Dissertations / Theses: 'Queensland schools'

1

Pointing, Randall John. "Implementation of school councils in Queensland state primary schools." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001487/.

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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.

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2

Pohlmann, David John. "School Chaplaincy in Queensland State Schools: A Case Study." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365978.

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In Queensland alone there are over 400 chaplains in more than 600 state schools, and in the other states and territories of Australia, as well as New Zealand, there are several hundred more. In Australasia, there exist examples of state school chaplaincy that are different to those in government-funded schools found elsewhere in the world. Because of the strong church-state divide in Australia and New Zealand, these chaplaincy services do not exhibit the strong links between government-funded schools and particular denominations evident in the United Kingdom and Ireland. Instead, Australasian chaplaincy services are commonly auspiced by interdenominational bodies that oversee training, funding and employment issues and that provide chaplaincy programs for state schools that desire them. These chaplaincy services are resourced through a variety of church and community funding sources, and more recently in Australia through the federal Government’s National School Chaplaincy Program (NSCP). The purpose of this study was to articulate the nature and effectiveness of chaplaincy services in Queensland state schools. It sought to ascertain in which areas state school chaplaincy services were performing well, as well as how and where they could be improved, and it sought to identify those features of chaplaincy that underpinned its effectiveness.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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3

Salecich, Judith Anne. "Chaplaincy in Queensland state schools : an investigation /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16214.pdf.

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4

McManus, Sarah J. "Teaching Food Literacy in Queensland Secondary Schools." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/407557.

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The World Health Organization (2020a) labels childhood obesity as ‘one of the most serious public health challenges of the 21st Century’ (para. 1). Schools are avenues for obesity intervention through food literacy education, the delivery of which occurs in Health and Physical Education and in Design and Technologies (Home Economics) in the Australian Curriculum (Australian Institute of Health & Welfare, 2017; Ronto et al., 2017a). In this study, home economics as the subject for the delivery for food literacy education is the focus. An exploratory mixed methods case study was engaged using an online survey instrument for data collection during February-March 2021. The research questions explored Australian curriculum and school-based influences and constraints on years 7-10 Queensland secondary school food literacy programs, how Home Economics teachers, who are members of the Home Economics Institute of Australia (Queensland), currently deliver food literacy through the Australian Curriculum, and the changes in the Australian Curriculum, and school-based support, they require to deliver effective holistic food literacy programs. SPSS and Leximancer were used to analyse quantitative and qualitative data respectively, followed by data convergence to address the research questions. Key findings reveal that 80% of respondents agreed that the current Design and Technologies curriculum needs to be changed, furthermore 61% agreed that school-based change was required to support effective, holistic food literacy education. Curriculum mandated practical food education and transition of nutrition into home economics subjects were core themes in the responses. This study contributes to the growing body of research signifying the value of home economics to deliver school-based food literacy education. It contributes to this evidence base by exploring in depth the influences and constraints experienced by home economics teachers to undertake this work. Given the role of home economics educators as key to addressing the childhood obesity crisis, this study reveals the challenges that serve as impediments to this crucial work.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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5

Sly, Mark Donald, and res cand@acu edu au. "Teacher Leadership in South-East Queensland Anglican Schools." Australian Catholic University. Educational Leadership, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp190.24022009.

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This research study explores the issue of teacher leadership in South-East Queensland Anglican schools. An initial exploration of the context of Anglican education in South-East Queensland confirmed that both nationally and within the Anglican system, hierarchical understandings of school leadership were being challenged amidst a growing expectation of teacher leadership. However, despite this expectation of teacher leadership, there was little in respect to formal policy and resource support for teacher leadership within South-East Queensland Anglican schools. This research study seeks to gain a more informed and sophisticated understanding of teacher leadership, with particular focus on the perspective of classroom teachers. A comprehensive analysis of key literature in educational change, professionalism in education and educational leadership, revealed a number of key insights that informed this study. Significant socio-economic change in recent decades has brought about corresponding educational change. This has resulted in a call for greater professionalism in education and a new paradigm of educational leadership. Within this context, there is new interest in distributing leadership beyond the formal role of the principal and into the hands of teacher leaders. However, a further review of the literature highlighted the lack of a clear conceptualisation of teacher leadership. While teacher leadership is predominantly considered in the literature as the domain of those in formal, positional roles, less is known about informal, in-class teacher leadership. Based on these insights, the researcher identified one major research question: How do teachers, who are recognised as teacher leaders in South-East Queensland Anglican schools, conceptualise teacher leadership? To answer this research question, four research sub-questions were posed: Behaviour of teacher leaders - What do they do? Purpose of teacher leadership - Why do teachers strive for this? Feelings of teacher leaders - How do they feel about what they do? Support for teacher leaders - What do they need? This research study is situated within the theoretical framework of symbolic interactionism. As both a perspective and a method, symbolic interactionism is situated within a pragmatic constructivist research paradigm. This research study explored a restricted group of 16 teachers within three South-East Queensland Anglican schools, and employed qualitative research methods including Experience Sampling Method and focus group interviews. The findings of this research study suggest that teacher leaders in South-East Queensland Anglican schools have a confused conceptualisation of teacher leadership, with little common symbolic language to delineate the phenomenon. This study made the following conclusions in relation to teacher leadership in South-East Queensland Anglican schools: The broad understanding of teacher leadership is unrecognised in the field of education. Teacher leadership is a complex phenomenon. Teacher leadership is principled action in support of learning. There is untapped potential for teacher leaders to act as change agents in school revitalisation. Collegial relationships, the provision of time, relevant professional development and administrative support enable teacher leadership There is a need for a role-making policy to support teacher leadership. The development of teacher leadership in South-East Queensland Anglican schools requires support from the Anglican Schools Commission, school principals and the teachers themselves, through deliberate action in developing appropriate policy and practice.

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6

Sly, Mark Donald. "Teacher leadership in South-East Queensland Anglican schools." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/25e23d6dacd23ae8b8525b64133bb3e362334f70c4f2cbbe57782ff7669159b2/1395201/65089_downloaded_stream_314.pdf.

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Abstract:

This research study explores the issue of teacher leadership in South-East Queensland Anglican schools. An initial exploration of the context of Anglican education in South-East Queensland confirmed that both nationally and within the Anglican system, hierarchical understandings of school leadership were being challenged amidst a growing expectation of teacher leadership. However, despite this expectation of teacher leadership, there was little in respect to formal policy and resource support for teacher leadership within South-East Queensland Anglican schools. This research study seeks to gain a more informed and sophisticated understanding of teacher leadership, with particular focus on the perspective of classroom teachers. A comprehensive analysis of key literature in educational change, professionalism in education and educational leadership, revealed a number of key insights that informed this study. Significant socio-economic change in recent decades has brought about corresponding educational change. This has resulted in a call for greater professionalism in education and a new paradigm of educational leadership. Within this context, there is new interest in distributing leadership beyond the formal role of the principal and into the hands of teacher leaders. However, a further review of the literature highlighted the lack of a clear conceptualisation of teacher leadership. While teacher leadership is predominantly considered in the literature as the domain of those in formal, positional roles, less is known about informal, in-class teacher leadership.;Based on these insights, the researcher identified one major research question: How do teachers, who are recognised as teacher leaders in South-East Queensland Anglican schools, conceptualise teacher leadership? To answer this research question, four research sub-questions were posed: Behaviour of teacher leaders - What do they do? Purpose of teacher leadership - Why do teachers strive for this? Feelings of teacher leaders - How do they feel about what they do? Support for teacher leaders - What do they need? This research study is situated within the theoretical framework of symbolic interactionism. As both a perspective and a method, symbolic interactionism is situated within a pragmatic constructivist research paradigm. This research study explored a restricted group of 16 teachers within three South-East Queensland Anglican schools, and employed qualitative research methods including Experience Sampling Method and focus group interviews. The findings of this research study suggest that teacher leaders in South-East Queensland Anglican schools have a confused conceptualisation of teacher leadership, with little common symbolic language to delineate the phenomenon. This study made the following conclusions in relation to teacher leadership in South-East Queensland Anglican schools: The broad understanding of teacher leadership is unrecognised in the field of education. Teacher leadership is a complex phenomenon. Teacher leadership is principled action in support of learning. There is untapped potential for teacher leaders to act as change agents in school revitalisation. Collegial relationships, the provision of time, relevant professional development and administrative support enable teacher leadership There is a need for a role-making policy to support teacher leadership.;The development of teacher leadership in South-East Queensland Anglican schools requires support from the Anglican Schools Commission, school principals and the teachers themselves, through deliberate action in developing appropriate policy and practice.

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7

Dulhunty, Rebecca. "Student peer-related aggression as a legal issue in the management of an independent girl's school in Queensland." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36668/1/36668_Digitised%20Thesis.pdf.

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This study was concerned with examining the potential legal implications that an independent girls' school may be exposed to in relation to managing student peer-related aggression. There appeared to be two main aspects to managing this issue, which are, responding to incidents as they emerged, and secondly actively preventing their occurrence. It is demonstrated in the literature (Borg, 1998: 433) that there has been significant research conducted in regard to bullying, and as a result there is a growing awareness of the seriousness of the problem, particularly as a result of the consequences and frequency of student peer-related aggression in schools. However, it was evident that an area that had not been thoroughly researched was to do with the legal implications associated with this topic. This was despite the growing use of the law in education-related matters, and the growing emphasis being placed on risk management and the importance of schools' being hostile-free learning environments. This study adopted a multi-method exploratory case study approach utilising qualitative and quantitative paradigms, to examine how a school manages student peer-related aggression. This encompassed frequency of aggressive acts, bullying behaviours, responses of staff and students, whether the issue was perceived as a problem, promotion of school programs, and attempts to minimise and prevent student peer-related aggression. This was achieved by , surveying students and teaching staff of the school, interviewing the Deputy Principal, and examining school documents. The results were then analysed in regard to the effect of potential areas of law, that is, tort, contract, legislation, United Nations treaties and criminal law. While there were few problems in relation to potential legal implications for the case study school the study did find one area of concern, that is, the school appeared to respond on a needs basis to incidents of student peer-related aggression. Considering the reported seriousness of student peer-related aggression and the availability of prevention programs, it is suggested that a more appropriate approach to managing this issue would involve the incorporation of prevention strategies so as to minimise the potential legal consequences.

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8

Lightbody, Ian Douglas. "Shared leadership in Queensland schools : a collective case study." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/33254/1/Ian_Lightbody_Thesis.pdf.

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Shared leadership has been identified as a key governance base for the future of government and Catholic schools in Queensland, the state’s two largest providers of school education. Shared leadership values the contributions that many individuals can make through collaboration and teamwork. It claims to improve organisational performance and reduce the increasing pressures faced by principals. However despite these positive features, shared leadership is generally not well understood, not well accepted and not valued by those who practice or study leadership. A collective case study method was chosen, incorporating a series of semi-structured interviews with principals and the use of official school documents. The study has explored the current understanding and practice of shared leadership in four Queensland schools and investigated its potential for use.

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9

Knopke, Vicki, and n/a. "Models for Implementing Technology Education in Queensland Primary Schools." Griffith University. School of Vocational, Technology and Arts Education, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051116.154513.

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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.

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10

Knopke, Vicki. "Models for Implementing Technology Education in Queensland Primary Schools." Thesis, Griffith University, 2002. http://hdl.handle.net/10072/366359.

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Abstract:

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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11

Martoo, Gladys Vivian. "Reculturing a school as a learning organisation: investigative narratives in two Queensland schools." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16294/1/Gladys_Martoo_Thesis.pdf.

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The focus of this study has been to connect the idea of developing schools as learning organisations with the notion of developing learning leaders and building school capacity for our knowledge economy. Therefore, this action-inquiry self-study has examined the issues of curriculum reform in the context of more general organisational reform. It has explored the notion of schools being recultured or reconstructed to work as learning organisations in a climate that focuses on the improved social and academic learning outcomes of their students. This self-study represents two significant chapters in my professional life and captures approximately four years of professional snapshots. It has allowed me to examine my practice of partnering, conversing, arranging and developing shared vision across two schools. This study recognized these as powerful reculturing mechanisms and affirmed that conversations about learning, shared beliefs mission and vision, enabling leadership that reflects parallel learning relationships and enabling organisational arrangements are critical for sustainable reform. Consequently the exploration of the relationship between teacher learning, teacher leadership and a professional learning culture has been the main focus for this research. Analytical processes for this study first explored the relationship between teacher learning, teacher leadership and a professional learning culture through an examination of current curriculum reforms. This is followed by a layered analysis of the two narratives based on my leadership in two different school settings. A rigorous mapping and scanning process then assisted the analysis of these narratives. This process was supported by a number of specific conceptual frameworks that underpin the school reculturing process and reflect key qualities of schools that work as learning organisations. Six significant snapshots emerged from the analysis of the two narratives. The deeper analysis of these snapshots, which have been referred to as close-ups, formed a number of my first tentative propositions. These layers of investigation were also supported by the responses of several key snapshot participants and reader respondents, before the final propositions were made. These responses recognised that an organisation that works together, learns together; and that there is strength and powerful learning when leadership can assist practitioners to work as a learning community. These qualities were found to be directly related to this study's proposed reconstructed model for developing schools as learning organisations. The reconstructed model recognised a number of other less visible elements that can be seen in a school working as a learning organisation. These elements relate directly to enabling/capacity building leadership and the associated relationship skills of leaders. They were found to be necessary elements for effective collaboration and for creating spaces for conversation, reflection, spontaneity and risk-taking. This study also recognised that any deconstruction and reconstruction of a school as a learning organisation is first a reconstruction of core beliefs and values. These beliefs and values are reflected in a school's culture and are inclusive of the visible and less visible elements. The constant examination of one's assumptions, ideas, values and beliefs has been considered to be essential to the analysis process, as well as to the process of reform and achieving organisational change. The study revealed, therefore, that enabling/capacity-building leadership is a key to the process of reculturing a school as a learning organisation. The data from respondents also indicates that this notion of leadership as being enabling/capacity building has also been a primary focus for answering the second of the key research questions: 'How does a process of deconstruction and reconstruction take place?' The additional points of difference/interest that emerged from the various respondents suggest that the process of deconstruction and reconstruction of a school as a learning organisation would be assisted by realising that energy and passion are needed for enabling/capacity building leadership. This form of leadership requires moving from being top-down and become more parallel with renewed learning relationships. This study affirmed that this focus on establishing parallel learning relationships assists in the development of parallel learning leadership and parallel learning partnerships. Enabling/capacity building leaders working in parallel with their teachers can also play an important role in developing/supporting flexible and imaginative school organisation. In this way enabling/capacity building leaders can work as learning leaders and brokers to assist the development of other learning partnerships/alliances. This community building strategy can consequently develop opportunities for teachers to work and learn collaboratively as learning leaders. Enabling/capacity building leadership is correctly placed as the key to considering how the deconstruction and reconstruction process takes place. Further, the reconstruction process taking place reflect a culture of dynamic inquiry. This is made possible when enabling/capacity building leaders share and commit to similar notions of schools working as learning organisations and teachers are assisted/brokered to work collaboratively for professional alliances and professional growth. Consequently this study proposes that teachers cope better with the ever-increasing demands of curriculum reforms if: * schools can work as learning organisations * schools allow teachers to work as learning leaders * administrative leaders support/enable and model risk-taking, spontaneous and collaborative practices * there are shared beliefs, mission and vision; organisational arrangements/support; conversations for learning; shared approaches to pedagogy, and parallel relationships * enabling/capacity-building leadership for learning alliances allows for a professional culture of dynamic inquiry that can evolve with a renewed focus on conversations for learning. The findings of this study have theoretical, methodological and practical significance. In the first instance it presents as theoretical significance, the reconstruction of a theoretical framework for schools working as learning organisations. The methodological significance is reflected in this study's emphasis on theorising through layers. The methodological contribution acknowledges a legitimate and rigorous form of practitioner research, revealing self-study methodology at a level that is more then mere self-indulgence. In presenting its final contribution, the thesis acknowledges the practical contribution of the study by emphasising the process involved in creating a culture of dynamic inquiry. The transformative nature of this action- inquiry self-study is therefore confirmed in this study. The layered analysis reflects a process of making sense of the messiness of practitioner research, and consequently provides a true sense of this established form of practical theorising in the teaching profession. These characteristics should be seen not as limitations, but rather as authentic strengths.

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12

Martoo, Gladys Vivian. "Reculturing a school as a learning organisation: investigative narratives in two Queensland schools." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16294/.

Full text

Abstract:

The focus of this study has been to connect the idea of developing schools as learning organisations with the notion of developing learning leaders and building school capacity for our knowledge economy. Therefore, this action-inquiry self-study has examined the issues of curriculum reform in the context of more general organisational reform. It has explored the notion of schools being recultured or reconstructed to work as learning organisations in a climate that focuses on the improved social and academic learning outcomes of their students. This self-study represents two significant chapters in my professional life and captures approximately four years of professional snapshots. It has allowed me to examine my practice of partnering, conversing, arranging and developing shared vision across two schools. This study recognized these as powerful reculturing mechanisms and affirmed that conversations about learning, shared beliefs mission and vision, enabling leadership that reflects parallel learning relationships and enabling organisational arrangements are critical for sustainable reform. Consequently the exploration of the relationship between teacher learning, teacher leadership and a professional learning culture has been the main focus for this research. Analytical processes for this study first explored the relationship between teacher learning, teacher leadership and a professional learning culture through an examination of current curriculum reforms. This is followed by a layered analysis of the two narratives based on my leadership in two different school settings. A rigorous mapping and scanning process then assisted the analysis of these narratives. This process was supported by a number of specific conceptual frameworks that underpin the school reculturing process and reflect key qualities of schools that work as learning organisations. Six significant snapshots emerged from the analysis of the two narratives. The deeper analysis of these snapshots, which have been referred to as close-ups, formed a number of my first tentative propositions. These layers of investigation were also supported by the responses of several key snapshot participants and reader respondents, before the final propositions were made. These responses recognised that an organisation that works together, learns together; and that there is strength and powerful learning when leadership can assist practitioners to work as a learning community. These qualities were found to be directly related to this study's proposed reconstructed model for developing schools as learning organisations. The reconstructed model recognised a number of other less visible elements that can be seen in a school working as a learning organisation. These elements relate directly to enabling/capacity building leadership and the associated relationship skills of leaders. They were found to be necessary elements for effective collaboration and for creating spaces for conversation, reflection, spontaneity and risk-taking. This study also recognised that any deconstruction and reconstruction of a school as a learning organisation is first a reconstruction of core beliefs and values. These beliefs and values are reflected in a school's culture and are inclusive of the visible and less visible elements. The constant examination of one's assumptions, ideas, values and beliefs has been considered to be essential to the analysis process, as well as to the process of reform and achieving organisational change. The study revealed, therefore, that enabling/capacity-building leadership is a key to the process of reculturing a school as a learning organisation. The data from respondents also indicates that this notion of leadership as being enabling/capacity building has also been a primary focus for answering the second of the key research questions: 'How does a process of deconstruction and reconstruction take place?' The additional points of difference/interest that emerged from the various respondents suggest that the process of deconstruction and reconstruction of a school as a learning organisation would be assisted by realising that energy and passion are needed for enabling/capacity building leadership. This form of leadership requires moving from being top-down and become more parallel with renewed learning relationships. This study affirmed that this focus on establishing parallel learning relationships assists in the development of parallel learning leadership and parallel learning partnerships. Enabling/capacity building leaders working in parallel with their teachers can also play an important role in developing/supporting flexible and imaginative school organisation. In this way enabling/capacity building leaders can work as learning leaders and brokers to assist the development of other learning partnerships/alliances. This community building strategy can consequently develop opportunities for teachers to work and learn collaboratively as learning leaders. Enabling/capacity building leadership is correctly placed as the key to considering how the deconstruction and reconstruction process takes place. Further, the reconstruction process taking place reflect a culture of dynamic inquiry. This is made possible when enabling/capacity building leaders share and commit to similar notions of schools working as learning organisations and teachers are assisted/brokered to work collaboratively for professional alliances and professional growth. Consequently this study proposes that teachers cope better with the ever-increasing demands of curriculum reforms if: * schools can work as learning organisations * schools allow teachers to work as learning leaders * administrative leaders support/enable and model risk-taking, spontaneous and collaborative practices * there are shared beliefs, mission and vision; organisational arrangements/support; conversations for learning; shared approaches to pedagogy, and parallel relationships * enabling/capacity-building leadership for learning alliances allows for a professional culture of dynamic inquiry that can evolve with a renewed focus on conversations for learning. The findings of this study have theoretical, methodological and practical significance. In the first instance it presents as theoretical significance, the reconstruction of a theoretical framework for schools working as learning organisations. The methodological significance is reflected in this study's emphasis on theorising through layers. The methodological contribution acknowledges a legitimate and rigorous form of practitioner research, revealing self-study methodology at a level that is more then mere self-indulgence. In presenting its final contribution, the thesis acknowledges the practical contribution of the study by emphasising the process involved in creating a culture of dynamic inquiry. The transformative nature of this action- inquiry self-study is therefore confirmed in this study. The layered analysis reflects a process of making sense of the messiness of practitioner research, and consequently provides a true sense of this established form of practical theorising in the teaching profession. These characteristics should be seen not as limitations, but rather as authentic strengths.

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Murphy, Lesley. "Decentralization in practice: A case study of a school community's perceptions of school-based management applied during the merger of two state secondary schools." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36570/1/36570_Digitised%20Thesis.pdf.

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In rethinking how education systems can best address the needs of students, the focus of policy makers has broadened to encompass the whole school as an entity in its own right within the context of the entire organizational system. School-Based Management is one response which reflects contemporary organizational theory, provides for greater flexibility and accountability of schools within educational systems, and can be accommodated within a broader context influenced by economic rationalism and corporate managerialism. It is an organizational principle based on the convergence of two concepts, decentralised decision-making and participatory management. This thesis examines a school community's perceptions of School-Based Management. The study reconstructs these perceptions to provide an understanding of the stakeholders' thinking and expectations existing in a particular school community when this organizational management strategy was implemented to facilitate the merger of two state secondary schools. Evolving from a constructivist paradigm, the qualitative case study design incorporated in-depth interviews, focus group workshops, a survey, document analysis, and participant observation to provide for a more sophisticated and substantiated reconstruction of these perceptions. The study draws on knowledge originating from organizational theory and educational change, in particular, the aspect of systemic restructuring. From this theoretical background one particular perspective of conceiving and managing an organization is drawn to facilitate the analysis. Through the use of four different frames of reference, structural, human resource, political, and symbolic, this community's perceptions of School-Based Management are analysed. This study revealed that, regardless of motives behind the merger, the merger process provided the impetus for involvement by the community resulting in the educational outcome of a School Advisory Council. An initial focus on the use of School-Based Management to implement the merger revealed that the strategy provided opportunities to redirect the resistance to the closure of one site and create motivation in the other. The findings showed that the School-Based Decision-Making committees coordinated by a Project Officer afforded both a structure and a focus for the management of the merger. The study found that while participating parents were satisfied with the decision-making process, classroom teachers questioned the power of the administration and were sceptical of the real value of their participation. On the basis of this study the evidence would suggest that School-Based Management can be a powerful tool in shifting the mind-set of stakeholders and in creating a proactive context more conducive to implementing local change within a school community. Whilst supporting literature advocating the success of top-down initiation of change, this inquiry indicated that the continued involvement of a higher level of authority without clear role definitions and without open, honest communication will give rise to negative overtones and perceived lack of ownership by the local stakeholders. With respect to the community's perceptions of the notion of School-Based Management, the study found that, while positively acknowledging the rhetoric of the concept, the administrators and teachers of this community had grave doubts that the rhetoric would match the reality. Aspects of structure, participation, representation, training, power, resourcing, and communication were revealed as sources of concern in stakeholders' perceptions of the future implementation of School-Based Management in public sector education in Queensland. As this case study has shown, lack of clarity and definition of the adopted form of School-Based Management will result in apprehension and concern on the part of classroom teachers and will be expressed in terms of scepticism towards this strategy's function in facilitating successful outcomes in school management.

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Kemp, Jeffrey S. "Education policy administration: A journey of discovery." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36588/1/36588_Digitised%20Thesis.pdf.

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In recent years pressure has been brought to bear on those responsible for Catholic Education to rethink educational administration. A repackaging and renaming of the long standing suite of Commonwealth Targetted Programs as the National Equity Program for Schools (NEPS) saw cash-strapped educational authorities around the nation sign binding educational and financial agreements to access the supplementary equity funds. The response of Brisbane Catholic Education was to appoint this researcher as Principal Education Officer - Equity Services responsible for the development and implementation of Equity policy in Primary schools and Secondary Colleges in the Archdiocese. The requirement of such policy was that it delivered a particular Catholic brand of equity while respecting the accountability requirements of the Department of Employment Education Training and Youth Affairs (DEETYA) as the educational agent of the Commonwealth Government. A requirement then to function as an educational policy administrator provided the catalyst for this research. At the outset of this study, a hierarchical, linear view of policy was assumed. Little emphasis was given to the impact government, system organisational history, view of equity, or current administrative practice had on policy administration. The assumption was that policy would reflect system values and assumptions and that it would be readily embraced by quiescent administrators aligned with the system. An understanding of policy as a fragmented, complex process was argued as offering possibilities for framing thought on policy administration. Following McKay (1996) semi structured interviews were utilised to amplify the audible whispers of system and school level administrators in regard to the system equity policy. Reflection on the data led to three key lessons being identified in respect to education policy administration. Lesson 1 stresses the need to understand policy as a complex, serendipitous process representing temporary settlements between competing forces existent and operating at every level of policy administration. Lesson 2 highlights a need for consideration of the contextual environment within which policy is administered. Equity policy administrators are encouraged to act as leaders of learning organisations and to exercise license in the administration of equity policy framed within clearly articulated system parameters. Lesson 3 advocates the adoption of a policy administration plan featuring high levels of communication between those responsible for policy administration. In this case, the familiar framework of the Self-Renewing Catholic School process is seen to offer a useful vehicle for equity policy implementation and renewal.

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Swan, Geoffrey James. "The rise and demise of the Inspector of Schools in Queensland." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/73585/1/Geoffrey_Swan_Thesis.pdf.

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The colony of Queensland, established on 10 December 1859, passed its first Education Act in 1860. This enabled the government to provide for the education of all children from six to twelve years of age. The Board of General Education appointed its first Inspector of Schools in 1863, and he was followed by over 400 men — and later women — to inspect schools and teachers to guarantee conformity and efficiency. In 1875, education became a ministerial responsibility and the Department of Public Instruction was established. Teachers never seemed to enjoy a friendly working relationship with inspectors, and with the establishment of the Queensland Teachers Union, hostility increased. Eventually, in 1989, the Inspector of Schools position was abolished.

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Randall, Dell, and n/a. "An exploratory study of Board-registered school subjects : a survey of selected schools in south east Queensland." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061107.092656.

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An exploratory study of Board-Registered School Subjects was undertaken in 1989 to investigate the impact of this category of subjects on the curriculum for Year 11 and 12 students in Queensland secondary schools. The study was undertaken at two levels -the Systems and the Schools levels. At the Systems level, analysis of Reports and other documents was supplemented by interviews with key personnel in the education authorities. The segment at the Schools level consisted of interviews with administrators or teachers in ten schools in South East Queensland and a small student survey. Board-Registered School Subjects, first developed in that State in 1982, broadened the Senior curriculum from its traditionally academic base. The development of this category of subjects also heralded the beginnings of school based curriculum development in many secondary schools in that State. However, in the latter years of the 1980's, policies and syllabuses developed by the Queensland Department of Education indicate that a shift to systems based curriculum development is probable in the 1990's. Four sub-categories of Board-Registered School Subjects were identified in the sample schools. These were alternatives to core subjects, such as English and Mathematics, vocationally oriented subjects, those related to life/leisure skills and subjects which reflected the nature of the geographical area. The response by many schools to the development of these subjects was enthusiastic; most schools in the sample offered six to eight Board-Registered School Subjects to students in Years 11 and 12. Although many of these subjects were developed initially for students of "lower ability", a reported recent trend was for "academic" students to select one Board-Registered School Subject. The enthusiastic response by schools was curbed to some extent by the reaction of some teachers, students and parents to these subjects. Several Board-Registered School Subjects offered in 1989 were not implemented because insufficient numbers of students selected them. The major factor which mitigated against successful implementation of Board-Registered School Subjects was that students' results in these subjects could not be used in the calculation of the Tertiary Entrance Score, the basis for selection to tertiary institutions. For many students and parents, the Tertiary Entrance Score appeared to be the major goal of Senior secondary education.

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Stewart, Douglas J. "School principals and the law: A study of the legal knowledge needed and held by principals in government schools in Queensland." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36533/1/36533_Digitised%20Thesis.pdf.

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This study was concerned with an aspect of the professional knowledge needed by principals to meet the demands that an increasing number of managerial tasks requiring specialist understandings are making of them. In this regard an emergent area of concern to principals is that associated with the considerable volume of legislative, common and criminal law which they are involved with in the management of their schools. Overall the findings indicate that the claims concerning the legalisation of education in Australian schools is well founded and that, as a consequence, there are a number of implications that can be drawn for education authorities and for school practitioners as well as for future research. In particular, the findings may be of value in the current efforts by the Queensland Department of Education Centre for Leadership Excellence to identify areas of professional knowledge appropriate for the induction and ongoing training of new principals. It is hoped, also, that the findings might have considerable importance for school administration and management in that legal risk strategies should ideally be reflected in a range of school policies and practices. The study concludes with a number of suggestions emanating from the findings concerning possibilities for further research which would add to the conclusions reached here.

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Lester, Nita Clare. "Small School Leadership in Remote Rural Settings: A Matter of Collaboration and Community Acceptance." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365198.

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Nearly four in ten state school principals in Queensland are teaching principal. They work alone or with one other teacher in schools. Yet these teaching principals, located in isolated country areas attract limited attention in research into school leadership. They seem absent in theoretical models of educational leadership built from analyses of principals in large urban schools. In effect, smaller schools are viewed as ‘scaled down’ versions of larger schools, underpinning a false assumption that leadership and managerial approaches in small remote schools are similar to those in larger urban schools. Or the problem is dismissed. If there is only one full-time staff member—the teaching principal—is leadership possible and if so, what influences it? The purpose of this study was to examine teaching principal leadership as a particular phenomenon of school leadership. This was done by exploring the experiential accounts of teaching principals in one-teacher schools in remote rural Queensland settings. Their accounts describe their experiences and perceptions of the leadership practice needed to lead their schools, the influences upon this practice, their reactions to those influences and what constituted success in leadership. A case study design was used, guided by the theoretical underpinnings of the symbolic interactionist, who argues that meaning is to be found in the interactions between social actors. Qualitative data were derived from six beginning teaching principals’ perceptions of experiences related to practice. Data were analysed using grounded theory methods, especially with the use of constant comparison. A cross case comparison showed a number of consistent influences on leadership. Findings from the study extend recent reconceptualisations of school leadership particularly, understanding the importance of relationship building. Relationship building in the remote rural settings studied occurred at various levels: professional, school-based, personal, and community-wide. Principals who understand the importance of relationship building—especially its personal and community-wide facets—who take the initiative in establishing and nurturing relationships and improving them through reflection over time, are more successful at motivating, inspiring, and aligning country people to facilitate change. The acquisition of supportive relationships is presented as a possible precursor to school leadership in small remote rural school settings.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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19

Stewart, Donald James. "The relationship between parents & children's attitudes towards computers in a rural secondary department in Queensland : a case study." Thesis, Queensland University of Technology, 1995.

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This thesis examines the patterns of parents and student interaction, and how the attitudes of parents affect the attitudes of their children towards computing in a Queensland Rural State Secondary School. Data for this illuminative case study was gathered using a number of structured questionnaires and a series of semi-structured audio-taped interviews between parents and their children. The report explores, in some depth, a range of issues and perceptions which recur in the theoretical and research literature about parents' and students' anxieties towards computing. Readers may therefore gain insight by comparing this case study with their own experiences with computers. To interpret the report, conclusions are drawn regarding the influences of the students' gender, and that of their individual parents and the results that the combined influences have in fostering children's attitudes towards computing.

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Brady, Tony James. "The rural school experiment : creating a Queensland yeoman." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/60802/3/Tony_Brady_Thesis.pdf.

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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.

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Carroll, Michael John, and res cand@acu edu au. "An Investigation Into Students’ Perceptions of Multicultural Classroom Environments in Queensland Catholic Secondary Schools." Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp119.25102006.

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Australia continues to become culturally diverse. This diversity is being witnessed in Catholic schools. This thesis reports research which employed quantitative data collection methods in investigating students’ perceptions of their multicultural classroom environment. By drawing on Catholic school literature, multicultural literature, previous learning environment research and the perceptions of stakeholders, an instrument, known as the Multicultural Classroom Environment Instrument (MCEI), was developed to assess psychosocial dimensions of classroom environments in Queensland Catholic secondary schools. These dimensions were: Collaboration, Competition, Teacher Authority, Teacher Support, Congruence, Deference, Teacher Directedness and Gender Equity. The use of the instrument with a sample of 1,460 students in 24 Catholic secondary schools in Queensland revealed some statistically significant differences in students’ perceptions of their classroom environment. Differences were revealed according to the country of birth of the student and those of the parents. Investigations examining school type, subject, year level and gender were also undertaken. Single-sex schools were shown to be more concerned with Teacher Authority and Competition compared to coeducational schools. Religion and Study of Religion classes were perceived as very similar, irrespective of school type. There were differences in students’ perception of the classroom environment across different year levels, with year 8 students’ perceptions significantly different to that of years 10 and 12 students. Girls generally perceived their classroom environment more positively than boys, with greater Collaboration, Teacher Support and Gender Equity and less Competition and Teacher Authority. The results of this thesis suggest that differences in students’ perceptions of multicultural classroom environments in Queensland Catholic secondary schools do exist. It also suggests that in order to continue to provide quality education, Catholic schools must acknowledge these differences. They must also ensure that curriculum initiatives, staff professional development and training, and other educational and pastoral initiatives are designed to incorporate the differences identified in this thesis. Further investigation into a variety of multicultural classroom environments is recommended.

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Marks, Ian Wilbur. "Rhetoric or reality: An exploratory study of the culture of Queensland Lutheran Schools." Thesis, Australian Catholic University, 2000. https://acuresearchbank.acu.edu.au/download/6e2482c13965d5586dc66831fdb31231a7d843c88ffbfd752b5b79965f10e702/2056393/64977_downloaded_stream_202.pdf.

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Lutheran schools have a long heritage in Australia of offering Christian education within the theology of the Lutheran church. Early Queensland Lutheran schools developed as schools for children of Lutherans, while schools opened in the last twenty five years have been developed to offer Lutheran education to the wider community. Lutheran church and school literature suggest that Lutheran schools are characterised by a distinctive culture which pervades the school. This thesis presents research which explored the culture of Queensland Lutheran schools, comparing the research results with the rhetoric of the Lutheran church and schools.

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Ward, Donna Maree. "The effects of standardised assessment (NAPLAN) on teacher pedagogy at two Queensland schools." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63662/1/Donna_Ward_Thesis.pdf.

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The purpose of this qualitative interpretative case study was to explore how the National Assessment Program – Literacy and Numeracy (NAPLAN) requirements may be affecting pedagogies of two Year 3, Year 5 and Year 7 teachers at two Queensland schools. The perceived problem was that standardised assessment NAPLAN practices and its growing status as a key measure of education quality throughout Australia has the potential to limit the everyday literacy and numeracy practices of teachers to instructional methods primarily focused on teaching to the test. The findings demonstrate how increased explicit teaching of NAPLAN content and procedural knowledge prior to testing has the potential to negatively impact on the teaching of everyday literacy and numeracy skills and knowledge that extend beyond those concerned with NAPLAN. Such teaching limited opportunity for what teachers reported as valued collaborative learning contexts aiming for long-term literacy and numeracy results.

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Nicoll, Carol. "Gender constructs of educational management in Queensland secondary schools: A critical feminist review." Thesis, University of Queensland, 1992. http://library.uq.edu.au/record=b1654128.

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Tracy, Peter, and n/a. "Design and Problem-Finding in High Schools: a Study of Students and Their Teacher in One Queensland school." Griffith University. School of Vocational, Technology and Arts Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051110.154602.

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The study challenges current literature, which views the notion of problem-finding as the initial identification of a problem to be solved. The concept of problem-finding in this study is that problem-finding continues throughout the problem-solving process and is not distinct from it. This thesis aims to develop a better understanding of problem-finding by examining high school students using problem-finding to solve industrial design problems. The study seeks to find out what types of problem-finding exist and what roles they play in solving design problems. To explore problem-finding, this study uses a Think Aloud methodology to examine the thinking of three high school industrial design students and one high school industrial design teacher solving an authentic industrial design problem. Protocol data was gathered from the subjects and then transcribed, segmented and analysed in three ways, each of which became progressively more specific: Firstly, a macroscopic examination which identified problem-finding episodes occurring throughout the design process; secondly, a microscopic examination which identified four categories of problem-finding; and lastly, a microscopic examination which looked at the role played by the different problem-finding categories in solving design problems. The findings of this study are fourfold. Firstly, problem-finding was found to be used throughout the entire design process. Secondly, there were four categories of problemfinding. Thirdly, each category played an important role predominantly through interaction with other categories. Lastly, the more experienced a person was, the more able they were to use problem-finding effectively to solve design problems. Many current practices use trial and error methods to solve design problems. The importance of this study is that through a better understanding of problem-finding, designers may be able to use metacognitive strategies more efficiently in the process. Similarly, in educational practice, high school design students may be able to learn to think about the methods they use to solve design problems, and this may result in more creative designs.

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Tracy, Peter. "Design and Problem-Finding in High Schools: a Study of Students and Their Teacher in One Queensland school." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366469.

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The study challenges current literature, which views the notion of problem-finding as the initial identification of a problem to be solved. The concept of problem-finding in this study is that problem-finding continues throughout the problem-solving process and is not distinct from it. This thesis aims to develop a better understanding of problem-finding by examining high school students using problem-finding to solve industrial design problems. The study seeks to find out what types of problem-finding exist and what roles they play in solving design problems. To explore problem-finding, this study uses a Think Aloud methodology to examine the thinking of three high school industrial design students and one high school industrial design teacher solving an authentic industrial design problem. Protocol data was gathered from the subjects and then transcribed, segmented and analysed in three ways, each of which became progressively more specific: Firstly, a macroscopic examination which identified problem-finding episodes occurring throughout the design process; secondly, a microscopic examination which identified four categories of problem-finding; and lastly, a microscopic examination which looked at the role played by the different problem-finding categories in solving design problems. The findings of this study are fourfold. Firstly, problem-finding was found to be used throughout the entire design process. Secondly, there were four categories of problemfinding. Thirdly, each category played an important role predominantly through interaction with other categories. Lastly, the more experienced a person was, the more able they were to use problem-finding effectively to solve design problems. Many current practices use trial and error methods to solve design problems. The importance of this study is that through a better understanding of problem-finding, designers may be able to use metacognitive strategies more efficiently in the process. Similarly, in educational practice, high school design students may be able to learn to think about the methods they use to solve design problems, and this may result in more creative designs.
Thesis (Masters)
Master of Philosophy (MPhil)
School of Vocational, Technology and Arts Education
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27

Belmonte, Angelo. "Voices of lay principals : promoting a Catholic character and culture in schools in an era of change /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19679.pdf.

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Carroll, Michael John. "An investigation into students' perceptions of multicultural classroom environments in Queensland Catholic secondary schools." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/649f10177aef1d196338d7336561df7ca78c0df1f7398380f2b3c16c75a1a54f/1817308/64816_downloaded_stream_41.pdf.

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Australia continues to become culturally diverse. This diversity is being witnessed in Catholic schools. This thesis reports research which employed quantitative data collection methods in investigating students' perceptions of their multicultural classroom environment. By drawing on Catholic school literature, multicultural literature, previous learning environment research and the perceptions of stakeholders, an instrument, known as the Multicultural Classroom Environment Instrument (MCEI), was developed to assess psychosocial dimensions of classroom environments in Queensland Catholic secondary schools. These dimensions were: Collaboration, Competition, Teacher Authority, Teacher Support, Congruence, Deference, Teacher Directedness and Gender Equity. The use of the instrument with a sample of 1,460 students in 24 Catholic secondary schools in Queensland revealed some statistically significant differences in students' perceptions of their classroom environment. Differences were revealed according to the country of birth of the student and those of the parents. Investigations examining school type, subject, year level and gender were also undertaken. Single-sex schools were shown to be more concerned with Teacher Authority and Competition compared to coeducational schools. Religion and Study of Religion classes were perceived as very similar, irrespective of school type. There were differences in students' perception of the classroom environment across different year levels, with year 8 students' perceptions significantly different to that of years 10 and 12 students. Girls generally perceived their classroom environment more positively than boys, with greater Collaboration, Teacher Support and Gender Equity and less Competition and Teacher Authority. The results of this thesis suggest that differences in students' perceptions of multicultural classroom environments in Queensland Catholic secondary schools do exist.;It also suggests that in order to continue to provide quality education, Catholic schools must acknowledge these differences. They must also ensure that curriculum initiatives, staff professional development and training, and other educational and pastoral initiatives are designed to incorporate the differences identified in this thesis. Further investigation into a variety of multicultural classroom environments is recommended.

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Jackson, David Fitzroy. "Queensland Arts Council road trip : an examination of in-schools touring productions (2005-2008)." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/40769/1/David_Jackson_Thesis.pdf.

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This research project explores the nature of In-School Touring Productions that are presented in Queensland classrooms by Queensland Arts Council (QAC). The research emerged from my background as a drama teacher working on secondment at QAC in the Ontour inschools department. The research follows the development of a new production Power Trip: the Adventures of Watty and Volt. The research was guided by the key question: What are some of the production and pragmatic issues that relate to In-school Touring Productions and in what ways do QAC’s Ontour inschools productions offer learning experiences? This research involved the creation of three intersecting elements: (1) a 45 minute personal documentary film, 8 Times Around the Equator. The film follows my enthusiasms for this hybrid form of theatre which developed from my childhood, teaching practice and finally in my role at QAC; (2) a multimedia DVD, Queensland Arts Council 2008 inschools Season, which presents a series of short video clips promoting QAC’s Ontour inschools program; and finally (3) this exegetical paper, Queensland Arts Council Road Trip: an Examination of In-Schools Touring Productions (2005-2008). This exegesis supports the multimedia presentations and provides additional descriptions of QAC's Ontour inschools productions which are contextualised within the history of QAC and the field of Youth Theatre generally. During the project I observed 37 QAC productions and analysed them against set criteria and as a result four types of learning experiences were identified: • Category X: X-periencing the Art Form – providing students with exposure to traditional forms of main stage theatre; • Category L: Learning Through the Art Form – communicating information using an art form to educate. For example using comedy, clowning or slapstick to teach science; • Category U: Unpacking the Art Form – deconstructing art forms and providing students with increased awareness and appreciation; and • Category M: M-bodying the Art Form – workshops and artist residencies that allow students to create their own work. The creative works (documentary film and DVDs) combine to make up 65% of the project. This exegetical paper concludes the final 35% required for submission.

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Hall, Kathleen Mary. "Early career teacher attrition: A case study of independent Catholic girls' schools in Queensland." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63286/1/Kathleen_Hall_Thesis.pdf.

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This research study sought to understand why so many early career teachers in an Australian Religious Institute education sector were leaving teaching. Previous studies on early career teacher attrition across all sectors were based on supply and demand theory, as well as contemporary career theory, and identified various factors such as remuneration, student behaviour and school resourcing as influencing factors. These Australian Religious Institute education sector schools take pride in their good standing. The schools in this sector have worked at addressing many of the factors associated with early career teacher attrition yet despite their efforts they are also experiencing attrition of their early career teachers. A case study of the Queensland independent Catholic girls' school sector explored firstly, the construct of being a teacher in these schools, and secondly, the sociocultural discourses giving rise to unique situations contributing to early career teachers making the decision to leave teaching. Eight early career teachers who had left the profession for which they had recently trained, and eight long standing teachers who were still employed in the sector were interviewed to yield a rich data set. The interviews were conducted within a theoretical framework of what it means to be a teacher by Graham and Phelps (2003) and pedagogic identity and pedagogic practice as noted by Bernstein (2000). The distributive rules and the evaluative rules (Bernstein, 2000) provided the analytical framework to confirm that particular discourses, together with the ways in which the early career teachers realised being a teacher, were important factors in the decision not to remain in teaching. It emerged that being a teacher in the Queensland independent Catholic girls' school sector was complex and demanding. Being a teacher required long hours of personal time to realise the demands of teaching, a situation which did not fare well with the early career teachers who struggled to balance the requirements of teaching with their own personal time. Furthermore, evidence was found that the schools had multifaceted sociocultural discourses that the early career teacher research participants struggled to understand. In contrast, long standing teachers had, through time, experience and observation, developed skills that allowed them to navigate these complex discourses and thus remain long term in the sector. Another finding revealed the considerable dichotomy in how the charism of the schools (the unique way Catholic institutions transmit the beliefs and teachings of the Catholic Church) unfolded for students and staff. While these schools transmit their charism effectively to the students, it is ineffectively transmitted to early career teachers. In contemporary times when a majority of teachers in Australia are moving into their 50s and large numbers are retiring or resigning, (Australian Government, 2011; Australian Government Department of Education, 2007b) it is important for the long term viability of the independent Catholic school sector to retain a stable staff. This study demonstrates that if Catholic schools want to retain their unique identity in the education community and sustain their unique charisms, then they must adopt positive practices to support early career teachers.

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O'Connor, Michael W. "What are highly effective strategies that improve student attendance in Queensland state secondary schools?" Thesis, Griffith University, 2021. http://hdl.handle.net/10072/410298.

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Declining student attendance at local, national, and global levels is a source of ongoing challenge for schools and school policy makers. The need to address this issue has been identified by various stakeholders such as parents, community members and media outlets. It is readily accepted among educators that high levels of student attendance are desirable, not only because when they are attained student learning performance is enhanced, but also for the many societal benefits that ensue when adolescents are actively engaged in productive pursuits. A literature review of available sources on this topic has identified key areas that have informed the theoretical basis for this study. Many of these could be addressed in practice in Queensland state secondary schools and beyond to support improved student attendance. The challenge of overcoming declining student attendance rates is fundamentally one of systems: systems of beliefs and values within families and the community, and systems of communication and relationships between school and students’ homes. Bronfenbrenner’s Ecological Systems Theory (Bronfenbrenner, 1979) provided the underpinning framework to conceptualise students’ school attendance and factors influencing it, with the view to helping schools improve attendance. Part A of this sequential, mixed methods study consists of a population level analysis of student attendance in Queensland state secondary schools, mapped against demographic data. Part A led to the selection of participants for Part B which consists of a series of case studies that identify the most effective strategies to improve student attendance, and the creation of a new model of student attendance improvement that can be applied across contexts. These outcomes are designed to contribute to educators’ efforts to improve student attendance in schools in Queensland, nationally and internationally.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
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Macpherson, Elizabeth Letitia. "The impact of managers' characteristics on the use of public relations strategy : an exploratory study in Queensland schools." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/39148/1/Elizabeth_Macpherson_Thesis.pdf.

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While previous positive and normative studies have focused on the role public relations should play in organisations and the need for management in all organisations to attend to public relations (Cutlip et al., 2006), there has been little discussion in the public relations literature on why or how managers choose to enact public relations strategies for their organisations. If the discipline of public relations is to cement itself as a management function, then researchers must gain a better understanding of managers themselves given that they are the ones who decide if and how public relations strategies should be employed in the organisation. This study has sought to explore evidence of a relationship between management characteristics and their impact on decisions managers make when choosing which public relations strategies to adopt in response to changes in the organisation’s operating environment. This exploratory research study has been conducted within a specific context of schools in Queensland, Australia. Queensland schools have been facing a number of changes within their operating environment due to changes in Federal funding models in Australia’s education system. This study used an exploratory, qualitative approach to understand the management characteristics demonstrated by managers in schools and how these have impacted on the selection of public relations strategies for responding to their changing and increasingly competitive environment. The unit of analysis for this research study was principals in State (government) schools and in non-government schools. Ten principals were interviewed from four different types of schools in Queensland – the more traditional, elite, private schools (GPS Schools); other Independent Schools; Catholic Schools; and State (or public) schools. These interviews were analysed for quantitative comparisons of the managers’ characteristics across the different schools (in terms of the number of principals in each age bracket, those holding postgraduate qualifications, years of experience etc.); and for qualitative data to provide a greater sense of their understanding of public relations. The 10 schools were selected within a geographic area from Brisbane’s inner city to its outer western suburbs to include an element of competition amongst those managers being interviewed. A detailed review of government, school and other public documents was also conducted to gain an insight into the environment in which principals made decisions about public relations strategy to respond to increasing competition. This study found support for the literature on the relationship between management characteristics and strategy. However, there was also variation in findings warranting further investigation of the literature on the relationship between management characteristics and strategy in a school setting. Key relationships found in this study were between: management characteristics themselves; age and the use of public relations strategies; and gender and the use of public relations strategies. There was also evidence of support for the literature linking the impact that the combination of managers’ age, education and experience had on the use of public relations strategies. While this study was exploratory in nature, it did reveal a number of areas that require further investigation to gain a deeper understanding of how and why managers choose public relations strategies as a response to changes in their operating environment. It also provided a different framework to gain a better understanding of managers’ understanding and support of public relations in schools, which, in conjunction with an analysis of their management characteristics, will hopefully allow public relations scholars and practitioners alike gain an understanding of how and why managers use public relations strategies.

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Rosenfeld, Peter. "The changing nature and the role of heads of department in Queensland public secondary schools." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/17574/1/Peter_Rosenfeld_Thesis.pdf.

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In the last decade of the 20th century, organizational change in public service provision in Queensland impacted broadly upon the culture of public education. The focus of this thesis was to describe the effects of that change on the role of heads of department in public secondary schools. The approach taken was to examine those change effects, in the light of policy documents, and from the perspective of participants, that is heads of department and principals. The thesis also described the changing skills the emerging role appeared to demand and to draw implications for professional development. The thesis is a descriptive multi case study. The principal and two heads of department from each of four public secondary schools in South East Queensland took part in the study. Data were collected through policy documents and semi structured interviews. The study employed Leonard-Barton's (1995) methodology which blended real time and a longitudinal study. To that end, two heads of department were reinterviewed four years after the initial interviews. Interviews focused upon the role, change, and the importance of leadership. The research generated eight specific themes each of which was considered consistent with the nature of the role in a period of significant cultural change. These were the difference in perceptions regarding the head of department role, held by principals and heads of department; head of department leadership in terms of a curriculum framed department, or whole school leadership; how individuals perceived leadership, and how they learned of leadership; the impact of the changing culture upon the individual head of department; the growing influence of situational factors upon the role; the impact of managerialism; the changing nature of a secondary school department; and a growing and more complex workload, and the need for different skills. The themes painted a picture of a long established role within a process of evolution. While broad cultural change underpinned change in the role, it was the change process, and the consequent structural and organizational change that individuals in the study focused upon. Consistent with the literature on heads of department and change, the study indicated a gap between the skills that the emerging role demanded, particularly leadership and management skills, and those skills which heads of department possessed. A need for a broad range professional development to bridge that gap was evident. The findings also pointed towards the need for effective change processes and a reconceptualized head of department role. The study concluded with recommendations for future research. Particular focus was directed towards the nature and function of secondary school departments, and the consequent role of the heads of department. Potential exists for research that further explores the effect of cultural change upon individuals, particularly heads of department, in the area of public education.

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Rosenfeld, Peter. "The changing nature and the role of heads of department in Queensland public secondary schools." Queensland University of Technology, 2008. http://eprints.qut.edu.au/17574/.

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In the last decade of the 20th century, organizational change in public service provision in Queensland impacted broadly upon the culture of public education. The focus of this thesis was to describe the effects of that change on the role of heads of department in public secondary schools. The approach taken was to examine those change effects, in the light of policy documents, and from the perspective of participants, that is heads of department and principals. The thesis also described the changing skills the emerging role appeared to demand and to draw implications for professional development. The thesis is a descriptive multi case study. The principal and two heads of department from each of four public secondary schools in South East Queensland took part in the study. Data were collected through policy documents and semi structured interviews. The study employed Leonard-Barton's (1995) methodology which blended real time and a longitudinal study. To that end, two heads of department were reinterviewed four years after the initial interviews. Interviews focused upon the role, change, and the importance of leadership. The research generated eight specific themes each of which was considered consistent with the nature of the role in a period of significant cultural change. These were the difference in perceptions regarding the head of department role, held by principals and heads of department; head of department leadership in terms of a curriculum framed department, or whole school leadership; how individuals perceived leadership, and how they learned of leadership; the impact of the changing culture upon the individual head of department; the growing influence of situational factors upon the role; the impact of managerialism; the changing nature of a secondary school department; and a growing and more complex workload, and the need for different skills. The themes painted a picture of a long established role within a process of evolution. While broad cultural change underpinned change in the role, it was the change process, and the consequent structural and organizational change that individuals in the study focused upon. Consistent with the literature on heads of department and change, the study indicated a gap between the skills that the emerging role demanded, particularly leadership and management skills, and those skills which heads of department possessed. A need for a broad range professional development to bridge that gap was evident. The findings also pointed towards the need for effective change processes and a reconceptualized head of department role. The study concluded with recommendations for future research. Particular focus was directed towards the nature and function of secondary school departments, and the consequent role of the heads of department. Potential exists for research that further explores the effect of cultural change upon individuals, particularly heads of department, in the area of public education.

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Chen, Holly Hsiu-Pi. "The contexts of learning disabilities : case studies in primary schools in Taiwan /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17480.pdf.

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Fisk, Selena M. "A qualitative inquiry of students' and teachers' perceptions on feedback in three Queensland secondary schools." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112506/1/Selena_Fisk_Thesis.pdf.

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This study qualitatively analyses students' and teachers' perceptions on the effectiveness of formative and summative feedback, using a Critical Systems Theory theoretical framework. By considering feedback content, comparison and mode, this research uncovers perceptions of the strengths, weaknesses and effectiveness of different feedback types. Teacher feedback to students is one of a number of important school-based influences on student achievement. Pre-existing research highlights the benefits and impact of feedback, and the characteristics of effective feedback. However, few studies have investigated students' and teachers' perceptions. This study outlines potential opportunities and strategies to support effective formative and summative feedback practices for secondary school students.

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Tuite, Kerrie Patricia, and res cand@acu edu au. "Making the Edmund Rice Ethos a Reality: A case study in the perceptions of principals in Christian Brothers’ Schools in Queensland." Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp175.16092008.

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This research concerns how lay principals are negotiating the nurturing of authentic Edmund Rice education in their schools within a period of organisational change in the 21st century. The context of this research is Queensland Catholic schools in the Edmund Rice tradition, once more commonly known as Christian Brothers’ schools. These schools claim to carry on the educational charism of Edmund Rice (1762-1844), Founder of the Christian Brothers, who began schools in Ireland to provide a holistic education for boys, especially those who were marginalised by poverty and social stigma. Christian Brothers’ tradition purports that the Edmund Rice educational charism was handed on to successive Christian Brothers’ schools by Christian Brothers; however, research indicated that there were clear deviations from the original charism just prior to and following the death of Edmund Rice, raising questions of whether these schools remained authentic carriers of the original charism. Research also suggests that these deviations resulted in number of instances when the original charism of Edmund Rice was, at best, muted, or, at worst, distorted beyond recognition. Additional investigation also demonstrates that these departures from Rice’s charism resulted in a culture that differed from Edmund Rice’s original vision for education thus raising issues of authenticity for schools in the 21st century. Since Vatican II the Congregation of Christian Brothers has undergone significant changes. Most notable has been the reduction in Brothers in leadership positions in schools. Edmund Rice’s beatification in 1996 sparked renewed interest in his original educational vision, and The Congregation of Christian Brothers world wide began to explore what this charism might mean in contemporary times. In Australia, schools changed their name from Christian Brothers’ schools to Catholic schools in the Edmund Rice tradition, as part of an attempt to develop an authentic educational vision for contemporary Australian schools. At the time of this research, there were ten schools in Queensland, all led by lay principals, within a subset of forty or more schools across Australia. In Queensland, these schools encompass a wide socio-economic spectrum and offer differing educational offerings ranging from a totally traditional curriculum, to a comprehensive curriculum, to more flexible offerings for disengaged and marginal youth; the majority of these boys’ schools are single sex schools. This researcher identified that there was lack of clarity as to what constitutes an authentic Edmund Rice school and that a lacuna existed between the organisational rhetoric and the reality of principals. Consequently, the purpose of this research was to explore what lay principals perceived to be the essential features or ethos of this educational vision and the ways they developed this ethos into an authentic Edmund Rice culture in order to determine whether these schools are authentic to the original vision of Edmund Rice. Because the purpose of this research was to explore perceptions, the epistemological position of Constructionism, using an interpretivist perspective was adopted for this research. The methodology of Case Study was utilised as it allowed for the exploration of the world of Queensland Catholic schools in the Edmund Rice tradition from the perspectives of principals: nine current principals and one past principal were studied. The literature review generated the following research questions: 1.What do principals consider are the essential features of the Edmund Rice ethos? 2.How do principals ensure that the ethos of Edmund Rice is an integral element of school culture? 3.What aspects of leadership do principals consider important in ensuring that the Edmund Rice ethos is developed into an authentic culture? The findings of this research indicated that principals perceived that the essential features of ethos were found in: providing values based education; ensuring that young people were liberated from factors which marginalised them; ensuring that their schools were places of Diversity and Inclusivity; undertaking the development of Right Relationships; and developing a strong sense of community. Principals ensured that the Edmund Rice ethos was authentically connected to school culture through: providing Social Justice Initiatives; developing spirituality and sense of the sacred; providing flexible options for a diverse range of students; and ensuring that structures and formation experiences were provided to support the development of ethos. Finally, principals articulated their leadership role: in ensuring the embedding of ethos in culture was one of cultural change agent; as a spiritual and prophetic leader; developing a student centred focus; and being a role model for leadership within the totality of the school community. The research concluded that, for these principals, the development of an authentic Edmund Rice school was embedded in these three issues: 1.Ethos: A Catholic education with values based on Edmund Rice and his educational mission; 2.Culture: A positive environment which enables and encourages the development of structures and formation experiences to support ethos; 3.Leadership: Leadership led by a principal who understands ethos and is committed to a role model of the development of an authentic culture. However, the research also concluded that, while lay principals were committed to the development of an authentic Edmund Rice school and were committed to the organisational change needed to achieve this goal, they were constrained by a variety of factors including: school context; school tradition and history; the traditions and expectations of the Christian Brothers; the financial situation of the school; support or lack of support from the college community and Edmund Rice Education. These factors make the realisation of authenticity a goal to be worked towards, rather than a concrete reality. In essence, this study concluded that, one overriding dilemma for principals was whether they were prepared to make the sometimes difficult decisions needed to ensure authenticity to the original Edmund Rice educational charism, or retain the status quo, with the knowledge that, in so doing, they may be militating against authenticity to the Edmund Rice educational vision.

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Cavanagh, Mary E. "The rise and demise of assessment centres in the selection of principals in Queensland State Schools." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36688/1/36688_Digitised%20Thesis.pdf.

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The identification of successful candidates for school leadership positions is one of the most significant challenges confronting any school system. The focus of this thesis was a large State education system in Queensland, Australia, and policy decisions that were made in relation to how principals in that system were to be selected. The central purpose of this thesis was to examine the critical factors that underpinned the Queensland Department of Education's decision to use Assessment Centres as a major tool in the selection process for principals in Queensland, Australia. As well, this thesis sought to identify those factors that contributed to a later policy decision to dispense with using Assessment Centres for selection purposes. A mixed-method case study approach was adopted which incorporated semistructured interview, participant observation, questionnaire, and document review. Semi-structured interviews were held with a small group of 'elites' including a Director-General of Education, who at the time, held the most senior position within the Queensland Department of Education. These 'elites' provided strategic insights into policy decisions that related to the use of Assessment Centres for selecting principals. A more 'grass roots' view of Assessment Centres was obtained through using questionnaire and participantobservation methods which focused on the views that practitioners held about Assessment Centres. Document review complemented these data collection methods by uncovering the historical factors underpinning the views that the QTU and many senior Departmental officers held about Assessment Centres. The findings of this study revealed that the Director-General of Education in Queensland, was convinced that Assessment Centres were strong, predictive tools that could lend consistency, validity and rigor to the selection process. By using the Queensland Assessment Centre as a selection tool, he hoped to identify leaders who would embrace the new culture of Education Queensland and as such achieve his vision of excellence in education. However, the topdown approach to policy change, and the commander style of leadership that he used to achieve this goal, did not engender stakeholder support for and commitment to the new selection policy. Instead, it generated resistance amongst stakeholders, particularly the Queensland Teachers' Union (QTU). Significantly, the Queensland Assessment Centre did not have bipartisan political support. Instead, it was dependent on the political patronage of the State Coalition Government whose Education Minister was intent on excluding the QTU from critical Departmental policy making processes. However, by marginalising the QTU, a pressure group aligned to the Labor Party, the Government ignored the QTU's capacity to exert considerable power and influence should the right political conditions prevail. Such a situation arose in 1998 when a State Labor Government took Office and the QTU gained 'insider' status in the Government's policy making process. The changed political climate proved to be less favourable for the Queensland Assessment Centre as it failed to gain the endorsement of the new Government, and within a very short time it ceased operating. Perhaps, had greater emphasis been placed on building bipartisan political support for the Queensland Asssessment Centre it might possibly have survived the change of Government. The study concluded by providing recommendations for future research to be conducted in the of area of Assessment Centres, in particular, how Assessment Centres might be used to improve recruitment and selection processes within the Queensland education context as well as in other organisations.

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Sakellariou, Tass. "Boys and bullying : electronic and non-electronic bullying and teacher perceptions /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19198.pdf.

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Neville, Mary, and not supplied. "Teaching multimodal literacy using the learning by design approach to pedgogy: case studies from selected Queensland schools." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070524.142437.

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This study uses qualitative research methodologies to explore the ways in which the Learning by Design framework facilitated the introduction of Multiliteracies and multimodal learning into the classrooms of three Queensland middle schooling teachers as they participated in a professional learning project during the second half of 2004. Recent Queensland education policy initiatives recognise the need for students to espand their 'lilterate' repertoires in this increasingly diverse cultural, linguistic, techno, and global-economic based society; an outcome that has drawn attention to the crucial role of professional learning in giving teachers the skills to produce curriculum and pedagogical designs in line with such a goal. While the documentation of conscious pedagogical choices in teachers' approaches to teaching and learning about Multiliteracies and subsequent classroom practice in Queensland has varied according to teachers' individual preferences and conte xts, this study aimed to investigate what differences occurred when teachers deployed the Learning by Design pedagogy to produce a deliberate articulation of the micro teaching and learning conditions necessary for multimodal learning. From the cross-case analysis and interpretation of the research data, five propositions have emerged: the relationahip between the depth and breadth of teacher expertise in multimodality and its effect on instruction/design, learner engagement and performance; the alignment of pedagogical choices to learning goals, pedagogical alignment to learner goals; pedagogical alignment to learner needs and dispositions; consideration of flexibility in preparation of learners in transition points during the middle years of schooling; and the importance of quality multi-supportive professional learning environments to produce reflective practitioners with genuine and purposeful new knowledge. In this research the effectivity of the Learning by Design pedagogical framework was found to be directly related to the extent of professional learning and expertise that teachers had developed in both multimodality and the theory and principles informing the Learning by Design framework itself. The teaching of multimodal literacy creates an enormous pedagogical challenge for teachers as well as students. The research raises important considerations, therefore, not only about pedagogy but about the importance of developing professional learning initiatives to euip teachers to achieve the policy goals set out in recent initiatives. The highlights the need for the development of an in-depth and wide-ranging approach to the issue of professional learning. It is clear from this research that the Learning by Design framework can be used to transform classroom practice. However, it is equally clear that there must be a greater emphasis on professional learning and more resources channelled into building the groundwork for these new teaching initiatives.

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Martoo, Gladys V. "Interpretation of assessment policy by heads of art departments in selected Queensland secondary schools : a qualitative study." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36524/1/36524_Martoo_1996.pdf.

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This thesis examines the interpretations of various explicit and implicit art assessment policies by eight heads of art departments in Queensland government and non-government high schools. Specifically, data were gathered by the use of in-depth interviews and document analysis, and examined using qualitative methods of analysis. The thesis also examines a range of interpretations and issues which recur in some of the literature related to assessment in art education. As well as exploring the association of policy initiatives with policy interpretation, this study discusses the consequential impact that these interpretations have had on assessment in art education in Queensland It presents specific discussions on a variety of assessment techniques and procedures that enable the participant teachers' assessment practices to be an integral part of the teaching and learning process. These discussions on assessment practice reveal how this group of teachers has answered the demands of accountability by using a variety of assessment methods. These methods are shown to take into account even the obscure and indeterminable art learning that is an important part of the art-making process. When making decisions on standards to be assigned to student work, teachers not only discuss how the context of the student's work is considered, but also how other factors including isolation, subjectivity, dialogue and moderation practices can impact on the assessment decisions that teachers make. This study has revealed how the accountability demanded by some policies has encouraged growth and development in teachers' thinking, with respect to teaching, learning and assessment. It also discusses the impact of local school policies, as well as policies which are delivered to schools from the 'top-down', from a higher systems level. With respect to local school policies, the study reveals how on one hand, the explicit and implicit demands at this level can allow assessment to be a flexible and manageable part of the teaching and learning process but, on the other hand, how policy written by teachers at this level can be restrictive and stressful for both teaching and learning. The study also reveals that, regardless of the national curriculum developments that have been taking place at both state and national levels, teachers are more concerned with assessment policies that are directly related to their local and current practice. This study provides examples of policy and assessment which are not opposed to standards but quite opposed to standardisation. This could have major implications for national curriculum reform that has standardisation as a major goal. Some of the discussions on the various forms of assessment that have been outlined by the participants of this study may prove informative in the development of assessment practices and future policies.

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Carter, Merilyn G. "A multiple case study of NAPLAN numeracy testing of Year 9 students in three Queensland secondary schools." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/79906/1/Merilyn_Carter_Thesis.pdf.

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This thesis reports on a multiple case study of the actions of three Queensland secondary schools in the context of Year 9 NAPLAN numeracy testing, focusing on their administrative practices, curriculum, pedagogy and assessment. It was established that schools have found it both challenging and costly to operate in an environment of educational reform generally, and NAPLAN testing in particular. The lack of a common understanding of numeracy and the substantial demands of implementing the Australian Curriculum have impacted on schools' ability to prepare students appropriately for NAPLAN numeracy tests. It was concluded that there is scope for schools to improve their approaches to NAPLAN numeracy testing in a way that maximises learning as well as test outcomes.

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Sani, Mahbuba Naznin. "The Experiences of Parents and Teachers of Children with Autism Spectrum Disorder in Schools in Queensland, Australia." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365463.

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Autism Spectrum Disorder (ASD) is a lifelong neuro-developmental disorder that typically involves global impairments in social skills and in verbal and non- verbal communication, as well as the presence of stereotyped patterns of behaviours and interests (Hall, 2012). Hence, the education of young people with ASD in school settings can be challenging. In recent times, greater understandings of teaching and learning practices has provided increased efficacy, however, there remain considerable arenas where there are wide gaps in the field. This study set out to make a contribution to one aspect by undertaking a qualitative exploration of the experiences of parents with children with ASD, and of the students’ teachers in educational settings in order to determine what quality teaching looks and feels like for parents of children with ASD. The inquiry has grown out of the personal experiences of the researcher who has witnessed a disconnection in her home nation of Bangladesh between current empirical knowledge about ASD and its implementation in Bangladeshi schools and early childhood settings. This prompted the researcher to question whether this was related to the unique context of Bangladesh, which is characterised by instances of extreme poverty and cultural nuances that affect inclusion, or if this is a shared phenomenon with Australia.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Simmons, Nathan P. "Friendship and social acceptance in adolescence : implications for schools /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19199.pdf.

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Parsons, Patrick Michael. "The Development of and Perceptions of the Value of Statutory Child Protection Measures Regulating Non-State Schools in Queensland: An Exploratory Study." Thesis, Griffith University, 2013. http://hdl.handle.net/10072/365542.

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From time to time there are widely-reported cases of child abuse in churches, voluntary groups, child care operations, schools, and the wider community, which draw attention to the issue and tend to draw the topic into sharp focus for governments, the media and the community. While there can be no guarantees in place to protect children, there is public agreement that the problem of child abuse be addressed and that governments of the day recognize their duty to be active agents in child protection. The role of government in creating and implementing legislation is the topic of this thesis: where particular emphasis is placed on how regulatory measures are perceived and valued by primary school principals in the non-state sector in Queensland. Three aspects of the problem are identified, namely the historical appearance of categories of child abuse, the emergence and role of the law in setting up concepts aimed at child protection, and the importance now placed on the school in discussions around abused children. It is within this context that the existing key statutory child protection measures are analyzed, and through which the objects of the research and research questions are posed. A 3-phase analysis is undertaken to set a context that situates the empirical study.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Gilmour, Lynette Ann. "Children from bi/multilingual homes in Queensland secondary schools: an exploratory study of their experiences and learning environments." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/378150.

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The face of the average Australian is changing from monolingual English speaker of British heritage to one more multicultural and diverse in heritage and home language as a result of increasing migration to Australia of people from non-English speaking backgrounds (Australian Bureau of Statistics [ABS], 2017a; Queensland Government, 2013). This migration to Australia, and the children of established migrants, brings with it increasing numbers of students in Australian schools for whom English is not their first language (Adoniou, 2013; Hammond, 2014). This places additional pressures on their learning in the English-speaking classroom and may lead to their not developing the appropriate skills, such as reading, that are needed throughout their school life (Haager & Windmueller, 2001). The implications of such constraints, in lesser outcomes and thus limitations on lifelong outcomes, are also well known. According to the Australian Bureau of Statistics (2017a) over 300 languages are now spoken in Australian homes with about 28% of the population speaking another home language besides English. While Australian and Queensland education policies aspire to meet the unique needs of all students, including those from linguistically diverse backgrounds, a first step in achieving this aim must be a clear identification of such children. Many children from previous migrant families as well as new arrivals to Australia come from homes where at least one parent is from a language background other than English and where this other language is one of the languages spoken in their homes. Some of these children move through the different levels of education and receive little, if any, additional Standard Australian English support because their linguistic diversity is unknown. While education systems acknowledge the additional needs of these students, a first step in implementing such strategies is a full appreciation of actual student needs. This exploratory research, undertaken in five Queensland state high schools, firstly sought to identify if there were students in the schools from homes where languages other than English were used. All students classified as having English as an Additional Language/Dialect (EAL/D) were profiled, providing a comparison between those identified and those not identified through the system. Finally, the school organisational and learning experiences of these students were then considered from both student and teacher perspectives, including the identification of possible challenges to the children and also particular strategies and classroom environments seen as conducive to learning. The study accessed survey responses from 2,484 students and 337 high school staff from the five schools included in the study. Additionally, interviews were undertaken with 68 students and 21 staff completed emailed surveys to explore and provide an understanding of the learning environments and experiences of culturally and linguistically diverse students within Queensland junior secondary classes. Results showed that 79.5% of the students were from homes where only English was spoken. Of the remaining 20.5%, 10.5% were classified by their schools as having EAL/D and the remainder of the students were also from bi/multilingual homes. These findings, complemented by additional details obtained from school records and individual interviews, were used to profile the characteristics of students in junior secondary classrooms. This exploratory research provided a rich picture of the cultural and linguistically diverse composition of five Queensland state high schools. While the recognised inclusion of a marked proportion of students identified as EAL/D was found, a further group of students from bi/multilingual homes was also identified. The student groups covered a diverse range of cultural and linguistic backgrounds and student achievement profiles. Examination of these two groups, their backgrounds, and school experiences provides insights into the support that such students might receive and the strategies that support their learning.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Stewart, Donald J. "Rural students-urban schools: Rural students' experiences of computing in their urban post-compulsory education." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36676/1/36676_Digitised%20Thesis.pdf.

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This research focuses on the origins and nature of one cohort of students' computing experience as they progressed from their isolated rural junior setting to senior schooling in urban locations. The study investigated the influence of parents, teachers, peers and the wider rural community on their development as students in general. The data collection concentrated especially on how their rural upbringing influenced their educational outcomes, but serendipitously revealed the considerable effects of the religious beliefs held by many in their community. This further enhanced the capacity of the thesis to identify strategies needed to address the dilemmas that these students experienced. The study followed those members of a single cohort of students as they ended their compulsory education in a rural school and proceeded to post-compulsory, senior secondary, education in 'their nearest regional city. Some students entered the state schooling system while others opted for a senior education embedded within the religious boundaries of their Christian upbringing. The researcher maintained contact with these students socially, and also by meeting them weekly as they returned to their home town from their forays into the city. The research employed a phenomenographical approach in which regular meetings with the cohort were audio taped and later transcribed using a computer voice recognition package. The transcripts were then returned to the participants for validation and correction. These corrected transcripts were then analysed to reveal students' conceptions of their lived experiences of computing as part of their senior schooling, and these conceptions were then placed within an outcome space which illustrates the inter-relationships between them. The thesis reveals a complex relationship between rural families, how they live, how they interact with each other and how they perceive outsiders from the city. and illuminates the many quandaries they face in both their daily lives and their educational experiences. including communication problems between rural feeder schools and their urban counterparts; depth of curricula; and the impact that religious affiliations have on rural families. It concludes with a range of recommendations regarding the strategies that could be employed to help other teachers/educators who are placed in similar rural situations to understand the physical/developmental and cultural/spiritual inequalities that isolated rural families encounter.

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Shay, Marnee. "Practices of alternative schools in Queensland in supporting Aboriginal and Torres Strait Islander young people to remain engaged in education." Thesis, University of the Sunshine Coast, 2013. https://eprints.qut.edu.au/71023/1/71023_SHAY_Thesis_final.pdf.

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Alternative schools are an emerging model of education offered to young people who have been disenfranchised from conventional schooling opportunities. The body of literature on alternative schools in Australia has not identified how many Indigenous young people are engaged with alternative schools and how alternative schools are supporting Indigenous young people to remain engaged in education. It is well documented that Aboriginal and Torres Strait Islander people experience significant disadvantage including poorer educational outcomes than their non-Indigenous peers. This study seeks to contribute to improving educational outcomes for Aboriginal and Torres Strait Islander young people through exploring Aboriginal and Torres Strait Islander interactions with alternative schools in Queensland and investigating the practices of alternative school leaders in terms of how they are supporting Indigenous young people to remain engaged in education. Critical race theory informed the development of this study. An Aboriginal researcher sought to shift the focus of this study away from Indigenous young people to Principals; to explore their perspective of their own knowledge and practices in supporting Aboriginal and Torres Strait Islander young people at their school. Using survey methodology, a web-based questionnaire was developed to survey Principals’ providing data on alternative schools in Queensland including the demographics of the alternative school; self-reported knowledge of Indigenous cultures and communities and practices that support Aboriginal and Torres Strait Islander young people at their alternative school. There are nine key findings that emerged through the analysis of this study: key finding one is the high percentage of Aboriginal and Torres Strait Islander young people enrolled in schools surveyed; key finding two is there is a high percentage of Aboriginal and Torres Strait Islander staff employed in the schools; key finding three is the majority of the schools are located in low socio-economic areas; key finding four is the strong willingness of Principals’ in this study to engage in self-directed learning in relation to Aboriginal and Torres Strait Islander cultures; key finding five is the limited demonstration of understandings of Aboriginal and Torres Strait Islander cultures and communities; key finding six is the most prevalent practice of Principals’ in this study is the celebration of cultural events and cultural activities; key finding seven is the limited Principal engagement with Aboriginal and Torres Strait Islander young people, their families and the local community; key finding eight is the practice of alternative schools provides limited support and nurturing of Aboriginal and Torres Strait Islander young person’s cultural identity and key finding nine is that Principals’ are relying heavily on informal discussions with staff to know what their staff’s knowledge and skills are in relation to supporting Aboriginal and Torres Strait Islander young people. There are multiple implications that have arisen from this study. The data demonstrated high numbers of Aboriginal and Torre Strait Islander students and staff. The data also revealed that Principal’s demonstration of knowledge in relation to Indigenous cultures and communities was limited, as well as limited Principal engagement with Indigenous young peoples, families and communities. Therefore a major practical implication of this study is the urgent need for quality cultural learning opportunities for leaders of alternative schools to improve practices. Additionally, the implications of this study support an urgent need for further research on the role alternative schools are playing in supporting Indigenous young people to remain engaged in education.

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Travers, Paul. "The evolution of transport assistance for students attending non-state schools in Queensland 1906 - March 2001: A project." Thesis, Australian Catholic University, 2001. https://acuresearchbank.acu.edu.au/download/758040af6e587242d6380898327d1d0dccd1f73f24f3cf70972656b80536cbbb/3815857/Travers_2001_The_evolution_of_transport_assistance_for.pdf.

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This project documents the development of State Government funded transport assistance for students attending Queensland schools during the period 1906 to March 2001. Although the project covers all major developments in transport assistance for State school students, its main purpose is to document the struggle for justice and equity in the provision of Government funded transport assistance for students attending non-State schools in Queensland. Particular emphasis is placed on the period 1976 to March 2001, as it was during this period that most developments occurred. The earliest form of student travel assistance for school students was in the form of free rail travel for scholarship holders attending Grammar schools in Brisbane in 1906. Free rail travel had been extended to include primary and secondary students by 1920, however eligibility depended on students satisfying certain distance criteria. The earliest form of ferry assistance was introduced in 1924. It took until 1945 for the Government to introduce free road travel for State primary school students. The Road Transport Services and licensed bus services conveyed distance eligible students, free of charge, to their nearest State primary school. It took until 1958 for free bus travel to be available for who attended State secondary students schools. In the same year, the Government introduced three difference classes of Conveyance Allowance to compensate families for the costs involved in transporting their children to State primary and secondary schools in remote areas where rail and bus services were not available. The first breakthrough for non-State students occurred in 1977 when the Government agreed to allow school bus services to travel beyond what was referred to as the Base School, to any non-State schools within the same town. A Base School was a State school in the town. This benefit was only available if sufficient seating capacity was available on the bus service. The first major breakthrough came in 1983, with the introduction of two new forms of Conveyance Allowance, classes D and E, especially for students attending non-State schools. Following a bitter struggle between the Goss Labor Government and the non-State school sector in the early 1990’s, free rail travel on the Citytrain network was abolished in 1994 and was replaced by a user-pays principle. All students attending approves schools were eligible for subsidised rail travel. In 1995 the Government introduced a Safety-Net scheme for financially disadvantaged students residing close to their nearest school. The Safety-Net scheme applied to students who were required to pay fares on privately operated bus services, Brisbane City Council busses and rail travel. A special grant of $1m by the coalition government in 1997 provided a substantial boost to the level of bus travel assistance available to non-state students. The money enabled the “hotspots” scheme to be established for families who had children attending non-State schools outside the Brisbane Statistical Division. An additional $0.5, grant by the Beattie Labor Government in 1998 enabled the “hotspots” scheme to be expanded to include all non-State students at schools outside the Brisbane City Council boundary. The success of the “hotspots” scheme led to a proposal for Queensland Transport to transfer responsibility for the administration of Conveyance Allowance classes D and E to the non-State sector. The Government has yet to make a decision on the proposal, however all initial indications are that the proposal will be approved in the second half of 2001. The provision of transport assistance for students with disabilities attending State and/or non-State schools, has not been addressed in this project.

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Reese, Martin. "Factors facilitating or constraining the fieldwork practicum experience for culturally and linguistically diverse student teachers in Queensland schools." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/53097/1/Martin_Reese_Thesis.pdf.

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Increasing numbers of Culturally And Linguistically Diverse (CALD) students, both from the international and domestic sectors are undertaking teacher education programs at Australian universities. While many have positive practicum experiences, there are a significant number who experience difficulties. Little work has been done on viewing this situation from a sociocultural perspective where learning is seen as a form of socialisation into the different beliefs, values and practices of the new community, the placement school. This study argues that all student teachers, particularly pre-service CALD teachers, require active learning communities to become successful. Using perspectives derived from situated learning (Lave & Wenger, 1991) and community of practice theory (Wenger, 1998) this study illustrates the processes of learning and identity development and the factors that facilitate or constrain the practicum experience for CALD pre-service teachers. This study adopts a methodology that is grounded in narrative inquiry, with in-depth interview techniques used to explore CALD teachers’ experiences of their fieldwork practicum and their attempts to participate and practice successfully. The data derived from fourteen in-depth narratives of pre-service CALD teachers is analysed from a sociocultural perspective. The practicum for these students is an experience of legitimate peripheral participation in a community of practice (the practicum school), and the complex nature of the social experience as they engaged in building their professional identity as a teacher is discussed. This analysis is used to propose recommendations and strategies at the faculty and school levels to support positive learning and practicum experiences for this group of student teachers.

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Dissertations / Theses on the topic 'Queensland schools'

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