Dissertations / Theses on the topic 'Secondary Victoria'
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1
Clark, Chris. "Exploring teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2456.
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The Victorian Certificate of Education (VCE) Physical Education curriculum, like final “exit” year studies nationally and internationally, has drawn attention from highly regarded academics regarding the challenges faced by teachers in integrating theory with physical activity as prescribed in curriculum documentation. This research aimed to extend on previous study focused on the achievement of integration through learning that occurs in, through, and about movement. A unique overlay was adopted by investigating any influence of gender discourse in this process. Given the non-mandatory nature of the selection of VCE Physical Education as a subject by students, and the articulation within the prescribed curriculum that theoretical understanding will be underpinned by practical based physical activity, it is reasonable to expect that students who select this study enjoy the opportunity to be active. Therefore, this research intended to contribute to current and previous discussion around the use of physical activity to develop and apply theoretical understanding. Additionally, this study set out to contribute new understanding to what, if any, influence gender discourse had on the types of physical activity selected by teachers and how these activities were implemented. This research adopted two separate but closely related theoretical frameworks: Arnold’s dimensions of movement (1979), which underpinned most previous research into the concept of integration, and Wilcox’s embodied ways of knowing (2009). Both frameworks provided guidance on the use of movement in the production of knowledge and its application to conceptual understanding. A qualitative research design involving a case study approach was used. Three independent secondary schools in the inner south-eastern suburbs of Melbourne were involved in two phases of the case study. Phase 1 was a document analysis that involved two VCE Physical Education teachers from each school submitting documentation that pertained to the enactment of the VCE Physical Education Study Design at their school, particularly regarding the use of physical activity in their classes. In Phase 2 the same teachers undertook a semi-structured interview, during which teachers had the opportunity to discuss the submitted documentation and provide perspectives on how they integrated physical activity with theoretical concepts within their pedagogy. Further insight was also sought on the role gender played, if any, during the selection and implementation of physical activity. The findings affirmed previous research that the concept of integration was viewed as important by teachers, however integration was complex to achieve due to various influences and no apparent singularly accepted process. The use of physical activity during the process of enacting the curriculum was also found to be influenced, either directly or indirectly, by gender discourses. A need for further professional learning, policy review, and research were identified as important implications from this study.
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Loreman, Timothy J. (Timothy John) 1970. "Secondary school inclusion for students with moderate to severe disabilities in Victoria, Australia." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/8824.
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Swedosh, Philip, and mikewood@deakin edu au. "An Investigation into the skill levels achieved by mathematics students in the V.C.E. and the H.S.C. mathematics courses." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.153947.
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This study examines whether recent changes to the mathematics courses offered in the final year of secondary school (Year 12) in the state of Victoria, Australia have affected the learning outcomes of students in terms of then: skill levels in algebra, calculus and problem solving; and in terms of their preparation for a tertiary mathematics unit. The impact of these changes on the transition from secondary to tertiary mathematics is also considered.
A comparison is made between students who attempted a first year mathematics unit at the University of Melbourne (U. of M.) having completed the new V.C.E. (Victorian Certificate of Education) mathematics courses and mathematics courses from the previous H.S.C. (Higher School Certificate) system. The comparison involves the use of tests administered upon entrance to a tertiary mathematics unit at the U. of M., and questionnaires.
In 1991, V.C.E, students and H.S.C. students attempted the same mathematics test at the U. of M. and their results were compared. In 1992, the tests were attempted by V.C.E. students only. To compare new V.C.E. students and H.S.C. students, questions on the 1991 test were matched with similar questions on the 1992 tests and a panel of experts determined what the H.S.C. students who attempted the 1991 test would have been expected to average on these matched questions on the 1992 tests had they attempted them. These expected average scores were then compared with the actual scores of the new V.C.E. students. The scores of the groups were scaled when necessary.
Questionnaires were administered to 1991 U. of M, mathematics students who were part of the V.C.E. pilot group in 1990, secondary mathematics educators, tertiary mathematics educators, and 1991 V.C.E. (1992 U. of M.) students.
The mathematical misconceptions exhibited by new V.C.E. students are discussed and their frequencies stated.
The research indicates that the new V.C.E. mathematics courses have provided the V.C.E. mathematics students in this study with significantly lower skill levels and a significantly poorer preparation for a tertiary mathematics unit than those which were previously provided by the H.S.C. mathematics courses.
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Pollard, Anna, and apollard@parade vic edu au. "The Professional Development and Training Needs of Literacy Coordinators in Secondary Schools in Victoria, Australia." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080514.122251.
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The research presented in this thesis investigates the professional development and training needs of Literacy Coordinators in secondary schools in Victoria, Australia. This study augments the extensive body of research pertaining to knowledge about literacy programs, theory and pedagogy and it aims to explore a further dimension relating to the skills and knowledge that Literacy Coordinators need to acquire and apply in order to successfully manage their programs. The research paradigm of this study, as described by Guba and Lincoln (1994), uses constructivist (naturalistic) inquiry methodology and a case study approach. The collection of the data in these case studies has been achieved using a semi-ethnographic approach described by Denzin and Lincoln (2000) where the researcher observes the classroom program as a non-participant observer and engages in active collaborative reflection and analysis of the key knowledge and strategies required for successful p rogram management, in conjunction with the Literacy Coordinator participants. This study has also employed purposeful sampling (Patton, 1990) in the selection of the Literacy Coordinator participants and their schools and incorporates the use of teacher's voice in the construction and interpretation of key issues. The literature review examines the conceptualisation of literacy learning with a focus on the past three decades and explores current leadership and management theory as an integral component of program provision. A historical background to the industrial and political influences on the provision of literacy support for the purpose of raising the literacy achievement of students in secondary schools in Victoria is also provided. The value and relevance of having a theory that informs the Literacy Coordinators' practice is explored. The importance of professional development through participant observation and shared retelling and collaborative interpretation of the events is also examined. The case studies highlight the need for training in program design, diagnosing of student needs and for training for the leadership component of the role. The data collection involved six school sites and six Literacy Coordinators employed in secondary schools in the Northern metropolitan region of Melbourne, Victoria, Australia. Data included key informant interviews, curriculum and strategic planning documents and program materials. A number of key skills and knowledge criteria emerged as key factors in successful program management. They include the need for time and appropriate resources to effectively manage the program; the need for Literacy Coordinators to be trained in selecting and designing content, the need to master pedagogical knowledge related to literacy program provision and the need for training in the use of testing instruments and interpretation of testing data. Other key knowledge and skill requirements include training in management, the ability to develop effective partnerships and the ability to build and maintain teams. Recommendations for enhancing professional practice flow from this thesis; they have most relevance to Literacy Coordinators and other program leaders and for principals, policy makers and tertiary educators.
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Finn, Anthony Gerard. "Parents, teachers and religious education: A study in a Catholic secondary school in rural Victoria." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/dc3a2ab068acd0c50001e324252159c846afe1b575eb7a735e9d10e95186fac1/1043334/64864_downloaded_stream_89.pdf.
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The research reported in this thesis investigated perceptions about the nature and purpose of religious education of parents and teachers in a study of one Catholic secondary school in regional Victoria, Australia. In the research project data were collected using questionnaires and interviews from parents and teachers of religious education associated with the particular secondary school. These data were analysed and interpreted against a spectrum of purposes for religious education that were drawn from the literature. The literature reviewed included documents relevant to religious education from the Catholic Church since the Second Vatican Council (1962-1965) and also from theorists in the field of religious education both from Australia and beyond. The theories about religious education generated by the literature review provided a framework within which to compare and contrast how the parents and the teachers understood religious education. While all of the religious education teachers took part in the research, the parents self-selected. This meant that those who responded were mostly Catholic from a school where there were 23% of families with no Catholic parent. A decision was made to focus this study on the new Catholic religious education guidelines, since this was seen to be essential because of the mandation by the bishop and Catholic Education Office of the Diocese of Ballarat. All parents were invited to respond, but mostly Catholic parent did. It was discovered that the parents and the teachers were in agreement in relation to most areas of religious education, especially in areas associated with values, morality, individual spirituality and what might be termed 'religious literacy'. Parents and teachers were shown to have different attitudes towards religious education in the senior school.;The data also highlighted the importance of the role of the teachers and school in providing religious education for families who have become distanced from traditional religious institutions. Many of the parents endorsed the school as the primary place for their children to receive information about religion, and chose to distance themselves from the religious education process in favour of allowing the 'experts' at the school to take on this role on behalf of the family. The thesis raised issues for the ways in which the school communicated with parents, both in terminology and technology. Overall, the findings affirmed the work of the teachers in religious education by parents who were 'time poor' and who wished to see the school take on the primary role of educating the children about religion, with expectations that the children would be fully exposed to the Catholic religious tradition in its teachings, ethics, liturgy and social justice practices.
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De, Souza Marian, and res cand@acu edu au. "Students' and Teachers' Perceptions of Year 12 Religious Education Programs in Catholic Schools in Victoria: Implications for curriculum." Australian Catholic University. Department of Religious Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp201.02072009.
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This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined. Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools. The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.
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Grace, Michael James, and res cand@acu edu au. "The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools." Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005.
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This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions1 Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools. This study is built on an understanding of religious education based on an educational rationale, and it examines the use of scripture in the light of modern critical biblical scholarship, particularly the historical-critical method. Religious Education Coordinators from 67 of the 99 Victorian Catholic secondary schools and 61 teachers of Years Seven to Ten religious education in these same schools completed self administering questionnaires in this area. The research demonstrated that while there is an extensive range of good modern biblical scholarship material present in these schools, there is no policy concerning how scripture is to be used in the curriculum, questionable translations of the bible are used, and there is a limited use of many sections of the bible. A key finding of the research is that a thematic, proof-texting use of scripture is prevalent in these schools. This thematic use can lead to a literal, fundamentalist use of scripture within Catholic secondary religious education. This approach is linked with many religious education teachers. predominantly catechetical understanding of the nature of religious education. The self administering questionnaires asked for an indication of the personal practice of respondents in their own religious education classrooms. The data indicated the presence of the historical-critical method in the classrooms of Victorian Catholic secondary schools, however there was an over-reliance on the student text and the predominance of a thematic, literal, non-critical use of scripture. This thesis indicates that this misuse of scripture comes about from teachers. catechetical understanding of the nature of religious education. In particular the study of scripture in Years 11 and 12 is an area of concern. Except for a small percentage of students studying Texts and Traditions (13%), the use of the historical-critical method of biblical studies is almost non-existent.
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Sproston, Carlyn, and res cand@acu edu au. "When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006.
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This action research study examines the learning experiences of Year 8 students and their teacher as they negotiate aspects of their English classes. The study takes place in a regional Catholic co-educational secondary college in Victoria, Australia. The question of understanding the lived experience of ourselves and other is fundamental to this study, which is situated within an holistic, enactivist view of the world. From this perspective learning is a shared activity in which students participate in creating their own interpretation as they interact with others to bring forth understanding. The study focuses on classroom practice which aims to include all participants, through negotiation, in the actions that take place in the classroom. I have used a narrative approach to describe the way in which three action research cycles were implemented in the English classroom during one academic year. A variety of data gathering techniques was used and these included: classroom questionnaires, classroom meetings, journals, partnership observation and interviews. The main sources of data were the interviews that I undertook with each of the twenty five students in the class. The three action research cycles allowed both the students and me to reflect upon classroom activities and make appropriate changes as the cycles progressed. In addition, negotiating in this English class has helped me to better understand my students and, through reflection, to improve my teaching practice. Analysis of the data suggests that students experience greater commitment and motivation when they are given opportunities to be actively involved in contributing to their own learning. The data also supports research that recognises the importance of collaboration, positive relationships within the classroom, the importance of metacognitive skills and student voice. In addition, the findings point to the value of action research as a method of improving teaching practice.
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Sproston, Carlyn. "When students negotiate: An action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/e46f143e249c69606d6805767aad1f4b7852e47ade9cfbc640f0d4c8764777af/793569/65095_downloaded_stream_320.pdf.
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Quay, John J. "Students caring for each other." Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/943.
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The major focus of this study is on the outdoor education subject as a learning context in which caring and community are educational achievements. The review of the literature is necessarily selective as the scope of the research touches upon the discipline areas of community, caring, moral development and education, friendship, outdoor education, experimental education and camping. The research is based upon a two step process within which both quantitative and qualitative methods are used. The first step in the process utilises phenomenological methods. The second step in the process uses the survey method.
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Wojnar, Joanna M. "Isolation of new secondary metabolites from New Zealand marine invertebrates : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Chemistry /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/630.
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Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.
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Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
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Lipine, Tavita. "Education of secondary Samoan students in New Zealand : the road to success : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-thesis, 2010. http://hdl.handle.net/10063/1317.
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Mitchell, Moana Erika. ""All we got to see were factories." : scoping Maori transitions from secondary school : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts in Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1244.
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Laffan, Carmel. "An ethnographic study of a Victorian Secondary School." Thesis, Australian Catholic University, 2004. https://acuresearchbank.acu.edu.au/download/3efb8e8a0f6f57d632f7b6de032d499f7af9caf853eaa11270da7900d2eff1ca/1147729/64952_downloaded_stream_177.pdf.
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This thesis constitutes a study of a Catholic secondary school in the State of Victoria, Australia, in the year 2001. It addresses the issue of the nature and purpose of Catholic schools in situ, the focus of the research being an in-depth analytical description of the participant school. Consequently, the findings are of potential relevance to those interested in the issue of the nature and purpose of the Catholic school in situ from a general and holistic perspective. Specifically, given the concern of the research with the nature and purpose of a Catholic school in situ, two anticipated areas of focus for the study were identified. These were the defining features of the school, in relation to the concern of the study with the nature of the school, and the ends of the school, in relation to the concern of the study with the purpose of the school. The study was thus governed by 2 two-part general research questions. 1. What are the defining features of the school, and how are they maintained? 2. To what ends is the school oriented, and how is this orientation sustained? In the form of an ethnographic study, the research describes and interprets the participant school from the perspective of those who constitute the day-to-day community. The findings of the study are located within a contextual understanding involving historical and prescriptive perspectives for, and literature pertaining to, the contemporary Catholic school. Given the concern of the ethnography with the development, as opposed to the verification, of theory, data gathered from five major sources over the period of a school Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. year were focused and analysed, through the method of grounded theory, to arrive at the findings of the study.;These five sources were participant-observation, in-depth interviews conducted with a number of the school personnel, observation of various school meetings, school documents, and a survey of the student body. The findings of the study, in their descriptive and analytical dimensions, are presented in four chapters. Specifically, these are presented in Chapters Five through to Eight, in relation to four main organising principles pertaining (a) to the description of the school, (b) to predominant perspectives on the school from within its day-to-day community, (c) to the prevailing characteristics upon which the perspectives of the day-today community turn, and (d) to the theoretical construct consequent upon the description, the predominant perspectives, and the prevailing characteristics. As with the descriptive aspect, to which the first two organising principles predominantly pertain, the interpretive dimension of the findings is largely undertaken in two chapters. The first of these chapters (i.e., Chapter Seven), pertaining to the delineation of the prevailing features evident within the perspectives of the day-to-day community, provides an interpretation of the descriptive findings in terms of an autocratic hegemony, a managerial administrative focus, and a bureaucratic organisational culture. Thus, this chapter signifies the primary analysis of the findings of the two previous chapters through completion of the descriptive dimension. The second of these chapters (i.e., Chapter Eight) places this preliminary analysis of the descriptive findings within a theoretical construct pertaining to concepts of disparity and congruity, opposition and compliance. The concepts of disparity and congruity relate to the school's adherence to ideological and primitive imperatives respectively.;Those of opposition and compliance relate to the degrees of consonance, within the day-to-day community, in terms of assent to the prevailing order within the school. Consequently, it is to be observed that the elements of description and interpretation, essential to the in-depth analytical description demanded of the ethnographic methodological approach, decrease and increase, respectively, across these four chapters. Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. The study concluded that the nature and purpose of the school were consequent upon its prevailing autocratic hegemony, its pre-eminently managerial administrative focus, and its profoundly bureaucratic organisational culture. These interconnected elements of the school's practices, disparate from the ideological imperatives advocated for the Catholic school, were found to effect a latent opposition within the school community, principally in relation to the teaching personnel, masked by the overall compliance of the day-to-day community with the prevailing order.
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Hanna, Reem. "Finding the binding site of peloruside A and its secondary effects in Saccharomyces cerevisiae using a chemical genetics approach : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Biomedical Science /." ResearchArchive@Victoria e-thesis, 2010. http://hdl.handle.net/10063/1264.
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Tito, Janie. "Māori language use in New Zealand secondary schools : what are the issues for teachers and students? : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts in Māori Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/544.
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Daniels, Ray Education Faculty of Arts & Social Sciences UNSW. "The management of change in six Victorian secondary colleges." Awarded by:University of New South Wales. School of Education, 2001. http://handle.unsw.edu.au/1959.4/18223.
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This study explored change in six Victorian secondary colleges some four years into the major school-system change program known as ?????Schools of the Future?????. The purpose of the study was to identify successful models and practices for positive school change by exploring school change from the school level perspective. A focus of the investigation was an organizational development program designed by a North American professor of organization and management in which Victorian school principals were trained as their schools entered the ?????Schools of the Future????? program. The project was guided initially by four major research questions to which six additional research questions were added as the research progressed. The research methodology was qualitative. The data for this investigation were collected in 1997. The main means of gathering them was the in-depth interview of the principals of the six schools in the study and of the four members of staff they nominated as knowledgeable about their school?????s change processes. A follow-up questionnaire to the interview, a telephone questionnaire that asked principals for background information about their schools, and a study of school documents were also sources of data. The analysis and interpretation of the data related to charge in the schools was presented in the forms of six case studies and a multisite study. Eleven variables and eighteen insights identified the aspects associated with successful change across the sites. The study?????s three major findings identified the critical importance in the success of change of the school?????s organizational culture and individual participants in change processes, its relationship to elements in its external environment and the nature of its planning for change. A theoretical framework for positive school change environments was developed. It combined the elements associated with successful change in the study. This framework may prove useful as a basis for further research on systemic change in schools and as a point of reference for those actually engaged in leading the change process in schools and school systems.
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Laffan, Carmel Therese, and res cand@acu edu au. "An Ethnographic Study of a Victorian Catholic Secondary School." Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp46.29082005.
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This thesis constitutes a study of a Catholic secondary school in the State of Victoria, Australia, in the year 2001. It addresses the issue of the nature and purpose of Catholic schools in situ, the focus of the research being an in-depth analytical description of the participant school. Consequently, the findings are of potential relevance to those interested in the issue of the nature and purpose of the Catholic school in situ from a general and holistic perspective. Specifically, given the concern of the research with the nature and purpose of a Catholic school in situ, two anticipated areas of focus for the study were identified. These were the defining features of the school, in relation to the concern of the study with the nature of the school, and the ends of the school, in relation to the concern of the study with the purpose of the school. The study was thus governed by 2 two-part general research questions. 1. What are the defining features of the school, and how are they maintained? 2. To what ends is the school oriented, and how is this orientation sustained? In the form of an ethnographic study, the research describes and interprets the participant school from the perspective of those who constitute the day-to-day community. The findings of the study are located within a contextual understanding involving historical and prescriptive perspectives for, and literature pertaining to, the contemporary Catholic school. Given the concern of the ethnography with the development, as opposed to the verification, of theory, data gathered from five major sources over the period of a school Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. year were focused and analysed, through the method of grounded theory, to arrive at the findings of the study. These five sources were participant-observation, in-depth interviews conducted with a number of the school personnel, observation of various school meetings, school documents, and a survey of the student body. The findings of the study, in their descriptive and analytical dimensions, are presented in four chapters. Specifically, these are presented in Chapters Five through to Eight, in relation to four main organising principles pertaining (a) to the description of the school, (b) to predominant perspectives on the school from within its day-to-day community, (c) to the prevailing characteristics upon which the perspectives of the day-today community turn, and (d) to the theoretical construct consequent upon the description, the predominant perspectives, and the prevailing characteristics. As with the descriptive aspect, to which the first two organising principles predominantly pertain, the interpretive dimension of the findings is largely undertaken in two chapters. The first of these chapters (i.e., Chapter Seven), pertaining to the delineation of the prevailing features evident within the perspectives of the day-to-day community, provides an interpretation of the descriptive findings in terms of an autocratic hegemony, a managerial administrative focus, and a bureaucratic organisational culture. Thus, this chapter signifies the primary analysis of the findings of the two previous chapters through completion of the descriptive dimension. The second of these chapters (i.e., Chapter Eight) places this preliminary analysis of the descriptive findings within a theoretical construct pertaining to concepts of disparity and congruity, opposition and compliance. The concepts of disparity and congruity relate to the school's adherence to ideological and primitive imperatives respectively. Those of opposition and compliance relate to the degrees of consonance, within the day-to-day community, in terms of assent to the prevailing order within the school. Consequently, it is to be observed that the elements of description and interpretation, essential to the in-depth analytical description demanded of the ethnographic methodological approach, decrease and increase, respectively, across these four chapters. Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. The study concluded that the nature and purpose of the school were consequent upon its prevailing autocratic hegemony, its pre-eminently managerial administrative focus, and its profoundly bureaucratic organisational culture. These interconnected elements of the school's practices, disparate from the ideological imperatives advocated for the Catholic school, were found to effect a latent opposition within the school community, principally in relation to the teaching personnel, masked by the overall compliance of the day-to-day community with the prevailing order.
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Moy, Sina. "The importance of incorporating Education for Sustainable Development (ESD) into the secondary curriculum in order to minimise the problems of waste on South Tarawa : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Science in Geography /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/1017.
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Barty, Karin, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Students' experiences of e-learning at school." Deakin University. School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.145900.
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The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.
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Grace, Michael James. "The use of Scripture in the teaching of religious education in Victorian Catholic secondary schools." Thesis, Australian Catholic University, 2003. https://acuresearchbank.acu.edu.au/download/8fdeebf9b26fc69d0d17f0a73daa7c62b4a0138e90a35837999f5ce7cffb8c5f/1688482/64888_downloaded_stream_113.pdf.
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This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools.
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McLain, Richard Dalton. "The evolution and expansion of the Victorian English public schools : a comparative case study of Blundell's, Clifton, Eton, Lancing and The Leys." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288702.
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Rennie, Robert Wylie, and res cand@acu edu au. "The Phenomenon of Problematic School-Related Absenteeism." Australian Catholic University. Education (VIC), 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp156.30052008.
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This research was concerned with the phenomenon of problematic school-related absenteeism (PSRA) within the Victorian secondary school system with particular reference to middle schooling. The study investigated categories of PSRA, identified major risk factors associated with PSRA, and outlined outcomes relevant to selected school-based strategies employed in the management and minimisation of PSRA. A review of literature was undertaken that identified a number of major categories and risk factors that were associated with PSRA. Subsequently, a conceptual framework was developed. It was the conceptual framework underpinned by the research questions that guided the research design and the collection and analysis of data. Five research questions underpinned this research. The primary research question was:
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Hillman, Robert P. "Transition from secondary school to university." 1999. http://repository.unimelb.edu.au/10187/421.
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Transition between secondary school and university can be a time of stress and anxiety. It is a time when decisions about courses and careers can have extraordinarily significant implications. It is, therefore, a time when information about courses, universities and university life must be effectively presented and thoughtfully comprehended. This study explores secondary student insights into university before and during the crucial decision making process as well as the consequences of those insights and decisions. (For complete abstract open document)
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Kotsiras, Angela. "The effects of acceleration on students' achievement in senior secondary mathematics: a multilevel modelling approach." 2007. http://repository.unimelb.edu.au/10187/1704.
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Despite the vast research on the effects of acceleration programs on student achievement there is little quantitative confirmation of the benefits of these programs and there is no research that investigates the effects of acceleration on students’ VCE Mathematics study scores.This research attempts to fill this gap by considering four years of data provided by the Victorian Curriculum and Assessment Authority (VCAA) relating to achievement in mathematics. Acceleration in this study means the completion of the Year 12Mathematical Methods study during Year 11. The data constitutes experimental data for content acceleration and the results of students from schools without such acceleration programs provide the corresponding control data. However, the acceleration decision is not taken randomly by schools, so this data is only quasi-experimental in nature. The measures of mathematical achievement (Mathematical Methods and Specialist Mathematics study scores) are carefully audited, and are accepted as reliable and valid by the Victorian education system. Controlling for individual characteristics such as gender and prior knowledge, and allowing for moderation effects due to school sector (Government, Catholic and Independent) and school class setting (single-sex or coeducational), the effects of content acceleration are measured using multi-level modelling.
This study examines the effects of acceleration on the VCE Mathematics study scores of students who completed both Mathematical Methods (Units 3&4) and Specialist Mathematics (Units 3&4) in Victoria, over a four-year period (2001-2004). On average this involved 5341 students from 341 schools in each year with 829 students included in a content accelerated program.
The results suggest that content acceleration is beneficial, especially for students with higher prior knowledge scores. The quasi-experimental nature of the data means that a causal relationship between acceleration and students’ mathematical performance can be claimed. In particular, this study showed that the effect of acceleration on students’ Mathematical Methods (the Year 12 study taken in Year 11 by accelerated students) study score was not significant. However, the effect of acceleration on students’ Specialist Mathematics study scores was significant. Accelerated students performed, on average,2.7 points higher (on a 50 point scale) than equal ability age-peers who were not accelerated. Interestingly, for accelerated students who scored in the top 2% for their General Achievement Test, in the mathematics, science and technology component, their Specialist Mathematics study scores were on average, almost 5 points higher (on a 50point scale) than their equal ability age-peers. The statistical control of other factors means that these results can also be generalised to other states, other countries and, probably, to other subjects.
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Sproston, Carlyn. "When students negotiate an action research case study of a year 8 english class in a Catholic secondary college in regional Victoria /." 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006/index.html.
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Thesis (EdD) -- Australian Catholic University, 2005.Submitted as a partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 191-205. Also available in an electronic format via the internet.
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Kobrc, Helen. "More than words: a critical discourse analysis of the University of Victoria Co-operative Education Program." Thesis, 2010. http://hdl.handle.net/1828/3010.
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This study explored the discourse of the University of Victoria Social Sciences Co-op
Program. It reviewed literature that illustrates how neoliberal ideologies due to globalization lead to the marketization of post-secondary education. It provided an overview of the neoliberal discursive context in which the Co-op Program is situated and a semiotic analysis of the discourse of three documents. Particular focus was paid to metaphoric representations.
A co-op practitioner conducted the study, which included a reflective discussion of the findings related to the role of the Co-op Program staff, students and employers. The study highlighted neoliberal discourses that may impact a student’s educational experience by limiting student agency, reinforcing power structures, and focusing on career training with little emphasis on learning. As a way forward, the study presented different discourses and metaphoric representations that could be drawn upon to emancipate the students and harness the potential of an experiential education program.
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Raghdo, Mona. "Teacher unions in Victoria, 1982-1995 : an examination of the policies and activities of two principle education unions within the Victorian state education sector during two distinct political phases." Thesis, 1997. https://vuir.vu.edu.au/33010/.
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Fisher, Kate. "Aboriginal students' high school mathematics experiences: stories of opportunities and obstacles." Thesis, 2010. http://hdl.handle.net/1828/3103.
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The mathematics education experiences of Aboriginal high school students has
received little research attention. Ten urban Aboriginal high school students in Victoria, BC facilitated a narrative qualitative inquiry. Bandura’s (1986) four sources of selfefficacy and social cognitive theory were used to examine the students’ stories.
Performance mastery experiences were found to dominate the formation of students’
sense of competence. Experiences were centrally impacted by students’ affective
domain. The importance of relationality and an inter-connection between all four sources
of self-efficacy are also noted. Implications for future research and practice are provided.
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Hopman, Jean. "Emotional work: applying reflexivity in teacher practice." Thesis, 2017. https://vuir.vu.edu.au/34909/.
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Teachers’ work involves an emotional struggle, which is becoming an increasing
concern due to recent public interest in teacher attrition and emotional exhaustion.
The project aimed to explore the emotional work of teachers while also
investigating ways to support teachers in this work.
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Daniels, Ray. "The management of change in six Victorian secondary colleges /." 2001. http://www.library.unsw.edu.au/~thesis/adt-NUN/public/adt-NUN20020604.120324/index.html.
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Schroeter, Gillian Lee. "The school production – to be or not to be?" Thesis, 2015. https://vuir.vu.edu.au/29732/.
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School theatre productions are performed throughout Australian secondary schools each year. Currently Broadway model musicals are often performed as the content of these school productions. The examination of the secondary school production involved in this research focuses upon a Victorian coeducational government secondary school’s collaborative rewrite, rehearsal and performance of A Midsummer Night’s Dream.
Drawing from literature in Drama in Education, Theatre in Education, Applied Theatre, Australian Curriculum documents, Pedagogy, Authentic Learning, Extra-curricular education and Creativity, the question, ‘The school production – To be or not to be?’ Deals with the very nomenclature of the school production by examining the following two questions:
1. What are the experiences and benefits for the students involved in the authentic model of school production?
2. What is the teacher’s experience while working on an authentic school production?
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Gleeson, Paul. "Understandings, Attitudes and Intentions of Health and Physical Education Teachers in Relation to the Australian Curriculum: Health and Physical Education." Thesis, 2017. https://vuir.vu.edu.au/37850/.
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Australia’s education system is undergoing major reform with the staged
introduction of the Australian Curriculum starting in 2010. One of the learning
areas designated for development in the Australian Curriculum is Health and
Physical Education (HPE). The aim of this study is to examine the
understandings, attitudes and intentions of regional HPE teachers in relation to
the Australian Curriculum: Health and Physical Education (AC:HPE). A
qualitative research method based on narrative inquiry has been used to gather
data to provide a depiction of regional secondary school HPE teachers during
the initial implementation phase of the AC:HPE. This study is significant in
that it occurs at a unique time in Australia’s education system with the
realisation of the nation’s first national curriculum. Furthermore, this study will
contribute knowledge to an area of HPE research that has received little
scholarly attention in the past, using a research methodology that is not usually
associated with the discipline.
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Welsh, Scott Stewart. "Real Fiction Theatre as Drama Education." Thesis, 2016. https://vuir.vu.edu.au/32309/.
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This research explores the potential for the qualitative practice of ethno-drama to examine social issues in schools, such as social labelling, from a student perspective. I argue that the writing of ‘real fiction’ theatre, which involves observing and recording voices from the authors’ experience of others, can work in the lives of students to understand and express their social situation (Welsh, 2014). Nine students and three teachers from a state government secondary school participated in the research. The thesis utilises an issue-based theatre-making theory to approach social issues in education. Labelling, explored throughout, is characterised as a naming language and this definition is built upon and expanded through the application of practice-led playwriting research methodology. The outcome of the research includes interview data with student and teacher participants exploring the social phenomenon of labelling, both in terms of students being labelled by teachers and peer to peer labelling in the school context. Raw data were collected and presented in the form of original student writings created in a classroom engagement and a dramatic play including conflated versions of student participants’ monologues. This practice-led research impacts arts practice through its pedagogical engagement and education through its creative approach.
In the data collection phase of the research, student participants had the opportunity to express themselves through monologue writing and this practice in turn provided vital data about how they view and behave in their social world. Student participants commented, through the practice of monologue writing, that the labels that matter to them are the ones used in their social world, in the schoolyard as opposed to the classroom. By conducting research through the use of a specific, practice-led methodology, based on the writing of theatre applied to a drama classroom, this work makes an original contribution to the field of practice-based and/or practice-led research in education.
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Prasad, Veerendra. "Examining Climate Change Education within the VCE Curriculum and its Implementation at a Victorian Secondary School." Thesis, 2021. https://vuir.vu.edu.au/42802/.
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Climate change (CC) is currently considered to be the most systemic threat to life on Earth. Education plays a critical role in the global CC response. The importance of CC education has been reiterated in most CC international conventions, including Article 12 of the 2015 Paris Climate Change Agreement. To date, only a few studies have been undertaken to examine what the Australian government, states and territories are doing in regard to educating young Australians about CC. In particular, there is a scarcity of research that examines the three critical aspects of CC education: the curriculum, the teaching of CC, and the learning of CC.
This study examines CC education within the Victorian Certificate of Education (VCE) study designs; and, its implementation within a Victorian upper-secondary school. Specifically, the study examines in which VCE subjects CC is taught, its conceptualisation and integration within the subjects. In regard to implementation, the study examines the perspectives of teachers who teach CC in Years 11 and 12, and their students, with particular attention given to the implemented curriculum and the attained curriculum. Specifically, the following research questions were put forward: (1) How is CC represented in the study design for years 11-12 in the VCE curriculum, and how is it conceptualised? (2) How is CC education conceptualised and implemented in years 11-12 from the teachers’ perspectives? And, (3) How is CC education conceptualised by Years 11 and 12 students studying the topic?
A qualitative methodological approach is applied to data selection and analysis. Data sources for addressing the first question consists of the study designs constituting the VCE curriculum. Keywords were developed and applied for identifying study designs in which CC is present. These were further analysed thematically. Data sources for addressing Questions 2-3 consist of semi-structured interviews with teachers and students at the selected Victorian school. Thematic analysis is applied for examining CC conceptualisation.
The results indicate that CC education is present in only ten subjects out of the 96 VCE study designs. CC education in the various study designs appears in silos. Within these silos, the content knowledge is fragmented and de-contextualised from the comprehensive aspects that make up CC. The incomplete conceptualisation of CC by the curriculum also extends to teachers and students. The teachers in this study do not seem to have formal structural support for teaching CC. Additionally, the curriculum is not prescriptive enough in relation to CC, and there are no professional development or teamwork opportunities at the school that could potentially support teachers. The students in this study are eager to learn more and much of their knowledge about CC is derived from the media rather than from school, suggesting that schools are failing to equip students with appropriate CC knowledge.
The study contributes applicable and translational information that may be used to improve CC education within Australian schools in general, and at the Victorian VCE level in particular. The critical deficits found in the conceptualisation of CC and integration within the curriculum should be of prime interest to policymakers, curriculum developers and educators. There is an acute need to provide teachers with appropriate CC pedagogical content knowledge and support in teaching CC at the school level.
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Shamoail, Edison. "Teachers' Perceptions and Experiences in Adopting "Blackboard" Computer Program in a Victorian Secondary School: A Case Study." Thesis, 2005. https://vuir.vu.edu.au/322/.
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Over the past decade, information and communication technology (ICT) has become increasingly prevalent in our schools. With the emergence of new technologies in the classrooms, there is a pressing need to study how teachers experience and feel about the integration of new technology in their teaching practice. This study investigated seven teachers' perceptions and experiences in adopting 'Blackboard' computer program into their teaching. This research contributes to our understanding of how teachers adapt to the introduction and integration of new technology in their classrooms. The study combined theory and practice, identifying connections between the experiences of teachers and existing literature and research. One Catholic secondary school was the focus of the study. This school was selected because of its adoption of cutting-edge Information and Communication Technologies (ICT). Data were drawn from four sources: individual teacher interviews; direct observation; email dialogues and school documents during the 2004 academic year. Teachers were interviewed three times; the transcripts of 21 semi-structured, open-ended interviews and observation data were analysed using the system of content analysis that involved identifying, coding, and categorising the main themes in the data. To expedite the research, I identified seven constructs to structure the data analysis: (a) change; (b) teachers' workload/time management; (c) student management; (d) enhancing student learning; (e) skill development; (f) access; (g) online pedagogy. Case profiles were created for each teacher and then compared across the seven teachers to discern both common and unique patterns of perceptions and experiences related to 'Blackboard' integration and implementation processes. Results of the study identified the importance of access to computers, ongoing professional development and leadership support for the integration of 'Blackboard' and other related technologies into teaching. The results also indicated that teachers need sufficient time to practise and plan their lessons with the new technology. The importance of a planned change process, created by all stakeholders, concerning integration of new technologies in the school emerged as an important outcome of this study. The results indicated teachers were most receptive to learning from and with their colleagues about the integration of the 'Blackboard' program into their classroom practice. Based on these research outcomes, a set of recommended strategies to support the integration of 'Blackboard' into teacher pedagogy and school curricula is included in the final chapter. Information gained from this study will provide some insights for the case study school and those schools that are interested in pursuing a similar path in the future.
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Shamoail, Edison. "Teachers' Perceptions and Experiences in Adopting 'Blackboard' Computer Program in a Victorian Secondary School: A Case Study." 2005. http://eprints.vu.edu.au/322/1/322contents.pdf.
Full textAbstract:
Over the past decade, information and communication technology (ICT) has become increasingly prevalent in our schools. With the emergence of new technologies in the classrooms, there is a pressing need to study how teachers experience and feel about the integration of new technology in their teaching practice. This study investigated seven teachers' perceptions and experiences in adopting 'Blackboard' computer program into their teaching. This research contributes to our understanding of how teachers adapt to the introduction and integration of new technology in their classrooms. The study combined theory and practice, identifying connections between the experiences of teachers and existing literature and research. One Catholic secondary school was the focus of the study. This school was selected because of its adoption of cutting-edge Information and Communication Technologies (ICT). Data were drawn from four sources: individual teacher interviews; direct observation; email dialogues and school documents during the 2004 academic year. Teachers were interviewed three times; the transcripts of 21 semi-structured, open-ended interviews and observation data were analysed using the system of content analysis that involved identifying, coding, and categorising the main themes in the data. To expedite the research, I identified seven constructs to structure the data analysis: (a) change; (b) teachers' workload/time management; (c) student management; (d) enhancing student learning; (e) skill development; (f) access; (g) online pedagogy. Case profiles were created for each teacher and then compared across the seven teachers to discern both common and unique patterns of perceptions and experiences related to 'Blackboard' integration and implementation processes. Results of the study identified the importance of access to computers, ongoing professional development and leadership support for the integration of 'Blackboard' and other related technologies into teaching. The results also indicated that teachers need sufficient time to practise and plan their lessons with the new technology. The importance of a planned change process, created by all stakeholders, concerning integration of new technologies in the school emerged as an important outcome of this study. The results indicated teachers were most receptive to learning from and with their colleagues about the integration of the 'Blackboard' program into their classroom practice. Based on these research outcomes, a set of recommended strategies to support the integration of 'Blackboard' into teacher pedagogy and school curricula is included in the final chapter. Information gained from this study will provide some insights for the case study school and those schools that are interested in pursuing a similar path in the future.