Dissertations / Theses on the topic 'Queensland primary schools'

In Queensland, all state schools have the opportunity to decide the model of school-based management they would like to adopt for their school communities. For schools wishing to pursue the greatest level of school-based management, School Councils are mandatory. Because School Councils will play an important role as schools become increasingly involved in school-based management, the operations of newly formed Councils were the basis of this research. The main purpose of the study is to determine, through both literature and research, what makes an effective School Council. Although Education Queensland has identified roles and functions, as well as the rationale behind School Councils, clear guidelines to assist Councils with their implementation and to gauge the effectiveness of Councils do not exist. Because School Councils have only been implemented in Queensland for a very short period of time, there has been very little research undertaken on their operations. There are three main stages to this research. First, an extensive literature review explored the theoretical, research and policy developments in relation to school-based management and School Councils. Second, a pilot study was undertaken of an existing School Council that had been in operation for just twelve months. The final and most significant stage of the research involved multi-site case study of three newly formed School Councils, the research being conducted over a twelve-month period to obtain a longitudinal picture of their operations. Two general theoretical frameworks, based on the concepts of change theory and leadership theory, guided the research. Data from the study were analysed within these frameworks and within six focus areas that were identified from the literature and pilot study. These focus areas formed the basis for the development of criteria for the implementation of an effective School Council that were investigated in the three case studies. The focus areas were: 1. promoting the profile of the School Council within the school community; 2. developing well defined roles, responsibilities and functions of the School Council; 3. developing roles and relationships of School Council members; 4. promoting accountability, monitoring and reporting responsibilities; 5. providing training and professional development for all School Council members; and 6. improving the functioning and operations of the School Council. The research was conducted within the qualitative tradition. Specifically, the method adopted was multi-site case study. Data-collection techniques involved questionnaires, interviews with School Council members, observations of Council meetings and an analysis of Council documentation. The findings from the study outlined a number of theoretical understandings and suggested criteria to assist schools in developing a more effective Council, including examples of strategies to support their effective implementation. It is envisaged that the theoretical understandings, the suggested criteria and specific examples will be of benefit to other schools where School Councils are being formed by providing them with a structure that will assist in the beginning stages of the Council's operation.

This study examines models for the introduction of technological literacy in technology education in primary schools in Queensland. The study focused on the use of a model derived from one by Morgan (1994a) called The Practitioner's Model of Technological Literacy. The study also examined the development and implementation of a teacher inservice package and student resource material which primary school teachers could utilise to implement a technology based teaching curriculum in their classrooms. Morgan's Practitioner's Model of Technological Literacy was conceptualised through a number of principals listed as: Technical, conceptual, personal, and social. These are defined in the following manner for each dimension. Technical; is comprised of technical capability and proficiency, the utilisation of technology (or design) process, and being at ease with established and emerging technologies. The conceptual dimension is defined as an understanding of the nature of technology, its diversity of meanings and applications in our society; understanding how things work and how solutions can be generated as well as the capacity to judge the adequacy of propositions and solutions given an understanding of the developmental nature of technology. The social aspect of the model encompasses a sensitivity to the dependency of society upon technological solutions and an awareness of the influence of technology upon a democratic society. Finally the personal dimension is bounded by a critical capacity to assess the appropriateness of technology in a variety of settings along with a sense of empowerment to innovate, confront and appreciate the value dependent nature of technology in a world view that it integrated against a background of sustainability. (Morgan, June 1994: 8). This study combines the notion of technological literacy with current Education Queensland policies. These include policies on Active and Informed Citizenship and the principles of Effective Learning and Teaching. The case study approach of this thesis examined seven units of technology curriculum (each labeled at site) and how the units of work were implemented. It detailed the progress made during each unit and allowed for student and parent feedback to triangulate data that was collected. The methodology enabled multiple data gathering techniques to be employed during the study. Many interactions between students and teachers, teacher and class and researcher as participant observer were captured in each site at some time during the course of the study. The confirmation of practice occurred through the data triangulation between researcher and teacher, researcher and students and researcher and parents. Each facet of the phased study provided a broader and more comprehensive picture than if singular researcher observations had been recorded. The study involved three phases. Each phase of the study provided professional development in technology education for the teachers in the study which was then applied in the writing of technology curriculum teaching units and enacted within the classrooms of each site. The results were analysed according to the methodology outlined. At the outset of this study few teachers had any prior experience in technology education and none had encountered the term technological literacy. The results of the project were positive in that teachers with little or no prior knowledge of technological literacy, the concepts it embodied and the principles which underpinned the model all progressed to varying degrees along a continuum of heightened awareness, The new knowledge gained by the teachers was then actioned into teaching and learning programs that were evaluated. During the technology curriculum teaching units students did produce artefacts as an outcome of the technology education process they had undertaken. A constructivist approach was actively encouraged and this method assisted teachers and students in looking for new and multiple ways of solving design briefs. For the most part teachers were surprised at the high quality of solutions and depth of problem solving and interaction students produced during and after the technology curriculum unit. The study suggests that despite the difficulties of introducing technology education programs in primary schooling, it is possible to do so. The key features for successful implementation would seem to be an understanding of the process for implementing such a curriculum program in a classroom. The teachers confidence to engage in problem solving that may lead to a student engaging in learning activities that are beyond their current knowledge base grew during the study. Being willing to allow students to 'take risks' in order to arrive at alternate solutions. To provide for multiple solutions and be confident in providing guidance. The teachers in each of the sites each noted their changing roles, to be a facilitator of learning rather than the knowledge holder. Constructivist teaching using this model has shown that students alter their approach to learning and become active investigators who seek solutions to real work problems as active participants. Given the recent publication of a Syllabus for Technology 1 to 10 in Queensland, (Queensland School Curriculum Council, August 2001) and the upcoming implementation of the syllabus and support documents in 2003 it is timely that this study should look at methods of promoting an awareness of the principles that informed this document.

This study examines models for the introduction of technological literacy in technology education in primary schools in Queensland. The study focused on the use of a model derived from one by Morgan (1994a) called The Practitioner's Model of Technological Literacy. The study also examined the development and implementation of a teacher inservice package and student resource material which primary school teachers could utilise to implement a technology based teaching curriculum in their classrooms. Morgan's Practitioner's Model of Technological Literacy was conceptualised through a number of principals listed as: Technical, conceptual, personal, and social. These are defined in the following manner for each dimension. Technical; is comprised of technical capability and proficiency, the utilisation of technology (or design) process, and being at ease with established and emerging technologies. The conceptual dimension is defined as an understanding of the nature of technology, its diversity of meanings and applications in our society; understanding how things work and how solutions can be generated as well as the capacity to judge the adequacy of propositions and solutions given an understanding of the developmental nature of technology. The social aspect of the model encompasses a sensitivity to the dependency of society upon technological solutions and an awareness of the influence of technology upon a democratic society. Finally the personal dimension is bounded by a critical capacity to assess the appropriateness of technology in a variety of settings along with a sense of empowerment to innovate, confront and appreciate the value dependent nature of technology in a world view that it integrated against a background of sustainability. (Morgan, June 1994: 8). This study combines the notion of technological literacy with current Education Queensland policies. These include policies on Active and Informed Citizenship and the principles of Effective Learning and Teaching. The case study approach of this thesis examined seven units of technology curriculum (each labeled at site) and how the units of work were implemented. It detailed the progress made during each unit and allowed for student and parent feedback to triangulate data that was collected. The methodology enabled multiple data gathering techniques to be employed during the study. Many interactions between students and teachers, teacher and class and researcher as participant observer were captured in each site at some time during the course of the study. The confirmation of practice occurred through the data triangulation between researcher and teacher, researcher and students and researcher and parents. Each facet of the phased study provided a broader and more comprehensive picture than if singular researcher observations had been recorded. The study involved three phases. Each phase of the study provided professional development in technology education for the teachers in the study which was then applied in the writing of technology curriculum teaching units and enacted within the classrooms of each site. The results were analysed according to the methodology outlined. At the outset of this study few teachers had any prior experience in technology education and none had encountered the term technological literacy. The results of the project were positive in that teachers with little or no prior knowledge of technological literacy, the concepts it embodied and the principles which underpinned the model all progressed to varying degrees along a continuum of heightened awareness, The new knowledge gained by the teachers was then actioned into teaching and learning programs that were evaluated. During the technology curriculum teaching units students did produce artefacts as an outcome of the technology education process they had undertaken. A constructivist approach was actively encouraged and this method assisted teachers and students in looking for new and multiple ways of solving design briefs. For the most part teachers were surprised at the high quality of solutions and depth of problem solving and interaction students produced during and after the technology curriculum unit. The study suggests that despite the difficulties of introducing technology education programs in primary schooling, it is possible to do so. The key features for successful implementation would seem to be an understanding of the process for implementing such a curriculum program in a classroom. The teachers confidence to engage in problem solving that may lead to a student engaging in learning activities that are beyond their current knowledge base grew during the study. Being willing to allow students to 'take risks' in order to arrive at alternate solutions. To provide for multiple solutions and be confident in providing guidance. The teachers in each of the sites each noted their changing roles, to be a facilitator of learning rather than the knowledge holder. Constructivist teaching using this model has shown that students alter their approach to learning and become active investigators who seek solutions to real work problems as active participants. Given the recent publication of a Syllabus for Technology 1 to 10 in Queensland, (Queensland School Curriculum Council, August 2001) and the upcoming implementation of the syllabus and support documents in 2003 it is timely that this study should look at methods of promoting an awareness of the principles that informed this document.
Thesis (Masters)
Master of Philosophy (MPhil)
School of Vocational, Technology and Arts Education
Faculty of Education
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Using historical narrative and extensive archival research, this thesis portrays the story of the twentieth century Queensland Rural Schools. The initiative started at Nambour Primary School in 1917, and extended over the next four decades to encompass thirty primary schools that functioned as centralized institutions training children in agricultural science, domestic science, and manual trade training. The Rural Schools formed the foundation of a systemised approach to agricultural education intended to facilitate the State’s closer settlement ideology. The purpose of the Rural Schools was to mitigate urbanisation, circumvent foreign incursion and increase Queensland’s productivity by turning boys into farmers, or the tradesmen required to support them, and girls into the homemakers that these farmers needed as wives and mothers for the next generation. Effectively Queensland took rural boys and girls and created a new yeomanry to aid the State’s development.

This study aims to explore Australian primary school students’ attitudes towards learning Chinese as a LOTE (Language Other Than English). It is a case study of students who are learning Chinese in two Queensland primary schools (one public and one private) where Chinese is a compulsory course. Using a mixed-method approach, this study focuses on students’ attitudes to learning Chinese. As the Chinese language is becoming increasingly popular in Australian schools, it is essential to understand how students feel about learning the language and what their learning needs are. Knowing students’ language attitudes may also help language teachers to design more appropriate curricula and pedagogical practices to assist students with improving their Chinese language proficiency. Because most primary school children are beginning learners in LOTE Chinese, this study aimed to investigate students’ attitudes towards exploring the new language and culture at a young age. This study focuses on the following research questions: 1) What are students’ attitudes to learning Chinese in Australian primary schools where Chinese is a compulsory course? 2) What are the factors that affect students’ attitudes to learning Chinese? 3) How do different experiences of Chinese curriculum and pedagogy affect students’ attitudes towards Chinese language learning? From an investigation into these research questions, the study’s outcomes include a detailed understanding of students’ attitudes to learning Chinese as a second language. After analysing and comparing the data of the two schools, the main finding is that there was a big difference between the public school and the private school regarding resources, teaching methods and support from within the schools. All these factors influence students’ interest and attitudes towards learning Chinese language, and the findings have practical implications for future Chinese teaching and learning.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Education & Professional Studies
Arts, Education and Law
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The purpose of the research documented in this thesis is to investigate how one particular approach to groupings in one primary school, commonly referred to as multi-age, enables and constrains the practices and actions of its individual teachers. This study is located in a literature that examines the potential that beliefs and belief systems offer for understanding how teachers make sense of, and respond to particular educational contexts. It will be of particular interest to the community of scholars who are investigating the uptake of curriculum innovations in the classrooms of individual practitioners. The philosophical framework underpinning multi-age schooling is significantly different from that operating within the traditional lock-step system. The conventional school organisation has the child move through a predetermined curriculum at a fixed pace, whereas multi-age classes require that teachers focus on needs-based teaching, thus adapting the curriculum to suit the individual student. As a result of this shift in emphasis, it has been common for teachers in multi-age schools to experience dilemmas caused by the dissonance between their own and the school’s assumptions about teaching, learning, knowledge and social relations. However, this clash of individuals’ beliefs and mandated practices is an under-researched area of scholarship particularly within multi-age settings, and is thus the focus of the present research. A framework based on the construct of beliefs and belief systems was used for understanding the personal and idiosyncratic nature of a teacher’s practice. Such a framework proposes that beliefs can be classified in terms of personal assumptions about self, relationships, knowledge, change and teaching and learning. These classifications, rather than being discrete dimensions acting in isolation, tend to be organised into a coherent and interdependent belief system or orientation. The notion of orientation was found to be a suitable framework within which to investigate the interplay between beliefs and practices over a two year period in one school context that is likely to provide challenges and opportunities for professional growth and development. Because the study focused upon the beliefs and practices of six teachers in a multi-age setting, elements of a qualitative approach to research were employed. The research design adopted for this study is grounded in an interpretative approach which looks for culturally derived and historically situated interpretations of the social world. Within this framework a case-study approach to research was used so as to reveal the interplay between the teachers’ beliefs and practices. The study found that the concept of orientations provides a suitable framework for understanding the personal and idiosyncratic nature of a teacher’s beliefs and practices. It was evident that beliefs about self, relationships, knowledge and change were highly significant in shaping the essential nature of teachers’ orientations. It was found that a summary label, based on these four beliefs, could be used to define the thematic nature of each teacher’s orientation. These recognisably different labels demonstrated that each teacher’s four beliefs were not just a pattern, but also a thematically defined pattern. It was also found that whilst some beliefs are thematically central other beliefs are not inherently thematic but are influenced in thematically derived ways. It was the configuration of these core/secondary beliefs that highlighted the importance of investigating belief combinations rather than discrete belief dimensions when attempting to understand the teacher as a person. It was also concluded that the teachers’ orientations in this study structured their practice in a way that was personal and internally consistent, indicating the dynamic coupling of beliefs and practices. It was clear that individual orientations, shaped by core beliefs, framed the challenges and possibilities that the multi-age ethos offered in varied and personal ways. In addition, the study found that the patterns of, and reasons for, change were complex and therefore it is unlikely that professional in-service will succeed if based on only one of the models of change proposed in the literature. The teachers in this study did not experience dilemmas as dichotomous situations but rather as complex and interrelated challenges to their whole belief system. Not all the teachers in this study approached the challenge of change in the same way. It was evident that individuals had constructed their own narrative for the need to change, and that this orientation tended to dominate the self-improvement agenda. Finally, this study demonstrated that not only the educational consequences of an innovation need to be taken into account, but also how well it is implemented in each classroom, and how compatible each teacher’s orientation is with the ethos underpinning the innovation.

The purpose of the research documented in this thesis is to investigate how one particular approach to groupings in one primary school, commonly referred to as multi-age, enables and constrains the practices and actions of its individual teachers. This study is located in a literature that examines the potential that beliefs and belief systems offer for understanding how teachers make sense of, and respond to particular educational contexts. It will be of particular interest to the community of scholars who are investigating the uptake of curriculum innovations in the classrooms of individual practitioners. The philosophical framework underpinning multi-age schooling is significantly different from that operating within the traditional lock-step system. The conventional school organisation has the child move through a predetermined curriculum at a fixed pace, whereas multi-age classes require that teachers focus on needs-based teaching, thus adapting the curriculum to suit the individual student. As a result of this shift in emphasis, it has been common for teachers in multi-age schools to experience dilemmas caused by the dissonance between their own and the school’s assumptions about teaching, learning, knowledge and social relations. However, this clash of individuals’ beliefs and mandated practices is an under-researched area of scholarship particularly within multi-age settings, and is thus the focus of the present research. A framework based on the construct of beliefs and belief systems was used for understanding the personal and idiosyncratic nature of a teacher’s practice. Such a framework proposes that beliefs can be classified in terms of personal assumptions about self, relationships, knowledge, change and teaching and learning. These classifications, rather than being discrete dimensions acting in isolation, tend to be organised into a coherent and interdependent belief system or orientation. The notion of orientation was found to be a suitable framework within which to investigate the interplay between beliefs and practices over a two year period in one school context that is likely to provide challenges and opportunities for professional growth and development. Because the study focused upon the beliefs and practices of six teachers in a multi-age setting, elements of a qualitative approach to research were employed. The research design adopted for this study is grounded in an interpretative approach which looks for culturally derived and historically situated interpretations of the social world. Within this framework a case-study approach to research was used so as to reveal the interplay between the teachers’ beliefs and practices. The study found that the concept of orientations provides a suitable framework for understanding the personal and idiosyncratic nature of a teacher’s beliefs and practices. It was evident that beliefs about self, relationships, knowledge and change were highly significant in shaping the essential nature of teachers’ orientations. It was found that a summary label, based on these four beliefs, could be used to define the thematic nature of each teacher’s orientation. These recognisably different labels demonstrated that each teacher’s four beliefs were not just a pattern, but also a thematically defined pattern. It was also found that whilst some beliefs are thematically central other beliefs are not inherently thematic but are influenced in thematically derived ways. It was the configuration of these core/secondary beliefs that highlighted the importance of investigating belief combinations rather than discrete belief dimensions when attempting to understand the teacher as a person. It was also concluded that the teachers’ orientations in this study structured their practice in a way that was personal and internally consistent, indicating the dynamic coupling of beliefs and practices. It was clear that individual orientations, shaped by core beliefs, framed the challenges and possibilities that the multi-age ethos offered in varied and personal ways. In addition, the study found that the patterns of, and reasons for, change were complex and therefore it is unlikely that professional in-service will succeed if based on only one of the models of change proposed in the literature. The teachers in this study did not experience dilemmas as dichotomous situations but rather as complex and interrelated challenges to their whole belief system. Not all the teachers in this study approached the challenge of change in the same way. It was evident that individuals had constructed their own narrative for the need to change, and that this orientation tended to dominate the self-improvement agenda. Finally, this study demonstrated that not only the educational consequences of an innovation need to be taken into account, but also how well it is implemented in each classroom, and how compatible each teacher’s orientation is with the ethos underpinning the innovation.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
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Within Brisbane Catholic Education (BCE) the 1999 HPE syllabus was implemented between 1999 and 2001. The purpose of the study is to evaluate the implementation of the 1999 Queensland HPE syllabus in three BCE primary schools of varying enrolment numbers. The research problem is:.How developed is the implementation of the new HPE syllabus in BCE schools?. The data collection was guided by the following research questions:- How are teachers in these BCE schools implementing the HPE curriculum documents? What readily accessible resources do schools have to assist with the implementation of Health and Physical Education?. What are teachers. perceptions with regard to the HPE Key Learning Area? What are the children.s perceptions of the HPE Key Learning Area? What implementation strategies are required to optimize HPE practices in BCE schools? This study is significant for the feedback it may provide to BCE of the HPE syllabus implementation process and in informing BCE of the current status of the HPE key learning area within a sample of systemic Catholic primary schools. The findings have the potential to contribute to the BCE Strategic Renewal Framework currently occurring within BCE schools for all curriculum areas and planned for completion by the end of 2006. This research has been designed within a constructionist paradigm. An interpretivist study was conducted employing symbolic interactionism. This qualitative, interpretive study is most appropriate as meanings were constructed. The case study methodology was chosen to construct meaning through capturing the context of each school. The sites for the three case studies involved: one small sized BCE primary school (less than 200 students); one medium sized BCE primary school (200 - 400 students); and one large sized BCE primary school (over 400 students). The participants included teachers and students from the respective schools. The data gathering strategies used were; semi-structured and focus group interviews, reflective journal note taking, observations, questionnaire and document analysis. The research concluded that factors which led to the decline in Australian HPE during the 1980s and early 1990s may have contributed to impeding the implementation challenges formulated by BCE. This was evidenced within the three BCE primary schools by unequal allocation of teaching resources, equipment, facilities, HPE teachers and HPE teacher release time for sports coordination. It appears that the implementation process ceased prematurely before all schools had had sufficient time and preparation to design whole school HPE programs. Teachers lacked understandings of practical ways to implement the social justice underpinnings of the syllabus and some school principals were unaware of the necessity of employing qualified HPE specialist teachers. The research revealed that school principals play a significant role in the implementation of the 1999 HPE syllabus, a role made more imperative by the absence of BCE HPE Curriculum Officers and systemic HPE professional development. Therefore, the HPE key learning area requires further system level support and attention so that the 1999 HPE syllabus can be implemented successfully in all BCE primary schools, enabling curriculum change to occur.

In 2002, the Queensland Schools Curriculum Council launched the Years 1-10 Arts Syllabus as one of the eight Key Learning Areas. This syllabus requires primary teachers to provide arts learning programs in the areas of Dance, Drama, Media, Music and Visual Arts. This syllabus was a landmark for arts education in Queensland as it became a mandate for primary teachers to teach each strand of the arts. This move is one of many recent changes in arts education evident across the globe reflecting a common move towards a broad arts education in schools. In alignment with the mandatory requirement of the Years 1-10 Arts Syllabus, primary teachers are now required to teach Dance, a subject which most have had little to no training or professional development in. This thesis will explore the research question, 'Which strategies used in professional development build competence and confidence in primary teachers to integrate dance in the primary classroom?' Through a series of school-based professional development workshops conducted at two Gold Coast primary schools, the research project utilized an action research approach (Kemmis, 1988) to investigate the effectiveness of this professional development approach. After collating and analyzing the data gathered from these two research sites, a number of key themes emerged around the initial resistance factors to dance professional development and the integration of dance learning in the classroom as well as the impact and influence of this professional development on teachers' competence and confidence. The research identified a range of professional development strategies including learning experiences, structures, resources and conditions that have impacted on the effectiveness of this professional development. Some of these strategies are dance specific while others are more generic and have broader implications for the development and facilitation of professional development of Queensland primary teachers.

In 2002, the Queensland Schools Curriculum Council launched the Years 1-10 Arts Syllabus as one of the eight Key Learning Areas. This syllabus requires primary teachers to provide arts learning programs in the areas of Dance, Drama, Media, Music and Visual Arts. This syllabus was a landmark for arts education in Queensland as it became a mandate for primary teachers to teach each strand of the arts. This move is one of many recent changes in arts education evident across the globe reflecting a common move towards a broad arts education in schools. In alignment with the mandatory requirement of the Years 1-10 Arts Syllabus, primary teachers are now required to teach Dance, a subject which most have had little to no training or professional development in. This thesis will explore the research question, 'Which strategies used in professional development build competence and confidence in primary teachers to integrate dance in the primary classroom?' Through a series of school-based professional development workshops conducted at two Gold Coast primary schools, the research project utilized an action research approach (Kemmis, 1988) to investigate the effectiveness of this professional development approach. After collating and analyzing the data gathered from these two research sites, a number of key themes emerged around the initial resistance factors to dance professional development and the integration of dance learning in the classroom as well as the impact and influence of this professional development on teachers' competence and confidence. The research identified a range of professional development strategies including learning experiences, structures, resources and conditions that have impacted on the effectiveness of this professional development. Some of these strategies are dance specific while others are more generic and have broader implications for the development and facilitation of professional development of Queensland primary teachers.

Within Brisbane Catholic Education (BCE) the 1999 HPE syllabus was implemented between 1999 and 2001. The purpose of the study is to evaluate the implementation of the 1999 Queensland HPE syllabus in three BCE primary schools of varying enrolment numbers. The research problem is:.How developed is the implementation of the new HPE syllabus in BCE schools?. The data collection was guided by the following research questions:- How are teachers in these BCE schools implementing the HPE curriculum documents? What readily accessible resources do schools have to assist with the implementation of Health and Physical Education?. What are teachers. perceptions with regard to the HPE Key Learning Area? What are the children.s perceptions of the HPE Key Learning Area? What implementation strategies are required to optimize HPE practices in BCE schools? This study is significant for the feedback it may provide to BCE of the HPE syllabus implementation process and in informing BCE of the current status of the HPE key learning area within a sample of systemic Catholic primary schools. The findings have the potential to contribute to the BCE Strategic Renewal Framework currently occurring within BCE schools for all curriculum areas and planned for completion by the end of 2006. This research has been designed within a constructionist paradigm. An interpretivist study was conducted employing symbolic interactionism. This qualitative, interpretive study is most appropriate as meanings were constructed. The case study methodology was chosen to construct meaning through capturing the context of each school. The sites for the three case studies involved: one small sized BCE primary school (less than 200 students); one medium sized BCE primary school (200 - 400 students); and one large sized BCE primary school (over 400 students). The participants included teachers and students from the respective schools.;The data gathering strategies used were; semi-structured and focus group interviews, reflective journal note taking, observations, questionnaire and document analysis. The research concluded that factors which led to the decline in Australian HPE during the 1980s and early 1990s may have contributed to impeding the implementation challenges formulated by BCE. This was evidenced within the three BCE primary schools by unequal allocation of teaching resources, equipment, facilities, HPE teachers and HPE teacher release time for sports coordination. It appears that the implementation process ceased prematurely before all schools had had sufficient time and preparation to design whole school HPE programs. Teachers lacked understandings of practical ways to implement the social justice underpinnings of the syllabus and some school principals were unaware of the necessity of employing qualified HPE specialist teachers. The research revealed that school principals play a significant role in the implementation of the 1999 HPE syllabus, a role made more imperative by the absence of BCE HPE Curriculum Officers and systemic HPE professional development. Therefore, the HPE key learning area requires further system level support and attention so that the 1999 HPE syllabus can be implemented successfully in all BCE primary schools, enabling curriculum change to occur.

The focus of this study is the celebration of Eucharist in Catholic primary schools within the Archdiocese of Brisbane. The context of the contemporary Australian Catholic primary school embodies certain 'problematical realities' in relation to the time-honoured way in which school Eucharistic rituals have been celebrated. These contemporary realities raise a number of issues that impact on school celebrations of Eucharist. The purpose of this study is to explore administrators' differing conceptions of school Eucharistic rituals in an attempt to investigate some of these issues and assist members of individual school communities as they strive to make celebrations of Eucharist appropriate and meaningful for the group gathered. The phenomenographic research approach was adopted, as it is well suited to the purpose of this study and the nature of the research question. Phenomenography is essentially a study of variation. It attempts to map the 'whole' phenomenon under investigation by describing on equal terms all conceptions of the phenomenon and establishing an ordered relationship among them. The purpose of this study and the nature of the research question necessitate an approach that allows the identification and description of the different ways in which administrators' experience school Eucharistic rituals. Accordingly, phenomenography was selected. Members of the Administration Team, namely the principal, the APRE (Assistant to the Principal Religious Education) and, in larger primary schools, the AP A (Assistant to the Principal Administration) share responsibility for leading change in Catholic primary schools in the Archdiocese of Brisbane. In practice, however, principals delegate the role of leading the development of the school's religion program and providing leadership in the religious life of the school community to the APRE (Brisbane Catholic Education, 1997). Informants in this study are nineteen APREs from a variety of Catholic primary schools in the Archdiocese of Brisbane. These APREs come from schools across the archdiocese, rather than from within one particular region. Several significant findings resulted from this study. Firstly, the data show that there are significant differences in how APREs' experience school Eucharistic rituals, although the number of these qualitatively different conceptions is quite limited. The study identifies and describes six distinct yet related conceptions of school Eucharistic rituals. The logical relationship among these conceptions (the outcome space) is presented in the form of a diagram with accompanying explication. The variation among the conceptions is best understood and described in terms of three dimensions of the role of Eucharist in the Catholic primary school and is represented on the model of the outcome space. Individual transcripts suggest that individual APREs tend to emphasise some conceptions more than others. It is the contention of the present study that change in the practice of school Eucharistic rituals is unlikely to occur until all of a school community's conceptions are brought out into the open and articulated. As leaders of change, APREs need to be alerted to their own biases and become aware of alternative ways of conceiving school Eucharistic ritual. It is proposed that the different categories of description and dimensions, represented by the model of the outcome space, can be used to help in the process of articulating a school community's conceptions of Eucharist, with the APRE as facilitator of this process. As a result, the school community develops a better understanding of why their particular school does what it does in relation to school Eucharistic rituals.

This research documents and analyses the modes of implementation of the Dance component of The Arts Essential Learnings in a Queensland school. The research identifies what makes good practice in dance education and the multiple modes of implementation that support this practice. The primary purpose of this research is to describe the factors that influence dance education, as it is delivered, in a Queensland primary school to inform the development of further support for primary teachers and to improve the quality of dance education in Prep -7 schooling. The literature review investigates dance education both in Queensland, Australia and internationally, identifying current issues related to the delivery of dance in a primary school environment including barriers to implementation of dance, authentic learning and integrated approaches to learning. Based on Engestrom.s reformulation of Vygotsky.s theory of socially mediated learning, the implementation of dance education curriculum was explored through descriptive case study method. The case study was conducted in a regional Queensland school identified as delivering the dance curriculum in a variety of ways. The research project provided opportunities to observe, document and analyse how teachers deal with pedagogical dilemmas and solve logistical problems associated with teaching the dance component of the Arts curriculum in this school. Teachers. practices were contextualised through investigation of the whole school context of dance curriculum development. The findings revealed a range of teaching approaches that influenced teachers. interpretation and children.s experience of the dance curriculum. The features of a supportive whole school and cultural environment for dance were identified. These have been captured in a reworked version of Engestrom.s Second Generation Activity Theory that can be applied to the implementation of dance education in primary schools.

This study explores through a lifestream narrative how the life experiences of a female primary school principal are organised as practical knowledge, and are used to inform action that is directed towards creating a sustainable school culture. An alternative model of school leadership is presented which describes the thinking and activity of a leader as a process. The process demonstrates how a leader's practical knowledge is dynamic, broadly based in experiential life, and open to change. As such, it is described as a model of sustainable leadership-in-process. The research questions at the heart of this study are: How does a leader construct and organize knowledge in the enactment of the principal ship to deal with the dilemmas and opportunities that arise everyday in school life? And: What does this particular way of organising knowledge look like in the effort to build a sustainable school community? The sustainable leadership-in-process thesis encapsulates new ways of leading primary schools through the principalship. These new ways are described as developing and maintaining the following dimensions of leadership: quality relationships, a collective (shared vision), collaboration and partnerships, and high achieving learning environments. Such dimensions are enacted by the principal through the activities of conversations, performance development, research and data-driven action, promoting innovation, and anticipating and predicting the future. Sustainable leadership-in-process is shared, dynamic, visible and transparent and is conducted through the processes of positioning, defining, organising, experimenting and evaluating in a continuous and iterative way. A rich understanding of the specificity of the life of a female primary school principal was achieved using story telling, story listening and story creation in a collaborative relationship between the researcher and the researched participant. as a means of educational theorising. Analysis and interpretation were undertaken as a recursive process in which the immediate interpretations were shared with the researched participant. The view of theorising adopted in this research is that of theory as hermeneutic; that is, theory is generated out of the stories of experiential life, rather than discovered in the stories.

This study analysed the process of curriculum interpretation undertaken by five primary school mathematics teachers as they implemented the Australian Curriculum in a Queensland school. It examined the process from intended to planned to enacted curriculum used by the teachers, as well as the influences impacting upon these processes. The teachers in the study employed similar strategies when interpreting the intended and planned curriculum. However, each teacher followed a unique process to enact the curriculum. The study found that while similar factors influenced this process, there were variations in terms of how it impacted on each teacher.

This study explored the discursive subject positions that 18 parents, teachers and administrators involved with children identified as experiencing learning difficulties in a Queensland regional primary school between September 2003 and August 2004 drew upon to explain the causes of those children’s learning difficulties. The study used a post-structuralist adaptation of positioning theory and social constructionism and a discourse analytic method to analyse relevant policy documents and participants’ semi-structured interview transcripts to interrogate what models were being used to explain a student's inability to access the curriculum. Despite the existence of alternative explanatory frameworks that functioned as relatively undeveloped resistant counternarratives, the study demonstrated the medical model’s overwhelming dominance in both Education Queensland policy statements and the participants’ subject positions. This dominance shapes and informs the adult stakeholders’ subjectivities and renders the child docile and potentially irrational.

That professional development is one of the most challenging and important activities facing principals and their staff, has been highlighted in the policy and professional development literature. The central purpose of this study was to explore the nature of professional development from the unique experiences of principals. It was felt there was a need to understand professional development outside the confines of theoretical constructs and overarching frameworks. A phenomenological methodology, therefore, guided the study and allowed the principals' experiences to speak for themselves. Data were collected by semi-structured interviews with eight primary school principals in Queensland who were asked to describe experiences of two phenomena. Firstly, they were asked to describe experiences of professional development for themselves. Secondly there were asked to describe experiences which demonstrated their responsiveness to teachers' professional development. Following the work of Giorgi (1985a, 1985b), a phenomenological psychological approach was used to analyse the data. The two investigations yielded 17 essential themes, and each of these themes was supported strongly in the professional development literature. In addition, three significant findings were raised for further comment. These related to the mismatch between current policy directions for professional development and the reality of principals' experiences; the principals' conceptualisation of professional development as a planned and unplanned activity; and principals as curriculum leaders. The study concluded by providing recommendations for further research to be conducted in the area of professional development and recommendations for the continual promotion of professional development for principals.

A growing international research base is suggesting that there can be no more serious sanction taken against children of primary school age than to withdraw their rights to attend school through suspension and exclusion - referred to in Queensland as School Disciplinary Absence (SDA). The short and long-term detrimental consequences of SDA to student recipients, their families, and social structures are well documented. Yet, SDA remains as a controversial, often policy-supported means to manage challenging student behaviour increasingly used by Queensland government schools. To contribute to this growing research, this project examines the potential influence of an array of principals' and teachers' beliefs on their decisions regarding the use of SDA within five government primary schools in Queensland. The study adopts a multi-method, case-study approach and is informed by social constructionist and critical theory perspectives. It draws from Rokeach's (1968) conceptualisation of the human belief system as having a number of sections where particular stated beliefs may be influenced by more powerful beliefs situated within another part of the system, which may (in turn) influence decisions and actions. Data were drawn from school documents, surveys, and interviews. Survey data revealed strong support for the use of SDA but interview data suggested that most participants believed that SDA was ineffective and held overriding concerns for the wellbeing and education of students exhibiting challenging behaviours. In some cases, particular beliefs were shown to override this unfavourable view of SDA and cause educators to become more likely to endorse its implementation. The study examines the complex construction of a variety of educator beliefs regarding SDA in general, the types of students who are more at risk of SDA, school and educator responsibility for supporting these students, and factors believed to prevent or make it difficult to avoid the use of SDA. Also, participants' concerns and recommendations regarding SDA are examined and implications for professional practice and school reform are considered.

A growing international research base is suggesting that there can be no more serious sanction taken against children of primary school age than to withdraw their rights to attend school through suspension and exclusion - referred to in Queensland as School Disciplinary Absence (SDA). The short and long-term detrimental consequences of SDA to student recipients, their families, and social structures are well documented. Yet, SDA remains as a controversial, often policy-supported means to manage challenging student behaviour increasingly used by Queensland government schools. To contribute to this growing research, this project examines the potential influence of an array of principals' and teachers' beliefs on their decisions regarding the use of SDA within five government primary schools in Queensland. The study adopts a multi-method, case-study approach and is informed by social constructionist and critical theory perspectives. It draws from Rokeach's (1968) conceptualisation of the human belief system as having a number of sections where particular stated beliefs may be influenced by more powerful beliefs situated within another part of the system, which may (in turn) influence decisions and actions. Data were drawn from school documents, surveys, and interviews. Survey data revealed strong support for the use of SDA but interview data suggested that most participants believed that SDA was ineffective and held overriding concerns for the wellbeing and education of students exhibiting challenging behaviours. In some cases, particular beliefs were shown to override this unfavourable view of SDA and cause educators to become more likely to endorse its implementation. The study examines the complex construction of a variety of educator beliefs regarding SDA in general, the types of students who are more at risk of SDA, school and educator responsibility for supporting these students, and factors believed to prevent or make it difficult to avoid the use of SDA. Also, participants' concerns and recommendations regarding SDA are examined and implications for professional practice and school reform are considered.

Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not being involved in professional associations primary teachers are missing potential quality professional learning opportunities that can impact the results of their students. The purpose of the research is twofold: Firstly, to provide a thorough understanding of the current context in order to assist professional associations who wish to change from their current level of primary teacher engagement; and secondly, to contribute to the literature in the area of professional learning for primary teachers within professional associations. Using a three part research design, interviews of primary teachers and focus groups of professional association participants and executives were conducted and themed to examine the current context of engagement. Force field analysis was used to provide the framework to identify the driving and restraining forces for primary teacher engagement in professional learning through professional associations. Communities of practice and professional learning communities were specifically examined as potential models for professional associations to consider. The outcome is a diagrammatic framework outlining the current context of primary teacher engagement, specifically the driving and restraining forces of primary teacher engagement with professional associations. This research also identifies considerations for professional associations wishing to change their level of primary teacher engagement. The results of this research show that there are key themes that provide maximum impact if wishing to increase engagement of primary teachers in professional associations. However the implications of this lies with professional associations and their alignment between intent and practice dedicated to this change.

Childhood sun exposure has been associated with increased risk of developing melanoma later in life. Sunscreen, children.s preferred method of sun protection, has been shown to reduce skin cancer risk. However, the effectiveness of sunscreen is largely dependent on user compliance, such as the thickness of application. To reach the sun protection factor (SPF) sunscreen must be applied at a thickness of 2mg/cm2. It has been demonstrated that adults tend to apply less than half of the recommended 2mg/cm2. This was the first study to measure the thickness at which children apply sunscreen. We recruited 87 primary school aged children (n=87, median age 8.7, 5-12 years) from seven state schools within one Brisbane education district (32% consent rate). The children were supplied with sunscreen in three dispenser types (pump, squeeze and roll-on) and were asked to use these for one week each. We measured the weight of the sunscreen before and after use, and calculated the children.s body surface area (based on height and weight) and area to which sunscreen was applied (based on children.s self-reported body coverage of application). Combined these measurements resulted in an average thickness of sunscreen application, which was our main outcome measure. We asked parents to complete a self-administered questionnaire which captured information about potential explanatory variables. Children applied sunscreen at a median thickness of 0.48mg/cm2, significantly less than the recommended 2mg/cm2 (p<0.001). When using the roll-on dispenser (median 0.22mg/cm2), children applied significantly less sunscreen thickness, compared to the pump (median 0.75mg.cm2, p<0.001), and squeeze (median 0.57mg/cm2, p<0.001) dispensers. School grade (1-7) was significantly associated with thickness of application (p=0.032), with children in the youngest grades applying the most. Other variables that were significantly associated with the outcome variable included: number of siblings (p=0.001), household annual income (p<0.001), and the number of lifetime sunburns the child had experienced (p=0.007). This work is the first to measure children.s sunscreen application thickness and demonstrates that regardless of their age or the type of dispenser that they use, children do not apply enough sunscreen to reach the advertised SPF. It is envisaged that this study will assist in the formulation of recommendations for future research, practice and policy aimed at improving childhood sun protection to reduce skin cancer incidence in the future.

In an age of substantial educational reform, the teaching and learning of 'thinking-skills' are considered to be an integral component of a child's education. Further, they are considered an important factor in developing skills which may contribute to increased learning outcomes for all learners. Current reform agenda nominate a range of 'thinking-skills' and processes that inform essential lifelong learnings and that are supported by characteristics that all learners should exhibit. At the heart of such prescription is a vision of a future in which 'process' rather than 'knowledge' will be the focus. A fundamental paradigm shift is pressing, and so too, the revised role of the teacher. Teacher practices that assist students to search for their own understandings rather than follow other people's logic are paramount and essential to the successful implementation of educational change. This case study presents one teacher's approach to the provision of 'thinking-skills' instruction in a primary school classroom for year-six children. The three objectives of the project were first, to trial a different pedagogical approach, second, to influence and change the 'thinking' habits of youngsters, and third, to encourage students to employ 'good thinking' in order to maximize learning outcomes. The model for implementation was underpinned by philosophical approaches gleaned from the literature, which were caring, humane, stimulating and creative. An eclectic mix of insights and strategies were employed to target full immersion of students and teacher into a 'Thinking-Skills Classroom'. Data were gathered from two groups of student participants who represented two discrete learning contexts. One context was that of the Trial Classroom, where the 'immersion' process sought to create a 'culture of thinking', in which 'thinking' was the focus of all teaching, learning, and operating activity. The context of the Control Classroom, was one in which 'thinking' was not the focus of all instruction and learning, but rather, was taught in an incidental and less formal manner. The aim of this study was to determine whether significant educational outcomes would become apparent in the Trial Classroom, that is in a context where children were immersed in, and learned to use, a range of strategies aimed at progressing them as independent, confident and 'accomplished thinkers'. The teaching experiment that was 'The Thinking-Skills Classroom', proved successful. The research has revealed effective 'transfer' after instruction for students in the Trial Classroom. Learners effectively applied new 'thinking understandings' into everyday thinking situations, in addressing real-life problem solving, and in producing evidence of new ways of operating. Across all strata of academic ability students from the Trial Classroom increased their thinking prowess. A category was established for 'excellent thinkers', where students demonstrated acquisition of a different set of skills from those normally associated with 'good thinking'. Students developed increased self-confidence, risk-taking initiatives and independence across the board as a result of increased thinking ability. A study of this kind may be helpful to other teacher/researchers who are considering instructional and curriculum change in light of wider paradigmatic change in education. Although this particular study would be difficult to replicate, this researcher's story can be usefully interpreted to allow insights and generalizations from the case-study to be made. These may serve as a catalyst for other innovative school-based pedagogies to emerge, and for new learning approaches to be considered and trialled, in order to prepare students for life and learning in the Twenty-First Century.

This case study presents one teacher's approach to the provision of 'thinking-skills' instruction in a primary school classroom for year-six children. The three objectives of the project were first, to trial a different pedagogical approach, second, to influence and change the 'thinking' habits of youngsters, and third, to encourage students to employ 'good thinking' in order to maximize learning outcomes. The model for implementation was underpinned by philosophical approaches gleaned from the literature, which were caring, humane, stimulating and creative. An eclectic mix of insights and strategies were employed to target full immersion of students and teacher into a 'Thinking-Skills Classroom'. Data were gathered from two groups of student participants who represented two discrete learning contexts. One context was that of the Trial Classroom, where the 'immersion' process sought to create a 'culture of thinking', in which 'thinking' was the focus of all teaching, learning, and operating activity. The context of the Control Classroom, was one in which 'thinking' was not the focus of all instruction and learning, but rather, was taught in an incidental and less formal manner. The aim of this study was to determine whether significant educational outcomes would become apparent in the Trial Classroom, that is in a context where children were immersed in, and learned to use, a range of strategies aimed at progressing them as independent, confident and 'accomplished thinkers'. The teaching experiment that was 'The Thinking-Skills Classroom', proved successful. The research has revealed effective 'transfer' after instruction for students in the Trial Classroom. Learners effectively applied new 'thinking understandings' into everyday thinking situations, in addressing real-life problem solving, and in producing evidence of new ways of operating. Across all strata of academic ability students from the Trial Classroom increased their thinking prowess. A category was established for 'excellent thinkers', where students demonstrated acquisition of a different set of skills from those normally associated with 'good thinking'. Students developed increased self-confidence, risk-taking initiatives and independence across the board as a result of increased thinking ability. A study of this kind may be helpful to other teacher/researchers who are considering instructional and curriculum change in light of wider paradigmatic change in education. Although this particular study would be difficult to replicate, this researcher's story can be usefully interpreted to allow insights and generalizations from the case-study to be made. These may serve as a catalyst for other innovative school-based pedagogies to emerge, and for new learning approaches to be considered and trialled, in order to prepare students for life and learning in the Twenty-First Century.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Full Text

This study is about the qualitatively different ways in which the phenomenon of sexuality education is experienced or understood by an opportunity sample of primary teachers who teach in Year Six and Year Seven in Catholic primary schools in the Archdiocese of Brisbane. No other topic is as likely to be sensitive or emotionally charged for parents, students, employers, and school administrators as sexuality. The Catholic Church expects the teachers who teach in Catholic schools in the Archdiocese of Brisbane, Australia, to teach religious education and to address sexuality education in the formal curriculum. Sexuality education has been closely associated with Religious Education (RE) in Australian Catholic primary schools. A fundamental aim of Catholic school religious education has been the development of students' faith within the context of the Catholic faith tradition. Contesting views about faith development, including proposals for a catechetical approach or an educational approach to religious education, continue in Australian Catholic schools. This phenomenographical study covers a period of curriculum change in areas that involve sexuality education in Catholic school settings. Its goal is to explore the phenomenon of sexuality education as it is seen or experienced by the participants in this context. The conceptions held by the teachers in the study are revealed by an analysis of data collected during a series of synergetic focus group interviews. The major finding of the study is that the teachers in the upper primary grades of Catholic primary schools in the Archdiocese of Brisbane are anxious and fearful about addressing sexuality education. Apprehension, disquiet and uncertainty are felt personally, professionally, and pedagogically. An implication of the findings of the study is that a new model of relationship-based on collegiality, collaboration, trust, respect and freedom between students, families, clergy and teachers-is required in Catholic schools.

The under-representation of women entering into Information and Communication Technology (ICT) programs is a long-standing and increasing problem, commonly referred to as the shrinking IT pipeline. Over the past two decades, numerous studies have investigated the low and declining female participation in the ICT educational and vocational pipeline and have identified various factors that may influence female ICT career decisions. Some of the factors identified include national and organisational culture, lack of, or poor quality ICT career information, societal influences, discriminatory work environments, practices and policies, along with the need for appropriate ICT role models. If you add to this mixture the changing and individual needs of the students, the problem becomes increasingly complex. While some studies in this area have contributed by identifying issues and making recommendations for change, some of which have been instituted, many of the efforts have centred on senior secondary school and tertiary students. However, many of the decisions that affect future career choices have already been made by this stage and there is a lack of research exploring Australian primary and lower secondary student ICT experiences and attitudes, prior to their elective subject selections. This thesis, conducted in the emerging transdisciplinary field of Social Informatics, involves an embedded single case study of metropolitan Brisbane middle-school students. It explored the ICT attitudes and perceptions of Year 4 and Year 8 students, their ICT experiences at home and at school and the influence that these ICT perceptions, attitudes and experiences have on girls’ ICT study and career choices. This study drew on literature from a variety of research disciplines including IS and computer science, education and educational psychology, career psychology, psychology, gender science and sociology. The setting for the case study involved three school types, with strong links between the Year 4 and Year 8 levels, including a government (free tuition) coeducational school, a private (tuition charged) female single-sex school and a private (tuition charged) coeducational school. In total, 58 Year 4 and Year 8 classroom visits took place. The classroom observations lasted from one lesson block (approximately 1 hour) up to a full day, depending on the availability of the students and the type of activities planned. Eleven semi-structured group interviews were held involving 49 Year 4 students and 20 Year 8 students, and individual semi-structured interviews were conducted with six teachers. These interviews generally took place at the end of the respective school term and lasted for approximately thirty minutes each. Information about classroom ICT artefacts and documents that provided information about curriculum, subject availability and subject selection options were also collected as they became available. The main findings were that middle-school girls' study and career choices take place in an environment specific to the culture in which the choices are made, in this case the Australian context, and involve social and structural factors and individual attributes. Socioeconomic factors further shaped ICT access, ICT resources and teaching to impact on the middle-school girls’ interest in ICT study and careers. The social factors included socialisers such as family and peer groups who act as positive and negative role models and share gender and ICT stereotypes. Parents also offered career advice to the students, but none of the parents encouraged the students to be involved in ICT pathways. The girls were enthusiastic and confident users of ICT, but some of the Year 8 girls were observed downplaying their scholastic ability, possibly to fit in with their peers. The media was also found to influence and reinforce the negative perceptions of gender roles and ICT stereotypes. Structural factors, including the teacher's interest and training in ICT, the curriculum content and teaching practice, and reliability of ICT resources, had a positive or negative influence on the students' ICT experiences. These experiences were important to the students’ motivation to choose ICT study and career paths. The Year 8 Computer Studies classes seemed to be used as a form of electronic babysitting, with the content and delivery given little importance. Moreover, this research confirmed that ICT subjects are regarded as being synonymous with computer literacy, and low-level skills are being taught in these classes. This study also demonstrated how the teachers’ ICT interest and enthusiasm influenced the implementation of ICT in their classroom and the enthusiasm of their students. All of the students in this study had access to computers at school and most had at least shared access at home. However, poor quality and unreliable ICT resources had a strong negative impact on the students’ desire to engage in ICT study or career paths. These ICT resources differed between schools, with low socioeconomic status schools having unreliable and poorly maintained ICT resources. Individual attributes, such as personality, aptitude and attitudes; goals and general schemata; subjective task value and interpretations of experience, were identified as being influential to girls’ ICT study and career choices. This study demonstrated that, by encouraging peer support and allowing exploration, the teachers increased the girls’ confidence and enthusiasm for ICT. Unlike the boys, the girls did not explore the computer, were generally compliant with the rules and concentrated on completing their work. However, the girls’ demonstrated compliance with classroom expectations and being careful with resources may discourage tinkering, which has been linked to increasing ICT interest and preparation for future ICT studies. While the girls were interested in using ICT, they expressed an ‘I can, but I don’t want to’ attitude towards ICT or being involved in the ICT field. Finally, the girls did not enrol in the ICT subjects as they felt that they did not fit the stereotypical image of someone who was interested in ICT. This research has shown that interest in ICT wanes in the late middle-school years and it is highly probable that most of the students in this study will not pursue an ICT career. As a result of this research, a Model of Girls’ ICT Study and Career Choices has been developed to illustrate the factors, and their interrelationships, that influence middle-school girls’ study and career choices. Furthermore, a number of recommendations for education authorities, schools and teachers have been proposed to address the problem.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Information and Communication Technology
Faculty of Science, Environment, Engineering and Technology
Full Text

Homework is a universal school practice. Most homework research has concerned itself with  student learning and achievement and time spent on homework;  parental involvement in homework that supports learning from homework; and  the development of student self-regulatory, independent learning skills. In Australia, each state and territory has an educational authority homework policy for schools. However, there is limited research that has explored homework policy influences on teacher perspectives about homework and teacher-in-action homework practices in the context of a homework policy-perspectives-practice interface. Teacher perspectives about homework were explored using focus groups and teacher-inaction teacher homework practices were explored using the stimulated recall (SR) method. Four inter-related findings emanated from this research, namely that:  teachers interpret state and school-based homework policy guidelines and implement them through the use of individualised teacher homework repertoires of practice;  teacher homework repertoires of practice respond to the influences of policy, teacher view, parental involvement in homework and student learning;  there are distinct differences in the orientation to the homework approach evidenced in the repertoire of homework practices between primary classroom teachers in the early years and middle years phases of learning; and  an analogous relationship exists between primary classroom teacher perspectives about homework and homework practices, and the teacher-in-action in situ homework practices used by classroom teachers. It was found that the use of SR methods to explore teacher-in-action practices was problematic and difficult to manage in the classroom setting. However, the results using this methodology confirmed that teacher perspectives were enacted into teacher-inaction practice. The results also revealed that teacher perspectives about the purpose for homework influenced the types of homework used and the ways in which primary classroom teachers implemented homework using idiosyncratic teacher homework practices. The results from this research have been used to develop a reflective frame for teacher homework practice. This frame can be used by educators, and in particular by classroom teachers to  raise awareness about teacher homework practice; and  stimulate professional discussions about homework and teacher homework practice.

What is meant by professionalism, and specifically what is meant by teacher professionalism has generated numerous studies, but research into the role and actions of primary Physical Education (PE) specialist teachers has, so far, been limited. To address these limitations, this research study adopted a phenomenological approach to investigate how five primary PE specialist teachers in Queensland state schools – at different teacher career stages – defined, perceived, and enacted professionalism. The discourses of managerial and democratic teacher professionalism (Sachs, 2003) were examined, and provided a reference point for discussion. Interpretative Phenomenological Analysis (IPA), a research methodology that is concerned with exploring lived experiences, was used to address the research questions. Semi-structured interviews were conducted with the five participants and analysed. As IPA is informed by hermeneutics, the theory of interpretation, the researcher interrogated and interpreted the data that resulted from the interviews. Through the analysis two super-ordinate themes: Professionalism as a personal responsibility and Physical Education as the other were identified. Supporting these two super-ordinate themes were subordinate themes which were interrelated. The super-ordinate and subordinate themes indicated that the professionalism defined, perceived and enacted by primary PE specialist teachers was managerial in nature. The research found that a more aspirational enactment of professionalism requires making opportunities available for primary PE specialist teachers to meet, discuss different types of professionalism, and collaborate to create and share knowledge.

"Changing mindsets' is about how teachers are engaging with visual literacy the practices involved in understanding and creating visual texts. The concept of visual literacy, like other new literacies, has arisen in response to changing communication practices in developed, capitalist societies like Australia. This study addresses the ways in which teachers in primary schools are engaging with the visual literacy initiative in the context of the new arts syllabus (Years 1-10) in Queensland. Using a broadly poststructural approach, this thesis explored the changing mindsets implied by this curriculum initiative from three perspectives. The concept of preservation of self (Nias, 1987, 1993) was used to examine the personal dimension of change; the concept of trendy theory (Goodson, 1988, 1994, 1997) addressed the social and political agendas that drive curriculum reform; while the concept of multimodality (Kress, 2000a, 2000b, 2003a, 2003b) drew attention to the cultural values ascribed to different modes of communication. Semi-structured interviews were conducted with 26 primary teachers from 11 government schools in a regional centre in 2002. The discourse analysis method was used to analyse the data resulting from these interviews. The data showed that the official discourses featured in the new arts syllabus did not match the discourses used by practising teachers. Although there was some recognition of the significance of the visual mode, most teachers in this study were not aware of visual literacy. Significantly, the agency exercised by teachers in curriculum reform was shaped not only by their personal identities, but also by the levels of support that they experienced in their working environments. These findings have crucial implications for policy-makers in implementing curriculum change, particularly in the context of the new arts syllabus." -- abstract

Background: Skin cancers, including both melanoma and keratinocyte carcinomas, are the most common cancers diagnosed in Australia. Solar ultraviolet radiation, sunlight, is a skin carcinogen. Geographical regions of north Queensland (Australia) are exposed to high levels of solar ultraviolet radiation year-round. For Caucasian populations, excessive exposure to solar ultraviolet radiation, especially during the childhood years, can result in sunburn and increase melanocytic naevi development. Naevi are a risk factor for melanoma and have been identified as precursor lesions in up to 60% of melanoma cases. Therefore excessive sun-exposure during the childhood years can increase naevi development and lifetime melanoma risk. The risk of developing melanoma may be especially high for individuals with numerous naevi, a history of painful blistering sunburns during childhood, fair skin (Fitzpatrick skin type I or II), fair hair colour and light eye colour. The risk of developing keratinocyte carcinoma, for example basal cell carcinoma, is linked with both intermittent and excessive sun-exposure, particularly excessive exposure that resulted in sunburn during childhood. School children should be encouraged to use multiple methods of sun-protection, including hats and shade, when outdoors at school to reduce excessive exposure to ultraviolet radiation. The sun-protection policies of north Queensland primary schools and the sun-protective practices used by children and their adult role-models (including parents and school staff) at these schools are not regularly monitored and reported. Also, these school communities are not required to measure and report the amount of shade available at their school for children to use when they are outdoors. At the commencement of this thesis the comprehensiveness of north Queensland primary school sun-protection policies and how well these school communities followed through with sun-safety guidelines had not been documented. A remote (off-site) method to accurately measure shade at schools was also unavailable. The aims of this thesis were to address the following research questions. 1) How comprehensive are the sun-protection policies at north Queensland primary schools in the geographical regions of Townsville (latitude 19.3˚S, longitude 146.8˚E), Cairns (latitude 16.87˚S, longitude 145.75˚E) and the Atherton Tablelands (Atherton: latitude 17.26˚S, longitude 145.48˚E) (study 1)? 2) What body surface area is covered by regulation school uniforms at primary schools in Townsville, Cairns and the Atherton Tablelands (study 2)? 3) Can a method to remotely measure shade availability at schools be developed (study 3)? 4) What proportions of Townsville primary school students and their adult-role models wear a hat to school before, during and after school hours (study 4)? 5) What proportions of Townsville primary school student spectators wear a hat and wear a shirt at inter-school swimming carnivals (study 5)? Methodology: Participants: All north Queensland schools catering for primary school aged students (generally 5-12 year olds) from Townsville, Cairns and the Atherton Tablelands were included in studies 1 and 2 while a sample of these schools were included in studies 3 to 5. For studies 4 and 5, schools were included if they were located within a 15 km radius of Townsville's Central Business District, had at least 60 students enrolled in 2008, and predominantly educated 'day' students (not exclusively boarding schools). Education Queensland school directory lists were used to identify eligible schools in Townsville, Cairns and the Atherton Tablelands. The SunSmart status of each school was verified through email contact with the Cancer Council Queensland since the SunSmart school program is a sun-protection campaign of the Australian Cancer Council. School characteristics (for example, school ownership, school location and student enrolment figures) were obtained from the Education Queensland website. The Australian 'My School' website was used to retrieve the 'Index of community socio-educational advantage' values and student enrolment figures for schools not listed on the Education Queensland website (non-government owned schools). Study designs: Studies 1 and 2 were cross-sectional studies. The comprehensiveness of north Queensland primary school sun-protection policies and the body surface area covered by regulation school uniforms of these schools were assessed using publicly available school sun-protection policies and uniform documents respectively. Sunprotection policies were independently reviewed using the minimum inclusion criteria outlined in the Cancer Council's 'guide to being SunSmart' resource (study 1). A maximum score of 12 was possible and the total score determined policy comprehensiveness. Pre-determined body region percentages were used to calculate the body surface area covered by regulation uniforms (study 2). The maximum possible body surface area was 93.4% since the head region was excluded from calculations. Study 3 was a method comparison study of two shade measurement methods. WebShade®, a shade-planning computer software, was used to measure shade at a sample of north Queensland primary schools using the on-site shade-audit method provided by the WebShade® developers. The shade-audit method required data collection at schools including building dimensions and tree heights to measure shade. WebShade® was then used to estimate shade availability at schools using a remote shade-estimation method which we had developed in conjunction with WebShade®. The remote method used a series of pre-defined height values in place of on-site data collection to measure shade. Statistics of concordance were used to assess the agreement between values calculated for 11am and 1:30pm on the 1st of December, March, June and September, respectively, using the on-site shade-audit and remote shade-estimation methods. Studies 4 and 5 were observational studies. The proportions of students and adult rolemodels wearing hats were observed at Townsville primary schools (study 4). Hat use was observed before, during and after school hours. The type of hat worn by students was classified as 'gold standard hat' (broad-brimmed, legionnaire or bucket style hats) or 'other hat' (for example, cap or visor style). The proportions of student spectators wearing hats (any hat type) and wearing shirts (swim-shirts/t-shirts) were observed at inter-primary-school swimming carnivals held in Townsville (study 5). Results: Study 1: Sun-protection policies for 112 of 116 schools (96.6% participation rate) were evaluated. Although policies of Cancer Council accredited SunSmart schools addressed more environmental, curriculum and review-related criteria than those of non-SunSmart schools, the overall median score for both groups was low at 2 from a possible 12 (SunSmart schools: [Inter-quartile range (IQR): 2.0, 9.0], and non-SunSmart schools: [IQR:2.0, 3.0], p=0.008). Most policies included a 'no hat, no play' rule (that is, a rule that students are not permitted to play outdoors without a hat on). Criteria related to shade provision at outdoor events, regular policy review and using the policy to plan outdoor events were poorly addressed by most schools. No relationships were found between sun-protection policy scores and socio-economic status, school size, school locality or region. Study 2: Uniform policies for 114 of 116 schools (98.3% participation rate) were evaluated. The average total body surface area covered by uniforms (overall 62.4% (standard deviation (SD): 1.8%) was found to be influenced by school grouping variables, such as school ownership and socio-educational status, however the differences in terms of skin coverage were small. For example, the uniforms of non-government schools covered more skin than those of government schools (63.2% (SD: 2.7%) and 62.0% (SD: 1.0%), respectively, p<0.001) and the uniforms of socio-educationally advantaged schools covered more skin than those of socio-educationally disadvantaged schools (62.8% (SD: 2.7%) and 62.3% (SD: 1.4%), respectively, p<0.001). SunSmart and non-SunSmart school uniforms covered identical total body surface proportions (62.4% (SD: 1.6%) and 62.4% (SD: 2.2%), respectively, p=0.084). Study 3: Shade-related data were compared for 22 of 27 schools (81.5% participation rate). Shade-related values calculated using the remote shade-estimation method (offsite) were usually lower than the values calculated using the shade-audit method (onsite). The average differences between shade-audit values and remote shade-estimation values were 1.3% (SD: 7.6%) for natural shade, 3.7% (SD: 4.7%) for built shade and 5.1% (SD: 6.6%) for combined shade (that is, natural shade plus built shade) for 11am 1st December values. Agreement between natural, built and combined shade-related data were poor (Lin's concordance correlation coefficient (CCC) values all below 0.90). Agreement between the remote shade-estimation and shade-audit methods was poorest for built shade. For example, built shade CCC values for 11am 1st December ranged from -0.35 (95% CI: -0.70 to 0.14) to 0.01 (95% confidence interval (CI): -0.25 to 0.26). Study 4: Observations were based on 36 of 46 schools (78.3% participation rate). Overall, a median of 52.2% (IQR: 45.4%, 59.8%) of 28,775 students and 47.9% (IQR: 38.1%, 58.2%) of 2,954 adults were observed wearing any type of hat. A median of 22.5% (IQR: 16.8%, 33.4%), 23.4% (IQR: 15.0%, 34.6%) and 92.9% (IQR: 84.9%, 95.6%) students were observed wearing hats (any styles) before, after and during school hours, respectively. Proportions of students observed to wear hats (any style and goldstandard hat styles) at school before, after and during school hours were similar at SunSmart and non-SunSmart schools. More students from non-government owned schools than government owned schools were usually observed wearing hats, including gold-standard hats, however the differences were not consistently significant. Most adults at SunSmart and non-SunSmart schools wore hats (any styles) during school hours (88.8% (IQR: 62.5%, 100.0%) and 80.6% (IQR: 41.7%, 94.4%), respectively, p=0.169). However fewer adults at SunSmart schools wore hats before school than adults at non-SunSmart schools (3.7% (IQR: 0.5%, 7.7%) Vs 10.2% (IQR: 5.3%, 17.1%), respectively, p=0.035). The proportions of adults who wore hats before, during and after school hours were not found to be significantly influenced by other school characteristics, including school ownership and total sun-protection policy score, considered. Study 5: Observations were based on students from 41 of 46 schools (89.1% participation rate). Overall, a median of 30.7% (IQR: 13.2%, 46.7%) student spectators were observed wearing a hat and 77.3% (IQR: 70.0%, 85.9%) were observed wearing a shirt. Students from non-government schools were twice as likely as students from government schools to wear a hat (41% (IQR: 30.3%, 57.9%) and 18.2% (IQR: 9.8%, 37.9%), respectively, p=0.003). More students from SunSmart than non-SunSmart schools wore hats (36.3% (IQR: 13.0%, 48.8%) and 23.6% (IQR: 12.3%, 37.1%), respectively) however this difference was not significant (p=0.422). Neither the hat nor the shirt-wearing behaviours of student spectators were significantly influenced by their school's size (number of students), socio-educational advantage or the total sunprotection policy score. Implications: The results of study 1 revealed that most primary schools in north Queensland have written sun-protection policies, however the comprehensiveness of these policies could be improved. These school communities may require support and advice to develop and implement sun-protection policies. The results of study 2 showed that most school uniforms assessed could be modified to include longer shirt, sleeve, and pant hem lengths so that more of the body is covered by clothing. Protecting children's skin from over-exposure to ultraviolet radiation might reduce naevi development during childhood therefore sun-protective school uniforms should be worn by primary school students when outdoors. The results of study 3 revealed that measuring shade at schools can be laborious. Future studies are needed to develop an improved remote shade-estimation method which might include contacting school communities to determine the dimensions of school buildings and trees as well as the locations of school boundaries. An improved remote shade-estimation method should be evaluated against the shade-audit method, or a goldstandard method for measuring shade when it becomes available. The results of study 4 showed that hats are under-utilised by students and their adult role-models (including school staff and parents) when they are outdoors at school, especially before and after school hours. Children and adults, particularly parents accompanying their child to and from school, might require regular reminders to wear their hats. SunSmart status was not found to be a consistent predictor of higher student or adult hat-wearing proportions despite the 'no hat, no play' rule being a key element of the SunSmart school program. The results of study 5 revealed that hats are under-utilised by student spectators at swimming carnivals. More student spectators could be encouraged to wear both hats and shirts since a single form of sun-protection will not protect an individual from both direct and indirect ultraviolet radiation at swimming events. For example, a hat alone will not protect students from both overhead sun-exposure (direct) and ultraviolet radiation which has been reflected off water surfaces and into seating areas (indirect). Recommendations: • Investigate the SunSmart school application and renewal process since SunSmart status was not a consistent predictor of improved sun-protection policies and sun-protective behaviours. • Use qualitative research methods, for example focus groups, to investigate why sun-protection policies at schools were under-developed. • Work with school communities to develop their sun-protection policies, possibly by ensuring they have access to suitable sun-safety resources and incentives (for example, a reward scheme) to develop and implement thorough policies. • Encourage school communities to use their updated (comprehensive) sunprotection policies when planning outdoor activities at school (for example, outdoor physical activity classes) and at school related events (for example, swimming carnivals). • Investigate the practicalities of introducing a sun-protective school uniform at north Queensland primary schools. This might involve using qualitative research methods, such as focus group discussions, to investigate if school communities would be willing to introduce a sun-safe uniform and if parents would be willing to purchase a sun-safe uniform. • Design a sun-protective school uniform (for example, garments constructed with very high ultraviolet protection factor rated materials which include longer sleeve and pant hem lengths). • Continue to observe and report the sun-protective behaviours of north Queensland primary school students and their adult role-models at schools and at school sport events. • Introduce and evaluate a school-based sun-protection program that includes regular unannounced observations of sun-protective behaviours and rewards school communities that demonstrate a commitment to sun-safety. • Design an improved remote method for measuring shade at schools based on the data and knowledge accumulated during this thesis. • Evaluate the agreement of the improved remote shade-estimation method against established methods of measuring shade.

Thesis (Ph. D.)--Australian Catholic University, 2005.
A thesis submitted in partial fulfillment of the requirements of the degree of Doctor of Education. Includes bibliographical references (p. 275-296). Also available in an electronic version via the internet.

This thesis provides an account of how one primary school in the Capncomia Region of the Queensland Education Department set about implementing Central Office Policy, 'Managing Behaviour within a Supportive School Environment' (1993), by developing their own management plan to deal with the occurrence of disruptive and antisocial behaviour in a school environment. This work presents a basis for critical understanding of strategies for developing such a plan. The study provides a focus from which future policy, professional development and community education programs seeking to improve behaviour management in a primary school may be accomplished. Through a reflective analysis of key issues arising from one school's experience. the study raises questions and experiences that heighten the awareness of the problems and issues involved in school based policy implementation. The methodology employed a qualitative case study framework with a critical interpretive intent. Analysis of the data generated several practical recommendations for the successful implementation of Education Department policy at a school management level.

碩士
國立暨南國際大學
國際文教與比較教育學系
106
Under the tide of globalization, the relationship between countries is becoming closer and closer, and country’s politics, economy and culture are also affected by others. Many countries cultivate people's relevant international literacy through international education, while others cover the concept of international education with global education, and international education is viewed as an industry. The purpose of this research is to explore Australian policies related to international education and to explore strategies and practice of promoting international education in Queensland through participants observation and semi-structured interview. Meanwhile, to understand the effect of the study tour program, this study also interviewed the teachers and students participating in this program. It is expected that this research coud provide an example to Taiwan when facing the problem of insufficient funds, manpower allocation, and match up media platform while promoting international education exchange. The conclusions derived from this research are: 1.The Strategy of international education in Australia focuses on innovation, cooperation and partnership, aiming to consolidate and enhance the development of its international education. 2.In addition to responding to the international education strategy in Australia, Queensland International education strategy as a comprehensive plan, responds to the needs of various departments and regions. 3.Queensland Government Department of Education International, trading as Education Queensland International is responsible for promoting international-education-related program. It manages the programs and establishes all relative procedures and standards. The study tour program is co-constructed by it and with its partners. 4.The features of EQI study tour program are school integration, school buddies, designated school contact, homestay, English lessons, specialized lessons, welcome and farewell function. The itinerary of this program can also be customized. 5.The feedback of this program can be learnt through participants’s observation, the impact of this program on Australian and Taiwanese teachers and students, and the suggestion from Taiwanese teachers participating in the program. Based on the findings and results, this research submits some suggestions as following: 1.The government, as a coordinating unit, can promote study tour program with partnerships, and supervise the program’s quality. 2.There are some common features among schools’ study tour program. However, each school can also develop its characteristic to do professional exchange. 3.The suggestions of promoting study tour program in primary and secondary school in Queensland include: (1) The relevant pre-departure and orientation of the study tour program can help participants get more understand to this program. (2) There are relevant considerations for organizing activities and lessons of the study tour program. (3) Take student’s grade (age) and permission of student’s portrait using as considerations to match up school buddies. (4) Take safety and student’s right as considerations to arrange homestay. 4.Future researches are suggested to study other international education programs in Queensland or in other states to comprehensively understand international education in Queensland or Australia. Keywords: Australia, Queensland, International Education, Study Tour Program

With the introduction of the English in Year 1 to 10 Queensland Syllabus in 1991, (hereafter known as the Syllabus), there came a lot of change in the teaching of English in Queensland Schools.

By looking at the Syllabus for today's schools, many differences can be seen if compared to the syllabus written in the 1960s and 1970s. Curriculum guidelines of the past have stressed the wisdom of promoting growth through four language modes or skills - listening, speaking, reading and writing (Christie, 1990). Unfortunately, they did not go further to address the wider issues of the purposes in using these modes, or how they relate to each other and to a wider audience and context. The Syllabus today has a strong emphasis on making these links - all language must be viewed as purposeful and in relation to a context.

Such an emphasis can be seen to derive from a theory of systemic functional linguistics. These approaches are based on the belief that language develops to meet the needs of people in given contexts (Old Dept of Ed, 1994). A more detailed discussion of such approaches, and the interpretation of these approaches within the Syllabus, is included in the following chapter (Chapter Two - Literature Review).

In my role as Regional Curriculum Consultant, Central Highlands (Catholic Education), I was involved in the process of schools preparing school -based English programmes, with the new syllabus as the guide. This document challenged schools to look at planning in a new way known as the five part framework. The parts included Assumptions about English, Assumptions about English learning and learners, Scope and Sequence, Learning Activities and Evaluation. This document also challenged teachers to apply a functional approach to the teaching of English.

The purpose of this research was to develop a behaviour management plan and to adopt a process by which this could be achieved. Behaviour management is an area of specialisation receiving increased attention. Schools in Queensland are required to develop a behaviour management plan by the end of 1994. The case study school was a small, rural primary school situated in the Sunshine Coast region of Queensland. The school community comprised of 143 students, one teaching principal, six teachers, five ancillary staff and 100 parents. All sections of the school community were represented in the study including 50% of the parents who responded to a survey during the process of the development of the plan. The process of the development of the plan and the plan itself could be adapted for other schools to use. The researcher facilitated an action research model, beginning with local issues and involving the participants in a reflection on their own practice. The process presented in this study encourages school communities to develop their behaviour management plans through action research.

The concepts, causes and indicators of stress are complex and varied. This study investigated teacher stress in a sample of 40 male and 92 female teachers from nine State Primary Schools, in the south-east region of Queensland. The survey instrument implemented in this research was a modified version of one developed by Professor Alex Wearing from the Department of Psychology at the University of Melbourne. The research questions focused on identifying the most common indicators of stress and coping strategies which were used by teachers and also their suggestions about what could be done to reduce the amount of stress associated with teaching.

Disruptive classroom behaviour and excessive time demands were acknowledged as being the two most frequent indicators of stress for males and females. Coping techniques that were implemented by males and females involved increasing planning and doing what they felt was expected of them. Both male and female respondents reported the need to reduce the introduction of government policies, slow the rate of change, cancel Student Performance Standards, reintroduce corporal punishment and expulsion and review discipline policies. Females also sought support from other teachers in the school, employed positive self -reinforcement methods or avoided the situation. The alleviation of teacher stress requires adjustment at many levels. Future research needs to investigate external and internal factors affecting individuals and determine changes that need to be implemented at individual, school and education department levels.

Thesis (PhD) -- School of Education and Innovation, Central Queensland University, 2005.
Title from opening screen ; viewed 1 June 2006. Includes bibliographical references (leaves 351-367). Also available in print format.

This study explored the discursive subject positions that 18 parents, teachers and administrators involved with children identified as experiencing learning difficulties in a Queensland regional primary school between September 2003 and August 2004 drew upon to explain the causes of those children’s learning difficulties. The study used a post-structuralist adaptation of positioning theory and social constructionism and a discourse analytic method to analyse relevant policy documents and participants’ semi-structured interview transcripts to interrogate what models were being used to explain a student's inability to access the curriculum. Despite the existence of alternative explanatory frameworks that functioned as relatively undeveloped resistant counternarratives, the study demonstrated the medical model’s overwhelming dominance in both Education Queensland policy statements and the participants’ subject positions. This dominance shapes and informs the adult stakeholders’ subjectivities and renders the child docile and potentially irrational.

Professional development for teachers has long been seen as a major way in which student learning outcomes can be improved and as a way in which new educational practices can be instituted within the education system. Education Queensland policy documents, statements and reports indicate a concerted effort needs to be made in Queensland to ensure that change practices yield successful and consistent results across the state in order to provide quality educational outcomes for all Queensland students. However, considerable research has demonstrated that reform strategies and change practices often yield mixed results in terms of effectiveness. According to a wide body of research, the most effective form of educational change requires the participation of teachers not only as receptors and conduits of reform, but as determiners and mediators of change. So, what really happens in the professional development of our teachers, particularly in regional Queensland? This research project describes professional development experiences of three primary school teachers in a regional setting in 2001/2002 using a narrative inquiry approach described by Clandinin and Connelly (2000). The narratives of these participants indicate that professional development is an individual experiential process that is ongoing and occurring within a complex professional landscape incorporating biographical, social, historical and systemic contexts of operation. Teachers’ professional development is integrally associated with stories of identity over time and incorporates negotiated relationships with others who share the educational landscape they inhabit. This narrative inquiry includes not only the participants’ perspectives of their experiences, but also mine as a researcher using a narrative inquiry process. The reader is invited to view teachers developing professionally from the individual’s perspective and consider the value of such perspectives when considering teachers’ professional growth within our schools.

Being ‘behind the scenes’ refers to teacher aides’ perceptions of their positioning in a schooling system under pressure for improved performance and achievement in reading literacy. This thesis reports on a case study that investigated the field of schooling surrounding the work of nine teacher aides from three schools in Queensland, Australia from 2012 to 2013. The study details the structures, routines, practices and relational workings of the social field that influenced the practices, expectations and dispositions of these teacher aides as they carried out learning support work with middle school readers who performed below minimum national benchmarks on NAPLAN reading tests.

This study attempts to establish a link between pain and behaviour (especially inappropriate behaviour). By identifying this link, it is hoped that some of the more common methods of behaviour management may be altered so that behaviour, which is essentially an expression of pain, might be managed more effectively in school, home and society at large. In the literature search, biological studies on pain added a particular dimension to the direction of the study and together with sociological and psychological studies on behaviour, fanned a link between the two. The methodology employed is a case study of a teenage, primary school male child, separated from his mother and living with his father. The student is given the pseudonym "Miff' in this study. Evidence is strong for the validity of the findings of the study, which were supported by data in Miff's case history, the external surveys, and Miffs own testimony. The findings of the study give rise to the recommendations that the Queensland Education Department alter its approach to behaviour management policy and practice, on how it structures and funds behaviour management programs, and how it trains and deploys behaviour management personnel. This study has brought into focus, patterns and insights into the behaviour management of children, which were hitherto only implied.