Dissertations / Theses on the topic 'Science teachers Victoria Melbourne'

There exists a consensus about the importance, but little else, of the ongoing professional education of teachers. The professional development of teachers is often seen by teachers to be a purely private matter serving self-improvement and/or career advancement. Equally often it is assumed to be essentially collegial concerned with improved school responses to redefined social expectations. Little is known about how, at the intersection of personal interactions and social necessities, truth is constructed by teachers about the significance of professional development exercises. This ontological research investigated the influence of the community of practice in signifying professional development of teachers' professional identity formation. It is a proximal influence that has been largely neglected in the literature on professional development. The case studies conducted here of science teachers in a rural secondary school initially assumed that certain types of autonomy and collegiality, together with differing workplace conditions have a more positive influence on teachers' professional development than others. The use of teacher portfolios in professional development reporting was investigated as institutional scaffolding for facilitating the sharing of insights from often remote professional development experiences, and as a means of improving communication within the science department.Positioning theory, as a tool in discursive psychology, was used to analyse professional development experiences as narrated by four colleagues in conversations with the author.

Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context. This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.

This research project examines perceptions and attitudes towards science of a group of Technical and Further Education students studying Beauty Therapy at Victoria University. Many members of this group displayed a high level of science anxiety as described by Mallow, (1978). They lacked confidence in their science ability and were very anxious about passing the science units in their Beauty Therapy courses, despite having successfully passed science subjects at school. Previous observations on Beauty Therapy students showed that most succeeded in their science units but still lacked confidence in their ability to apply their knowledge. The science units in Beauty Therapy are complex and require a detailed knowledge of Human Biology, Anatomy, Physiology, Skin Biology, Cosmetic Chemistry, and Microbiology. The participants in the study were interviewed using a semi-structured interview working together with a questionnaire to establish background information. The probes covered the participants’ experiences in science at school together with their attitudes towards science and influences from other areas. The aim was to identify factors which undermined the confidence of these participants. The interviews were recorded and the transcripts were analysed for themes using a progressive coding process. The themes were grouped into clusters. The study showed clearly that the participants’ confidence in their science ability was undermined by their school experiences in science. It related to attitudes and pedagogies employed by a particular science teacher in their secondary school. Participants described enjoying science previously. Particular aspects identified were an inability to get help when they needed it; the use of sarcasm or derogatory remarks to discourage questions; boring lessons mostly composed of copying notes from the board or textbooks; lack of relevance and a lack of enthusiasm displayed by the teacher. This led to a situation where participants dreaded their science lessons and in some cases truancy.

The steady decline of students’ competency in mathematics has become known as the “Mathematics Problem”. Researchers identified that the level of student engagement is one of the most important factors affecting the academic performance of mathematics students. Strong link between students’ attitudes towards the use of technology for learning mathematics and their achievements also has been identified by recent studies. The mathematical problems have a multidimensional source and are initiated from the students’ personal characteristics and attitudes. Thus attitude is important educational concept about learning mathematics with technology. The association between student engagement and the use of ICT suggests that a positive attitude toward the use of ICT in learning mathematics is an important outcome in itself, especially when ICT is used. Student engagement can be influenced by a plethora of factors. These factors include student personal characteristics, learning experiences, perceptions, three aspects of engagement (cognitive, affective and behavioural) and attitudes towards the use of technology in learning of mathematics. This study is aimed at further investigating the factors that might be affected by the use of ICT with two major purposes: (1) to investigate the complex interrelationships between students’ demographic factors, mathematics confidence, access to technology outside university, confidence with technology, perception towards the use of technology for learning and attitude towards learning mathematics with technology, cognitive, affective and behavioural engagement; and student achievement and (2) to determine if the use of ICT impacts on the level of student engagement and achievements in mathematics.

This thesis examines the banning of a communist speaker. Lieutenant E.A.H. Laurie, at Melbourne Teachers' College in July, 1944 and argues that the decision to ban Laurie was unwarranted and politically motivated. The banning, which was enforced by the Minister for Public Instruction, Thomas Tuke Hollway, appears to have been based on Hollway's firm anti-communist views and political opportunism. A. J. Law, Principal of the Teachers' College, was also responsible for banning Laurie. However, Law's decision to ban Laurie was probably directed by Hollway and supported by J. Seitz, Director of Education.

This project analysed the development of a selection of international and national mentoring programmes in higher education institutions and specifically at Victoria University. Based on the analysis of successful international and national mentoring programmes, the performance of past Victoria University mentoring programmes and research on current mentoring programmes at the University, this thesis has developed core principles of a standardised mentoring programme.

This thesis examines economic growth and change across the city of Melbourne over the 2000s. In the late 1970s to early 1980s, and again in the early 1990s, Melbourne was seen as having a bleak future, as a consequence of the deindustrialisation occurring in the city throughout the late twentieth century. However, Melbourne grew rapidly at the start of the twenty-first century, renewing its profile globally and attracting population. This thesis examines the factors behind the rise of Greater Melbourne over the 2000s, and specifically the rapid revival of the central city area of Melbourne. The study assesses the relevance of economic geography theories (the Global Cities hypothesis, the World City Network (WCN) and agglomeration economies) in relation to Melbourne’s economic growth. Globalisation related theories concerning knowledge cities and workers are also considered.

This thesis seeks to make a contribution to the debate about the role of ICT in education, by exploring schooling and pedagogical perspectives, identifying elements demanding systemic attention and defining a vision that is relevant and challenging to Australian education. Examining the notion of what e-confidence means for students, teachers, school leaders and schools enables a consideration of what strategies can be deployed for achieving this in all Australian schools.

The research aims to provide an understanding of local governance in an outer metropolitan area of Melbourne. Through the examination of the policy framework that has established and maintained community governance in Victoria by the State Government from the period of local government amalgamations in 1994 to the present day and the use of a case study, Hume City Council, the thesis has descriptive and analytical elements drawing on empirical inquiry using case study methodology. The case study method has been chosen because it is most suitable for discovering how the community participants perceive their level of governance and their desires for future governance structures. Since the dramatic reforms of local government in Victoria, there have only been two governance reviews; at Hume City Council in 2000 and at Delatite Shire in 2002. In addition, minor boundary realignments were made to the Cities of Melbourne and Moonee Valley in 2007. These are the only attempts at a review of the structure of local Understanding Outer-Urban Governance: A case study of local government in Victoria since the Kennett Government reforms. This thesis reaches the conclusion that the concept of wicked problems is applicable to the management of the case study and other complex problems created as a result of amalgamation. The wicked problem context of this thesis cites decision making as the major focus. Through decisions about authority, governance, identity and community consultation the key concept of trust is questioned which has led to the inherent unsatisfactory resolution of the selected local government wicked problems.

Fundamental educational change is necessarily an outcome of authentic participation confirmed in community struggle against defined forms of oppression: this is the proposition explored in the course of the three case study experiences presented here. Similarly, the contexts, conditions and terms of participation are considered with regard to defining the character of authentic 'political' success.

There is growing consensus about the importance of physical activity and regular engagement is known to have a number of health and developmental benefits. Accordingly, research across a variety of fields has argued for the importance of laying the foundations for lifelong physical activity engagement in the early years. The school plays a central role in this effort by impacting children’s initial relationships with physical culture. Within the school, PE is often the primary vehicle for the promotion of physical activity. However, the problems with PE and its failure to connect with all children has been widely reported. Concurrently, there has been a significant physical activity dropout rate in adolescence for girls, and some boys. Scholarly attempts to address these concerns have focused mainly on late primary or high school settings, specifically curriculum and pedagogy. To date, very little research has focused on the early (Year One/Two) years of PE, when many children are developing their initial physical subjectivities. Rather than a period which all children enter as a ‘blank slate’, early PE is defined by the differing levels of experience that children bring to class. How these differing levels of embodied experiences are valued mean the children are constantly engaging in a range of stratified interactions. The outcomes of these interactions can have a profound impact on how students engage in physical activity, both in PE and on the playground. To examine how children are embodying and developing their physical subjectivities in these two spaces, a six- month ethnographic project was conducted at a primary school in Victoria. This allowed for the examination of the experiences of a Year 1/2 cohort through the implementation a variety of ethnographic and child-centred methods. Drawing on a theoretical approach, combining Bourdieu (1998) and Collins (2004), this thesis shows how the outcomes of PE activities, impacted the types of activities that children chose to engage in on the playground. Additionally, the findings show how the children play a key role in reproducing the dominant elements of the field (including the ‘naturalized’ gender order inherent in sport/PE) and the hierarchies that contextualized each activity. This research offers an in-depth focus into the complex social processes, in the playground and PE, which continue to usher children along seemingly pre-determined physical paths. This thesis concludes with a call for a critical approach to early PE that incorporates the different experiences of the children to create 2 curricula, with a particular focus on teaching children to be reflective of the impact of their embodied experiences. This also incorporates changes to the playground as a continuation of the PE space.

This creative writing thesis begins with the premise that climate change poses critical outcomes for the Australian continent, and asks what the consequences of this are as the precariousness of Australia’s future in relation to climate change continues to gather pace. Comprising a novel (70%) and exegesis (30%), the thesis as a whole seeks to explore the connections between climate change, land and culture in Australia, and to investigate settler Australian understandings regarding ‘place’, ‘belonging’ and ‘home’ in relation to both settlement and unsettledness in contemporary times.

In this creative‐writing research project, I set out to create a narrative nonfiction manuscript that investigates the contemporary politics surrounding abortion. The fundamental question driving the creative manuscript was, ‘Why is abortion largely invisible in Australia?’ Abortion is the second‐most common therapeutic surgical procedure in Australia, yet the history, the politics and the practice of abortion remain hidden from view. This invisibility allows us to avoid grappling with and confronting the complicated issues abortion raises. Using techniques commonly associated with fiction writing, such as narrative arc, characterisation, dialogue and scenes, the 69,000‐word manuscript investigates the factors, tiers and characters involved with abortion in Australia. The narrative nonfiction manuscript should be read first. The manuscript is accompanied by a 31,500‐word exegesis analysing the production, lineage and ethical implications of consciously political narrative nonfiction, a term that refers to works that make deliberate political interventions. Similarly to Hartsock (2000), I argue that when writing a consciously political narrative nonfiction work, the writer does not objectify the world as something different or alien from the reader, and instead strives to render characters as complex human beings. The exegesis reviews theories of ethics, objectivity and narrative within a form that is fundamentally journalism, yet can never fit within this narrow definition as it is primarily about mapping the cultural other (Sanderson 2004). The exegesis also scrutinises the usefulness and complexity of immersion as a research methodology. While I initially attempted to immerse myself as a limited participant‐observer in the world of pro‐choice and pro‐life politics, over the course of the research, my methodology resulted in a kind of radicalisation prompted by my fieldwork. For example, after witnessing the ongoing harassment of clinic patients and staff, I found myself openly hostile to the position and tactics of pro‐life activists. While I felt I remained capable of transcribing and depicting the worlds of these subjects, a seditious need grew to challenge their authority and worldview outside the text. This led me to make a political intervention inside and outside the text, and I thus crossed the precipice from observation to active participation. While I acknowledge that this is an unconventional narrative position, one that rejects ideals of journalistic objectivity, I argue that this subject position was born of the research and practice of this project – that is, of actually participating in the world of my subject, abortion. Moreover, this level of participation in the world of the textual subject is a direct result of writing a consciously political narrative nonfiction work, a subgenre that allows for the practitioner’s politics and reactions to situations to help shape the text, and the consequences beyond.

This thesis investigates different styles of government which accord different opportunities for participation of 'power to the people'. An understanding of democratic theory is thus essential as perspectives on democracy illustrate numerous styles of democratic practice and opportunities for citizen involvement. While an object of this theses is to locate styles of democracy used by modern liberal governments, the focus of the research explores the exercise of responsible citizenship. Democratic behavioural techniques of the citizen are carefully examined both in theory and practice. The case being made is that citizens, accustomed to a participatory style of democratic government, have been trained in the 'arts of participation' to act as a caretaker of both their lives and environment. With a shift in the style of government towards an elitist democratic approach, practised by the Kennett Government, the responsible citizen, as caretaker, is excluded from government decision-making processes. In response to the closing off of participatory mechanisms in favour of the elitist style of government, the responsible citizen, is turned into a person engaging in acts of civil disobedience in order to maintain his or her vigilance over the lives and environment of his or her community.

This study identifies and articulates the interrelationships between six key components essential for authentic learning to maximise the student-centred learning opportunities in kitchen and garden-based learning projects. Interpretative case study methodology using multiple qualitative methods for data analysis were used to direct three layers of inquiry around kitchen and garden-based learning: the context, content and characteristics of kitchen and the garden-based learning, the student learning, and the teachers’ work. Review of the literature indicated significant gaps in understanding how teachers can foster children’s interest in nature, and plan for effective authentic learning experiences in the garden. Through analysis of the literature, together with the perspectives of the Grades 4, 5 and 6 children, and their teachers, key components for authentic, contextualised learning were identified. These included: a real-world context, the opportunity for working as professionals, within a collaborative learning community, work requiring higher-order thinking, ownership of learning and authentic integrated assessment. Teachers’ pedagogy and practices are often hidden but were nevertheless significant factors affecting student outcomes. Teachers made the learning experiences more meaningful by ensuring student reflection was embedded in learning tasks. Planning and providing arenas or “safe platforms” for discursive reflection was an essential step in transforming tacit understandings to explicit knowledge enabling children to connect their personal experiences with the experiences of others. From this discourse deeper understanding of ecoliteracy emerged with one cohort, and understandings about the intricacies of collaborative teamwork with another. The focus group discussions about common experiential learning experiences had wider implications for teaching; they were a key step in making the children’s tacit understandings explicit. Examination of the staff and students’ immersive experiences within a kitchen garden learning environment, led to the development of a model of learning that provides educators with a comprehensive approach to scaffold authentic learning opportunities.