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1
Delahunty, Susan. "Portraits of Middle Eastern Gulf female students in Australian universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/585.
Full textAbstract:
This research explores the experiences and insights of ten Middle Eastern Gulf women as they cross international borders to study in Australian universities. The literature indicates that international students in Australia establish their identity within the context of their overseas existence. This is particularly important as Muslims may feel they are being placed in a precarious situation due to, more often than not, terrorism being linked to Islam. Also, when Muslim women wear Islamic or traditional attire, the general public tends to look upon them with curiosity. With this in mind, the complex and changed contexts faced by ten Middle Eastern Gulf female post-graduate students are investigated using qualitative research methods. Utilising a grounded theory approach to interpret data and identify themes from two online questionnaires and personal interviews, individual portraits are created to illuminate their experiences. The research findings reveal new knowledge indicating that education is a structured mechanism for the participants, resulting in the creation of a new hybrid self as a key instrument for survival. This enables them to better understand cultural contexts and barriers arising from class, tradition, religion and learning. The participants indicate that a two-way agreement between educators and learners is paramount to a smooth transition into the Australian education system and a positive return to their home communities.
2
Hsieh, Yi-Jung. "Male Muslim Refugee Experiences of English Language Training Programmes and Links to Employment in Australia." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365256.
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Since the modern Refugee and Humanitarian Programme began in 1977, around 14,000 refugees have been granted residency in Australia every year, with Muslim communities now representing more than 50 per cent of the intake. Most of these refugees entering Australia speak little, if any, English, have little or no education in their first language, and most do not possess employment skills or qualifications valued in the Australian workplace. The Federal Government thus offers them English language training within the Adult Migrant English Programme (AMEP) and the Skills for Education and Employment (SEE) programme. These programmes aim to provide refugee migrants with enough English proficiency to gain employment in Australia, and to successfully participate socially and economically in Australian society. However, there has been only limited research specifically centred on these Federal English training programmes. In particular, there have been no in-depth studies centred on the opinions of the actual refugee clients attending these programmes. The research in this thesis thus investigates the perspectives of a group of eight male Muslim refugees on the effectiveness of the Federal English Language Training Programmes in facilitating their settlement and employment in Australia. Male Muslim refugees were chosen as participants as they represent a particularly disadvantaged, but under-researched, minority social group in Australian society.
A qualitative research design and methodology was adopted for this research, framed within a socio-critical (transformative) research paradigm. Data was collected using in-depth, semi- structured interviews, and then analysed and described using the theoretical framework of Pierre Bourdieu’s conceptual tools of field, capital and habitus. The findings from this research suggest that there may be a number of key problems with the language training programmes. Most of the refugees in the study failed to find consistent employment, and many entered a repetitive cycle of intermittent attendance at the English training programmes. Additionally, many of the participants reached only a basic proficiency in oral English communication, making little or no progress in their literacy acquisition, and thus they were generally unable to complete any vocational qualifications.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Furgason, Darrell Alan. "Examining Westernisation and secularisation : a study of cultural and religious change among Muslim university students in Canberra and Sydney." Thesis, Department of Studies in Religion, 2001. http://hdl.handle.net/2123/5347.
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Edries, Ahdielah. "Student and teacher-identified attitudes and needs at the Australian Islamic College." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1903.
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The Australian Islamic College is a co-educational Islamic Independent school with three campuses in Metropolitan Perth which cater for migrant students from war-torn countries and others with culturally and linguistically, diverse backgrounds. The purpose of this study was to identify the strengths and interests of Islamic students, across eight of Gardner’s intelligence domains, as perceived by the students, and to explore student and teacher attitudes and perceptions of current school practices, so that the College could better meet the needs of these students. This study is important for the Islamic Colleges because it is hoped that the study will lead to the provision of opportunities for students to increase their confidence, self-esteem and motivation, and to achieve better in academic and non-academic areas.
Data relating to the research questions were collected from three sources: (1) a survey on Student Self-Views (eight scales) (N=321); (2) Teacher Guttman Scaling questionnaires (three scales) and open-ended responses (N=32); and (3) student Focus Group Interviews (N=4X=32). The student survey data were analysed using the Rasch Unidimensional Measurement Model computer program (RUMM 2020) to create eight linear, unidimensional scales measuring Student Self-Views for the Interpersonal, Intrapersonal, English, Mathematics, Art, Music, Sport and Drama domains. The Teacher Guttman scales measured perceptions of: (1) Priority Activities Providing Links to the Western Culture; (2) General Types of Resources Needed; and (3) School Needs for Professional Areas.
The following valid inferences were drawn from the linear scales: (i) female students do not have statistically significantly higher mean measures for Interpersonal and Intrapersonal Self-Views than male students, (ii) males have statistically significantly higher Mathematical and Sports Self-Views than females; and (iii) females have significantly higher English, Art, Music, and Drama Self- Concept than males. Findings from the student interviews and teacher surveys have direct implications for staff; that is, teachers need to adapt their pedagogy to suit the multiple student needs in their classrooms, and take on a more active role in their students’ emotional well-being by enhancing the current pastoral care to include positive relations with the students’ parents. Staff should have consistent positive reinforcement and behaviour management strategies in their classrooms, collaborative learning needs to be introduced in subjects that are content-laden, and practical, ‘hands-on’ activities need to be increased in their classrooms.
The findings from the interviews and open-ended responses suggest that there is a need for the Principal to foster inclusion of shared philosophies across the entire school community (parents, teachers, students and Islamic leaders), and to review
5
Zhukov, Katie School of Music & Music Education UNSW. "Teaching styles and student behaviour in instrumental music lessons in Australian conservatoriums." Awarded by:University of New South Wales. School of Music and Music Education, 2004. http://handle.unsw.edu.au/1959.4/20698.
Full textAbstract:
This investigation into instrumental music teaching at the tertiary (conservatorium) level sought to observe and describe typical teacher and student behaviour in this under-researched educational setting. The aim of the study was to examine a wide range of areas associated with instrumental music teaching in order to identify patterns of behaviour exhibited by teachers and students and to define teaching and learning styles present in advanced applied music teaching. After a review of literature on teaching in general and on music teaching in particular, an observational instrument for individual instrumental music lessons was developed and refined in pilot studies. 12 prominent Australian teachers were videotaped teaching 24 students, with the sample being balanced geographically, institutionally, by instrument (three mainstream groups: piano, strings and winds) and by gender (equal numbers of male and female teachers and students). Steps were taken to observe realistic teaching of typical students and to minimise the observer???s intrusion into the lesson dynamics. The videotaped lessons were analysed using an observational instrument and the data was subjected to various statistical analyses. Results are reported according to five main areas (lesson structure, lesson content, teaching methodology, teacher/ student relationship, and teaching and learning styles) and discussed with reference to existing literature. The conclusions of this study enhance current understanding of studio music teaching, by supporting many of the findings of previous research and substantiating their application to advanced instrumental music teaching. This study provides new insights into the underlying structure of instrumental music lessons, the primacy of technique in terms of lesson content, the use of teaching strategies such as demonstration, evaluation and questioning, gender differences between teachers and between students, and the types of teaching and learning styles that are prevalent in conservatorium settings. Findings contribute to and extend existing research into applied music teaching.
6
Pascoe, Beverley. "The influence of primary school music programmes on student choice of music studies in lower secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1174.
Full textAbstract:
The omnipresence of music in today's adolescent society in Australia is evidenced by the fact that adolescents, almost without exception, listen to and enjoy music throughout most of their leisure time, and indeed, much of their study time. A large portion of their financial resources is spent on music and its associated promotional material. It could be said that music plays a major part in their sub-culture and their lives. According to Davey (1991, p.ll), "Music is an addiction in our culture" and "the Walkman and ghetto blaster assure access wherever and whenever we choose." The obvious fulfilment and satisfaction enjoyed by our adolescents through music is not, however, reflected in the comparatively small number of students who choose or qualify to undertake music studies at high school. A study by the U.S. Department of Education (1988) cited by Patchen (1993, p.19) indicates that, while from Kindergarten to sixth grade 80% of students participate in music, in 7th and 8th grades this falls to 48% and by grades eleven and twelve only 9% of students participate in music classes.
7
Lowe, Geoffrey Masterton. "A study into year 8 student motivation to continue class music in Perth, Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/1820.
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Post compulsory music education courses in Western Australia have undergone major curriculum reform. Reform has included a shift from a prescriptive curriculum based upon the Western canon to a more embracing practical and creative one, due for full implementation in 2009. As the numbers of students undertaking elective post compulsory music in Western Australia has been traditionally low, education authorities anticipate that more students will elect to undertake the new course. However, given previous research into motivational issues associated with the transition to secondary school, low post compulsory enrolment numbers may be reflective of retention issues arising from lower secondary class music, as much as the previous post compulsory course structure. Large numbers of students opt to discontinue music studies beyond their first year in secondary school.
This study examined the motivation of students to elect.to continue class music studies beyond their first year in secondary school (Year 8). Following an extensive review of the current literature on achievement motivation in education, the study employed Expectancy-value theory as its theoretical basis for examining the values and competence beliefs of 276, Year 8 students across eight secondary schools in Perth, Western Australia. The study included the development of an instrument to examine student values and beliefs towards class music activities at the commencement and conclusion of Year 8. In addition, for triangulation, the study employed focus groups to examine issues arising from findings associated with the instrument.
The study found that while Year 8 student values declined over the course of Year 8, their beliefs remained relatively stable. These findings implied that in many instances, students increasingly devalued the activities they undertook in class music over the course of the year, regardless of their competence beliefs. This in tum impacted upon their subsequent enrolment choices into elective music courses from Year 9. Therefore, declining valuing of class music in lower secondary school may be the major determinant of enrolment numbers in post compulsory class music, as values have been demonstrated in previous research to be accurate predictors of subsequent emohnent decisions.
The implications of this study suggest that curriculum reform may not necessarily succeed in increasing participation rates in post compulsory music education courses in Western Australia until motivational issues associated with the teaching of class music in lower school are addressed.
8
Goh, Kimberley Puay Theng. "Written Feedback: Exploring the Reflections of Upper Primary Music Students at Two Western Australian Schools." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/75677.
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This qualitative practitioner research study investigated the reflections and responses of upper primary music students in relation to written teacher feedback. Findings from this study provided insights into students’ perspectives on written feedback, personal responses to written feedback, and processing of written feedback. A key outcome of this study was the development of practical recommendations to assist teachers in empowering primary school students to use written feedback more effectively.
9
Ingle, Michael. "Evaluation of a trial of an e-health promotion course aimed at Australian tertiary music students." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/10097.
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ABSTRACT Playing a musical instrument is an inherently risky occupation. Student musicians face high levels of competition and must practice long hours each day to constantly refine their technique and musical expression. This puts them at high risk of physical and psychological strain. Despite this, student musicians are essentially left to their own devices to manage their health. A review of the literature pertaining to student musicians shows high levels of playing-related injury and poor psychological health. The Australian Learning and Teaching Council has awarded a $220 000 grant to address occupational risk factors for performance-related health shortfalls in Australian musicians. This has been used to develop a web-based health promotion course aimed at tertiary music students, written by experts in the field of performing arts medicine. The aim of this thesis was to evaluate the effectiveness of this course in a group of elite student musicians at the Australian National Academy of Music (ANAM). This was done through the use of 2 questionnaires to evaluate Playing-Related Musculoskeletal Disorders (PRMDs) and psychological health. Qualitative feedback was also sought from participants. 25 students completed the questionnaires initially. 88% of the participants reported a current PRMD. A significant number of participants also reported moderately or higher levels of depression, anxiety and stress symptoms. Students reported to be in strong favour of institutionalising a health promotion course related to their music performance. Participation in the web course was very low, with only 4 students completing the course. Organisational, timing and accessibility issues were cited as contributing to this. However, it was postulated that these issues relate to a culture of neglect with regard to performance-related physical and mental health. This study has added to the growing body of literature that has identified the need for music institutions to take a proactive and holistic approach to preventing performance related injuries and preparing students physically and mentally for peak musical performance
10
Frisina, Wendy-Cara. "Factors influencing students who continue or discontinue their music studies from year 8 to year 9: A survey of selected Western Australian secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1061.
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This research examined the most significant factors which influence students' decisions to continue or discontinue their music studies from Year 8 to Year 9, in selected Western Australian Secondary Schools. The research was conducted during term 4, 2000. Results from the questionnaires were analysed and interpreted to determine the most significant factors which contribute to the discontinuation or continuation of instrumental music studies. Analysis of data examined factors as to why students continued or discontinued learning music or studying an instrument. Findings indicated that students' self-concept and music ability levels strongly influence the success or failure of a student undertaking music studies. Career choice, parental influence, parental support, peer pressure, time commitment, part-time work, teacher influence, choice of music studied and the fear of failure are the main contributors for students discontinuing their instrumental studies. Through the recognition of the most common problem areas it may be possible to assist with strategies to promote the retention rate of students in music studies. This study may assist non-music teachers to appreciate problems and help them to perceive music as part of the school program.
11
Brenton, Gregory Roy. "Emerging strategies for Western Australian secondary school jazz ensemble directors: Improving engagement with drum set students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2236.
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Drum set education is a specialised field, but its importance is often underestimated in Western Australian (WA) secondary school jazz ensembles. Many secondary school jazz ensemble directors specialise in instruments other than drum set, and consequently may lack knowledge and skills in this area to the detriment of both the drum set student and the ensemble. This research project investigated the interaction between selected secondary school jazz ensemble directors in WA, and their drum set students during rehearsals. In particular, it set out to examine the impact of the jazz ensemble director on student engagement, inclusion, leadership, collaborative learning and technical development. As part of an action research methodology, the study implemented a professional development intervention with the jazz ensemble directors and sought to assess the impact of the intervention in subsequent rehearsals. It noted an increase in positive interactions between ensemble directors and their drum set students. The study affirmed the value in instrument specific professional development for jazz ensemble directors to the benefit of both the jazz ensemble and in particular the drum set student.
12
Carroll, Christine Leanne. "Playing the Field: An Australian Case Study of Student Popular Musicians’ Informal Learning in Senior Secondary Classroom Music Education." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17232.
Full textAbstract:
This thesis explores the field of classroom music education in order to foreground the learning experiences of student popular musicians. The Australian, New South Wales (NSW) context is well able to contribute to the global discussion that is underway in popular music education, as senior secondary curriculum here acknowledges the inclusion of students with “informal learning” backgrounds. Over the past decade, research globally has sought to qualify the nature of informal learning, and develop classroom pedagogies relevant to the study of popular music. Utilising these as a starting point, this thesis examines the relationship between these students’ informal learning and the dynamics of the formal classroom. Research was undertaken on three levels: historical, through an investigation of curriculum documents, reforms and matriculation trends; empirical, through a classroom research project exploring a range of informal and formal tasks; and theoretical, via an overarching explanatory tool known as Legitimation Code Theory (LCT). The research revealed that NSW curricular pathways and classroom pedagogies employed result in the maintenance of a ‘code’ distinction: cultivating traditional knowledge and skills for WAM, but not providing adequate knowledge-building opportunities for student popular musicians. Considering the range of cross-genre music-making evident in the study, and the delineation of a spectrum of knowledge and skills spanning code distinctions, findings highlight the need for a re-evaluation of NSW curriculum and pedagogy, with implications beyond the specificities of the case. A recognition and theorisation of the relationship between different forms of musical knowledge across the informal-formal range is believed to be key to providing both socially relevant, and epistemically challenging classroom music education inclusive of all students in the future.
13
Hartwig, Kay, and n/a. "Music in the Year 8 Classroom: An Action Research Project." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040701.115435.
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The number of students electing to study music at the Senior Level in Queensland State High Schools has declined over recent years. Year 8 is the last time that students experience music lessons before being faced with subject choices. This study investigates the year 8 music program - its content and delivery. What can be done to improve music teaching in year 8? How can we present experiences at this level that will stimulate students' interest; improve their knowledge and skills; and develop students' aesthetic sensitivity to the art of music? This study involved conducting an action research project in a year 8 music class. This was done in collaboration with the classroom music teacher and her class of 25 students. The cyclical process as described by Zuber-Skerritt - acting, observing, reflecting, planning - was adopted. The study aimed: (a) to document positive experiences that could be used in the year 8 music classroom; (b) to stimulate new interest in the studying of senior music; (c) to discover ways to encourage music teachers to become reflective practitioners with a view to improving their practice; (d) to offer an action research model that other music teachers could implement in their classroom. The data collection involved the keeping of journals by the teacher and researcher; recorded interviews with the teacher and students; videos and photographs of the class; as well as interviews with other year 8 music teachers. The study identified a negative attitude by music teachers to the teaching of year 8 music. The dominant theme being taught at this level is Pop Music with a foundation unit being the starting point. Year 8 students also revealed a negative attitude to music lessons. This research project has demonstrated that it is possible to set up a program which engages year 8 students in music making and provides them with worthwhile learning experiences. However, at the end of the project, there was not a significant increase in the number of students electing to study music at the senior level. The study also set up a model for action research that could be adopted by other music teachers in their classrooms. The results of reflective practice employed by the researcher and the music teacher provided positive attitudes for other music teachers and encouragement for others to implement this practice in their classroom. Further studies are needed to involve other music teachers in reflective practice; collaboration in action research (especially in the year 8 classroom); and also the implementation of the new syllabus that will have a positive effect on the future of the subject of music and a positive effect on students' attitudes to the music subject.
14
Hartwig, Kay. "Music in the Year 8 Classroom: An Action Research Project." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366790.
Full textAbstract:
The number of students electing to study music at the Senior Level in Queensland State High Schools has declined over recent years. Year 8 is the last time that students experience music lessons before being faced with subject choices. This study investigates the year 8 music program - its content and delivery. What can be done to improve music teaching in year 8? How can we present experiences at this level that will stimulate students' interest; improve their knowledge and skills; and develop students' aesthetic sensitivity to the art of music? This study involved conducting an action research project in a year 8 music class. This was done in collaboration with the classroom music teacher and her class of 25 students. The cyclical process as described by Zuber-Skerritt - acting, observing, reflecting, planning - was adopted. The study aimed: (a) to document positive experiences that could be used in the year 8 music classroom; (b) to stimulate new interest in the studying of senior music; (c) to discover ways to encourage music teachers to become reflective practitioners with a view to improving their practice; (d) to offer an action research model that other music teachers could implement in their classroom. The data collection involved the keeping of journals by the teacher and researcher; recorded interviews with the teacher and students; videos and photographs of the class; as well as interviews with other year 8 music teachers. The study identified a negative attitude by music teachers to the teaching of year 8 music. The dominant theme being taught at this level is Pop Music with a foundation unit being the starting point. Year 8 students also revealed a negative attitude to music lessons. This research project has demonstrated that it is possible to set up a program which engages year 8 students in music making and provides them with worthwhile learning experiences. However, at the end of the project, there was not a significant increase in the number of students electing to study music at the senior level. The study also set up a model for action research that could be adopted by other music teachers in their classrooms. The results of reflective practice employed by the researcher and the music teacher provided positive attitudes for other music teachers and encouragement for others to implement this practice in their classroom. Further studies are needed to involve other music teachers in reflective practice; collaboration in action research (especially in the year 8 classroom); and also the implementation of the new syllabus that will have a positive effect on the future of the subject of music and a positive effect on students' attitudes to the music subject.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Paolino, Annamaria. "An interdisciplinary intervention : the potential of the Orff-Schulwerk approach as a pedagogical tool for the effective teaching of Italian to upper primary students in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/557.
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Since the second half of the twentieth century, Italian has been the second language spoken in Western Australia. In the primary school sector, there are over two hundred Italian teachers engaged with primary students. Many Italian teachers also use music/song as a pedagogical tool. The first part of the research examines the extent that music/song is used in primary Italian classes, as well as how and why they are used. The second part of the research centres on the use of the Orff-Schulwerk approach as an integrated music approach to teaching Italian. The research examines the success of a trialled intervention with a group of upper primary Italian language teachers, as well as exploring the support that is required to support Italian as a second language specific to upper primary contexts.
The research findings conclude that the novelty of the Orff-Schulwerk approach is considered effective in the teaching and learning of Italian. However, the research also highlights a number of constraints, which need to be addressed if teachers are to provide students with a rich and engaging curriculum.
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Abotomey, Keva. "Music in the lives of Deaf students in an Australian school." Thesis, 2009. http://hdl.handle.net/2123/4002.
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This qualitative case study explores the ways in which Deaf students involve themselves with music, in a variety of contexts and from multiple perspectives, including the students’ own perspective. A Sydney school offering a music programme for Deaf students was selected as the case and was investigated through a questionnaire, interviews, observations and document collection. The students were found to engage in music primarily through performing as part of the school music programme in the areas of sign singing, moving to music, playing instruments and vocalising. The students’ involvement with music in the home and community through informal musical activities was often as a result of similar experiences in their music classes, and enabled them to challenge the stereotypes held by their family members and the community. The students’ musical preferences revealed a predominantly visual and kinaesthetic understanding of music, and a focus on the repertoire taught through the school music programme. The students’ enjoyment of music was not necessarily determined by their level of hearing, but more often by their definition of listening. The results of this study suggest that music does have a place within Deaf culture.