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Mountain, Vivienne, and res cand@acu edu au. "Investigating the Meaning and Function of Prayer for Children in Selected Primary Schools in Melbourne Australia." Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp51.29082005.
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Prayer is a central element of all religions (Coleman, 1999; Engebretson, 1999). Alongside the sense of the theological importance of prayer there has been increased recognition of the psychological function and personal benefit of prayer for adults (Pargament, 1997). This thesis reports on research that investigated the theological and psychological perceptions of prayer held by children, shown through their understanding of the meaning and function of prayer. This thesis contributes to the research field of children’s spirituality. As there is little existing research literature on children and prayer, the findings of this study provide valuable new understanding and propose new aspects of theory with implication for professionals involved in the education and the welfare of children. The research reported in this thesis represents the first Australian research on children’s perception of the meaning and function of prayer. The choice of participants reflects the diverse philosophical and religious traditions found in the Australian, multifaith society. Semi-structured interviews were video-recorded with 60 participants from primary school Year Five (10-12 years). Five male and five female participants were selected from each of six different schools in the Melbourne metropolitan area. These were: the Catholic, Independent (Christian), Christian (Parent-Controlled or Community School), Jewish, Islamic and the Government schools. Students completed a drawing exercise and a written sentence completion exercise as part of the interview, and the three sources of data were analysed qualitatively using the method of Grounded Theory. The data was interpreted in the light of a detailed literature review on the nature and function of prayer as part of children’s spirituality. The review also examined relevant sections of the literature of religious education and literature on contemporary Australian life. This study has provided Australian data on the meaning and function of prayer for children as part of children’s spirituality. Considerable agreement has been observed through the data, between children educated in a variety of school systems which embraced different philosophical and faith traditions. In the multicultural Australian community said to be secularized, prayer for these children has been shown as a valued aspect of life. The personal experiences of prayer for many were seen to be associated with the community of faith to which the participants belonged, and for others, prayer was learnt eclectically and practised in a private individualistic manner. All participants indicated that they had prayed and all contributed ideas about prayer through the interviews. All participants perceived prayer to function as an aid in life. Prayer was used by participants at significant moments in their life, and the words or thoughts in prayer helped to clarify and articulate deep feelings. Eight elements of theory (in accord with the literature on Grounded Theory ) have been generated through this research which are presented as recommendations for professionals engaged in religious education and student welfare.
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Andrews, Alfred 1955. "Football : the people's game." Monash University, Dept. of History, 2001. http://arrow.monash.edu.au/hdl/1959.1/9104.
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Hubbard, Timothy Fletcher, and mikewood@deakin edu au. "Towering over all the Italianate Villa in the colonial landscape." Deakin University. School of Architecture and Building, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051110.132654.
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The Picturesque aesthetic emerged in the later 18th century, uniting the Sublime and the Beautiful and had its roots in the paintings of Claude Lorrain. In Britain, and in Australia, it came to link art, literature and landscape with architecture. The Picturesque aesthetic informed much of colonial culture which was achieved, in part, through the production and dissemination of architectural pattern books catering for the aspirations of the rising middle classes. This was against a background of political change including democratic reform.
The Italianate villa, codified and promoted in such pattern books, was a particularly successful synthesis of style, form and function. The first Italianate villa in England, Cronkhill (1803) by John Nash contains all the ingredients which were essential to the model and had a deeper meaning. Deepdene (from 1807) by Thomas Hope gave the model further impetus. The works of Charles Barry and others in a second generation confirmed the model's acceptability. In Britain, its public status peaked with Osborne House (from 1845), Queen Victoria's Italianate villa on the Isle of Wight, Robert Kerr used a vignette of Osborne House on the title page of his sophisticated and influential pattern book, The Gentleman's House (1864,1871). It was one of many books, including those of J.C, Loudon and AJ. Downing, current in colonial Victoria. The latter authors and horticulturists were themselves villa dwellers with libraries and orchards, two criteria for the true villa lifestyle.
Situation and a sense of retreat were the two further criteria for the villa lifestyle. As the new colony of Victoria blossomed between 1851 and 1891, the Italianate villa, its garden setting and its landscape siting captured the tenor of the times. Melbourne, the capital was a rich manufacturing metropolis with a productive hinterland and international markets. The people enjoyed a prosperity and lifestyle which they wished to display. Those who had a position in society were keen to demonstrate and protect it. Those with aspirations attempted to provide the evidence necessary for such acceptance, The model matured and became ubiquitous. Its evolution can be traced through a series of increasingly complicated rural and suburban examples, a process which modernist historians have dismissed as a decadent decline. These villas, in fact, demonstrate an increasingly sophisticated retreat by merchants from the Town and by graziers from the Country. In both town and country, the towers of villas mark territory newly acquired. The same claim was often made in humbler situations.
Government House, Melbourne (from 1871), a splendid Italianate villa and arguably finer than Osborne House, was set in a cultivated landscape and towered above all It incorporated the four criteria and, in addition, claimed its domain, focused authority and established the colony's social status. It symbolised ancient notions of democracy and idealism but with a modem appreciation for the informal and domestic. Government House in Melbourne is the epitome of the Italianate villa in the colonial landscape and is the climax of the Picturesque aesthetic in Victoria.
4
Waugh, John Charles. "Diploma privilege : legal education at the University of Melbourne 1857-1946 /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5710.
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Goodwin, Denise Anne Carmel. "Exploring the spirituality and religiosity of Dinka Children in Catholic Schools in the western suburbs of Melbourne, Victoria." Thesis, Australian Catholic University, 2011. https://acuresearchbank.acu.edu.au/download/770291ba45bc18daf4771abb3edd00362c2c2dd4c472a46339cfacbc88087040/29160404/64885_downloaded_stream_110.pdf.
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This research explored the religiosity and spirituality of newly arrived Catholic Dinka children in Catholic schools in the western suburbs of Melbourne. In particular, the study focused on Dinka children's spirituality borne of their experiences of war and trauma and sought to understand their perceptions of God, Jesus, Church and prayer. A disparity was highlighted between the available literature on children's spirituality, (Hay & Nye, 1998; Hyde, 2005; Mountain, 2005), which presented findings from children who were 'untraumatised', with the predisposition of the Dinka children who were traumatised. The research aimed to identify incongruities between these and Catholic religious education assumptions in their schools. This qualitative research was guided by an epistemology of constructivism, which aimed at gathering a Dinka community narrative that was subjected to interpretive analysis, specifically phenomenological hermeneutics.
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Whitefield, Despina, and Despina Whitefield@vu edu au. "Personal and interpersonal skills development in an accounting degree : a case study of accounting education." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050502.170936.
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This thesis examines the perceptions of lecturers, graduates and employers of personal and interpersonal skills development in an accounting degree at Victoria University. The development of personal and interpersonal skills in students in higher education has been the focus of discussion amongst accounting educators, accounting practitioners and the accounting profession for many years. There is a general consensus on what skills are necessarily sought to ensure success within the accountancy profession but very few previous studies on how those personal and interpersonal skills are being developed.
This research study presents a research framework which emphasises the complex interrelationships between an accounting curriculum, accounting lecturers, accounting graduates and employers of graduate accountants and their perceptions of how personal and interpersonal skills are developed. A case study approach, combining archival, qualitative and quantitative methods, is used to investigate how a Bachelor of Business Accounting degree in one Australian university facilitates personal and interpersonal skills development.
The case study results indicate that the curriculum, as the vector for skills development, has both explicit and implicit references to skills outcomes. Graduates� perceptions of many of the personal and interpersonal skills considered in this study are closely related to the curriculum findings. However, there appears to be a lack of convergence between lecturers� perceptions, the curriculum and graduates� perceptions. Employers generally agree that graduates display most of the personal and interpersonal skills, albeit at a low level, in the workplace.
There are curriculum implications arising from the results of this research for accounting academics who design and develop accounting programs where the value of graduates� personal and interpersonal skills are acknowledged. As a first step, academics need to improve accounting curricula by explicitly integrating personal and interpersonal skills in their subjects. Communicating to students the explicit nature of personal and interpersonal skills development and making them aware is the next step.
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O’Brien, Robert Patrick, and res cand@acu edu au. "Assessing the Characteristics of Effective Professional Learning and Training Programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp54.29082005.
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The main aim of this thesis centred on what made effective professional development programs. As a particular case study data was collected on those programs sponsored by the Melbourne Catholic Education Office. Teachers from three schools in the North Western Metropolitan Zone of Melbourne, Australia, the principals from the three participating schools and training staff from the Catholic Education Office in Melbourne became the subjects of the study. The data collected from questionnaires was analysed in order to ascertain whether there were any common trends as to what the teachers thought was needed in effective professional development programs. The interviews with the participating principals and training staff were taped and later analysed in order to determine what they believed was the purpose of professional development and whether the programs currently being offered were effective. In addition, a list of characteristics of effective professional development was developed from the relevant research literature. The analysis of the above data was used to develop a model of effective professional development. The design of this model is cyclical. A main characteristic of the model promotes the reflection by both the participants and the training providers on what has occurred during the program and this process of reflection contributes in later development of programs in similar areas. It was also concluded that the needs and expectations from professional development of teachers and principals were different to what has been expected in past research projects. Both the teachers and principals expected that they would not be solely immersed in theory or in activities that may be used in the classroom. Instead they hoped to gain a knowledge of activities that are based on theory and develop an understanding of how these activities may be used and how they will assist in student learning. Hence, the link between the theory and its application was believed by teachers and principals to be of primary importance in professional development in order to maintain high teaching practices and in turn result in improved student learning.
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Ottaviano, Michael Edward, and mikeottaviano@hotmail com. "Assessing and improving the enablers of innovation the development of an innovation capability assessment instrument." Swinburne University of Technology. Australian Graduate School of Entrepreneurship, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20050707.162428.
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The ability to successfully innovate on a sustained basis is critical in today�s �hyper-competitive� environment characterised by increasingly rapid technological change and shortening product life cycles, and where competitors quickly imitate sources of competitive advantage. At the same time, organisations find managing innovation difficult; both larger firms who fight to avoid being outplayed by smaller, more nimble competitors, and smaller firms struggling to compete against the resources and reach of larger, global competitors.
This research develops an assessment instrument designed to assist organisations to improve their ability to innovate. An inductive, case-based methodology is adopted utilising action research techniques to develop the Innovation Capability Assessment instrument. The starting point of the research was an extensive analysis of the corporate entrepreneurship and innovation literature. The literature provided a basis for understanding what question areas might need to be included in such an instrument and led to the development of an initial theoretical framework and a preliminary assessment instrument.
The preliminary assessment instrument was further developed and refined via five exploratory case studies. Three subsequent confirmatory case studies were used to validate the instrument�s effectiveness. The case studies were carried out at Australian organisations operating within a variety of industries and of varying sizes, all of whom were looking to improve their innovation performance. Data was collected through interviews with key members of each organisation and through assessment and action planning workshops involving participants from a cross-section of each organisation. The case studies led to additional assessment questions being added to the instrument, and the rationalisation of others.
This research identifies the enablers of organisational innovation and finds that these are common to all the case organisations involved in the fieldwork. The innovation enablers form the basis of the Innovation Capability Assessment instrument that measures innovation performance against 21 questions within three key assessment areas: strategic management of innovation, the internal environment, and a series of innovation competencies. The relative importance of each innovation enabler to the organisation is also assessed.
The Innovation Capability Assessment instrument is shown to be very relevant across a variety of organisation types and sizes. In addition, it is useful for an organisation to identify and prioritise weaknesses, and develop actions for improving their innovation capability.
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Pollard, Anna, and apollard@parade vic edu au. "The Professional Development and Training Needs of Literacy Coordinators in Secondary Schools in Victoria, Australia." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080514.122251.
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The research presented in this thesis investigates the professional development and training needs of Literacy Coordinators in secondary schools in Victoria, Australia. This study augments the extensive body of research pertaining to knowledge about literacy programs, theory and pedagogy and it aims to explore a further dimension relating to the skills and knowledge that Literacy Coordinators need to acquire and apply in order to successfully manage their programs. The research paradigm of this study, as described by Guba and Lincoln (1994), uses constructivist (naturalistic) inquiry methodology and a case study approach. The collection of the data in these case studies has been achieved using a semi-ethnographic approach described by Denzin and Lincoln (2000) where the researcher observes the classroom program as a non-participant observer and engages in active collaborative reflection and analysis of the key knowledge and strategies required for successful p rogram management, in conjunction with the Literacy Coordinator participants. This study has also employed purposeful sampling (Patton, 1990) in the selection of the Literacy Coordinator participants and their schools and incorporates the use of teacher's voice in the construction and interpretation of key issues. The literature review examines the conceptualisation of literacy learning with a focus on the past three decades and explores current leadership and management theory as an integral component of program provision. A historical background to the industrial and political influences on the provision of literacy support for the purpose of raising the literacy achievement of students in secondary schools in Victoria is also provided. The value and relevance of having a theory that informs the Literacy Coordinators' practice is explored. The importance of professional development through participant observation and shared retelling and collaborative interpretation of the events is also examined. The case studies highlight the need for training in program design, diagnosing of student needs and for training for the leadership component of the role. The data collection involved six school sites and six Literacy Coordinators employed in secondary schools in the Northern metropolitan region of Melbourne, Victoria, Australia. Data included key informant interviews, curriculum and strategic planning documents and program materials. A number of key skills and knowledge criteria emerged as key factors in successful program management. They include the need for time and appropriate resources to effectively manage the program; the need for Literacy Coordinators to be trained in selecting and designing content, the need to master pedagogical knowledge related to literacy program provision and the need for training in the use of testing instruments and interpretation of testing data. Other key knowledge and skill requirements include training in management, the ability to develop effective partnerships and the ability to build and maintain teams. Recommendations for enhancing professional practice flow from this thesis; they have most relevance to Literacy Coordinators and other program leaders and for principals, policy makers and tertiary educators.
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Agostino, Joseph, and jag@fmrecycling com au. "Workplace identity." Swinburne University of Technology. Australian Graduate School of Entrepreneurship, 2004. http://adt.lib.swin.edu.au./public/adt-VSWT20050805.134042.
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There have been a limited number of studies carried out on employee workplace identity. There have been many studies carried out on organizational change; however, they have been carried out mostly from an instrumentalist perspective where the topic of organizational change has been treated in isolation from other aspects of organization. The question of how a relationship exists between employee workplace identity and organizational change has been left unanswered. This thesis applies narrative theory as a conceptual bridge across identity and change. By considering how employees derive a sense of workplace identity from the workplace narratives, and organizational change as the destruction of existing workplace narratives and adoption of new workplace narratives, it is possible to gain new understandings of these concepts. A theory is developed which explains how narrative theory creates a relationship between identity and change. This new theory is further developed to explain how narrative theory creates a relationship between organizational identity, culture, leadership, conflict, and change. The new extended theory is applied to a narrative presentation of empirical data, which offers a powerful explanatory lens for understanding the relationship between these chosen aspects of organization.
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Fleming, Gerard Patrick, and res cand@acu edu au. "An Analysis of Religious Education Coordinators’ Perceptions of their Role in Catholic Secondary Schools in the Archdiocese of Melbourne." Australian Catholic University. School of Religious Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp17.16082005.
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This thesis analysed Religious Education Coordinators’ perceptions of their role in Catholic secondary schools of the Archdiocese of Melbourne from 1970 – 2000. The theoretical framework for the study, which was reported on in this thesis, was drawn from Catholic Church documents on religious education at both international and national levels, and from the work of researchers within the field of religious education. In particular the study investigated the diversity of language used to describe religious education and religious education theory and analysed the significance that this has had in the development of an understanding of the role of the Religious Education Coordinator. It was argued that there were significant factors in the development of the role of the Religious Education Coordinator that included changes in the understanding of the nature and purpose of religious education during the second half of the twentieth century. In addition there were historical factors peculiar to the Archdiocese of Melbourne that played an important part in the understanding of the RECs role. Quantitative data in the form of annual survey material (1988-1999) from the Catholic Education Office Melbourne provided a framework for the empirical component of the research. The empirical component involved the interviewing of Religious Education Coordinators from a deliberately selected sample that covered the range of skills and experiences deemed necessary in the research. The purpose was to ascertain from the perspective of the Religious Education Coordinators themselves how they analysed their role. Grounded theory methodology was used as the basis for the inductive analysis of the data that emerged from the in-depth interviews. Theory that was generated on the role of the Religious Education Coordinator includes: the importance of an understanding of the theoretical dimensions of religious education and the role of the Religious Education Coordinator; an elaboration of the role of the Religious Education Coordinator in the school context and the necessary skills and attributes that are required to meet the challenges in the role; and the complexity of the challenges that are faced by the Religious Education Coordinator.
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De, Souza Marian, and res cand@acu edu au. "Students' and Teachers' Perceptions of Year 12 Religious Education Programs in Catholic Schools in Victoria: Implications for curriculum." Australian Catholic University. Department of Religious Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp201.02072009.
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This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined. Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools. The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.
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Buchanan, Michael T., and res cand@acu edu au. "Management of Curriculum Change: An analysis of religious education coordinators’ perspectives on the management of a particular curriculum change in Catholic secondary schools in the Archdiocese of Melbourne." Australian Catholic University. School of Religious Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp131.17052007.
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This thesis aimed to study the perspectives of religious education coordinators’ in secondary schools in the Archdiocese of Melbourne regarding their management of a particular curriculum change in religious education. The change in question involved a “top down” (Morris, 1995) change to a “text-based curriculum” (Pell, 2001) directed by the Archbishop of Melbourne, who is responsible for religious education in Catholic schools throughout the Archdiocese. Situated within a qualitative paradigm this research utilised grounded theory as a means to identify and analyse the theory generated from interviews with religious education coordinators who were responsible for managing the change. The emergent categories were used to generate new theory in relation to how religious education coordinators managed the curriculum change. Key theories generated from this study included factors that impeded the change such as an inability to understand the theoretical position underpinning the curriculum innovation, and inadequate qualifications to teach religious education. It also generated theory about factors that assisted the management of this change such as time to reflect on practice, and support from school leadership teams. The theory generated was analysed against the existing knowledge about curriculum change in education, textbook use and leadership in religious education. A distinguishing aspect of this research is that it linked the general literature on educational change as it applies to curriculum change, with curriculum change in religious education.The study also proposed some recommendations for future directions and practices concerning the management of curriculum change in religious education in Catholic schools.
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Buckley, Patricia Louise, and pbuckley@swin edu au. "'A sense of place' : the role of the building in the organisation culture of nursing homes." Swinburne University of Technology, 2000. http://adt.lib.swin.edu.au./public/adt-VSWT20060317.114711.
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This study attempted to identifj and explore the role the building plays in the
organisation culture of nursing homes. To do this a research plan was formulated in
which the central plank was a case-study of a seventy-five bed high care nursing home.
As part of the case-study, interviews were conducted at the nursing home with ten
members of staff, two residents and a daughter of a resident. The study was also
informed by interviews with two architects, who specialise in the design of nursing
homes and aged care facilities. A theoretical model entitled the 'Conceptual
Framework' was developed prior to the case-study. It was tested by applying it to
findings related to the physical context and the organisation culture of the case-study
venue. The hypothesis that the building does influence the culture of the nursing home
environment was explored by studying the manner in which the building influenced the
lives of those who work in the nursing home and those who live there. This challenge
was met with the use of theoretical contributions from organisation theory and psychodynamics,
which together provided a vehicle for analysis of the culture and the
building's role in it.
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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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Reed, Brian, and n/a. "A survey of regular teachers' concerns towards the integration of disabled children in state primary schools, Bendigo region, Victoria." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061107.100059.
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The integration of disabled children into regular schools is
a current educational and social issue causing widespread
interest, concern and debate throughout Australia. The most
controversial and innovative adoption of integration policy
has occurred in Victoria since the release of the Collins
Report in 1984.
The present study was conducted in 26 State primary schools
in the Bendigo area of the Loddon Campaspe Mallee region of
Victoria where disabled children had been integrated in
regular classrooms with the assistance of a paid teacher
aide during 1988.
The purpose of the study was to survey the concerns of those
teachers into whose classes children with disabilities had
been integrated.
The Stages of Concern (SoC) dimension of the Concerns-Based Adoption Model (C-BAM) was chosen as the research
methodology. C-BAM was developed at the Research and
Development Center for Teacher Education, University of
Texas at Austin, and for the purpose of this study, the
methodology consisted of a questionnaire of 35 standardized
items (the Stages of Concern Questionnaire), and a School
Survey.
The study set out to identify the concerns of teachers
(ii)
toward integration, and to establish reasons why teachers
are at particular stages of concern. Factors included
teachers' age, gender, number of years of teaching
experience, qualifications and in-service training. Other
issues related to the disabled children themselves, the
school, and factors such as availability of resources,
funding levels, and access to support systems.
This study developed from the policy document Integration in
Victorian Education (the Collins Report, 1984). Since then,
the Ministry of Education has published two additional
booklets (in January and February, 1987), which partly
address some of the issues included in this thesis. These
include resourcing, in-servicing and the legal implications
of the innovation.
The analysis of the data points to major shortcomings which
will jeopardize the implementation process and the likely
success of the innovation. A number of recommendations have
been suggested, with particular reference to the pre-service
and in-service training of teachers, and issues relating to
funding and resources.
The findings have implications for all classroom teachers,
as potentially all are required to accept disabled children
into their classes. The results and recommendations also
have relevance for the Ministry of Education, whose
responsibility it is to ensure that the integration of
disabled children into regular classes is fully supported at
a government level, and for training institutions, whose
task it is to provide appropriate pre-service and in-service
programs for present and future classroom teachers.
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Grace, Michael James, and res cand@acu edu au. "The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools." Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005.
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This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions1 Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools. This study is built on an understanding of religious education based on an educational rationale, and it examines the use of scripture in the light of modern critical biblical scholarship, particularly the historical-critical method. Religious Education Coordinators from 67 of the 99 Victorian Catholic secondary schools and 61 teachers of Years Seven to Ten religious education in these same schools completed self administering questionnaires in this area. The research demonstrated that while there is an extensive range of good modern biblical scholarship material present in these schools, there is no policy concerning how scripture is to be used in the curriculum, questionable translations of the bible are used, and there is a limited use of many sections of the bible. A key finding of the research is that a thematic, proof-texting use of scripture is prevalent in these schools. This thematic use can lead to a literal, fundamentalist use of scripture within Catholic secondary religious education. This approach is linked with many religious education teachers. predominantly catechetical understanding of the nature of religious education. The self administering questionnaires asked for an indication of the personal practice of respondents in their own religious education classrooms. The data indicated the presence of the historical-critical method in the classrooms of Victorian Catholic secondary schools, however there was an over-reliance on the student text and the predominance of a thematic, literal, non-critical use of scripture. This thesis indicates that this misuse of scripture comes about from teachers. catechetical understanding of the nature of religious education. In particular the study of scripture in Years 11 and 12 is an area of concern. Except for a small percentage of students studying Texts and Traditions (13%), the use of the historical-critical method of biblical studies is almost non-existent.
18
O'Mahony, Gary Raymond McColl, and mikewood@deakin edu au. "Learning the role: Through the eyes of beginning principals." Deakin University. School of Scientific and Developmental Studies, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.120428.
Full textAbstract:
This study examines how first year principals learn their roles and provides the picture through their eyes. As there is no formal preparation requirement to become a principal in Victorian government schools, new principals must seek out and direct their own learning for the role. The study describes the informal and formal sources of learning that are sought by beginning principals to help them learn about their new role. The focus is on identifying what sources of learning were used through different phases of the study and how some became more critical than others in shaping and developing the role of a principal in the school.
This thesis is a story of continuous professional socialization and learning of a group of seven beginning principals using case studies and interviews over four phases of learning in their first year in the role as they proceed from appointment, entry, establishment through to consolidation of the role.
The process of socialization underpins the study and is conceived as a process of learning in which the participants actively direct and participate in their own socialization. However, greater emphasis is placed on the developing nature and reliance on learning in role development. Previous studies of professional socialization of beginning principals have identified licensure programs as significant in the preparation and ongoing development process, whereas this is not the case in Victoria where no such requirements exist. This study adds to existing studies through the finding that there are similarities in the stages of professional socialization process in the Australian context, but also explores new aspects about professional learning by identifying various phases and sources of learning for Victorian principals. These ranged from dependence upon an apprenticeship arrangement, through self-directed task learning, to that of becoming an independent learner within a professional community of equals. Some of the themes identified and explored in this study included examining phases of learning, sources of learning, and their effect on role development.
The study was initially based on identifying and exploring some of the key issues and the significance of learning experiences suggested by the beginning principals rather than researching predetermined hypotheses. This grounded and qualitative approach involved data collection over four different time phases in the first year in the role and allowed flexibility in the construction of case studies and the cumulative development of data through the study. The greater part of the data were collected through interviews in each of the four phases of the study along with the collection of survey data for comparison and contrast in the first and final study phases.
The research raises many issues that can serve as a basis for further exploration of the complexity of the role of learning within professional socialization for beginning principals. As well, it suggests a number of implications for the organization of professional learning and socialization in beginning principal socialization for the first year in the role.
19
Sproston, Carlyn, and res cand@acu edu au. "When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006.
Full textAbstract:
This action research study examines the learning experiences of Year 8 students and their teacher as they negotiate aspects of their English classes. The study takes place in a regional Catholic co-educational secondary college in Victoria, Australia. The question of understanding the lived experience of ourselves and other is fundamental to this study, which is situated within an holistic, enactivist view of the world. From this perspective learning is a shared activity in which students participate in creating their own interpretation as they interact with others to bring forth understanding. The study focuses on classroom practice which aims to include all participants, through negotiation, in the actions that take place in the classroom. I have used a narrative approach to describe the way in which three action research cycles were implemented in the English classroom during one academic year. A variety of data gathering techniques was used and these included: classroom questionnaires, classroom meetings, journals, partnership observation and interviews. The main sources of data were the interviews that I undertook with each of the twenty five students in the class. The three action research cycles allowed both the students and me to reflect upon classroom activities and make appropriate changes as the cycles progressed. In addition, negotiating in this English class has helped me to better understand my students and, through reflection, to improve my teaching practice. Analysis of the data suggests that students experience greater commitment and motivation when they are given opportunities to be actively involved in contributing to their own learning. The data also supports research that recognises the importance of collaboration, positive relationships within the classroom, the importance of metacognitive skills and student voice. In addition, the findings point to the value of action research as a method of improving teaching practice.
20
Nong, Victoria Nomsa. "The role of school governing bodies in the effective governance of schools in the Klerksdorp district : a public administration perspective / Victoria Nomsa Nong." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1255.
Full textAbstract:
Since the new dispensation, all stakeholders in the school are expected to play an
active role in the governance of schools. It is not the responsibility of government alone
to see that schools are up and running. Parents, educators, non-teaching staff, learners
(in Secondary Schools) and the community must also share their ideas on how the
school is to be administered.
This study has focused on the knowledge that the School Governing Bodies (SGB's)
should posses in relation to legislations and the application of the knowledge make an
impact in the administration and management of the school in the Klerksdorp-area.
For schools to function effectively, the School Governing Bodies need to know that the
Constitution (Act 108 of 1996) is the supreme law that has an impact in all education
legislations, policies and regulations. Therefore, whatever school policy is to be
developed should take cognizance of the Constitution.
Central to the study is the SGBs' understanding of their roles and functions as stipulated
in the Schools Act, (Act 84 of 1996) to avoid conflict of interest and administer the
school efficiently and effectively. It is expected that the SGBs should transfer their
knowledge into action by formulating policies that govern the school. By formulating
school policies the SGB will then be able to have an influence since clear directions will
be stipulated in the school policy on how the school is to be managed and administered.
School Governing Bodies, as governors of the school are also accountable to people
that elected them. It is their responsibility to provide feedback to their constituency and
to inform them on the progress made.Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2007.
21
Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.
Full textAbstract:
Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
22
Lane, Maureen, and res cand@acu edu au. "Growing Up Catholic in Sunshine, 1919-1927, The Establishment of Our Lady of the Immaculate Conception Primary School: A journey in historiography." Australian Catholic University. School of Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp213.02092009.
Full textAbstract:
This study is, in effect, the compilation and the telling of the story of the establishment of the school of Our Lady of the Immaculate Conception at Sunshine, it seeks to add to the quantum of knowledge available in regard to: First - the story of that particular school's establishment, Second - its derivation from and contribution to the \vider context of the development of Catholic education in Victoria, and Third - its place in the story of the growth of a suburban community as a reflection of some of the social forces which were operating in Victoria at that time. This thesis is the result of an invitation by the writer to a number of people to collaborate in constructing the storf. These people ranged from those who, as children, attended the new school, and those whose experience of its establishment was a generation removed but who, nevertheless. claim an affinity ,with the school and its society, to those archivists, professional and otherwise, whose task or desire is to keep alive the historical foundations of our culture. It this thesis is attached to any particular school of historiography it would be closest to the Annales school as outlined in The Living Past: Western Historiographical Traditions (1975). As Andrea and Schmokel describe it, The labors of love of a group of historians associated with the journal Les Annales have produced a wealth of informative detail studies about the life styles, living standards, social values and assumptions about various social groups in all periods of French and European history. (This school) simply seeks to recover knowledge about the past as it was lived. (p.266) In the light of postmodern criticism developed since 1975, this thesis acknowledges directly the ideological base from which the author is coming. Nevertheless, it remains within the orbit of Annales historiography in that it seeks to
23
Hartley, Peter Ross. "Paramedic practice and the cultural and religious needs of pre‐hospital patients in Victoria." Thesis, 2012. https://vuir.vu.edu.au/21301/.
Full textAbstract:
Religion and culture can impact profoundly on healthcare practices and health
outcomes. The Australian community is rich and diverse in differing cultures and
religions, and at times of medical emergency the paramedic increasingly will be required
to respond to healthcare needs of this diverse community. This study is designed to
investigate current paramedic practices as they relate to an awareness of the cultural
and religious needs of community groups as a holistic approach. It also incorporates the
voices of these community groups from their experiences with emergency paramedics
during pre‐hospital health care for those living in Melbourne, Australia.
24
Brown, Elvira. "Understanding childbirth education: a phenomenological case study." Thesis, 2010. https://vuir.vu.edu.au/21318/.
Full textAbstract:
This study investigated childbirth education programs in Victoria from the
perspective of the educators themselves. Prior to the study the Ministerial
Review of Birthing Services in Victoria (1990) entitled “Having a Baby in
Victoria” identified shortcomings in the childbirth education programs offered to
expectant women and their partners. The study sought to interpret the
experiences of the childbirth educators with regard to the development,
implementation, delivery and evaluation of their programs.
25
Mazumder, Parimal. "Performance appraisal with a view to employee motivation in the Australian public service : a case study of Western Melbourne Institute of TAFE, and Darebin City Council, Melbourne." Thesis, 1997. https://vuir.vu.edu.au/33009/.
Full textAbstract:
The purpose of this research was to investigate the motivation of the employees in the
Austrahan pubhc service with special attention to the Western Melbourne Institute Of
TAFE (TAFE), and Darebin City Council (DCC), located in Melbourne. The
dependent variables considered in this study were: age, education, decision making
process, employee development programs, measurement and feedback of actual
results, opportunities for advancement, group cohesion, and performance based pay
systems.
26
Fleming, Gerard Patrick. "An analysis of religious education coordinators' perceptions of their role in Catholic secondary schools in the Archdiocese of Melbourne [manuscript]." 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt%2Dacuvp17.16082005.
Full textAbstract:
Thesis (Ph.D.) -- Australian Catholic University, 2002.A thesis submitted in total fulfillment of the requirements of Doctor of Philosophy. Bibliography: p. 323-342. Also available in an electronic format via the internet.
27
Waugh, John. "Diploma privilege: legal education at the University of Melbourne 1857-1946." 2009. http://repository.unimelb.edu.au/10187/5710.
Full textAbstract:
When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack.Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.
28
Wright, Shane. "The impact of change on corporate service staff in a public safety agency." Thesis, 1997. https://vuir.vu.edu.au/18227/.
Full textAbstract:
The Metropolitan Fire Brigade (MFB) Melbourne, is at the crossroads. Change is
sweeping the economic and political environment within which international fire
services operate. The MFB is not insulated from this change. Unless alternative
productivity strategies can be achieved, the emergency response sector of the Brigade
will suffer the same fate as the corporate sector of the MFB and other statutory
authorities. Downsizing within this sector has been occurring in response to the above
conditions over the past four years.
This study investigates the impact of change upon public safety agencies in general,
then compares data gathered on the MFB against this to:
• Identify the level of organisational commitment that currently exists;
• Develop an understanding of the impact of downsizing upon public sector
employees.
This study reviews the body of literature concerned with culture and change,
downsizing and outsourcing and examines and builds upon the framework of previous
research, particularly in the area of downsizing and its impact upon survivors.
The study was designed as a one shot correlational study. A questionnaire was designed
and administered to the population. Responses were analysed and discussed in context
with the referenced literature.
This study extends previous research in that it compares those findings with current
findings. Low morale, job insecurity, poor communication and negativity have been
identified as consistent with that of previous research (Brockner 1992; Brockner, Grover
and Blonder 1988; Cascio 1993). In other areas the findings vary from previous
research, in that organisational commitment remains high, contrary to the literature.
29
Wells, Kim. "Financing infrastructure projects such as the City Link." Thesis, 1995. https://vuir.vu.edu.au/33006/.
Full textAbstract:
This project provides various points of view to determine whether the private sector can
build-own-operate-transfer pubhc infrastructure projects more efficiently than the public
sector and will use as an example the building of the City Link Project. The project will
argue the advantages of it being managed by the private or public sector. Some
consideration will be given to the argument that the Victorian State Government simply
does not have the capital or the expertise to complete a public infrastructure project the
size of the City Link.
30
Totikidis, Vicky. "Community centred health promotion and prevention in an Australian context." Thesis, 2013. https://vuir.vu.edu.au/24386/.
Full textAbstract:
Chronic diseases have increased dramatically in Australia and around the world over the
past decade, causing pain, suffering, disability, psychosocial problems, early mortality
and economic and public health crisis. However, many chronic diseases and conditions
could be prevented with better evidence based and community based health promotion
strategies. Guided by a philosophy of idealism, the aim of this thesis was to develop a
community centred health promotion strategy to assist the improvement of health and
the prevention of chronic disease in an Australian context. More specifically, the
research was concerned with exploring the potentiality of statistical or epidemiological
evidence and community collaboration as pathways to chronic disease prevention and
improvement of health at an individual, community and system level. The research
utilised a praxis paradigm and action research design over three stages. Stage One
included in depth quantitative analysis of health and epidemiological data and addressed
the question: What is the current evidence/knowledge about health status, determinants
and inequalities in Victorian communities and the broader Victorian and Australian
context? Stage Two involved qualitative participatory action research methods to
engage a small group of community members from the Brimbank region of Melbourne
(Victoria, Australia) in the community governance of health promotion and disease
prevention. The questions addressed were: What are the benefits of community based
health promotion and prevention? What ideas for health promotion action does the
community have to offer? Stage Three involved a minor evaluation of the strategy as a
whole and addressed the question: In what ways, can health evidence and community
involvement in health promotion contribute to better health outcomes? Stage One
identified various determinants that impact on health status and result in inequalities.
Stage Two revealed six major benefits for community based health promotion and
prevention and generated a number of useful ideas for health promotion action in the
community. Stage Three showed positive evaluations by the participants and identified
numerous indicators of success of the health promotion strategy as a whole.
31
Ingleby, Julie. "Participation, action research and the politics of change in working class schools: a view from the inside." Thesis, 1985. https://vuir.vu.edu.au/18181/.
Full textAbstract:
Fundamental educational change is necessarily an
outcome of authentic participation confirmed in
community struggle against defined forms of oppression:
this is the proposition explored in the course of the
three case study experiences presented here.
Similarly, the contexts, conditions and terms of
participation are considered with regard to defining
the character of authentic 'political' success.