purpose of the study was to identify which additional factors that have been related to truancy are perceived by chronic truant students; additionally, the researcher wanted to know how demographic differences among chronic truant students (i.e., gender, socio-economic status, parental education, and their own education aspirations) related to these attitudes.
The research questions were: (1) What are chronic truant students' perceptions of student participation in school activities? (2) What are chronic truant students' perceptions of school curriculum? (3) What are chronic truant students' perceptions of relationships with counse1ors? ( 4 ) What are chronic truant students' perceptions of relationships with teachers? (5) What are chronic truant students' perceptions with administrators (6) What are chronic truant students' perceptions of family education expectations and goals? (7) What are chronic truant students' perceptions of parental involvement?Ed. D.
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DICKERSON, RHONDA LEE. "LITERACY IN THE HOME: BEYOND THE PRESCHOOL YEARS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1026834481.
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Rausch, Kimberly B. "An exploration into complementary and alternative medicine at home and abroad." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1349767.
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The White House Commission on Complementary and Alternative Medicine Policy (WHCCAMP) suggests that CAM may be useful in contributing to the achievement of the nation's health objectives listed in Healthy People 2010 (Chapter 8: CAM and wellness in health promotion, 2002). The purpose of this study was to compare CAM practitioners and practices in Australia, where CAM has been embraced, to those in the United States. Overall there were many similarities and few differences between the two country's results. The themes that resulted from analyzing the transcripts of 5 in-depth interviews with practitioners included; collaboration and integration, community descriptions, general characteristics of practice, general characteristics of practitioner, growth and life purpose, holism, need for health culture change, personalized attention/tailored intervention, and technology use. The implications that resulted may inform users of CAM, students of medicine, and American citizens who desire safe alternative ways to improve their health.Fisher Institute for Wellness and Gerontology
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Aitchison, Claire. "Mothers and school choice: effects on the home front." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/351.
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There have been substantial changes in the way that families interact with schooling at the point of school choice. These shifts have been brought about by market orientated educational policy changes, and by altered forms and experiences of ‘family’. This study explores this changed dynamic by researching how a group of mothers in one urban setting engaged in school choice over a period of fourteen months. The research set out to investigate the processes, behaviours and influences that mothers took to the task of choosing secondary schooling for their children. In particular it aimed to explore the personal, familial, cultural and social dimensions of this engagement. These objectives were pursued using feminist and phenomenological frames because these theoretical approaches allowed for a gendered and contextualised analysis of experience. Data was gathered longitudinally through return interviews with 20 women from one socially and culturally diverse local government area in Sydney, Australia. The analysis of data is informed by perspectives on markets and consumerism from the field of cultural studies. Bourdieu’s concepts of ‘capital’, ‘habitus’ and ‘field’ were also used along with the feminist concepts of ‘emotional labour’ and ‘emotional capital’ to analyse the way that neoliberal market orientated educational policies impacted on this group of middle Australians. This research shows that the Australian experience of school choice is an emotionally rich, highly context-specific, complex, gendered and cooperative process that contests the prevailing public rhetoric about the operations of markets and of choice. School choice, while not always welcomed by this group of middle Australians, is an overtly gendered activity mostly overseen and undertaken by mothers in gender-specific ways. For these women school choice was an activity that demanded considerable physical and emotional labouring adding significantly to mothers’ work in support of their children’s education. Further, the research showed how within this new marketised context, the family became the site for the contestation of taste via the negotiation of differing economic, social, cultural and emotional capitals vis a vis the structural imperatives imposed by the market. It showed that for these women and their families in this location, at this time, the promise of ‘choice’ was a hollow promise indeed.
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Muzire, Mufudzi. "An outcome evaluation of the Home-School partnership programme." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29834.
Full textAbstract:
This is an outcomes evaluation of the Home-School Partnership (HSP) programme, implemented by Wordworks, an organisation based in the Western Cape Province. The programme aims to improve language and literacy for the children between four and eight years of age. To achieve this, the programme seeks to integrate parents in the process of child learning at home. The programme sensitise parents and make them realise their important role in child development. South Africa’s averages of numeracy and literacy test scores range from 30% to 35% as presented in Annual National Assessments (2011) for Grade one to six. The low language and literacy performance in South Africa is one problem that calls for action from different stakeholders. The implementing organisation train teachers to become facilitators. The facilitators will then cascade the training to parents with children aged four to eight years. This evaluation focused on addressing three evaluation questions:
1. How do teachers (facilitators) perceive the programme to have impacted on students’ literacy learning and achievement in and out of school, in terms of participation, confidence and self-esteem?
2. To what extent has the Home-School Partnership programme managed to change parents’ attitude towards child learning and improved their involvement in child learning at home?
3. What early indications are there to suggest that the Home-School Partnership programme will be sustainable after Wordworks has fully withdrawn its support?
In this evaluation, a descriptive design was used. The design employed a quantitative approach to address question one as secondary data from 90 feedback reports by teachers were analysed using Microsoft excel. The data to answer the second evaluation question was gathered through interviews with six teachers and six school management members. Data from three focus group discussions with parents was used to address evaluation question three. In analysing the data, thematic analysis was used which involved the processes of open coding in generation of themes.
The results of the study revealed a positive improvement of learners’ performance on various indicators that are related to child language and literacy development. Ninety percent of the 90 sampled learners showed a positive change in at least one of the several academic assessment areas. That is, 46% of learners showed some notable improvements in writing, 32% in drawing, 31% in reading and about 30% showed some improvement in vocabulary. However, these results should be interpreted with some degree of caution as the analysis was based on subjective teachers’ perceptions. Regardless of the drawbacks of the design and data collection methods, there is a growing amount of evidence from other studies to validate the findings of this study. There were some positive changes noted in parents particularly their attitude towards child learning. Parents are now more involved in child learning and have gained some important skills to support child development. However, the results need to be taken with caution as they are based on subjective perceptions of parents. There was always an increase in the number of parents who enrolled for the programme each year and more interestingly, men started enrolling for the programme in the last two years. In 2016, a total of 42 men were trained and in 2017, a total of 86 men were trained under HSP. This provides some evidence of the ability of the HSP programme to change parents’ attitude towards child learning. The HSP programme shows some signs of sustainability particularly around environmental support and organisational domains. In this regard, results of the study revealed that the HSP programme has managed to garner support from its operational environment. The programme is particularly applauded by teachers, school leadership and parents, and their appreciation is one of the indicators of sustainability. Under organisational support, the study revealed that the teachers and parents are satisfied with the timely support they are receiving from Wordworks. However, there are some gaps around programme evaluation and funding stability domains. All the schools are still fully receiving financial support from Wordworks to facilitate the HSP programme. Based on the study findings it is prudent that Wordworks prepares schools for continuity in the event that their support is withdrawn and a more robust monitoring and evaluation system needs to be put in place. It is recommended that the programme documents more success stories to showcase its relevance.
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Drury, Rosemary Anne. "Young bilingual children learning at home and at school." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407467.
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Gregor, Martha E. "Storytelling in the Home, School, and Library, 1890-1920." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10639.
Full textAbstract:
vi, 126 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.This thesis explores the intersection of artistry, professionalism, and maternalism in the storytelling revival that occurred in the United States from 1890-1920, influencing a variety of child-centered reform movements. Though storytelling was practiced by men and women alike, it was portrayed as a maternal skill. However, storytelling's perceived multiplicity of uses led it to be interpreted in diverse ways. Such interpretations--particularly potent in the home, school, and library-displayed tensions inherent in the public role of these institutions, particularly in their approach to "child-centeredness." In the school, teachers embraced the nurturing potential of storytelling, arguing that it allowed them to teach more effectively. In the library, however, such an approach was rejected as antithetical to the efficient nature of the institution. The way these institutions conceived of storytelling shows that nurturing imperatives, though pervasive in childcentered reform in the late nineteenth and early twentieth century, was not the only way to conceive of child-centeredness.
Committee in Charge: Dr. Jack Maddex, Chair; Dr. James Mohr; Dr. Ellen Herman
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Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.
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This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.
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Horsburgh, Fergus Bruce Norman. "Homeschooling within the public school system /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2357.
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