Dissertations / Theses on the topic 'Queensland secondary schools (QLD)'
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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.
Full textCarroll, 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.
Full textStewart, 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.
Find full textCarroll, 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.
Full textRosenfeld, 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.
Full textRosenfeld, 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/.
Full textFisk, 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.
Full textRandall, 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.
Full textMurphy, 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.
Full textMartoo, 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.
Full textCarter, 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.
Full textStewart, 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.
Full textWalsh, Wendy. "Hazardous substances legislation in the educational environment : strategies for compliance." Thesis, Queensland University of Technology, 1997.
Find full text(14037472), Kylie J. Harris. "A collective metamorphosis: Mapping the multiple differences between, among and within six women principals in Queensland secondary schools." Thesis, 2003. https://figshare.com/articles/thesis/A_collective_metamorphosis_Mapping_the_multiple_differences_between_among_and_within_six_women_principals_in_Queensland_secondary_schools/21443013.
Full textThe 'lack' of women in higher-level administrative positions within the Australian schooling system has long been a subject of debate and concern. Although women comprise over seventy percent of the teaching population in Queensland schools, they are generally represented in twenty five percent of principal positions. Attempts to address this 'problem' have met with little success. In many cases these theories and solutions proposed (based on phallocentric binaries which positions women as the same as complementary to or different from), do little to recognise differences within and among individual women educational leaders.
Drawing on a theoretical framework known as nomadic feminism provided by Rosi Braidotti, this thesis moves away from these traditions by working to identify three levels of difference within a particular group of six women principals in Queensland Australia: differences between women and men within similar positions; differences among the women and differences within individual women.
To begin, I conceptualise and present this thesis as a collective metamorphosis because it highlights a commitment to working at the political or collective level of moving beyond restrictive definitions of women and because it is fundamentally a mapping of change:
- change within the lives of these six women
- change within the concept of the principalship
- change within social attitudes to women principals
- change within me as a feminist nomadic researcher
- changes in the way the subject position Woman-principal is understood.
This charting is mapped out across seven chapters. The first chapter outlines the significance of focusing on difference and employing a feminist nomadic framework. Chapter two establishes the context of this research by laying out an analysis of feminist theory and educational leadership research and substantiates the need for research that focuses specifically on women principals and difference. Chapter three is divided into two sections. Section one provides a map for this research in the form of a feminist nomadic methodology and for this I draw heavily on the work of feminist theorists such as Braidotti, Grosz, Hekman, Irigaray and Haraway. Section two outlines the design of the research and discusses the research methods used-making vital links between theory and practice.
The data analysis is carried out over the next three chapters. Chapter four explores the differences between men and women in the principalship and establishes the need to connect this research to the bodily experiences of individual women and to the political project of feminism. Chapter five charts the differences among these six women and in the process it establishes the political significance of the recognition of signs of difference such as age, race, sexuality, class, religion and other more personal differences. The last data analysis chapter maps the differences within individual women of this research and argues for the fluidity rather than fixity of the identities of women principals.
This thesis ends by looking forward, suggesting questions to be addressed in the future, as well as providing an overview of the benefits such a nomadic reading can provide. Highlighting the differences between women and men, among women and within individual women principals' challenges entrenched myths/scripts of the principalship by drawing attention to the complexity of these six women and moves to encourage a diversity of teachers to consider the possibility of becoming principals.
(13992118), Jennifer L. Elsden. "The transformative potential of art education: Inviting subjectivities into the classroom." Thesis, 2004. https://figshare.com/articles/thesis/The_transformative_potential_of_art_education_Inviting_subjectivities_into_the_classroom/21377850.
Full textThis thesis explores the transformative potential of art education. In particular, it argues that art education can be a productive site to explore the multiplicities of subjectivities and to adopt the transformative principles of feminist poststructuralism. To illustrate this notion, I researched a number of key spaces and texts related to art education. Firstly, I documented the art that was created by senior art students in three Queensland secondary schools. In addition to students' art, I documented their visual journals as a way of constructing meanings around their art. Secondly, I conducted interviews with three senior art teachers, which were aimed at exploring their personal philosophies to teaching and art education and their attitudes towards subjectivity in art. Finally, as a means of providing a context for these texts, I also undertook observations of the school and classroom spaces. From these data, I used the poststructuralist tool of discourse analysis to explore how schools, teachers and students take up, mobilise and occupy transformative spaces and discourses.
In adopting a feminist poststructuralist framework, this thesis opens by stressing the importance of writing from my body, subjectivity and lived experiences. I do so by exploring my own art and how I have used this space to explore my lived experiences and subjectivity. I also situate my methodology, research sites and participants. From this discussion, in Chapter Two, I discursively position my research within the literature. As such, in Chapter Two I focus on three key texts that allow my review to move between educational discourses, the gendering of art education and the transformative potential of art education. In Chapter Three, I explore in more detail poststructuralism's notion of subjectivity and the politics of transformation. As I argue, this perspective enables my research to adopt a productive way of seeing and understanding subjectivity and provides strategies of transformation. In Chapter Four, I outline how this lens has influenced the way I have constructed, designed and approached my research. After establishing the theoretical premise and design of my research, the next four chapters focus on the analysis of my research data. In Chapter Five, I analyse how students create art that resonates with the transformative principles of feminist poststructuralism. In doing so, I highlight how students use the potential of art education to explore their multiple subjectivities, embodiment and lived experiences. However, I believe this tells only part of the transgressive story, as the transformative potential of art education is a multi-layered and complex issue. Therefore, in the following three data analysis chapters, I explore some of the complexity surrounding art education and outline some of the possible factors or reasons that may contribute to students creating transformative art. In Chapter Six, I argue that the curriculum documents that relate to art education (such as the Visual Art Senior Syllabus and the teachers' work programs) provide spaces for students to explore their subjectivity and equip them with strategies of transformation. In Chapter Seven, I outline some of the differences that art education embodies and, by doing so, I suggest that these differences may contribute to the transformative possibilities of art education. In Chapter Eight, I discuss how art education can provide a space for students to explore and express emotions that have been traditionally edited out of the school environment. In the final chapter, I summarise my findings and suggest spaces for further research. Through this process this thesis advocates for art's importance in education. As such, it contributes to the ways in which teachers and schools recognise, accommodate and celebrate the role art has in the ongoing construction and negotiation of subjectivity.
Carroll, Michael John. "An investigation into Students' perceptions of multicultural classroom environments in Queensland Catholic Secondary schools." 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp119.25102006/index.html.
Full textSubmitted in total fulfilment of the requirements for the degree of Doctor of Philosophy. Bibliography: p. 262-312. Also available in an electronic version via the internet.
Kuhl, Susan. "The inclusion of students with disabilities in secondary schools: the voices of 20 North Queensland teachers." Thesis, 2010. https://researchonline.jcu.edu.au/19010/1/01front.pdf.
Full text(9875282), J. Drewett. "The impact of a vertical timetable on the school community : a case study in Queensland secondary schools." Thesis, 2002. https://figshare.com/articles/thesis/The_impact_of_a_vertical_timetable_on_the_school_community_a_case_study_in_Queensland_secondary_schools/13425350.
Full text(14239030), Lindy F. Isdale. "Instituting a new work order: A socio-technical analysis of the introduction of the ‘school management system’ in two Queensland schools." Thesis, 2002. https://figshare.com/articles/thesis/Instituting_a_new_work_order_A_socio-technical_analysis_of_the_introduction_of_the_school_management_system_in_two_Queensland_schools/21700364.
Full textThe introduction of a new computerised School Management System (SMS) into Queensland school offices in 1996 is linked to broad shifts in public sector workplace reform under the rhetoric of flexibility and efficiency through new information technologies. This study provides a socio-technical exploration of how the globalising interests of the capitalist state materialise as work practices through the institution of a new, computerised management system, with a focus on the 'engineering' work efforts of the female administration workers in specific school sites.
The study takes place during the initial phase of the introduction of SMS into two school offices in regional Queensland, taking advantage of the rare opportunity to see the innovation before it becomes normalised practice. The research was conducted first as policy analysis and then in two school offices with the researcher working as participant/observer during the initial phase-in of SMS. The data is presented as ten 'stories' which are analysed in three data chapters whose foci are state networks, the work of innovation and gendered work. Using the framework of Actor Network Theory (e.g.Callon 1986; Latour 1991; Law 1986,1997), it is possible to see the early policy phase of SMS as globalising networks of the state working to stabilise sociotechnical relations that promote initiatives for Information Management Systems in public sector administrations, including schools. By following the actors, the work of the government-led initiative at this early stage is visible as translations taking place through multiple 'nested networks' of the state including supra-national organisations, government policies, Prime Minister's speeches and school policy. Once SMS is introduced into school offices, the study shows how workers become enrolled in the state agenda for administrative work reform, enabling SMS to establish itself as an Obligatory Passage Point for school administrative work. The 'articulation' work of the female school office workers is seen as central to the success of SMS in schools as their work relationships with SMS produces 'well-drilled bodies' in the service of the state. A feminist post-structuralist analysis of the female SMS workers, as historically constituted, specifically sexed 'bodies', is then employed to take into account the politics of the gendered, embodied, cyborg worker and her role in the formation and normalisation of a 'new work order' in school administrations.
In this study, the new technology is made visible as socio-technical relations shaping work in ways that have to do with the exercise of power between the representative body/technology networks. The study's significance lies in the way it makes visible the processes of the politics of the state becoming embodied in SMS in local sites or networks of humans and computers, a cyborg entity whose relations are developed and maintained by the female administrative workers in schools. SMS is thus explained not as a neutral 'tool' to achieve state policy, nor as technologically determined; nor is a human-centric approach taken to explain the emergence of the specific forms of work at the local site. The 'new work order' in schools has emerged out of the socio-technical relations performed by specific body/technology networks of humans and machines in multiple local work sites. Through IT, globalising local networks employ women's working bodies to institute a new reform agenda for school administrative work that facilitates closer regulation and steerage from a distance.
Liao, Yi-Ting, and 廖苡婷. "The Study of the Strategies and Practice of Queensland Government in Promoting International Education in Primary and Secondary Schools: the Case of Study Tour Program." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/am26n6.
Full text國立暨南國際大學
國際文教與比較教育學系
106
Under the tide of globalization, the relationship between countries is becoming closer and closer, and country’s politics, economy and culture are also affected by others. Many countries cultivate people's relevant international literacy through international education, while others cover the concept of international education with global education, and international education is viewed as an industry. The purpose of this research is to explore Australian policies related to international education and to explore strategies and practice of promoting international education in Queensland through participants observation and semi-structured interview. Meanwhile, to understand the effect of the study tour program, this study also interviewed the teachers and students participating in this program. It is expected that this research coud provide an example to Taiwan when facing the problem of insufficient funds, manpower allocation, and match up media platform while promoting international education exchange. The conclusions derived from this research are: 1.The Strategy of international education in Australia focuses on innovation, cooperation and partnership, aiming to consolidate and enhance the development of its international education. 2.In addition to responding to the international education strategy in Australia, Queensland International education strategy as a comprehensive plan, responds to the needs of various departments and regions. 3.Queensland Government Department of Education International, trading as Education Queensland International is responsible for promoting international-education-related program. It manages the programs and establishes all relative procedures and standards. The study tour program is co-constructed by it and with its partners. 4.The features of EQI study tour program are school integration, school buddies, designated school contact, homestay, English lessons, specialized lessons, welcome and farewell function. The itinerary of this program can also be customized. 5.The feedback of this program can be learnt through participants’s observation, the impact of this program on Australian and Taiwanese teachers and students, and the suggestion from Taiwanese teachers participating in the program. Based on the findings and results, this research submits some suggestions as following: 1.The government, as a coordinating unit, can promote study tour program with partnerships, and supervise the program’s quality. 2.There are some common features among schools’ study tour program. However, each school can also develop its characteristic to do professional exchange. 3.The suggestions of promoting study tour program in primary and secondary school in Queensland include: (1) The relevant pre-departure and orientation of the study tour program can help participants get more understand to this program. (2) There are relevant considerations for organizing activities and lessons of the study tour program. (3) Take student’s grade (age) and permission of student’s portrait using as considerations to match up school buddies. (4) Take safety and student’s right as considerations to arrange homestay. 4.Future researches are suggested to study other international education programs in Queensland or in other states to comprehensively understand international education in Queensland or Australia. Keywords: Australia, Queensland, International Education, Study Tour Program
(13285238), Ken Evenden. "Appraisal of middle managers in secondary colleges in the Rockhampton Diocese." Thesis, 1997. https://figshare.com/articles/thesis/Appraisal_of_middle_managers_in_secondary_colleges_in_the_Rockhampton_Diocese/20543793.
Full textBy examining the example of its operation in one (1) secondary college in Central Queensland this thesis examines issues surrounding the performance reviews of middle managers holding Positions of Added Responsibility in the Catholic Diocese of Rockhampton in the context of teacher appraisal generally.
(14145619), Eric P. Holgate. "A technology master plan for the Rockhampton Diocese of Catholic Education: Design, development & retrospective evaluation." Thesis, 2005. https://figshare.com/articles/thesis/A_technology_master_plan_for_the_Rockhampton_Diocese_of_Catholic_Education_Design_development_retrospective_evaluation/21589467.
Full textThe Rockhampton Diocese of Catholic Education represents a large, diverse and unique body of school environments, spread across a vast area of regional central Queensland. The Diocese provides Catholic education to approximately 11,500 students in 27 Primary Schools and 8 Secondary Colleges located from Bundaberg in the south to Mackay in the north and from the Capricorn Coast in the east to Longreach in the west.
Over recent years the Rockhampton Diocese of Catholic Education has been investigating and embracing information and communication technology (ICTs) in the provision of Catholic education. The use of ICTs has clearly enhanced the teaching and learning processes and assisted with the efficient administration and management of both the Catholic Education Office (CEO) and schools. However, as technology use has grown, there have been increasing and continuing requests from many staff throughout the Diocese for leadership and guidance to be provided by CEO.
In response to these requests, CEO embarked upon a Diocese wide Technology Planning Initiative (WI) intended to provide a systematic approach towards ICT planning. Integral to the Technology Planning Initiative was the need for development of a systemic Technology Master Plan for the Diocese. It was considered essential that CEO base future directions for the adoption and use of ICTs on the 'real' situation and the actual problems being faced by schools and staff throughout the Diocese.
This report is the result of an investigation of technology needs throughout the Diocese as a basis for development of a holistic Technology Master Plan. This study involved a range of strategies to provide alternate sources of data upon which to base recommendations for future direction. The project included extensive interaction with staff in the Diocese and the embedding of the research component into the culture, committee structures and practices of the organisation. This has included collaboration with stakeholder groups before, during and following the actual research component of the project, thereby ensuring organisational acceptance of the processes being followed, understanding of the findings and ownership of the future directions.
Site visits and ICT audits have revealed valuable information about access, equity and availability of various technologies within school environments. The current technology-related skills of school staff (Principals, Teachers, and Library staff) was determined, which revealed considerable variation in the abilities of staff at all levels and across all aspects of school operations. The study revealed that staff attitudes towards the use of ICTs across all schools was extremely positive, with considerable enthusiasm among school staff towards the use of technology.
The study revealed that very few schools have performed formalised ICT planning for their school and that the majority of schools do not have a planning group or committee that focuses on ICT-related issues for the school. Many areas were identified as barriers to ICT adoption in the Diocese, with many respondents also providing suggestions and proposing initiatives to overcome these barriers. The study has pinpointed limitations in the current provision of ICT-related staff development across schools, and identified specific focus areas for future staff development activity.
The study has revealed the current situation within the Rockhampton Diocese of Catholic Education and enabled the translation of the current state into an action plan for future directions. The 'product' of this study is a series of sixty-two recommendations that have provided the core themes for development of a holistic Technology Master Plan for the Rockhampton Diocese of Catholic Education.
This report also provides a retrospective evaluation of progress made with implementation of the Diocesan Technology Master Plan. This reveals that significant progress has been made with the adoption and use of technology throughout the Diocese, along with substantial organisational learning.