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Hedges, Pamela Mary. "Antecedents and outcomes of international student adjustment." University of Western Australia. Graduate School of Management, 2003. http://theses.library.uwa.edu.au/adt-WU2003.0027.
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This study considered the adjustment of international students to their life in a new country and their work in the business faculty of a large Australian university. Prior research into expatriate adjustment was used as the study’s basis and a model for analysis was developed from that research literature. Although some aspects of the relationships found with expatriate employees were not demonstrated, generally the similarities were strong and the features of an expatriate employee’s experience and that of an international student were seen to be very alike. Over 500 international students completed a survey based on well-validated measures from the research literature. The results were analysed using structural equation modelling. The hypothesised model did not fit very well in its original form and alternative models were suggested and tested in order to identify a better-fitting model. Cultural novelty, personal abilities in interpersonal interactions and communication skills, self-esteem, self-efficacy and general adjustment were found to be the most significant variables in explaining the outcomes of academic achievement, workrelated and general wellbeing and work-related and general satisfaction, with selfesteem, self-efficacy and general adjustment having the greatest influence on successful outcomes. Adjustment was found not to be a mediating construct, as suggested in the expatriate literature, but an antecedent influence upon the outcomes. Relationships between the constructs were complex, as had been suggested by previous research, making generalisations about causes and consequences of adjustment very difficult. This complexity emphasised that, for international students, the experience of living and working in an international location needs to be regarded in a holistic fashion and that there are many and varied contributors to its success. Several potentially fruitful avenues for future research, concerning both international students and expatriate employees, were identified and discussed. The implications of the present study were considered, both from an academic perspective and in terms of usefulness within a university. A number of possible practical strategies were suggested, relevant to students, lecturers and university administrators that might assist in improving the experience of ‘expatriation’ for international students.
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Rogerson, Linda. "Adapting to change: An exploration of students' transition experiences in a senior college in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/1729.
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This research sought to explore the experiences of students during their transition to a senior college. The senior college was established in response to the amendments to education policy in Western Australia that made it compulsory for students to remain in full-time education, training or employment until the age of 17 years (Department of Education and Training, 2008). Senior colleges were established to teach Years 11 and 12 exclusively, to promote a school environment that suited the maturity of senior students. Students attending senior colleges experience an additional transition during their senior school years and, as previous research has shown, this has the potential to influence their educational attainment and physical and mental health (Eccles, Midgeley, & Adler, 1984). By investigating the experiences of senior college students as they undertook the additional transition, the impact of the amendments to educational policy was examined. In phase one of the research, 16 Year 11 students were asked to share their transition experiences in personal interviews. The interviews were transcribed and analysed using grounded theory analysis processes. The findings that emerged indicated that the participants had transitioned successfully. The participants identified aspects of the school structure and environment that had contributed to their experiences. The participants credited the four-day week timetable, the open school policy allowing students to leave campus during lesson-free time, the mentor program, the accessibility and support of staff and the respectful relationships between staff and students with positively influencing their transition experiences. In phase two of the research, these findings were incorporated into a transition survey, which was administered to 91 Year 11 senior college students. Survey respondents were asked to rate their level of agreement with statements describing the beneficial aspects of the college using a five-point Likert scale. The results of the survey indicated that phase two participants had transitioned successfully and confirmed the beneficial influence of the college aspects as identified by phase one participants. The survey results were subjected to a multiple regression analysis with successful transition being the dependent variable and mentor program, lesson-free day, open school policy, teacher support and relationships the independent variables. The analysis indicated that the most significant contributors to successful transition were teacher support (t (85) = 3.40, p < .001) and relationships (t (85) = 3.46, p
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Vaz, Sharmila Maria Agnella. "Factors affecting student adjustment as they transition from primary to secondary school: a longitudinal investigation." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/652.
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Transition from primary to secondary school occurs during the developmental period of early adolescence. Mixed findings exist across the literature on the effects of transition on student adjustment outcomes. This has led to an understanding amongst researchers and educators that the effects of transition are not uniform. Treating young adolescents as a homogeneous group might be extremely misleading.Much of the transition literature in early adolescence has been concentrated on typically developing students. Students with disabilities /chronic ill health conditions and at a social disadvantage have been excluded in cohort and longitudinal investigations. Thus, gaps exists in the understanding of factors that may promote or limit positive school adjustment, especially for those with social or health related issues, some of which have been addressed in this study.The overall aim of this study was to determine the personal and contextual factors that affect adjustment outcomes of all mainstream students including those with disabilities and chronic illness and students at a social disadvantage, as they transition from primary to secondary school in Western Australia. Six study objectives were described, in order to address the aim. Student adjustment in this study was operationalised in terms of academic, emotional-behavioural, social, and participatory dimensions. Therefore, the following outcomes were included: academic competence; emotional and behavioural difficulties; sense of self-worth; school belonging; loneliness and social dissatisfaction; and participation in school extra-curricular activities (e.g., social-leisure, civic, and creative pursuits).A longitudinal study design was used. Two cohorts of participants (those making the transition from primary to secondary school during the academic year 2006/2007, and 2007/2008) were followed. At pre-transition, data from 395 students from a representative range of 45 feeder primary schools were retrieved. Post-transition data from two hundred and sixty six participants from 81 secondary schools across metropolitan and regional Western Australia were collected. Cross-informant data from stakeholders (i.e., parents, teachers and students) were retrieved using psychometrically robust measures.A social-ecological and developmental systems theoretical framework guided the research, which recognized the interdependence of individual characteristics within changing personal, family, school, and peer-group contexts (Bronfenbrenner & Morris, 1998; Brooks-Gunn, Peterson, & Eichorn, 1985; J. S. Coleman & Hendry, 1999). Assumptions about key influencing factors identified in the literature to influence student adjustment in school were tested, using a series of hierarchical linear regression models. The findings of the study confirm four main issues:1. At multivariate level, students‟ gender, health status, and the SES-level of their household influenced adjustment outcomes to a varying degree, depending on: the adjustment outcome under review; the timing of the analysis (i.e., whether it was before or after transition, or longitudinal); and the associated personal and contextual factors considered in each analysis;2. Combinations of personal and contextual factors were found to predict student adjustment outcomes in primary school;3. Longitudinally, primary level combinations of factors had reduced predictive power in explaining secondary school adjustment outcomes; and4. Models that took into account the contribution of previous adjustment in primary school, the replica primary school model (primary school model with corresponding secondary level factors) and factors unique to secondary school, best explained adjustment outcomes in secondary school.Most of the personal and contextual predictors of adjustment can be modified to promote adjustment. Future longitudinal research that tracks mainstream students along the educational continuum is required to identify whether there are any additional personal and contextual factors that take on prominence in the later years of school.
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Lawson, Elizabeth J. "Adolescent coping styles and response to stress: A study of the relationship between the preferred coping styles of female senior high school students and their levels of anxiety and self-confidence when facing a major academic stressor." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1154.
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A growing body of research indicates the importance of coping strategies when an individual responds to environmental demands. Community concern about the maladaptive responses of some adolescents, limited research with this age group, and the development of a new Australian measure of adolescent coping provided the impetus for this study. The study was conducted with 141 female students in their final year of High School. They completed the Adolescent Coping Scale (ACS) in March, and measures of anxiety and self-confidence in November, just before major external examinations. Behavioural rating scales were completed by parents and teachers. The adolescent group reported frequent use of coping strategies which research indicates are likely to be effective, and relatively little use of ineffective strategies. When facing a severe academic stressor, they were self-confident but reported very high levels of anxiety, which was cognitive rather than somatic in focus. The few students whose ACS scores showed relatively high use of ineffective and low use of effective coping strategies were identified as "At risk". When compared with a contrasting sub-group, the "At-risk" students were significantly more anxious and less self-confident. There was no evidence that parents or teachers were aware of the adolescents' high levels of anxiety. The findings provide support for the predictive validity of the ACS, and have implications for helping adolescents cope with stress and developmental demands. Further research directions are suggested.
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Haig, Yvonne G. "Teacher perceptions of student speech." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1030.
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Although language variation is widespread and natural,it is subject to judgement. Where a standard language has developed, other varieties tend to be judged against its "standards". While a number of overseas studies have found that this type of linguistic bias occurs in education and negatively impacts on dialect speakers, there has been little research in Australia. The research reported in this thesis investigates how teachers perceive the speech of school-aged students and whether the socio-economic status or level of schooling of the students influence these perceptions. Further, it examines the relationships between the teachers' background, the way they define Standard Australian English, their attitude to language variation and the way they perceive student speech. The research was undertaken as three separate but related studies. Thirty six teachers from twelve different schools were involved - three teachers from four different schools (n=l2) participating in each of the three studies. In Study One, the teachers kept observational notes on the problems they identified in their students' speech for a period of a week. In Study Two, the teachers participated in school-based focus groups to discuss those features they deemed to be problematic in their students' speech. In Study Three, the teachers ranked tape-recorded samples of speech from students who were not known to them. All the teachers provided background information, wrote their own definition of Standard Australian English and completed a questionnaire about their attitude to language variation in general and to the use of particular variants of English. The teachers in the three studies identified aspects of pronunciation, vocabulary, grammar and language use as problematic in student speech. The teachers' judgement of what was problematic and their perception of what caused these problems differed according to the socio-economic status of the students. Many of the features teachers identified as problematic were variants of Australian English. The teachers of low SES students tended to see this variation as evidence of their students' language deficiency and to be the result of their "restricted" backgrounds. The teachers of high SES students identified fewer problems in their students' speech and tended to view variation as developmental, inappropriately informal use of language or the result of deterioration in "standards". The teachers' perceptions of speech also varied according to the year level they were teaching. These perceptions reflected the teachers' own backgrounds, their personal definitions of Standard Australian English, their own "idealised" speech and their view of the relative status of Australian accents. The written form of the language also greatly influenced the teachers' perceptions of student speech. The results of this research have important implications for pedagogy, particularly in relation to equity and social justice. In an education system which increasingly relies on teacher judgements to assess the progress of students, the often negative influence of factors related to a student's background should be of serious concern. A failure to recognise the impact of non-standard features in speech on the educational opportunities and achievements of students would compromise their basic rights and limit the social and economic contributions they would otherwise be able to make.
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Robinson, Michael V. "Change and adjustment among the Bardi of Sunday Island, North-Western Australia." Master's thesis, University of Western Australia, 2022. http://hdl.handle.net/1885/280368.
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Cox, Philip F. "Student beliefs about learning in religion and science in Catholic schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/799.
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The focus of this study is the impact of student perception of the validity of content on student learning. It is proposed that, if the content of a subject is perceived by students as being different to the content of another subject, a result of this perceived difference is that students will treat their learning in these subjects differently. To test this proposal, student beliefs about items from the content of the religious education course are compared with student responses to items of content of their science course. A sample of 1418, year 11 students from nine co-educational Catholic secondary schools were asked to respond to a series of outcome statements from the year 10 religious education and science courses. The questionnaire asks two questions; one, can• the student recall being taught each item; and two, does the student believe that the item is true. If the students believe that the item is true, they are asked to indicate one of three possible reasons for their belief. One, they believe the item because the teacher had provided them with evidence that convinced them that the item is true; two, they believe the item because they trust the teacher to teach them what is true, or three they believe the item for some other reason such as faith. This study does not deal with the issue of faith formation, catechesis, new evangelisation or evangelisation which are significant raison•d'etre of Catholic schools and are closely linked to the study of religious education in Catholic schools. Student and staff responses to a number of open-ended questions, and extensive discussions with students in a Reference Group, provide additional insights into the student beliefs regarding the nature of knowledge particularly for the content of their religious education and science courses.
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Leitao, Natalie C. "Teacher-student relationships in primary schools in Perth." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/196.
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This study investigated teacher-student relationships at Perth metropolitan schools in Western Australia. From the literature, three key social and emotional aspects that affect teacher-student relationships, namely, Connectedness, Availability and Communication, were identified as important to good, positive teacher-student relationships. Data were collected in four parts: (1) through a teacher questionnaire; (2) through a student questionnaire; (3) through teacher interviews; and (4) through student interviews. The three relationship aspects formed the structure of a teacher questionnaire in which ten stem-items were conceptualised from easy to hard - four stem-items for Connectedness, three for Availability, and three for Communication - and answered in three perspectives: (1) an idealistic attitude, this is what I would like to happen; (2) a self-perceived Capability, this is what I am capable of, and (3) Actual Behaviour, this is what actually happens, using three ordered response categories: not at all or some of the time (score 1), most of the time (score 2), and almost always (score 3). The same three aspects formed the structure of a student questionnaire in which ten stem-items were conceptualised from easy to hard and answered in two perspectives: (1)a realistic view, this is what does happen; and (2) an idealistic view, this is what I wish would happen. Questionnaire data were collected from 43 primary teachers concerning 139 teacher-student relationships and 139 primary school students. Interview data were collected from 25 primary teachers and 139 students gave either, or both, a brief written comment and some verbal answers to relationship questions.
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Huddleston, Veronica. "Restructuring and adjustment in resource-dependent coastal communities : a case study of the Western rock lobster fleet hosting communities." University of Western Australia. Faculty of Natural and Agricultural Sciences, 2009. http://theses.library.uwa.edu.au/adt-WU2010.0001.
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In an attempt to address the seeming imbalance within studies of rural communities in Australia linked to primary industries, this study examines the broader aspects of policy changes and bio-economic imperatives in the Western Rock Lobster Fishery and the effects of the restructuring of the fishery on communities that host the rock lobster fleet. It is an innovative study in that it is one of the first comprehensive studies of industry restructuring in the fisheries sector; a study of the linkages and implications of restructuring on the social, economic and cultural facets of coastal communities in Western Australia. Globalisation in the fishery sector, aided by technological advances, has resulted in a greater exploitation of high-value fisheries for export. Intensified globalisation has also brought about environmental and social standards that ensure the survival of by-catch species and promote responsible codes of fishing practice. In Australia, the active support of the government for globalisation, led to the adoption of export-oriented policies emphasising competitiveness and efficiency. Consideration of market principles thus govern fisheries regulators when deciding on the management arrangements to adopt for a particular fishery. In considering a number of policy instruments and management measures, government regulators also consider the conservation of marine resources alongside the production of significant economic and social benefits. The Western Rock Lobster Fishery is the most valuable single species fishery in Western Australia with a sizeable financial and employment contribution to coastal communities along the Western Australian coast. Any management scheme adopted for this fishery, as such, not only has to take into account biological and environmental imperatives but also economic and social objectives. The analysis of the fishery undertaken in this thesis underlines the need for a holistic view of fishery management that takes into consideration not only biological sustainability, but also promotes an understanding of fishers' behaviours and fishing patterns and the consequent effects on specific communities. The demographic and social changes that affect rural communities further complicate the economic restructuring at the fishery level, with fishers' responses differing based on their circumstances and preferences. This thesis presents a snapshot of a fishery deliberating changes in management arrangements and its effects on coastal communities whose socio-demographic and economic development historically has depended, and to a great extent is still dependent, upon rock lobster fishing. It provides empirical evidence that lends support to the view that the pro-market policies promoting competition and entrepreneurialism have resulted in a spatially uneven development in regional Australia. Specific localities can deal with the changes brought about by globalisation and policy change. However, the manner in which these communities deal and cope with these changes depends on a number of factors, among others, the level of diversification of the local economy, demographic and social structures, and other factors such as the level of resilience and the social capital base within the community.
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Moroz, Rose. "Teacher receptivity to system wide change: The introduction of student outcome statements in secondary schools in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1223.
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The study has three aims. One is to investigate teachers’ receptivity to the use of Student Outcome Statements in Western Australian government secondary schools. The dependent variable is receptivity towards the use of Student Outcome Statements and is measured in four aspects: Overall Feelings, Attitudes, Behaviour Intentions and Behaviour. Two is to investigate the relationships between receptivity, as the dependent variable and ten independent variables: non-monetary cost benefits, alleviation of fears and concerns, significant other support, feelings compared to the previous system, shared goals (shared teaching goals and cohesiveness), collaboration (team teaching, involvement in decision making and teacher collaboration) and teacher learning opportunities. Three is to investigate the relationships between receptivity and the independent variables in the context of the situation variables related to the school department and teacher. The situation variables are: school size, school location, socio-economic status, department size, department type, teacher status, teacher experience, sex, age, use of Student Outcome Statements and purpose to which Student Outcome Statements are put. The study will add to knowledge in three ways. First, it will test a model of major educational change at the beginning of the implementation stage in a centralised educational system. The model is based on existing research and combines variables from various studies including some from Western Australia and some from overseas. Second, it will provide new data on teacher receptivity to a major change in Western Australia: the use of Student Outcome Statements. Third, the study will provide advice to educational decision-makers and administrators on how best to implement system-level changes in a centralised education system. The empirical data for the study were collected using a teacher questionnaire including existing and newly developed scales. There were 126 valid questionnaires returned to the researcher from 30 different senior high schools across Western Australia. An analysis of the scales measuring each variable was undertaken using a Rasch measurement model. For each variable, the difficulties of the valid items were calibrated on the same interval level scale as the variable measures. While acceptable scales were developed and used, they could all be improved and should he further developed for any future research. A preliminary analysis of the data was undertaken to investigate teacher receptivity to the use of Student Outcome Statements. Zero-order Pearson Product-Moment correlations were calculated between the dependent variables and the group one independent variables between the dependent variables and the group two independent 'variables and the two groups of independent variables and between the dependent variables and the situation variables and were investigated using multiple regression analysis. The preliminary result indicated that 91% of teachers supported the use of Student Outcome Statements. The most significant reasons for using Student Outcome Statements were for the purpose of monitoring student achievement (96%), planning teaching and learning programmes (91%) and collecting student assessment information (84%). The group one independent, variables non-monetary cost benefits, significant other support and feelings compared to the previous system had moderate to strong positive correlations with the dependent variables (Overall Feelings, Attitudes, Behaviour Intentions and Behaviour). The group two independent variables involvement in decision-making and collaboration had a moderate positive relationship with Behaviour and team teaching had a small negative relationship with Behaviour. Teacher learning opportunities had a small positive relationship with Overall Feeling, Attitudes and Behaviour Intentions. Involvement in decision-making and collaboration had a small positive relationship with Behaviour Intentions. Cohesiveness had a small positive relationship with Attitudes and team teaching had a small negative relationship with Attitudes. Involvement in decision-making had a small positive relationship with Overall Feelings. There was no relationship between the dependent variables and the situation variables. All the group one and group two independent variables together explained 59% of the variance in Behaviour Intentions, 48% of the variance in Attitudes, 50% of the variance in Behaviour Intentions and 40% of the variance in Behaviour. The situation variables did not account for any significant variance in the dependent variables. The implication of these results for the theory of system-wide educational change in a centralised system such as Western Australia and for education administrators are discussed.
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Ramdeny, Gianeeshwaree S. "Life transition of becoming a university student." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/365.
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The transition to university is a common, but varied experience shared by all students. Although, it is a largely positive life transition, many students experience major difficulties in making this transition. New university students often have to move away from home, establish new friendships and cope with academic work. In addition, they tend to drop out of university during their first year of study due to the manifest difficulties they cannot overcome. However, some students are able to cope better than others and make this transition without difficulty. Students who experience those stressors but manage to overcome them are considered to be resilient. It is thus important to examine the factors which help those students to overcome those challenges and persist through their first year.
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Mansfield, Caroline. "The influence of student perceptions about school experience on non-university bound students' motivation to succeed." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/911.
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In Australiari high schools today there. are increasingly greater numbers of students completing a final two years of post-compulsory secondary schooling Without the intention of progressing to a university tertiary education. Educators acknowledge that the comparative lack of motivation displayed by these students poses problems within the classroom and the educational system and most are concerned about how best to cater for the distinct and unique needs of this group of students. This thesis investigates the influence of student perceptions about school experience on Year 12 non-university bound students' motivation to succeed. The study focuses on the perceptions students hold about the classroom processes and curriculum they experience in their final year of school and. then explores how these perceptions influence the motivational goal orientations students adopt.
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Strikwerda-Brown, J. G. "Student and teacher perceptions of a season of sport education in a regional primary school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1234.
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An interpretive case study approach was employed to examine student and teacher perceptions of the implementation of a sport education in physical education program (SEPEP) in a Western Australian regional primary school. Choi’s (1992) curriculum dimensions were used as a framework. Three year seven teachers implemented SEPEP using a team teaching approach. The focus teacher, Ms Jenson, a highly regarded classroom teacher, described herself as non-sporty and lacking confidence and expertise in PE teaching. Students in her SEPEP volleyball class were considered less popular and less athletic when compared with those in the other two SEPEP classes. A focus volleyball team comprising five girls and a boy of varying sporting interests and abilities were targeted to determine student perceptions of the program. Both the students and the teachers were positive in their overall thoughts and feelings about SEPEP. Greater enjoyment of PE classes, improved range and level of learning outcomes and liking of the student-centred structure of the program were reported.
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Lowe, Geoffrey Masterton. "A study into year 8 student motivation to continue class music in Perth, Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/1820.
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Post compulsory music education courses in Western Australia have undergone major curriculum reform. Reform has included a shift from a prescriptive curriculum based upon the Western canon to a more embracing practical and creative one, due for full implementation in 2009. As the numbers of students undertaking elective post compulsory music in Western Australia has been traditionally low, education authorities anticipate that more students will elect to undertake the new course. However, given previous research into motivational issues associated with the transition to secondary school, low post compulsory enrolment numbers may be reflective of retention issues arising from lower secondary class music, as much as the previous post compulsory course structure. Large numbers of students opt to discontinue music studies beyond their first year in secondary school.
This study examined the motivation of students to elect.to continue class music studies beyond their first year in secondary school (Year 8). Following an extensive review of the current literature on achievement motivation in education, the study employed Expectancy-value theory as its theoretical basis for examining the values and competence beliefs of 276, Year 8 students across eight secondary schools in Perth, Western Australia. The study included the development of an instrument to examine student values and beliefs towards class music activities at the commencement and conclusion of Year 8. In addition, for triangulation, the study employed focus groups to examine issues arising from findings associated with the instrument.
The study found that while Year 8 student values declined over the course of Year 8, their beliefs remained relatively stable. These findings implied that in many instances, students increasingly devalued the activities they undertook in class music over the course of the year, regardless of their competence beliefs. This in tum impacted upon their subsequent enrolment choices into elective music courses from Year 9. Therefore, declining valuing of class music in lower secondary school may be the major determinant of enrolment numbers in post compulsory class music, as values have been demonstrated in previous research to be accurate predictors of subsequent emohnent decisions.
The implications of this study suggest that curriculum reform may not necessarily succeed in increasing participation rates in post compulsory music education courses in Western Australia until motivational issues associated with the teaching of class music in lower school are addressed.
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Cox, Philip F. "The effect of assessment procedures on student learning outcomes in religious education in one Catholic secondary school in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/938.
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This study investigates the effect of utilising formal assessment procedures on student learning in the religious education classroom. There is a debate in the religious education literature concerning the place of assessment in religious education. This debate is reflected in the divisions that occur amongst teachers of religious education in Catholic schools. The debate has been polarised with an uncertain group being left between the two extremes. Teachers of religious education in Catholic schools are uncertain as to the best teaching methodology to utilise. This thesis outlines the philosophical arguments concerning the place of assessment in religious education in Catholic schools. The thesis will highlight the principles behind the utilisation of assessment procedures in general education and then applies these principles to the teaching of religious education. Religious education in Catholic schools attempts to affect two aspects of student learning. The cognitive domain comprises one aspect of the study Changes in the affective domain is the second area to be investigated. The study utilised a nested design which incorporated seven class groups in an experimental and control group format. The subjects were 160 students in the Year 8 in a metropolitan Catholic high school in Perth, Western Australia. Each student was taught a module of work. Student scores from a series tests, based on the cognitive and affective domain formed the bulk of the data for this Study. Other data was collected through surveys, interviews and •taping of classroom teaching. The findings indicate that student learning outcomes can be influenced when formal assessment and evaluation procedures are utilised. Student test results indicated significant change from the pretest. This change was maintained beyond the end of the teaching period. The implications of this research include a greater understanding of the process of student learning in general, and in religious education in particular the results may provide information that may assist religious educators to further understand the relevance of assessment to the teaching of religious education
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Hesterman, Sandra. "Inclusive educational practice in rural Western Australia: A case study of a student with special needs." Thesis, Hesterman, Sandra ORCID: 0000-0001-7491-5527 (1998) Inclusive educational practice in rural Western Australia: A case study of a student with special needs. Masters by Research thesis, Curtin University, 1998. https://researchrepository.murdoch.edu.au/id/eprint/66430/.
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Oerlemans-Buma, Ingeborg Karin. "Secondary school students engagement in educational change : critical perspectives on policy enactment." University of Western Australia. Graduate School of Education, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0076.
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Michael Fullan (1991) commented that little was known about how students viewed educational change, as no one had thought to ask them. By 2004 there was a small but growing literature seeking the views of students on a range of issues associated with schooling. This thesis presents the findings and analysis of a study of students’ perceptions of educational change. Much educational change involves shifts in power and responsibilities between the different actors, such as governments, school administrators, teachers, parents, the community and students. Despite widespread interest in educational change it is usually the macro-level policy elite who exert the most influence, using their power, privilege and status in order to propagate particular versions of schooling; students continue to be the ‘objects’ of policy initiatives, submerged in what Freire referred to as a ‘culture of silence’. Students are frequently excluded as participants in both the process and decision making phases of change. This research was based on exploring the exclusion of students from the processes of change in schools, resulting from a top-down policy initiative by the State department of education in WA, the Local Area Education Planning (LAEP) Framework. How policy is defined and acted on is explored, and the roles students could have, but often do not, are highlighted. An eclectic hybrid conceptual framework drawing on both critical theory and a postmodern policy cycle approach was used to analyse the LAEP Framework policy processes and students’ perceptions of the changes that ensued. The research comprised in-depth case studies of three schools undergoing substantial educational restructuring as the result of the macro-level LAEP Framework policy in the State of WA. Key elements of the policy were school amalgamations, closures and the creation of Middle Schools. Data collection methods included focus group and semi-structured interviews with students from the three schools, as well as document analysis, staff interviews and field notes. The research found that students were very perceptive about educational change, that they were deeply impacted by educational change and that they wanted to participate in restructuring agendas. Several meta-level themes emerged from the students’ ‘voices’, including issues associated with disempowerment, and competing social justice and economic discourses. The findings foreground the often messy and contradictory tensions evident in policy processes. The thesis concluded by developing theory on ways in which students could be included meaningfully as participants in educational change
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Neder, J. Ross. "Development of a screening device for Western Conservative Baptist Seminary using MMPI clinical, research and subscales, Demographics, Sentence Completion and Seminary Attrition Scale /." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
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Pascoe, Beverley. "The influence of primary school music programmes on student choice of music studies in lower secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1174.
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The omnipresence of music in today's adolescent society in Australia is evidenced by the fact that adolescents, almost without exception, listen to and enjoy music throughout most of their leisure time, and indeed, much of their study time. A large portion of their financial resources is spent on music and its associated promotional material. It could be said that music plays a major part in their sub-culture and their lives. According to Davey (1991, p.ll), "Music is an addiction in our culture" and "the Walkman and ghetto blaster assure access wherever and whenever we choose." The obvious fulfilment and satisfaction enjoyed by our adolescents through music is not, however, reflected in the comparatively small number of students who choose or qualify to undertake music studies at high school. A study by the U.S. Department of Education (1988) cited by Patchen (1993, p.19) indicates that, while from Kindergarten to sixth grade 80% of students participate in music, in 7th and 8th grades this falls to 48% and by grades eleven and twelve only 9% of students participate in music classes.
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Odgaard, Judith Clare. "Western Australian Graduate Diploma of Education (Primary) Students' Perceptions of Sustainability." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1442.
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In late 2011, the researcher investigated a cohort of Western Australian (WA) Graduate Diploma of Education Primary (GDE-P) students’ perceptions of Sustainability across a broad range of biophysical/natural, social and cultural, economic and political spheres. The study occurred during the seventh year of UNESCO’s Decade of Education for Sustainability Development, and when Sustainability Education became one of three cross-curriculum priorities of the new Australian Curriculum. Importantly, the students’ perceptions were interpreted during the context of the Post Global Financial Crisis and after Julia Gillard replaced Kevin Rudd as the Labor Prime Minister. The intense political context was often supported by controversial media debates covering a range of themes linked to Sustainability: Climate Change, the introduction of a carbon tax, global economics, population and the refugee crisis associated with the Christmas Island detention policy.
The researcher sought to use an explanatory mixed methods approach for the investigation. However, measuring GDE-P students’ perceptions of Sustainability through a quantitative instrument proved to be unreliable and the researcher focused on interpretivist-constructivist qualitative methods. Subsequently, rich feedback from 18 students was obtained using semi-structured interviews that linked to both UNESCO’s definition of Sustainability and associate themes within the Australian political debate. The research findings underscore the multitude of factors that frame perceptions of the term Sustainability and the subjectivity that even well educated people encounter when dealing with this global priority. In addition, the research emphasises the need for its inclusion in pre-service teacher training, supported by ongoing professional learning for both pre-service and established primary teachers. It is vital teachers are aware of the complex themes within Sustainability as a key multimodal literacy and cross-curriculum priority in the emerging Australian Curriculum.
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Ho, Kwok Ming. "Use of prognostic scoring systems to predict outcomes of critically ill patients." University of Western Australia. School of Medicine and Pharmacology, 2008. http://theses.library.uwa.edu.au/adt-WU2009.0101.
Full textAbstract:
[Tuncated abstract] This research thesis consists of five sections. Section one provides the background information (chapter 1) and a description of characteristics of the cohort and the methods of analysis (chapter 2). The Acute Physiology and Chronic Health Evaluation (APACHE) II scoring system is one of commonly used severity of illness scoring systems in many intensive care units (ICUs). Section two of this thesis includes an assessment of the performance of the APACHE II scoring system in an Australian context. First, the performance of the APACHE II scoring system in predicting hospital mortality of critically ill patients in an ICU of a tertiary university teaching hospital in Western Australia was assessed (Chapter 3). Second, a simple modification of the traditional APACHE II scoring system, the 'admission APACHE II scoring system', generated by replacing the worst first 24-hour data by the ICU admission physiological and laboratory data was assessed (Chapter 3). Indigenous and Aboriginal Australians constitute a significant proportion of the population in Western Australia (3.2%) and have marked social disadvantage when compared to other Australians. The difference in the pattern of critical illness between indigenous and non-indigenous Australians and also whether the performance of the APACHE II scoring system was comparable between these two groups of critically ill patients in Western Australia was assessed (Chapter 4). Both discrimination and calibration are important indicators of the performance of a prognostic scoring system. ... The use of the APACHE II scoring system in patients readmitted to ICU during the same hospitalisation was evaluated and also whether incorporating events prior to the ICU readmission to the APACHE II scoring system would improve its ability to predict hospital mortality of ICU readmission was assessed in chapter 10. Whilst there have been a number of studies investigating predictors of post-ICU in-hospital mortality none have investigated whether unresolved or latent inflammation and sepsis may be an important predictor. Section four examines the role of inflammatory markers measured at ICU discharge on predicting ICU re- 4 admission (Chapter 11) and in-hospital mortality during the same hospitalisation (Chapter 12) and whether some of these inflammatory markers were more important than organ failure score and the APACHE II scoring system in predicting these outcomes. Section five describes the development of a new prognostic scoring system that can estimate median survival time and long term survival probabilities for critically ill patients (Chapter 13). An assessment of the effects of other factors such as socioeconomic status and Aboriginality on the long term survival of critically ill patients in an Australian ICU was assessed (Chapter 14). Section six provides the conclusions. Chapter 15 includes a summary and discussion of the findings of this thesis and outlines possible future directions for further research in this important aspect of intensive care medicine.
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Howell, Julie A. "Extending the reach: Exploring what it means to be a parent of a hostel adolescent assisting with their child's career development : a case study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/977.
Full textAbstract:
Research indicates that parents are an important influence on the career development of their children, but, that they have often been considered as an untapped resource. Rural high school aged students, who reside in metropolitan hostels, often live with their parents for less than 15 weeks per year. How do their parents contribute to their career development? This one year research explored the involvement of parents of hostel children, in the career development process of their youth. Through a case study, an analysis described what it means to be a parent of a hostel adolescent with respects to how they help their youth make career decisions. Based within an ecological framework, parents of hostel adolescents completed a questionnaire. Subsets of this group participated in interviews that focused on narratives and a modification of the critical incident technique as used by Young et al. (1992, 1998), and/or group interviews incorporating a ‘direct to print’ methodology as used by Jeffery et al. (1992).This study supported early findings recognising the important parental role in the career development of todays youth by exploring five areas. The cultural capital of parents of hostel adolescents indicates that they have a real sense of pride in their rural status, actively choosing to live in rural centres. They value honesty and respect, enjoying the freedom ‘country’ life affords them. There are general concerns of safety when their children are living in urban centres and at times an acute awareness of costs. Specific concerns for career development focus on parents perceiving they have a lack of knowledge, skills and expertise essential to adequately assist their childs career development. This situation appears to be compounded by a lack of awareness of resources and/or a reluctance to access them. Parent intentions are to instill in their children independence, responsibility, initiative, perseverance and respect. The most common focal point for career development is the selection of subjects for studies and/or courses to complete. Parents of hostel adolescents favour delivery activities that involve them advising their children and requesting and giving information. They encourage and support their children, showing interest and communicating values. They also see the need to set expectations and limits. This research illustrates that parents of hostel adolescents, although not necessarily attempting to influence particular occupational choice are active agents in influencing their children in a broad range of areas in career development.
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Moleli, Malehlohonolo Florence. "Protective factors that could foster resilience in first year students." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Full textAbstract:
Large numbers of students tend to experience failure and dropout in their first year at university. The fundamental aim of this research was to explore protective factors that could foster resilience amongst first year students. It is hoped that resilience research can give young adults the skills and support to survive academic challenges with the help of the university. This study undertook to determine resilience traits that could contribute to academic success. Students who enrolled at the University of the Western Cape for the first time during the year 2003 participated in this study.
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Moore, Felicity Fay. "The role of good quality student-teacher relationships when working with students with challenging behaviours in mainstream primary schools in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2430.
Full textAbstract:
Good quality student-teacher relationships (STR) have been associated with positive behavioural, social/emotional, and academic outcomes for students, and poor quality STR have been associated with negative outcomes. The aim of this research was to explore the role of good quality student-teacher relationships in working with students with challenging behaviours in mainstream primary schools in Western Australia and determine which factors may enhance or constrain these relationships. A constructivist, qualitative approach was utilised to frame semi-structured interviews with twelve classroom teachers in mainstream primary schools. Thematic analysis commenced during data collection to inform subsequent interviews and indicate saturation of information. Findings suggest that while teachers recognise and value the role of good quality STR, broader school and system factors may have a stronger and sometimes conflicting influence on classroom practice. These results provide insight into the ways in which STR can effectively support students, and inform future directions for research, policy and practice regarding the promotion, development, and support of good quality STR in schools.
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Ford, Linley. "Stepfamily assessment and intervention." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/302.
Full textAbstract:
This thesis presents a summary of the structural characteristics, contextual influences, cognitive processes, behavioural practices; and developmental factors shown by previous research to be associated with adjustment within stepfamily relationship systems. This thesis also presents research that firstly, examines a method of assessing stepfamily adjustment and secondly, evaluates the effectiveness of a program designed to improve stepfamily adjustment for couples.
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Thom, Russell. "A design thinking approach to professional development in reasonable adjustment: A new methodology for trainers in the vocational education and training sector of Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1764.
Full textAbstract:
This research has demonstrated that design thinking (DT) could be used as a professional development (PD) methodology for Vocational Education and Training (VET) trainers in understanding and applying reasonable adjustment (RA). The use of design thinking has the further benefit of raising the trainer’s empathy and understanding of the impact of injury and disability upon a person’s life and the significance of RA outside of the training context.
A workshop (PD session) was designed and conducted to explorer the relevance and success of the PD framework and the use of design thinking in developing an understanding and applying RA. The structure of the PD, the methods and the tools used supported the development of empathy, which facilitated new learning in RA through action and experience, and assisted in the transformation of the trainer’s point of view and assumptions. The PD increased the trainers’ confidence by utilising the existing skills and knowledge of the VET trainers and the inclusion of individual work and group work. The RA problem posed by the PD assisted in creating motivation for learning as it provided expectancy, instrumentality and valence. The outcomes of the workshop identified the relationship between the participant’s willingness to participate and the development of new ways of thinking. These new ways of thinking assisted in the development of empathy, which allowed for new learning The use of design thinking as part of the PD enhanced the development of empathy, facilitated learning including the ability to understand and apply RA.
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Ingram, Deborah. "The making of a teacher: A narrative study of the impact of an extended practicum on preservice teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/978.
Full textAbstract:
The extended practicum is a crucial learning experience for pre-service teachers. This study examines how pre-service teachers learn about teaching within the context of the extended practicum. Narrative methodology was chosen as an appropriate means to explore and interpret the beliefs and experiences of pre-service teachers for a wider audience while still preserving their voices. The pre-service teachers and I had a common agenda: to improve the experience of future preservice teachers on their extended practicum. Our approach to this differed. I wanted to focus on the pre-service teachers' learning about teaching so that future pre-service teachers could improve their learning. The pre-service teachers' narratives focused on other factors which were impacting on them so that the Faculty of Education could improve their programme. Both sets of factors have been included. The key themes which emerged, learning from critical incidents, the impact of the assessment and the baggage we carry have been amplified through the narratives of the pre-service teachers.
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Moore, Lisa. "Teachers' knowledge and practice of empowering young children in four early childhood settings in Australia and the United Kingdom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/989.
Full textAbstract:
This study explores teacher's knowledge and practice of empowering young children as learners. Empowerment is a complex and multifaceted construct, and a recurring theme in early childhood literature. This study took place in four early childhood settings in Australia and the United Kingdom. The research was conducted using qualitative methodology, primarily with the use of video-taped observations and stimulated-recall teacher interviews. Findings indicate that the teachers enacted their knowledge and practice of empowerment. However, empowerment was interpreted differently by each teacher. The current study found links existed between teachers' knowledge and practice and their pedogogic orientation.
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au, Ronald Aubrey@det wa edu, and Ron Aurbrey. "Student and teacher perceptions of preparation in mathematics in middle school and its impact on students' self-efficacy and performance in an upper secondary school in Western Australia." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070419.111054.
Full textAbstract:
Middle school initiatives (including heterogeneous classes and an integrated, flexible curriculum together with promotion of student input) have been implemented in schools in Western Australia in response to a perceived need to align schools more closely with a more student-centred approach to learning, in the expectation of meeting more students needs and thereby reducing student dissatisfaction and increasing the possibility of students pursuing life long learning. Specific goals underlying the initiative include the development of independent learning and student responsibility for learning through a series of strategies such as self-paced learning, student involvement in negotiating their own learning, and a strong emphasis on respecting and valuing student input into the implementation of curricula. However, owing to the way that the curricula for Middle and Upper secondary school mathematics are currently structured, problems might arise for students in the transition from a relaxed to a highly discipline-based organization of content (as described by Venville, Wallace, Rennie, Malone (1998). Students accustomed to the current approaches implemented in Middle schools (Years 8 to 10) may be disadvantaged in the transition to Upper secondary school courses (Years 11 and 12) compared with those students who have been exposed to a more discipline-based organization of content throughout early adolescence and prior to entry into courses leading to tertiary entrance (T.E.E. courses). The aim of this project was to investigate the possible effects of Middle school initiatives in a group of students from three Middle schools in Western Australia in one subject area mathematics on the perceptions of self-efficacy and preparation in mathematics once the students encounter Year 11 Upper school courses.
A survey containing Likert-type rating scales pertinent to four areas of interest Self-efficacy in mathematics; Self-Directed Regulation; Views on current teaching; and Views on prior teaching were administered to students transferring from three feeder Middle schools to Year 11 (Upper secondary school) classes in one Senior College in Western Australia for each of 4 consecutive years. Students were also asked for their comments regarding preparation for the challenges of their chosen courses in mathematics. In addition, their levels of performance in a range of mathematical skills were assessed using a teacher-developed test. The perceptions of their Middle and Senior School teachers were also sought. As the survey was administered to all students as a routine part of action research within the mathematics faculty at the Senior College, only the results of those students who subsequently agreed to be participants in the study are reported in this dissertation. Results indicated that a mismatch existed in approaches and skills between Middle School and Senior College Mathematics. The reliance on students making suitable choices for themselves, the absence of specialist teachers of mathematics in middle schools, mixed ability classes in which specialist teachers of mathematics find it difficult to operate successfully and a curriculum that was so flexible that teachers omitted key elements required for later studies were the main factors that resulted in a significant number of students making the transition from middle to senior school with insufficient preparation. Implications for the teaching of mathematics in these three Middle schools and the Upper school are discussed.
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Aurbrey, Ron. "Student and teacher perceptions of preparation in mathematics in middle school and its impact on students' self-efficacy and performance in an upper secondary school in Western Australia." Aurbrey, Ron (2006) Student and teacher perceptions of preparation in mathematics in middle school and its impact on students' self-efficacy and performance in an upper secondary school in Western Australia. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/182/.
Full textAbstract:
Middle school initiatives (including heterogeneous classes and an integrated, flexible curriculum together with promotion of student input) have been implemented in schools in Western Australia in response to a perceived need to align schools more closely with a more student-centred approach to learning, in the expectation of meeting more students' needs and thereby reducing student dissatisfaction and increasing the possibility of students pursuing life long learning. Specific goals underlying the initiative include the development of independent learning and student responsibility for learning through a series of strategies such as self-paced learning, student involvement in negotiating their own learning, and a strong emphasis on respecting and valuing student input into the implementation of curricula. However, owing to the way that the curricula for Middle and Upper secondary school mathematics are currently structured, problems might arise for students in the transition from a relaxed to a highly discipline-based organization of content (as described by Venville, Wallace, Rennie, Malone (1998). Students accustomed to the current approaches implemented in Middle schools (Years 8 to 10) may be disadvantaged in the transition to Upper secondary school courses (Years 11 and 12) compared with those students who have been exposed to a more discipline-based organization of content throughout early adolescence and prior to entry into courses leading to tertiary entrance (T.E.E. courses). The aim of this project was to investigate the possible effects of Middle school initiatives in a group of students from three Middle schools in Western Australia in one subject area - mathematics - on the perceptions of self-efficacy and preparation in mathematics once the students encounter Year 11 Upper school courses.
A survey containing Likert-type rating scales pertinent to four areas of interest - Self-efficacy in mathematics; Self-Directed Regulation; Views on current teaching; and Views on prior teaching were administered to students transferring from three 'feeder' Middle schools to Year 11 (Upper secondary school) classes in one Senior College in Western Australia for each of 4 consecutive years. Students were also asked for their comments regarding preparation for the challenges of their chosen courses in mathematics. In addition, their levels of performance in a range of mathematical skills were assessed using a teacher-developed test. The perceptions of their Middle and Senior School teachers were also sought. As the survey was administered to all students as a routine part of action research within the mathematics faculty at the Senior College, only the results of those students who subsequently agreed to be participants in the study are reported in this dissertation. Results indicated that a mismatch existed in approaches and skills between Middle School and Senior College Mathematics. The reliance on students making suitable choices for themselves, the absence of specialist teachers of mathematics in middle schools, mixed ability classes in which specialist teachers of mathematics find it difficult to operate successfully and a curriculum that was so flexible that teachers omitted key elements required for later studies were the main factors that resulted in a significant number of students making the transition from middle to senior school with insufficient preparation. Implications for the teaching of mathematics in these three Middle schools and the Upper school are discussed.
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Aubrey, Ron. "Student and teacher perceptions of preparation in mathematics in middle school and its impact on students' self-efficacy and performance in an upper secondary school in Western Australia." Thesis, Aubrey, Ron (2006) Student and teacher perceptions of preparation in mathematics in middle school and its impact on students' self-efficacy and performance in an upper secondary school in Western Australia. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/182/.
Full textAbstract:
Middle school initiatives (including heterogeneous classes and an integrated, flexible curriculum together with promotion of student input) have been implemented in schools in Western Australia in response to a perceived need to align schools more closely with a more student-centred approach to learning, in the expectation of meeting more students' needs and thereby reducing student dissatisfaction and increasing the possibility of students pursuing life long learning. Specific goals underlying the initiative include the development of independent learning and student responsibility for learning through a series of strategies such as self-paced learning, student involvement in negotiating their own learning, and a strong emphasis on respecting and valuing student input into the implementation of curricula. However, owing to the way that the curricula for Middle and Upper secondary school mathematics are currently structured, problems might arise for students in the transition from a relaxed to a highly discipline-based organization of content (as described by Venville, Wallace, Rennie, Malone (1998). Students accustomed to the current approaches implemented in Middle schools (Years 8 to 10) may be disadvantaged in the transition to Upper secondary school courses (Years 11 and 12) compared with those students who have been exposed to a more discipline-based organization of content throughout early adolescence and prior to entry into courses leading to tertiary entrance (T.E.E. courses). The aim of this project was to investigate the possible effects of Middle school initiatives in a group of students from three Middle schools in Western Australia in one subject area - mathematics - on the perceptions of self-efficacy and preparation in mathematics once the students encounter Year 11 Upper school courses.
A survey containing Likert-type rating scales pertinent to four areas of interest - Self-efficacy in mathematics; Self-Directed Regulation; Views on current teaching; and Views on prior teaching were administered to students transferring from three 'feeder' Middle schools to Year 11 (Upper secondary school) classes in one Senior College in Western Australia for each of 4 consecutive years. Students were also asked for their comments regarding preparation for the challenges of their chosen courses in mathematics. In addition, their levels of performance in a range of mathematical skills were assessed using a teacher-developed test. The perceptions of their Middle and Senior School teachers were also sought. As the survey was administered to all students as a routine part of action research within the mathematics faculty at the Senior College, only the results of those students who subsequently agreed to be participants in the study are reported in this dissertation. Results indicated that a mismatch existed in approaches and skills between Middle School and Senior College Mathematics. The reliance on students making suitable choices for themselves, the absence of specialist teachers of mathematics in middle schools, mixed ability classes in which specialist teachers of mathematics find it difficult to operate successfully and a curriculum that was so flexible that teachers omitted key elements required for later studies were the main factors that resulted in a significant number of students making the transition from middle to senior school with insufficient preparation. Implications for the teaching of mathematics in these three Middle schools and the Upper school are discussed.
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Aubrey, Ron. "Student and teacher perceptions of preparation in mathematics in middle school and its impact on students' self-efficacy and performance in an upper secondary school in Western Australia /." Access via Murdoch University Digital Theses Project, 2006. https://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070419.111054.
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Paki, Dionne. "What do primary school principals from the Yamaji region or Mid West Education District say about their school's bullying prevention and management guidelines and practices and how they support the strengths and needs of Aboriginal students and their families?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/150.
Full textAbstract:
Background: Australia‟s Aboriginal and Torres Strait Islanders are over represented in poor health and education outcomes. Little is known about the bullying experiences of Aboriginal school age children and young people. This Master's study aimed to investigate the policies and practises school principals use for bullying prevention and management in primary schools located in the Yamaji region or Midwest Education District of Western Australia.This study was conducted in conjunction with the Child Health Promotion Research Centre‟s Solid Kids, Solid Schools project. Solid Kids, Solid Schools is a four-year study that aimed to contextualise the bullying experiences of Yamaji school-age children and young people; and develop a locally relevant and culturally secure bullying prevention and management resource.
Method: Thirty-one principals and four deputy principals of primary school aged students participated in either a semi-structured telephone interview or survey. Instrument items asked principals: how often staff at their school used 12 bullying management strategies; to describe and rate the effectiveness of 25 bullying prevention guidelines and strategies; and to describe enablers and barriers to working with Aboriginal students who are bullied or who bully others.Participant responses were matched for compliance with evidence-based recommendations (Cross, Pintabona, Hall, Hamilton, & Erceg, 2004, p. 11) and national policy as set out in the National Safe Schools Framework (NSSF) (Department of Education Science and Training; DEST, 2003) for school bullying prevention and management. Participant responses were also compared to a culturally secure bullying prevention and management model to determine if their guidelines and strategies are culturally secure and could respond to the strengths and needs of Aboriginal students.
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Cardoso, Patricia S. "Opening doors : identifying factors that influence students’ use of pastoral care and school-based health services related to tobacco and other harmful drug use." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/362.
Full textAbstract:
Despite all the health warnings and risks associated with tobacco use, adolescentscontinue to smoke. In 2008, just under five percent of Australian students aged 12 to17 years indicated they had smoked a cigarette in the past week (Griffiths, Kalic, &Gunnell, 2009b). These figures are the lowest since the national student surveycommenced in 1984 and suggest positive progress in the area of youth tobacco control.However, each year a new generation of school students will experiment with smoking,increasing their chance of initiation (Warner, Jacobson, & Kaufman, 2003). It istherefore vital to develop alternative strategies to continue to reduce the level ofsmoking among adolescents, especially as many adolescents who smoke express aninterest in quitting (Plano Clark et al., 2002).
As students spend a large portion of their day in the school environment (Darling,Reeder, Williams, & McGee, 2006), schools have the potential to influence their socialbehaviours, including their smoking-related behaviours (Youngblade et al., 2007).Research has indicated that connectedness to school can influence pro-socialbehaviours in students by further increasing the bond between student and staff(McNeely & Falci, 2004), which has also been associated with reducing the likelihoodof an adolescent initiating smoking (Resnick, Harris, & Blum, 1993).
School-based health/pastoral care services staff seem ideally placed to support studentsto build resiliency, and therefore help them to overcome risks and empower them tomake informed health decisions (Hearn, Campbell-Pope, House, & Cross, 2006;Thomas, Hall, Adair, & Bruce, 2008). However, previous research with WesternAustralian secondary students found that, contrary to expectations, they would notnecessarily approach the school nurse(s) to discuss smoking cessation or other drug useproblems (Bond, 2009). Students indicated they would be more likely to talk andengage with school staff who they found approachable and trusted.
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Chia, Steven Puay Chong. "An investigation into student and teacher perceptions of, and attitudes towards, the use of information communications technologies to support digital forms of summative performance assessment in the applied information technology and engineering studies courses in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1806.
Full textAbstract:
This study investigated the connections between teachers’ and students’ perceptions of, and attitudes towards, the use of Information and Communications Technologies (ICT) to support assessment in senior secondary courses in Western Australia, and the feasibility of such support in various forms. This investigation focused on the main characteristics of these perceptions, and attitudes and their relationships with curriculum, pedagogy, assessment and ICT. The findings provide guidelines for educators in using ICT to support summative performance assessment. My study was part of the main research study undertaken by Edith Cowan University (ECU) and the Curriculum Council of Western Australia (CCWA) and will provides significant clarity into the implementation of ICT support for performance assessment employing practices which characterise practical performance in digital forms. It was in the range of teacher and student perceptions and attitudes that this study added knowledge to the practice of digital forms of assessment.
The overall intent was to design, cultivate and implement the best assessment task possible to measure the practical performance of students in Engineering Studies and Applied Information Technology (AIT). Therefore, it was also necessary to evaluate the feasibility of this task and factors that would affect feasibility such as perceptions and attitudes of particpants. To achieve this the study needed to gather data in various forms from a wide variety of sources that would allow triangluation of data analysis. Qualitative data were gathered from a student survey where a set of measurements scales were constructed. Quantitative data were assembled from observation and discussion with teachers before, during and after schools’ visits, from open-ended items in the student survey section and from teacher interview responses. In addition small groups of students were assembled into discussion forums and responses to a series of questions were recorded and analysed.
A number of critical thresholds had been reached to underpin the relevance and importance of research into aspects of the use of ICT to support summative assessment. Firstly the growth in access to, and improvements, in ICT services has enabled this emergent area of digital assessment or e-assessment (JISC, 2006). However, this growth is not sufficient justification for the investigation and implementation of digital forms of assessment. The research is justified when this growth in ICT is combined with the increasing use of ICT to improve pedagogical practices; the employment of ICT to improve productivity in education; and the need to effectively and efficiently assess the practical performance of students in a large number of contexts. It was likely that the development of techniques to represent student performance in digital forms would assist the addressing of these imperatives. Whether these techniques were successful would depend on a number of influences including the attitudes and perceptions of students and teachers.
When accountability and efficiency are called upon comparisions are often made with non-ICT strategies. These controlled experiment approaches can prove problematic due to ethical and political questions arising with non-ICT groups. The inherent assumptions to computer use in exams contexts are still conducted using pen and paper. In addition their lack of or slow uptake of ICT and the believed that curriculum will remain unchanged despite the introduction of ICT to support. Therefore this study took an ethnographic, rather than experimental approach, but sought to make comparisons between two key stakeholders; teachers and students. In line with the larger study of which this study was a part, data were collected using observation, interview, survey and document analysis. Analysis and interpretation included the application of a feasibility framework and case study comparison. The adoption of the Concerns Based Adoption Model (CBAM) or models based upon CBAM as an instrument to analyse data was employed in the case studies. The feasibility framework comprised four interrelated and complex parameters Manageability, Technical, Functional and Pedgogical dimensions is described in chapter eight of this study.
It was evident from the research data, that students’ and teachers’ positive attutudes towards the computer-based performance exams and their beliefs in the value of ICT for assessment and all these intrinsic factors were fundamental to the feasibility of the implementation of digital forms of assessment in both Engineering Studies and AIT. From research data it was evident the application of ICT increasingly permeates students’ and teachers’ work and life, and their attitudes towards interaction with computer systems was a major factor in the success of digital forms of assessments in practical performance tasks. This was the focus and the background for this study.
This study found that students in both the Engineering studies and AIT case studies attempted the assessment tasks with enthusiasm, however the AIT assessments were perceived a little more positively by students and teachers than the Engineering studies assessment. Assessment tasks worked best where the approach was familiar to students. This occurred for almost all cases in AIT, but not for Engineering although approach was relatively similar there were logisitical constraints in organising time to complete the tasks and in some cases technical in running the software on school workstations or accessing online systems through school networks. In a number of schools changes had to be mads to standard operating systems to allow software to run off USB thumb drives, video to be viewed, Flash applications to run within Internet browsers and sound to be recorded. Overall the study found that the benefits of digital forms of assessment implemented outweighted the constraints for both the Engineering studies and AIT course. In particular students’ and teachers’ responses were overwhelmingly postive due to the practical nature of the work in all assessment tasks. Generally they perferred this form of assessment to paper-based assessments.
This study has added to existing knowledge on the implementing of digital forms of assessment, in particular to both the Engineering Studies and AIT, and in general to secondary senior courses in Western Australian (WA) schools.
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Thomas, Laura Tennille. "Extra-curricular activity participation, connectedness to school and cigarette and alcohol use : how the relationships work." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1865.
Full textAbstract:
The Extra-curricular Project (ECP) was a group randomised control trial which sought to explore the impact of extra-curricular activity (ECA) participation on health and educational outcomes for secondary students attending 18 Government and non- Government schools in Perth, Western Australia. This naturalistic observation study (2004-2006) monitored students‟ participation in ECA provided by their school, perceived connectedness to school, teachers and peers and cigarette and alcohol consumption. In this study, ECA are defined as activities students choose to do (not compulsory), are fun and are not part of normal classroom work. The four main types of extra-curricular activities in this study are: sport, recreation, the arts, and other.
The main aim of this doctoral study was to test if a reduction in smoking and alcohol use occurred amongst students who participated in ECA compared to non-participants. Three sub-studies were conducted to explore the research concepts. First, student and school-level characteristics associated with students‟ ECA participation in Year 8 were explored. Second, the contribution of connectedness to teachers and peer support to students‟ perceived connectedness to school in Year 8 was investigated. Third, the longitudinal relationship between ECA participation in Years 8 and 9 and perceived connectedness to school in Year 10 was examined.
Much research in the field of ECA has been cross-sectional in study design, limiting the investigation of causal relationships between key variables. This study sought to address this gap by examining the impact of ECA participation in Years 8 and 9 on students‟ perceived connectedness to school in Year 10. Consistency of students‟ ECA participation across Years 8 and 9 positively influenced students‟ later connectedness to school. Hence, participation in both Years 8 and 9 (consistent participation), not only in Year 8, yields beneficial outcomes for students in relation to their perceived connectedness to school.
The three sub-studies contributed to the overarching research question exploring the relationship between ECA participation and cigarette and alcohol use, and the role of connectedness to school as a mediator in this relationship. Students who reported a higher perceived level of connectedness to school were less likely to report recent or lifetime cigarette use and recent or recent hazardous alcohol use in Year 10. Moreover, mediation analyses identified that while consistent participation in ECA was not in and of itself protective of recent cigarette smoking, if through consistent ECA participation students‟ perceived connectedness to school was enhanced, this was protective of students‟ reported recent cigarette use in Year 10.
These findings suggest much can be done to reduce adolescents‟ risk of cigarette and alcohol use. First students should be assisted to develop a strong connectedness to their school to reduce their likelihood of cigarette and alcohol use. ECA participation is one way to enhance students‟ connectedness to school, but every opportunity to do so should be explored. In addition, the modification of ECA programs in Western Australian schools to encourage continued participation in multiple activities is likely to enhance students‟ connectedness to school and thus reduce the likelihood of cigarette and alcohol use.
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Capern, Trevor. "Exceptional connections : a cross-cultural exploration of the actual teacher behaviours that contribute to positive relationships with gifted secondary students and secondary students with emotional/behavioural disorders." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/539.
Full textAbstract:
This cross-cultural study examined the teacher behaviours that contributed to positive student-teacher relationships with gifted secondary students and secondary students with Emotional/Behavioural Disorders (EBD) in Western Australia and Canada. The study also examined which categories of social support (emotional, instrumental, informational, appraisal) were considered most important in developing positive relationships according to the exceptional students and their teachers. Behaviours were identified through a mixedmethods approach that included surveys, teacher interviews, and student focus groups. Participants included gifted secondary students (N = 133) and their teachers (N= 49), and secondary students with EBD (N = 89) and their teachers (N=23) in Western Australia and three Canadian provinces. The data established that both gifted students and their teachers valued teacher behaviours that showed respect for students, supported and extended student learning, and promoted cordial and friendly interactions between teachers and students. Gifted students emphasised the importance of informational support, while their teachers put a greater emphasis on emotional support. Students with EBD and their teachers both valued teacher behaviours that displayed warmth, understanding, patience, supported students in their learning, and showed flexibility in instruction and in addressing behaviour. Students with EBD and their teachers both identified emotional support as the most important type of social support for developing positive relationships. Comparisons between the behaviours that were identified for gifted students and students with EBD revealed a set of core behaviours that were essential for developing positive relationships with both groups, but that each group required a unique set of behaviours to address their unique set of needs. Themes emerging from the data were consistent in Western Australia and Canada, indicating that positive relationships with these exceptional secondary students can be developed using behaviours that transcend borders and cultures.
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He, Flora Xuhua. "A comparative study of factors contributing to acculturative stress in chinese and nepalese nursing students in australia." Phd thesis, 2014. http://hdl.handle.net/1885/150077.
Full textAbstract:
Background. Worldwide, a large body of literature is devoted to studying the experiences of international students and the challenges they face. Major issues reported are language, cultural, academic and financial difficulties, as well as discrimination and social isolation. Asian students, for example, experience more psychological difficulties than other groups of international students. There are only a small number of studies of international nursing students' experiences in Australia, with none focusing on factors contributing to acculturative stress among Chinese or Nepalese nursing students. Given the increasing enrolments from these countries and given their dominance at the Australian Catholic University (the study site), this thesis is an attempt to address the gap in the literature. Aim. The aim was to explore Chinese and Nepalese international nursing students' experiences while living and studying in Australia. The specific objectives were to compare the two groups' levels of acculturative stress, sense of coherence (SOC), social support, ways of coping and depression; to examine the correlations between these measures; and to understand the predictors of acculturative stress. Method. This study comprised three phases. Phase A was a Master of Philosophy project that focused on Chinese international nursing students' (n = 119) experiences using a quantitative research design. Upgrading to a PhD project, Phase B and Phase C were added and focused on a comparison between Chinese and Nepalese international nursing students' experiences through a mixed methods design. Phase B used five questionnaires to measure the levels and inter-correlations of acculturative stress, depression, sense of coherence, ways of coping and social support of the participants (n = 187). Phase C, a qualitative design, used one-to-one interviews (n = 52) to supplement the quantitative findings. Results. Both student groups showed high levels of acculturative stress, with the Nepalese students rating higher than that of the Chinese. The Chinese students had a moderately low SOC, but the Nepalese students' scores were even lower. No participants displayed significant depression. There were no significant statistical differences between the two groups in terms of social support or ways of coping. The Chinese students adopted problem-focused coping strategies more often, while the Nepalese students used emotion-focused coping strategies. A significant positive correlation was found between acculturative stress and depression, and between SOC and social support. There was also a significant negative correlation between acculturative stress and sense of coherence, between acculturative stress and social support, and between depression and sense of coherence. The predictors of acculturative stress were identified as religion, sense of coherence, depression and perceived satisfaction with social support. Qualitative findings supplemented these results. The dominant problem among both groups was acculturative stress, which was associated with academic, financial and culture-related difficulties.Conclusion. The current study provides a more in-depth understanding of the factors contributing to acculturative stress among Chinese and Nepalese international nursing students. Insights produced should assist universities to offer more effective support for international students, including academic literacy skills. Findings should also assist international students to better prepare for the Australian study experience.