Rozprawy doktorskie: „Australian secondary students”

1

English, Rebecca M. "Internationalising Australian secondary education". Thesis, Griffith University, 2012. https://eprints.qut.edu.au/61416/1/Internationalising_Australian_Secondary_Education.pdf.

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This thesis presents the findings of a case study of international students who enrol in Australian secondary schools. Specifically, it focuses on the ways that staff in three schools and two international colleges position Eastern Asian international students through discourses of cultural difference. It draws together the Discourse Historical Approach to Critical Discourse Analysis with the work of Basil Bernstein and Pierre Bourdieu. The study finds that groups of students are positioned positively or negatively depending on their relationship to the dominant discourses of the Australian school. Australian students, while rarely mentioned, were positioned positively. By contrast, the Eastern Asian international students were positioned negatively in relation to the privileged discourses of Australian schooling. These discourses reflected the cultural capital that was valued in the schools. In particular, the cultural capital of active and willing engagement in competitive sports and being rough, rugged and an ‘ocker’ were privileged at the schools. International students from Papua New Guinea, and a few Eastern Asian students who behaved as ockers, were positioned positively because they realised cultural capital that was valued at the schools. By contrast, the students who were unable to be positioned through these discourses, because they did not realise cultural capital that was valued, were not viewed favourably. As a result, the data showed that there was a hierarchy of positions at the schools that were constructed in staff accounts. The analysis of data suggests that only some students are positioned favourably in Australian schools. The students who were already able to construct privileged Australian school discourses were positioned positively. The data suggest that the majority of the Eastern Asian students were represented through negative discourses because they did not realise cultural capital that was valued at the schools. Findings of this study may assist schools to identify international students who may experience their Australian school education negatively. The findings may also contribute to assisting staff to better engage with international students.

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2

Dowson, Martin, University of Western Sydney, of Arts Education and Social Sciences College i School of Teaching and Educational Studies. "Relations between students' academic motivation, cognition and achievement in Australian school settings". THESIS_CAESS_TES_Dowson_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/729.

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The purpose of this research was to investigate relations between students' academic motivation, cognition, and achievement. In particular, substantial issues are investigated involving the interaction of students' academic motivation and cognition, and specifies how selected motivational and cognitive variables may influence student academic achievement. In order to do this, this study develops a causal model of student achievement which, using goal theory as a framework, incorporates both motivational and cognitive variables to account for students' academic achivement. In total, the results suggest that students' academic achievement may be both conceptualised, and operationalised, as the product of interrelations between key facilitating, motivational, and cognitive variables. Despite some limitations, the study suggests several positive directions for future research. These include, in particular, further investigation of the social goals identified, how these goals relate to students' academic cognition, and how selected social goals and strategies together influence students' academic achievement. There is also further scope to investigate the role of particular facilitating variables in 'driving' students' academic motivation and cognition. Thus, the present research provides an empirical basis from which future, complementary, research may be undertaken
Doctor of Philosophy (PhD)

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3

Dooley, Karen Teresa, i k. dooley@qut edu au. "Adapting to Diversity: Pedagogy for Taiwanese students in mainstream Australian secondary school classes". Griffith University. School of Cognition, Language and Special Education, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030102.105906.

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This study investigated pedagogy for Taiwanese students in mainstream Australian secondary school classes. The aim was to explore the construction of pedagogy for these students within the communicative contingencies of both the classroom and the community of talk around the classroom. Accordingly, the study documented and explicated the ways in which teachers adapted geography lessons for Taiwanese students, and further, the fit of teachers' descriptions and explanations of those adaptations within broader school community debate over provision for ethnic minority students. The significance of the study resides in its contribution to educational research, policy and practice in conditions of cultural diversity and formal cultural inclusion. The study's contributions arise from its attention to the forms of teacher-student interaction that are often considered to be a major point of difference between pedagogy in Australia (and other Western nations) and in Chinese (and other Asian) contexts. The focus is on the degree of teacher-directedness or student-centredness, as demonstrated by such factors as rote learning and participation in whole class spoken activities. Review of the current literature indicated that such dispositions may not only be brought to Australian pedagogic contexts by Chinese students, but may also be constructed within these contexts themselves. Analysis of theoretical perspectives on culture and pedagogy that were of high profile in Australia during the 1990s indicated that the investigation of this possibility requires an approach that makes it possible to attend to the structuring of such contexts. Accordingly, this study was conducted from a perspective that made it possible to document and explicate the construction of socialising conditions within the communicative particularities of lessons for Taiwanese students as pedagogic practice enacted in classrooms, and of debate amongst those interested in the education of the students as pedagogic talk within a school community. The theoretical framework of the study drew primarily on Basil Bernstein's sociology of educational knowledge. This perspective provided the fundamental concepts for describing the categorisation of Taiwanese students in the teacher-student interaction of the classroom and in school community talk about such. Analytic concepts developed by researchers concerned with classroom talk were specified in Bernsteinian terms to facilitate the translation between these theoretical objects and the sets of lesson and interview data examined in the study. These concepts made it possible to describe the pedagogic activities of teachers and students, and their constituent social actions, as enacted in the lessons, and as constructed in the interview talk of school community members. The two data sets were produced and analysed by methods derived from the Bernsteinian perspective. The aim was to: i) test the generic and formal Bernsteinian sociology of educational knowledge; and ii) produce findings generalisable to culturally diverse Australian school settings. One of the main findings of the study was that the adaptation of geography lessons for Taiwanese, Chinese, Asian and other ESL students produced a more constrained and teacher-directed form of pedagogy than that which was provided for other students. The other main finding was that the geography teachers described and explained these adaptations by categorising the students as 'reluctant' in whole class spoken activities and 'dependent' in written seatwork activities. Other school community members interested in the education of Taiwanese students evinced substantial agreement in this regard. However, these interviewees constructed the 'reluctant' speech and 'dependent' seatwork of the students from complex collaborative and competitive positions available in professional-academic talk. This pointed to struggles amongst those who would inform the provision of pedagogy for Taiwanese and other Chinese, Asian and ESL students. The study's theoretical significance resides, in part, in its capacity to describe the moment-by-moment classroom interaction of Taiwanese students without pre-empting the empirical salience of categories of cultural identity. Rather, attention is focused on the ways that students are categorised according to their capacity to undertake particular communicative interactions, categorisations in which cultural identity is not necessarily made overtly salient. In this way the study refined and tested the Bernsteinian model of classroom practice, while also locating analytic tools for describing classroom talk within broader relations of social power and control. Methodologically, the study's significance arises from its capacity to generate descriptions of the particularity of classroom practice, and talk about such, as pedagogic practice and talk. For policymakers the study points to the professional-academic discourses that need to be made available to teachers if they are to engage in the conversations about pedagogy that are central to emergent, second-wave conceptions of cultural equity in the state of Queensland where the study was conducted. For practitioners questions arise from the possibility that the dispositions of Taiwanese and other Chinese, Asian and ESL students to teacher-directed forms of pedagogy may be constructed in Australian contexts. These pertain to the desirability of the outcomes of adaptations undertaken in the name of cultural equity, in addition to the implications of teachers' own professional-academic socialisation for debates over 'who' should get 'what' pedagogic provision. The thesis concludes with a discussion of the utility of the study's perspective and findings given current developments in the racial and cultural politics of Australian educational institutions.

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4

Dooley, Karen. "Adapting to Diversity: Pedagogy for Taiwanese students in mainstream Australian secondary school classes". Thesis, Griffith University, 2001. http://hdl.handle.net/10072/366070.

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This study investigated pedagogy for Taiwanese students in mainstream Australian secondary school classes. The aim was to explore the construction of pedagogy for these students within the communicative contingencies of both the classroom and the community of talk around the classroom. Accordingly, the study documented and explicated the ways in which teachers adapted geography lessons for Taiwanese students, and further, the fit of teachers' descriptions and explanations of those adaptations within broader school community debate over provision for ethnic minority students. The significance of the study resides in its contribution to educational research, policy and practice in conditions of cultural diversity and formal cultural inclusion. The study's contributions arise from its attention to the forms of teacher-student interaction that are often considered to be a major point of difference between pedagogy in Australia (and other Western nations) and in Chinese (and other Asian) contexts. The focus is on the degree of teacher-directedness or student-centredness, as demonstrated by such factors as rote learning and participation in whole class spoken activities. Review of the current literature indicated that such dispositions may not only be brought to Australian pedagogic contexts by Chinese students, but may also be constructed within these contexts themselves. Analysis of theoretical perspectives on culture and pedagogy that were of high profile in Australia during the 1990s indicated that the investigation of this possibility requires an approach that makes it possible to attend to the structuring of such contexts. Accordingly, this study was conducted from a perspective that made it possible to document and explicate the construction of socialising conditions within the communicative particularities of lessons for Taiwanese students as pedagogic practice enacted in classrooms, and of debate amongst those interested in the education of the students as pedagogic talk within a school community. The theoretical framework of the study drew primarily on Basil Bernstein's sociology of educational knowledge. This perspective provided the fundamental concepts for describing the categorisation of Taiwanese students in the teacher-student interaction of the classroom and in school community talk about such. Analytic concepts developed by researchers concerned with classroom talk were specified in Bernsteinian terms to facilitate the translation between these theoretical objects and the sets of lesson and interview data examined in the study. These concepts made it possible to describe the pedagogic activities of teachers and students, and their constituent social actions, as enacted in the lessons, and as constructed in the interview talk of school community members. The two data sets were produced and analysed by methods derived from the Bernsteinian perspective. The aim was to: i) test the generic and formal Bernsteinian sociology of educational knowledge; and ii) produce findings generalisable to culturally diverse Australian school settings. One of the main findings of the study was that the adaptation of geography lessons for Taiwanese, Chinese, Asian and other ESL students produced a more constrained and teacher-directed form of pedagogy than that which was provided for other students. The other main finding was that the geography teachers described and explained these adaptations by categorising the students as 'reluctant' in whole class spoken activities and 'dependent' in written seatwork activities. Other school community members interested in the education of Taiwanese students evinced substantial agreement in this regard. However, these interviewees constructed the 'reluctant' speech and 'dependent' seatwork of the students from complex collaborative and competitive positions available in professional-academic talk. This pointed to struggles amongst those who would inform the provision of pedagogy for Taiwanese and other Chinese, Asian and ESL students. The study's theoretical significance resides, in part, in its capacity to describe the moment-by-moment classroom interaction of Taiwanese students without pre-empting the empirical salience of categories of cultural identity. Rather, attention is focused on the ways that students are categorised according to their capacity to undertake particular communicative interactions, categorisations in which cultural identity is not necessarily made overtly salient. In this way the study refined and tested the Bernsteinian model of classroom practice, while also locating analytic tools for describing classroom talk within broader relations of social power and control. Methodologically, the study's significance arises from its capacity to generate descriptions of the particularity of classroom practice, and talk about such, as pedagogic practice and talk. For policymakers the study points to the professional-academic discourses that need to be made available to teachers if they are to engage in the conversations about pedagogy that are central to emergent, second-wave conceptions of cultural equity in the state of Queensland where the study was conducted. For practitioners questions arise from the possibility that the dispositions of Taiwanese and other Chinese, Asian and ESL students to teacher-directed forms of pedagogy may be constructed in Australian contexts. These pertain to the desirability of the outcomes of adaptations undertaken in the name of cultural equity, in addition to the implications of teachers' own professional-academic socialisation for debates over 'who' should get 'what' pedagogic provision. The thesis concludes with a discussion of the utility of the study's perspective and findings given current developments in the racial and cultural politics of Australian educational institutions.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
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5

Herbert, Sandra. "An investigation of middle secondary students’ mathematical conceptions of rate". Thesis, University of Ballarat, 2010. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/68222.

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This qualitative study investigated Year 10 students’ understandings of the important mathematical concept of 'rate'. Results identified educationally critical aspects including teaching through a range of contexts and representations.
Doctor of Philosophy

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6

Baxendale, Sarah. "An examination of gender differences in violence-related behaviours of Western Australian secondary school students". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1831.

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The Child Health Promotion Research Centre at Edith Cowan University conducted the Violence-Related Behaviours and Young People’s Project to assess the frequency and severity of violence-related behaviours and associated risk factors in Western Australian young people. The sample for the project comprised 16 randomly selected Western Australian Government primary (n=8) and secondary (n=8) schools which were stratified by socioeconomic status and geographic location. Nine urban and rural youth agencies and organisations also participated in the project. This study was a component of the Violence-Related Behaviours and Young People’s Project and focused on the data collected from the secondary school students. The data were collected via the students completing an anonymous self-report questionnaire. The aim of this study was to determine whether gender is associated with Western Australian secondary school students’ (aged 13-17 years) involvement in violence-related behaviours. Three objectives were developed to address this aim, and the data were analysed against each objective. Analyses for the first objective found more male than female secondary school students reported being a victim of threatening and physical violence in the last 12 months at school and in the community. This difference was statistically significant for being a victim of threatening and physical violence in the last 12 months at school. Female students were more likely than male students to be a victim of physical violence in the last 12 months at home. Analyses for the second objective found male students were significantly more likely than the female students to be a perpetrator of physical violence in the last 12 months at school and in the community. To address the third objective, interactions between previously identified risk factors, gender and Western Australian young peoples’ involvement in violence-related behaviours were investigated. The ‘animal cruelty’ risk factor was significantly associated with all violence-related behaviours examined. The only risk factor for which there were differential gender effects was ‘students’ academic results’ and being threatened in the last 12 months in the community. Male secondary school students who report their academic results were ‘about the same’ or they were ‘unsure’ were the least likely to be threatened, whereas for female secondary students it was those who reported their academic results were ‘better than most’. Limitations associated with this study included threats to internal and external validity. A temporal sequence of causality between the risk factors and violent behaviour was unable to be established due to the cross-sectional research design. This study also did not examine protective factors for violent behaviour, which may have influenced the findings. The findings from this Masters research will provide information on violence-related behaviours specific to Western Australian young people. Most previously published research has been conducted overseas, and as such, may not be directly applicable to the experiences of young people in Western Australia. As a result of this study, a number of recommendations are outlined for policy makers and practitioners to develop effective violence-related policies and programmes suitable for young people in Western Australia. These include, but are not restricted to the following: establish ongoing and routine data collection systems with standardised methods for defining and measuring youth violence; encourage intervention studies to determine the impact of promising strategies to reduce violence that protect and support victims of violence; and the differences between genders in: being involved in violence-related behaviours, coping strategies, and the interrelationship between gender and other risk factors need to be identified and understood prior to the implementation of policies and programmes.

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Lalor, Jennifer. "An investigation of students' perceptions of teacher support and equity in the classroom and their impact on students' attitude towards science". Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/520.

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This study investigated the relationship between students’ perceptions of learning environments and their attitude to science in Australian secondary schools. It focussed on teacher support and equity in the lower secondary school years of 8, 9, and 10. Teacher Support and Equity are two of the five scales of the What Is Happening In this Class (WIHIC) questionnaire. The scale to measure Attitude to Science was drawn from the Test of Science Related Attitudes (TOSRA). Using the statistical package SPSS, gender differences and year level differences were examined for each of the scales. Results showed that the females rated the scales of Teacher Support and Equity more highly than did the males but the males had a more positive attitude to science than did the females. The Year 9 students were considerably less positive than those from years 8 and 10 on all three scales. Of the three scales, Equity received the highest rating across all the groups, while Attitude scored the lowest. Regression analysis showed statistically significant and positive associations between Attitude to Science and the Teacher Support and Equity scales. These results were consistent when tested separately for the male and female students, and for each of the year levels. To gain insights into science teaching and learning from a teacher’s perspective, one primary teacher, two high school teachers, and one pre-service teacher were interviewed. Their comments were found to support the quantitative results in that they agreed that teacher actions or inactions within the learning environment would affect the students’ attitude to science.They expressed the view that students needed to feel able to ask questions without criticism and receive the help they needed to progress, which corresponded to the Teacher Support scale. They also felt that it was not appropriate for teachers to favour any group of students over any other, thus supporting the concept of the Equity scale. The findings will assist teachers to develop strategies to address the problem of students’ declining attitude to science, a problem that is viewed as a potential threat to the economic future of Australia.

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au, lasko2nd@yahoo com, i Tomaz Lasic. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school". Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080812.150558.

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Ethnicity is an important social construct mobilised in the discourses of multicultural education. At present, little research exists on the way ethnicity impacts on the schooling experiences of students with former Yugoslav background (SFYB) in Australia. This qualitative study looks at the daily realities of twelve SFYB at a Western Australian government secondary school. Particular attention is paid to the management of their ethnic identities to achieve their educational, social and other goals. Data gathered from the twelve in-depth, guided interviews with SFYB is analysed through the lens of critical multiculturalism, posited as one of several notions of multiculturalism and one with a specific social justice agenda. Theories of hybridity developed by Homi Bhabha and Stuart Hall are translated into the critical multiculturalist framework and provide a further development of the analysis of the data in which hybridity is seen as both experiences and enactments. The study findings suggest that these SFYB embody the principles of critical multiculturalism as skilful managers of contingencies of ethnic identities, aspirations and challenges they encounter at the school. The study also proposes that the notion of critical, power conscious hybridity could be useful as a conceptual tool in the future work of critical multiculturalists.

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Newman, W. S., i n/a. "Factors leading to the non-completion of units at an A.C.T. secondary college". University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060411.115702.

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This study looks at factors relating to the noncompletion of units of study by students in a secondary college. It is aimed at providing information for decision-makers at Erindale College specifically in the area of course counselling. Administrators and counsellors at other colleges should also find the information of value. The study compared a sample of students who completed all their chosen units of study in one semester with all students who did not complete all of their chosen units in that semester. The latter group consisted of those who withdrew from one or more units during the semester, those who left the college and those who were deemed "unassessable" as a result of poor attendance or nonsubmission of assessment items. All 362 students in the college were asked to complete a Baseline Questionnaire during Week 3 of Semester 1, 1985. This sought background information about reasons for enrolling at college, influences on their choice of units, future intentions, preferred ways of learning and other details. Students who withdrew from, or changed units during the semester were asked to complete a Change of Unit Survey and any leavers were asked to complete a Leaver's Survey. In Week 16 (May, 1985) all students still enrolled were asked to complete an End of Semester Questionnaire designed to enable comparisons of attitudes between those who completed all units and those who did not. The study looks at a number of characteristics of students and their attitudes to various aspects of learning, college life and choice of units of study. It attempts to look at factors that might affect the student's decision to complete or not complete a chosen unit of study. The factors considered were largely based upon studies of early school leavers. FINDINGS. 1. Students who do not complete units tend to have one or more of the following characteristics (significant at the 0.05 level): (a) do not enrol to gain tertiary entrance qualifications (b) enrol to improve their chances of getting a job (c) are not definitely seeking a tertiary entrance score (d) have no definite intention of completing Year 12 (e) have no firm intention of studying subjects in order to complete major or minor courses in them (f) are less likely to have a part-time job (g) by the end of the semester, are not happy with their marks in most units (h) finish the semester studying less than 3 T-units (i) continue into Semester 2 with 3 or more A-units and less than 3 T-units (j) do not consider their parents' wishes an important influence on the choice of units for Semester 2. In addition to these, one other finding of interest, with a significance of 0.055 (approx.), showed that noncompleters tend to come from a socio-economic background of parents who are either managers/employers/self-employed or manual-skilled workers (i.e. not professional or nonmanual/clerical). 2. No significant differences at the 0.05 level were found between males and females nor between Year 11 and Year 12 students in their tendency to complete units. 3. Students who change or withdraw from units give the following reasons (in rank order of frequency): - they are getting poor marks - they are unable to understand the work - they find the class activities uninteresting - they state that the content is not very relevant to their needs - the unit is not suited to their career plans. IMPLICATIONS. The implications for administrators at Erindale College are: 1. Students should be encouraged to formulate specific goals and develop a commitment to their education. 2. Students who are "at risk" need to be identified early and given tutorial assistance in units where they are having difficulty with understanding. 3. The curriculum must be kept under review in order to provide for the needs of all students.

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Lašič, Tomaž. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school /". Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080812.150558.

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Brenton, Gregory Roy. "Emerging strategies for Western Australian secondary school jazz ensemble directors: Improving engagement with drum set students". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2236.

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Drum set education is a specialised field, but its importance is often underestimated in Western Australian (WA) secondary school jazz ensembles. Many secondary school jazz ensemble directors specialise in instruments other than drum set, and consequently may lack knowledge and skills in this area to the detriment of both the drum set student and the ensemble. This research project investigated the interaction between selected secondary school jazz ensemble directors in WA, and their drum set students during rehearsals. In particular, it set out to examine the impact of the jazz ensemble director on student engagement, inclusion, leadership, collaborative learning and technical development. As part of an action research methodology, the study implemented a professional development intervention with the jazz ensemble directors and sought to assess the impact of the intervention in subsequent rehearsals. It noted an increase in positive interactions between ensemble directors and their drum set students. The study affirmed the value in instrument specific professional development for jazz ensemble directors to the benefit of both the jazz ensemble and in particular the drum set student.

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Lasic, Tomaz. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school". Thesis, Lasic, Tomaz (2007) Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school. Masters by Research thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/145/.

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Ethnicity is an important social construct mobilised in the discourses of multicultural education. At present, little research exists on the way ethnicity impacts on the schooling experiences of students with former Yugoslav background (SFYB) in Australia. This qualitative study looks at the daily realities of twelve SFYB at a Western Australian government secondary school. Particular attention is paid to the management of their ethnic identities to achieve their educational, social and other goals. Data gathered from the twelve in-depth, guided interviews with SFYB is analysed through the lens of critical multiculturalism, posited as one of several notions of multiculturalism and one with a specific social justice agenda. Theories of hybridity developed by Homi Bhabha and Stuart Hall are translated into the critical multiculturalist framework and provide a further development of the analysis of the data in which hybridity is seen as both experiences and enactments. The study findings suggest that these SFYB embody the principles of critical multiculturalism as skilful managers of contingencies of ethnic identities, aspirations and challenges they encounter at the school. The study also proposes that the notion of critical, power conscious hybridity could be useful as a conceptual tool in the future work of critical multiculturalists.

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13

Lasic, Tomaz. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school". Lasic, Tomaz (2007) Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school. Masters by Research thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/145/.

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Ethnicity is an important social construct mobilised in the discourses of multicultural education. At present, little research exists on the way ethnicity impacts on the schooling experiences of students with former Yugoslav background (SFYB) in Australia. This qualitative study looks at the daily realities of twelve SFYB at a Western Australian government secondary school. Particular attention is paid to the management of their ethnic identities to achieve their educational, social and other goals. Data gathered from the twelve in-depth, guided interviews with SFYB is analysed through the lens of critical multiculturalism, posited as one of several notions of multiculturalism and one with a specific social justice agenda. Theories of hybridity developed by Homi Bhabha and Stuart Hall are translated into the critical multiculturalist framework and provide a further development of the analysis of the data in which hybridity is seen as both experiences and enactments. The study findings suggest that these SFYB embody the principles of critical multiculturalism as skilful managers of contingencies of ethnic identities, aspirations and challenges they encounter at the school. The study also proposes that the notion of critical, power conscious hybridity could be useful as a conceptual tool in the future work of critical multiculturalists.

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14

Webber, Kerry, i n/a. "The research and development of a health assessment program for secondary school students". University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.113600.

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The Field Study reports on the research and development of a Health Assessment Program (HAP) for secondary school students over a period of three years in the ACT. The 'original' HAP is described, and its early implementation methods discussed. Changes are proposed and trialled, and further refinements made, then trialled again. Through this process a new HAP is developed. The 'Research and Development Cycle' (Borg and Gall 1983) provides the theoretical framework for the planning of the field study. (See 1.4). The 'new' HAP exhibits the characteristics of an 'education' program. The physical components have been developed to enable them to be administered by the teachers who are responsible for the organisation of the HAP in their school, and health professionals are only used for those components which require confidential counselling. This is in contrast to the 'original' HAP which was organised and conducted by health professionals. The process by which the changes took place has determined the quality of the new HAP. The developments have been based on the views of the teachers who used the HAP, the students who were tested, and the health professionals who participated. The literature has also been used to provide the direction for, and nature of, the changes. This process has ensured a program which is highly suitable for use in the school environment. It is not envisaged that the HAP has reached its final stage of development. Each school who uses the program is encouraged to modify and adapt it to suit the needs of their own teachers and students.

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15

Lalor, Jennifer. "An investigation of students' perceptions of teacher support and equity in the classroom and their impact on students' attitude towards science". Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16797.

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This study investigated the relationship between students’ perceptions of learning environments and their attitude to science in Australian secondary schools. It focussed on teacher support and equity in the lower secondary school years of 8, 9, and 10. Teacher Support and Equity are two of the five scales of the What Is Happening In this Class (WIHIC) questionnaire. The scale to measure Attitude to Science was drawn from the Test of Science Related Attitudes (TOSRA). Using the statistical package SPSS, gender differences and year level differences were examined for each of the scales. Results showed that the females rated the scales of Teacher Support and Equity more highly than did the males but the males had a more positive attitude to science than did the females. The Year 9 students were considerably less positive than those from years 8 and 10 on all three scales. Of the three scales, Equity received the highest rating across all the groups, while Attitude scored the lowest. Regression analysis showed statistically significant and positive associations between Attitude to Science and the Teacher Support and Equity scales. These results were consistent when tested separately for the male and female students, and for each of the year levels. To gain insights into science teaching and learning from a teacher’s perspective, one primary teacher, two high school teachers, and one pre-service teacher were interviewed. Their comments were found to support the quantitative results in that they agreed that teacher actions or inactions within the learning environment would affect the students’ attitude to science.
They expressed the view that students needed to feel able to ask questions without criticism and receive the help they needed to progress, which corresponded to the Teacher Support scale. They also felt that it was not appropriate for teachers to favour any group of students over any other, thus supporting the concept of the Equity scale. The findings will assist teachers to develop strategies to address the problem of students’ declining attitude to science, a problem that is viewed as a potential threat to the economic future of Australia.

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16

McLaughlin, Juliana M. "The outcomes of the Australian/Papua New Guinean secondary school students' project: An analysis from a postcolonial perspective". Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36673/1/36673_Digitised%20Thesis.pdf.

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Foreign aid evolved as a moral responsibility of developed nations to developing countries. Foreign study through educational scholarships has become a major consumer of education assistance. This thesis is concerned with the outcomes of foreign assistance to PNG education. Specifically, this study focused on the exploration of the outcomes of the Secondary School Students' Project (SSSP) from the perspectives of the recipients. The SSSP was funded under the Australian aid program. A postcolonial theoretical framework was developed and guided this research. Employing a qualitative design, this study sought to explore the perception of the recipients and issues concerning their experiences in Australian private boarding schools and on return to PNG. A case study approach was adopted. In-depth interviews, focus groups, a qualitative survey and document analysis were used as data collection methods. This study involved a total of 164 participants consisting of SSSP graduates, National Department of Education (NOOE) coordinators, personnel from tertiary institutions, employers, parents and guardians. The analysis of SSSP recipients' experiences was based on a postcolonial theoretical framework and related literature on colonial history and legacies including neo-colonialism and internal colonialism. A postcolonial rethinking of modernist discourses included a critique of dependency theory, education for development, modernisation and human capital assumptions. The case study revealed that foreign secondary education maintains personal benefits for recipients. However, the educational provision conditions the recipients to aspire to a colonial identity. It was found that the intended contribution of foreign education for national development of the recipient country is highly dependent upon the political, economic, social and cultural issues within the postcolonial state. The major themes emerging from this study revealed that cultural politics in postcolonial states can influence the outcomes of foreign funded educational projects. Cultural politics are profoundly influenced by a colonial historical value of western education and cultural hybridity (of traditional, Melanesian ethnicity and western culture). Consequently, the ambivalence (simultaneously attraction and repulsion) that exists in dynamic ways in contemporary society characterises bureaucratic, cultural and social practices. Papua New Guinea needs to define its own identity and its destiny.

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Paynter, Christine, i n/a. "A profile of the away from home Year 12 college student in the A.C.T". University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061031.151506.

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Questionnaires were administered to 118 Secondary College students in the A.C.T. to obtain quantitative data about the students' self perception, about their friendship groups, their relationships with the other members of their family, their attitudes to their education and their employment experiences and expectations. The data also identified away from home students and at home students. The data obtained from these two student groups was analysed. The away from home group of students were then interviewed individually and qualitative data analysed for recurring themes and a profile of the away from home Year 12 student emerged. The away from home students in this A.C.T. study had been through periods of unstable accommodation, poverty, family distress, leaving school or changing schools and had made a conscious decision to complete their Year 12 Certificate to improve their employment opportunities. As a result of this study predictive indicators for an away from home student were generated. Following these findings an understanding of the specific issues and needs of away from home students can be encouraged among student welfare groups, parents and other educational/ welfare bodies. This in turn should assist the student achieve his or her educational outcomes and academic success.

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Grote, Ellen. "An ethnography of writing : the writing practices of female Australian indigenous adolescents at school". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1675.

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The lack of success in addressing the educational needs of Aboriginal English (AbE) speaking adolescents is evidenced by consistently lower outcomes in literacy than those of their non-Indigenous peers. Differences in literacy levels between Indigenous girls and boys suggest that gender is an influential factor in literacy achievement. This ethnographic study explores cultural and gender influences on the writing practices of a group of female Indigenous adolescents in the cross-cultural context of an urban Western Australian secondary school.

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

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

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Patis, Anthony Powis, i n/a. "Senior school writing : a study of the content and form of writing in senior secondary English". University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061031.142022.

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This study focuses on the writing of senior students in the subject English at an ACT secondary college. Several features of the ACT education system are relevant. There is a high retention rate, so the sample is a broad one. The curriculum is school based, as is assessment. There are separate courses for those seeking tertiary entrance (TE) and those seeking to complete their education at Year 12 (Accredited). The theoretical basis of the study is provided by the work of a number of linguists with an interest in school language, in particular Graham Little. 255 samples of writing have been analysed, taking account of the function and forms of language. The function, or meaning, has been analysed in terms of content, abstraction, purpose and audience. The writing in the Accredited course is evenly distributed between the human and material worlds, three quarters is informational and one quarter Imaginative. The level of abstraction shows a predominance of reporting and generalising. Writing in the TE course is 60% concerned with the human world and reaches higher levels of abstraction such as speculation and hypothesising. The audience is academic. Compared with earlier findings, this study shows more human content and higher levels of abstraction. Language functions through selective use of forms. The aspects of form analysed are vocabulary, abstraction of noun phrase, sentence length and sentence sequencing. Figures produced were largely consistent with earlier studies; however the TE group shows higher syllable counts, greater abstraction of noun phrase and longer sentences than the Accredited group. Creative writing brings the groups closest together. Handwriting, spelling and punctuation are examined. Handwriting is always legible, spelling close to 98% correct and 84% of full stops are correctly used. A small number of scripts produce most of the errors in both spelling and punctuation. The achievement of students as revealed by this study of writing is consistent with earlier studies although the students represented here demonstrate higher levels of abstraction. The curriculum contains more human content and is commendably comprehensive, although there is less poetic and expressive writing than might be expected. This form of language analysis is recommended for its concentration on the language actually produced in class, the insights it provides for teachers and the information it provides for meaningful public discussion of education.

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Razmjoee, Maryam. "Classroom assessment adjustments, academic achievement, academic wellbeing: a mixed methods study of australian secondary school students with and without disabilities". Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/680024b4711da8cc38cabe6daaf7dc9e6836c063b678b7e040e7d19e0527d12c/6772219/Razmjoee_2021_Classroom_assessment_adjustments_academic_achievement_academic_%5BREDACTED%5D.pdf.

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This mixed methods study examined the relationship between academic achievement and academic wellbeing for students with and without disabilities, and the effect of the provision of assessment adjustments on achievement and academic wellbeing for students with disabilities, in Australian mainstream secondary schooling. The study is framed through the biopsychosocial model of disability and social-cognitive theory, emphasising the interactional nature of disability with personal and environmental factors. Although correlational studies examining relationships between achievement and academic wellbeing have been undertaken elsewhere, this study provides evidence about the nature of these relationships for students in Australia. Further, a qualitative study was undertaken to provide new insights into how academic achievement and wellbeing are related for students with disabilities in inclusive education settings. In these settings, adjustments to enable students to demonstrate their achievement are expected in law and policy. A two-strand parallel mixed methods design was used with data collected from two independent groups of participants. In Strand 1 of the study, a correlational study was conducted with 42 students with disabilities and 80 students without disabilities in classrooms in mainstream schools in Australia. Students in the middle years of schooling (Years 7-10) are particularly at risk of not completing school. The students completed the Academic Wellbeing Questionnaire comprised of three research scales: (a) the Self Description Questionnaire II (SDQ-II); (b) the Intellectual Achievement Responsibility Scale (IAR); and (c) the subscale of School Satisfaction from The Multidimensional Student’s Life Satisfaction Scale (MSLSS; Huebner, 1994). Information recorded by schools for the Nationally Consistent Collection of Data (NCCD) was used to identify the level of implemented adjustments in the classroom for students with disabilities. Student achievement data in English and Mathematics based on classroom assessments were provided by schools. Strand 2 of the study consisted of two segments, individual qualitative case studies and cross-case analysis with four case study students. These students completed structured and semi-structured surveys from the Adjustments in Classroom Assessment Project (ACAP) study as well as the Academic Wellbeing Questionnaire. Classroom assessment tasks, adjustments and student assessment responses were collected for the case study students. The first segment of Strand 2 of the study explored how teachers adjusted teacher-designed classroom assessment tasks for four case study students with regard to impairments in access skills and target skills that were assessed by a task. The tasks were summative assessment tasks intended to contribute to reporting to parents but also to have a formative assessment role to contribute to improving student learning. The perceptions of the students, parents, and teachers were explored as to how the provided adjustments related to student outcomes in focus subject areas. The provided assessment adjustments enabled the case study students to demonstrate their knowledge, although not all students were satisfied with their outcomes. The second segment of Strand 2 of the study investigated the academic achievement of case study students in relation to their academic wellbeing under adjusted assessment conditions. The synthesised findings of this study indicated that students with disabilities in inclusive education in mainstream schools are not necessarily low achievers but can reach a level of achievement in some or even all subject areas similar to students without disabilities. The perception of students with and without disabilities about academic abilities, especially in mathematics, was related to their achievement level. Students with and without disabilities had a similar thinking style about academic responsibility. This meant that they were more likely to take internal responsibility for academic success than failure. Findings indicated that students both with and without disabilities were predominantly satisfied with school but the level of school satisfaction of students with disabilities related to their academic achievement, especially in mathematics. The provision of classroom assessment adjustments bridged the gap between the academic achievement and academic wellbeing of students with disabilities to be comparable to their peers without disabilities, especially in mathematics. Overall, this research sheds light on how access to classroom assessment adjustments enables students with disabilities to undertake assessment tasks on the same basis as students without disabilities, which may, in turn, improve their academic achievement outcomes and academic wellbeing.

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Hurem, Aida. ""We need the chance to speak for ourselves": Exploring the social wellbeing, connectedness and belonging of international students in Australian secondary schools". Thesis, Griffith University, 2022. http://hdl.handle.net/10072/414289.

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International education has been one of the major non-resource exports, and the largest service export, for economic growth in Australia over the past 20 years. With the majority of international students studying in Australian universities, little attention has been paid to the experiences of international students in Australian high schools, and even less research has focused on their lived experiences and their sense of belonging and wellbeing. To bridge this gap, this research aimed to investigate the unique needs and experiences of this under researched student population as part of a larger Australian Research Council (ARC) funded project. The study was conducted using an online survey, with 225 international students in Australian independent private and public high schools Years 10-12 (93 males, 129 females, 3 other gender identities) who completed quantitative and qualitative components of the survey. The results were supplemented with interview data from the wider project (7 transcripts). Students’ sense of belonging to their home country, to Australia, the quality of their face-to-face and online friendships, and their sense of connectedness to their host school were entered as predictors to explain students’ social wellbeing. Each explained variance in social wellbeing, with school connectedness and sense of belonging in Australia the strongest predictors. The qualitative findings demonstrated that international students had a strong desire, but also barriers, to forming friendships with domestic students and a greater need for social support and assistance. International students recommended more shared activities and cultural sharing events to help bridge the language and cultural barriers, as well as the sense of otherness that prevents the formation of such friendships. Together, the quantitative and qualitative findings suggest that international students’ social wellbeing can be promoted through inclusive and proactive strategies for engaging international students with their school community, with teachers and students, as well as the broader Australian community. Further, analysis of the time that students were in Australia suggested that there were key periods (after 2 months but before 5 years) where belonging and connectedness were reduced. This suggests that orientation activities are not sufficient and ongoing opportunities should be provided to share their own, and be a part of Australian, culture. In addition, the results revealed no statistically significant differences in the way students connected to others (either face-to-face or online). Students also reported that, despite some negative online experiences, online connection brought about more benefits than harms. When considering gender differences, females reported greater use of social media, email and online phone calls, as well as stronger online friendships than males, while males reported significantly more negative experiences online. While not all students experience negative online encounters, the significance of these encounters (e.g., racism, sexism, harassment, and other acts of cyberbullying) suggest that even rare experiences should be considered seriously. International students are exposed to negative experiences that relate to their race or language barriers, which may hamper their social wellbeing through heightened fear, self-doubt, or reluctance to engage. As such, cybersafety and diversity and inclusion actions can be implemented at school and policy levels to protect students from diverse backgrounds whether they are engaging online or in-person. The thematic analysis produced six key themes regarding ways in which international students’ lives could be made happier. These were through greater 1) friendships and support, 2) support and recognition of academic pressures, and 3) acceptance of diversity in culture and language, 4) autonomy and control over their lives in homestays, school, and personal expression, and through mitigating the negative impacts of 5) racism and negative ethnic stereotypes, and 6) the stressor of students’ moral responsibilities and obligation, especially towards family and academic achievement. It must be noted that the study was designed to promote the individual voices of students, and as such may not be representative of all international students. The responses demonstrated a great deal of diversity of experience, as well as diversity of backgrounds. Despite this, the current findings do provide a deeper understanding around the experience of international secondary school students in Australia. Schools, policy makers, and the wider Australian community can use the current findings to assist international students in their quest to belong, form meaningful relationships, and complete their education with the best possible academic and emotional outcomes.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Corbett, Scott. "Influence of a drama based education program on the development of empathy in year 10, Western Australian students". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2223.

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The purpose of this study was to understand which elements of the drama processes are most conducive to increasing empathy in adolescents. Empathy can have a significant impact on situational and dispositional pro-social behaviour in adolescents. It is positively related to moral development, healthy relationships and problem-solving skills; and negatively related to bullying behaviour, aggression, and victimisation. The practice of Creative Drama, in particular the work of Dorothy Heathcote and Bruce Burton, has informed drama programs that foster empathy in participants. This process, combined with the Actor Training system of Constantin Stanislavski, and the Forum Theatre model developed by Augusto Boal, was tested for its efficacy in increasing empathy in adolescents. This study took the form of a ten-week drama-based program intervention (The Empathy Program) conducted at one secondary school in the Perth metropolitan area with a group of Year 10 students. A constructivist, mixed methods approach was utilised to frame the study. Data was collected through structured self-response surveys for students in both experimental and control groups, as well as semi-structured written reflections completed by students in the experimental group after each week of the intervention. Findings of this research showed a significant increase in participant empathy, which highlights the potential for drama to improve student empathy. Results also detailed six key elements that were effective in the development of empathy amongst participants, including explicit instruction and the importance of imagination and role-play. This research reflects the important role that drama can have in the social and emotional development of young people and recommends strategies for inclusion in current drama pedagogical practices.

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Frisina, Wendy-Cara. "Factors influencing students who continue or discontinue their music studies from year 8 to year 9: A survey of selected Western Australian secondary schools". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1061.

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This research examined the most significant factors which influence students' decisions to continue or discontinue their music studies from Year 8 to Year 9, in selected Western Australian Secondary Schools. The research was conducted during term 4, 2000. Results from the questionnaires were analysed and interpreted to determine the most significant factors which contribute to the discontinuation or continuation of instrumental music studies. Analysis of data examined factors as to why students continued or discontinued learning music or studying an instrument. Findings indicated that students' self-concept and music ability levels strongly influence the success or failure of a student undertaking music studies. Career choice, parental influence, parental support, peer pressure, time commitment, part-time work, teacher influence, choice of music studied and the fear of failure are the main contributors for students discontinuing their instrumental studies. Through the recognition of the most common problem areas it may be possible to assist with strategies to promote the retention rate of students in music studies. This study may assist non-music teachers to appreciate problems and help them to perceive music as part of the school program.

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Muir, Brigid Mary. "An eye-opening experience: Building secondary students' intercultural understanding and empathetic, active citizenship through a humanitarian trip to Vietnam". Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205384/2/Brigid_Muir_Thesis.pdf.

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This qualitative study explored the effects of a humanitarian-focused trip to Vietnam in 2017 on secondary students from a Queensland independent school investigating how this form of learning was transformative. Qualitative data obtained allowed the researcher-participant to record and observe this change with the application of thematic codes aligned inductively to distinct themes within the data. Hammer’s (2011, 2012) Intercultural Development Continuum provided the conceptual framework for this study. This research contributes to understanding the value of Australian secondary school students’ intercultural encounters in an Asian country, with the findings indicating a development of intercultural understanding, active citizenship and empathy.

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Hogan, Bernard Michael, i n/a. "The Internet as a Research and/or Communication Tool to Support Classroom-Based Instruction: Usage, Value, and Utility for Post-Secondary Students". Griffith University. School of Film, Media and Cultural Studies, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040719.124141.

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Recent research indicates that the Internet (or Net) is currently being used at many post-secondary institutions in support of traditional, classroom-based instruction. From 1994 to 2002, the percentage of post-secondary classes using the Web as a research tool and E-mail as a method of communication has increased almost ten fold. An extensive literature on the evaluation of the Internet as an educational technology has developed in recent years; however, there are some gaps that need to be filled to provide a more complete understanding of the Internet and its use by post-secondary students. First, most of the studies focus primarily on student usage of the Net, and less so on the value (or the advantages and disadvantages) and the utility (or usefulness) associated with that usage. Second, many of these studies make a distinction between the research and communication functions of the Internet. While I argue that this is an appropriate distinction, many examine one function or the other only and not both simultaneously. The central research problem that this study addresses is helping to fill those two gaps in the evaluation literature by examining in detail student usage, value and utility of the Net as a research and/or communication tool for post-secondary students in support of classroom-based instruction. Drawing upon work from the fields of media studies, learning theory, and theories of communication, I establish a "Net as Tool" framework and adopt a uses and gratifications approach to examine student use of the Net. The three main inter-related concepts of usage, value and utility are used as organizing themes for the study, and I designed and developed a survey instrument to gather original quantitative data from post-secondary students in both Canada and Australia to fully examine those concepts. Two focus group sessions were designed to supplement this quantitative data with qualitative findings (and to generate more in-depth insights into student usage, value and utility of the Net as a research and/or communication tool). The results presented in this study have both theoretical and practical importance. In regards to the theoretical side, I have identified the underlying dimensions of usage, value, and utility, and highlighted what makes the Net valuable and useful as a research and/or communication tool. Additionally, I have identified the factors which are related to usage, value, and utility, and explored the inter-related nature of those three concepts. I concluded my study with an outline of the importance of the skill of digital literacy so that students can cope effectively with the online environment. These findings are significant because they help to fill some specific gaps in the evaluation knowledge of the Net in post-secondary education. In addition, I have developed a practical strategy which suggests how the Net could be used most effectively by students as a research and/or communication tool in support of classroom based instruction. The areas addressed by the strategy include access, infrastructure, technical support, training, integration into the curriculum, and appropriate use of the tool. The overall strategy is important because it contributes to our understanding of the Net as an educational tool, and it outlines ways to address the issue of the digital divide within post-secondary education. It is hoped the strategy will be useful to training staff, post-secondary administrators, instructors, and students.

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Hogan, Bernard Michael. "The Internet as a Research and/or Communication Tool to Support Classroom-Based Instruction: Usage, Value, and Utility for Post-Secondary Students". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366273.

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Recent research indicates that the Internet (or Net) is currently being used at many post-secondary institutions in support of traditional, classroom-based instruction. From 1994 to 2002, the percentage of post-secondary classes using the Web as a research tool and E-mail as a method of communication has increased almost ten fold. An extensive literature on the evaluation of the Internet as an educational technology has developed in recent years; however, there are some gaps that need to be filled to provide a more complete understanding of the Internet and its use by post-secondary students. First, most of the studies focus primarily on student usage of the Net, and less so on the value (or the advantages and disadvantages) and the utility (or usefulness) associated with that usage. Second, many of these studies make a distinction between the research and communication functions of the Internet. While I argue that this is an appropriate distinction, many examine one function or the other only – and not both simultaneously. The central research problem that this study addresses is helping to fill those two gaps in the evaluation literature by examining in detail student usage, value and utility of the Net as a research and/or communication tool for post-secondary students in support of classroom-based instruction. Drawing upon work from the fields of media studies, learning theory, and theories of communication, I establish a "Net as Tool" framework and adopt a uses and gratifications approach to examine student use of the Net. The three main inter-related concepts of usage, value and utility are used as organizing themes for the study, and I designed and developed a survey instrument to gather original quantitative data from post-secondary students in both Canada and Australia to fully examine those concepts. Two focus group sessions were designed to supplement this quantitative data with qualitative findings (and to generate more in-depth insights into student usage, value and utility of the Net as a research and/or communication tool). The results presented in this study have both theoretical and practical importance. In regards to the theoretical side, I have identified the underlying dimensions of usage, value, and utility, and highlighted what makes the Net valuable and useful as a research and/or communication tool. Additionally, I have identified the factors which are related to usage, value, and utility, and explored the inter-related nature of those three concepts. I concluded my study with an outline of the importance of the skill of digital literacy so that students can cope effectively with the online environment. These findings are significant because they help to fill some specific gaps in the evaluation knowledge of the Net in post-secondary education. In addition, I have developed a practical strategy which suggests how the Net could be used most effectively by students as a research and/or communication tool in support of classroom based instruction. The areas addressed by the strategy include access, infrastructure, technical support, training, integration into the curriculum, and appropriate use of the tool. The overall strategy is important because it contributes to our understanding of the Net as an educational tool, and it outlines ways to address the issue of the digital divide within post-secondary education. It is hoped the strategy will be useful to training staff, post-secondary administrators, instructors, and students.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Film, Media and Cultural Studies
Faculty of Arts
Full Text

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Harms, Craig. "Goal motivation, academic outcomes, and psychological distress of a group of Australian secondary students : scale refinement and an extension of the Ingledew, Wray, Markland, and Hardy (2005) model". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/136.

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Beliefs held about personal goals are termed goal dimensions. When applied to academic goals, goal dimensions represent a form of academic motivation. The purpose of this research was to examine if a model of goal dimensions developed by Ingledew, Wray, Markland, and Hardy (2005) in a business setting with adults could be applied to explain academic outcomes and psychological distress of two hundred and sixteen Australian final-year secondary students who were striving to gain a place at a university. Structural Regression (S-R) Analysis was used to examine the effect of the goal dimensions on psychological distress at Time 1 (April); psychological distress at Time 3 (September) while accounting for psychological distress at Time 1; and psychological distress at Time 3 as well as overall final academic performance, with consideration given to the effect of sense of goal progress and use of self-regulated learning strategies assessed at Time 2. Although not intended as a major part of the current research, several alternative models were developed for the scales that were used in the present study. Findings from the substantive analysis indicated that supportive beliefs about this personal goal were predictive of fewer symptoms of concurrently measured psychological distress. These findings were most clearly demonstrated when an S-R (of a substantially modified version of the Ingledew et al. model) rather than a Path Analysis was conducted. Supportive goal beliefs were also predictive of subsequent beliefs about goal progress and academic performance.

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Hannant, Kathleen Erin. "Student knowledge of curriculum literacies as they enter high school". Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/79595/1/Kathleen_Hannant_Thesis.pdf.

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This study explores students' perceptions of their learning, particularly their knowledge of writing, in their first year of high school. Conducted in a large regional high school, the researcher worked with two Year 8 teachers in the subjects of English, Science and History to apply Systemic Functional Linguistics in the development of lessons with a specific focus on writing. This Design Based Research project revealed how external and internal factors are impacting on teachers' abilities to improve students' knowledge and understandings of how specific subjects organise and represent information, particularly through writing.

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Suliman, Rosemary, University of Western Sydney, of Arts Education and Social Sciences College i School of Psychology. "The motivational and linguistic context of the school achievement of Lebanese-background students in high schools in South-western Sydney". THESIS_CAESS_PSY_Suliman_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/94.

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The purpose of this thesis is to examine the educational outcomes of Lebanese-background students in high schools in South-western Sydney, and to investigate some of the factors contributing to their pattern of achievement. The main thrust of this study is to empirically examine in detail two factors which are strong contributors to school achievement. The first is the motivational goals of these students. The second is the Language proficiency of Lebanese-background students in their first language (Arabic) and their second lanaguage (English). The study involves quantitative analyses of two sets of questionnaires administered to all the Year 9 students in three South-western metropolitan Sydney high schools. The Year 10 School Certificate results of this same group of students was then used to measure their level of achievement. Four groups were established for comparison: the non-Lebanese-, English-, Chinese- and Vietnamese- background groups. This study is contextualized within a discussion of some of the family factors which contribute to the achievement of migrant children in schools. Of particular relevance to Lebanese-background students are the socio-economic and educational background of parents, and the historical and social context of the Lebanese in Australia. The thesis concludes by putting forth some recommendations which involve the collaborative efforts of the home, the school and the community, suggesting that part of the solution lies in this collaborative effort. Boundaries can be crossed and stereotypes changed only through a concerted effort by the three sides
Doctor of Philosophy (PhD)

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31

Punch, Renee J., i n/a. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes". Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060608.124321.

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In Australia, as in most English-speaking countries, increasing numbers of children with significant hearing loss are being educated in regular classes with the support of itinerant teachers of the deaf, rather than in segregated settings. These students primarily use their amplified residual hearing and communicate orally, and may be functionally defined as hard of hearing. This thesis reports on a study investigating the career development of hard of hearing high school students attending regular Year 10, 11, and 12 classes with itinerant teacher support in the Australian states of Queensland and New South Wales. The students had bilateral sensorineural hearing losses ranging from mild to profound. The study sought to identify and analyse the key factors that influence the career development of this population. The design of the study was informed by Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), with its emphasis on cognitive variables, personal agency, diversity, and contextual influences, and the developmental theory of Donald Super and its associated concept of career maturity (Super, 1980; Super, Savickas, & Super, 1996). The study also investigated the social participation of hard of hearing adolescents and the relationship among the students' perceptions of their social participation, their social self-concept, and their career decision-making. The research was conducted using a three-phase, mixed methods approach incorporating two major phases, one quantitative and one qualitative, preceded by a minor, preliminary phase. The preliminary, exploratory phase of the study was included in order to guide the design of the survey instrument, and in particular the section covering perceived career barriers, an area not discussed in the literature for this population. Interviews were conducted with four hard of hearing Year 12 school students and four hard of hearing first-year university students who were recent school-leavers. In phase two, sixty-five hard of hearing students were compared with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, social participation and three variables associated with Social Cognitive Career Theory: career decision-making self-efficacy, outcome expectations, and goals. In addition, predictors of career maturity were tested for both groups. Phase three comprised the collection and analysis of qualitative data from interviews with a proportion of the survey respondents to explore the quantitative results in greater depth. Twelve students with hearing losses ranging from moderate to profound participated in these interviews. Results of the quantitative analysis indicated that (a) the two groups did not differ on measures of career maturity or social participation, (b) the Social Cognitive Career Theory variables were less predictive of career behaviours for the hard of hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on the measure of career development attitudes for the hard of hearing students. The quantitative data also showed that survey respondents reported high levels of anticipation of some hearing-related barriers to achieving their educational or career goals, particularly 'people not understanding my hearing loss.' The results of the qualitative analysis extended many of the quantitative findings, yielding information and insights inaccessible through traditional quantitative methods. The qualitative findings revealed ways in which students perceived potential barriers, how they felt about them, and ways in which their perceptions of barriers influenced their career choice and decision-making. In addition, the qualitative findings revealed a complex interaction among students' social participation with their peers, their experiences of other people's negative reactions, their self-consciousness about their hearing loss, their fears about mishearing people, and their career decision-making. In sum, the study identified potential career barriers as a key factor influencing the career development of this group of hard of hearing students, and clarified understanding of the way in which their social self-concept interacted with their career development. The study's findings contribute to current knowledge and understanding of the career development of adolescents with significant hearing loss who attend regular classes with itinerant teacher support in two states of Australia. The thesis discusses implications for theory and for practice that have arisen from the study, and sets out recommendations for ways in which the career development and transition of this population might be improved.

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Punch, Renee J. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366624.

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In Australia, as in most English-speaking countries, increasing numbers of children with significant hearing loss are being educated in regular classes with the support of itinerant teachers of the deaf, rather than in segregated settings. These students primarily use their amplified residual hearing and communicate orally, and may be functionally defined as hard of hearing. This thesis reports on a study investigating the career development of hard of hearing high school students attending regular Year 10, 11, and 12 classes with itinerant teacher support in the Australian states of Queensland and New South Wales. The students had bilateral sensorineural hearing losses ranging from mild to profound. The study sought to identify and analyse the key factors that influence the career development of this population. The design of the study was informed by Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), with its emphasis on cognitive variables, personal agency, diversity, and contextual influences, and the developmental theory of Donald Super and its associated concept of career maturity (Super, 1980; Super, Savickas, & Super, 1996). The study also investigated the social participation of hard of hearing adolescents and the relationship among the students' perceptions of their social participation, their social self-concept, and their career decision-making. The research was conducted using a three-phase, mixed methods approach incorporating two major phases, one quantitative and one qualitative, preceded by a minor, preliminary phase. The preliminary, exploratory phase of the study was included in order to guide the design of the survey instrument, and in particular the section covering perceived career barriers, an area not discussed in the literature for this population. Interviews were conducted with four hard of hearing Year 12 school students and four hard of hearing first-year university students who were recent school-leavers. In phase two, sixty-five hard of hearing students were compared with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, social participation and three variables associated with Social Cognitive Career Theory: career decision-making self-efficacy, outcome expectations, and goals. In addition, predictors of career maturity were tested for both groups. Phase three comprised the collection and analysis of qualitative data from interviews with a proportion of the survey respondents to explore the quantitative results in greater depth. Twelve students with hearing losses ranging from moderate to profound participated in these interviews. Results of the quantitative analysis indicated that (a) the two groups did not differ on measures of career maturity or social participation, (b) the Social Cognitive Career Theory variables were less predictive of career behaviours for the hard of hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on the measure of career development attitudes for the hard of hearing students. The quantitative data also showed that survey respondents reported high levels of anticipation of some hearing-related barriers to achieving their educational or career goals, particularly 'people not understanding my hearing loss.' The results of the qualitative analysis extended many of the quantitative findings, yielding information and insights inaccessible through traditional quantitative methods. The qualitative findings revealed ways in which students perceived potential barriers, how they felt about them, and ways in which their perceptions of barriers influenced their career choice and decision-making. In addition, the qualitative findings revealed a complex interaction among students' social participation with their peers, their experiences of other people's negative reactions, their self-consciousness about their hearing loss, their fears about mishearing people, and their career decision-making. In sum, the study identified potential career barriers as a key factor influencing the career development of this group of hard of hearing students, and clarified understanding of the way in which their social self-concept interacted with their career development. The study's findings contribute to current knowledge and understanding of the career development of adolescents with significant hearing loss who attend regular classes with itinerant teacher support in two states of Australia. The thesis discusses implications for theory and for practice that have arisen from the study, and sets out recommendations for ways in which the career development and transition of this population might be improved.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
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Pennell, Donna Michelle. "How do schools view legal solutions in the prevention and intervention of cyberbullying?" Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213019/1/Donna_Pennell_Thesis.pdf.

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This study considers public calls for the law to stop youth cyberbullying. Adopting social-ecological theory, a legal approach was considered alongside roles of schools in reducing student cyberbullying. A qualitative case study of two independent secondary schools was undertaken. Data came from anti-cyberbullying policy documents, interviews with leaders, key staff, and parents, and from focus groups conducted with students and teachers. Thematic content analyses revealed a uniquely-informed understanding of legal and societal influences on schools; the role of a cyberbullying-specific law; and for inter-systemic legal and educational solutions that warrant further investigation. Recommendations included improving community responses to youth cyberbullying.

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Clayton, Kaylene. "The Influence of Metropolitan Brisbane Middle-School ICT Experience on Girls' ICT Study and Career Choices". Thesis, Griffith University, 2009. http://hdl.handle.net/10072/365481.

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The under-representation of women entering into Information and Communication Technology (ICT) programs is a long-standing and increasing problem, commonly referred to as the shrinking IT pipeline. Over the past two decades, numerous studies have investigated the low and declining female participation in the ICT educational and vocational pipeline and have identified various factors that may influence female ICT career decisions. Some of the factors identified include national and organisational culture, lack of, or poor quality ICT career information, societal influences, discriminatory work environments, practices and policies, along with the need for appropriate ICT role models. If you add to this mixture the changing and individual needs of the students, the problem becomes increasingly complex. While some studies in this area have contributed by identifying issues and making recommendations for change, some of which have been instituted, many of the efforts have centred on senior secondary school and tertiary students. However, many of the decisions that affect future career choices have already been made by this stage and there is a lack of research exploring Australian primary and lower secondary student ICT experiences and attitudes, prior to their elective subject selections. This thesis, conducted in the emerging transdisciplinary field of Social Informatics, involves an embedded single case study of metropolitan Brisbane middle-school students. It explored the ICT attitudes and perceptions of Year 4 and Year 8 students, their ICT experiences at home and at school and the influence that these ICT perceptions, attitudes and experiences have on girls’ ICT study and career choices. This study drew on literature from a variety of research disciplines including IS and computer science, education and educational psychology, career psychology, psychology, gender science and sociology. The setting for the case study involved three school types, with strong links between the Year 4 and Year 8 levels, including a government (free tuition) coeducational school, a private (tuition charged) female single-sex school and a private (tuition charged) coeducational school. In total, 58 Year 4 and Year 8 classroom visits took place. The classroom observations lasted from one lesson block (approximately 1 hour) up to a full day, depending on the availability of the students and the type of activities planned. Eleven semi-structured group interviews were held involving 49 Year 4 students and 20 Year 8 students, and individual semi-structured interviews were conducted with six teachers. These interviews generally took place at the end of the respective school term and lasted for approximately thirty minutes each. Information about classroom ICT artefacts and documents that provided information about curriculum, subject availability and subject selection options were also collected as they became available. The main findings were that middle-school girls' study and career choices take place in an environment specific to the culture in which the choices are made, in this case the Australian context, and involve social and structural factors and individual attributes. Socioeconomic factors further shaped ICT access, ICT resources and teaching to impact on the middle-school girls’ interest in ICT study and careers. The social factors included socialisers such as family and peer groups who act as positive and negative role models and share gender and ICT stereotypes. Parents also offered career advice to the students, but none of the parents encouraged the students to be involved in ICT pathways. The girls were enthusiastic and confident users of ICT, but some of the Year 8 girls were observed downplaying their scholastic ability, possibly to fit in with their peers. The media was also found to influence and reinforce the negative perceptions of gender roles and ICT stereotypes. Structural factors, including the teacher's interest and training in ICT, the curriculum content and teaching practice, and reliability of ICT resources, had a positive or negative influence on the students' ICT experiences. These experiences were important to the students’ motivation to choose ICT study and career paths. The Year 8 Computer Studies classes seemed to be used as a form of electronic babysitting, with the content and delivery given little importance. Moreover, this research confirmed that ICT subjects are regarded as being synonymous with computer literacy, and low-level skills are being taught in these classes. This study also demonstrated how the teachers’ ICT interest and enthusiasm influenced the implementation of ICT in their classroom and the enthusiasm of their students. All of the students in this study had access to computers at school and most had at least shared access at home. However, poor quality and unreliable ICT resources had a strong negative impact on the students’ desire to engage in ICT study or career paths. These ICT resources differed between schools, with low socioeconomic status schools having unreliable and poorly maintained ICT resources. Individual attributes, such as personality, aptitude and attitudes; goals and general schemata; subjective task value and interpretations of experience, were identified as being influential to girls’ ICT study and career choices. This study demonstrated that, by encouraging peer support and allowing exploration, the teachers increased the girls’ confidence and enthusiasm for ICT. Unlike the boys, the girls did not explore the computer, were generally compliant with the rules and concentrated on completing their work. However, the girls’ demonstrated compliance with classroom expectations and being careful with resources may discourage tinkering, which has been linked to increasing ICT interest and preparation for future ICT studies. While the girls were interested in using ICT, they expressed an ‘I can, but I don’t want to’ attitude towards ICT or being involved in the ICT field. Finally, the girls did not enrol in the ICT subjects as they felt that they did not fit the stereotypical image of someone who was interested in ICT. This research has shown that interest in ICT wanes in the late middle-school years and it is highly probable that most of the students in this study will not pursue an ICT career. As a result of this research, a Model of Girls’ ICT Study and Career Choices has been developed to illustrate the factors, and their interrelationships, that influence middle-school girls’ study and career choices. Furthermore, a number of recommendations for education authorities, schools and teachers have been proposed to address the problem.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Information and Communication Technology
Faculty of Science, Environment, Engineering and Technology
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Evans, Heather M. "A study of students' cultural background and teacher-student interpersonal behaviour in secondary science classrooms in Australia". Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1258.

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This thesis examines the cultural background of students and investigates differences in the way teachers interact with students of different cultural backgrounds. The study comprises three parts. Firstly, it validates the new classroom environment measuring instrument, the Cultural Learning Environment Questionnaire (CLEQ). This instrument is used for the first time to assess the cultural factors that students bring to their classrooms. Secondly, as well as providing validation data for the use of the Questionnaire on Teacher Interaction (QTI), it investigates associations between students' cultural background and their perceptions of student-teacher interactions. The third part of the study looks at whether the students' cultural background affects their attitudes and achievement. This study is significant because teachers in multicultural classrooms need to be informed about how cultural factors interact with student perceptions of their preferred student-teacher interpersonal behaviours. As a result of this study, a tool is now available that can be used by teachers to monitor what is occurring in their own classrooms and to guide improvements in their teaching, thereby leading to improved learning among students.

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Evans, Heather M. "A study of students' cultural background and teacher-student interpersonal behaviour in secondary science classrooms in Australia". Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11765.

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This thesis examines the cultural background of students and investigates differences in the way teachers interact with students of different cultural backgrounds. The study comprises three parts. Firstly, it validates the new classroom environment measuring instrument, the Cultural Learning Environment Questionnaire (CLEQ). This instrument is used for the first time to assess the cultural factors that students bring to their classrooms. Secondly, as well as providing validation data for the use of the Questionnaire on Teacher Interaction (QTI), it investigates associations between students' cultural background and their perceptions of student-teacher interactions. The third part of the study looks at whether the students' cultural background affects their attitudes and achievement. This study is significant because teachers in multicultural classrooms need to be informed about how cultural factors interact with student perceptions of their preferred student-teacher interpersonal behaviours. As a result of this study, a tool is now available that can be used by teachers to monitor what is occurring in their own classrooms and to guide improvements in their teaching, thereby leading to improved learning among 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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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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Loreman, Timothy J. (Timothy John) 1970. "Secondary school inclusion for students with moderate to severe disabilities in Victoria, Australia". Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/8824.

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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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Macdonald, Mary-anne. "Examining the perceived benefit of education for Aboriginal secondary students in Western Australia". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2087.

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Indigenous and remote Australians have lower education and employment levels than non- Indigenous and urban Australians and face continued socio-economic disadvantage. Many contemporary voices have called for quantitative evidence for Indigenous education policy. The current thesis responds to this gap in the literature by developing a factor model of Indigenous education engagement, and supports this with regression equations and qualitative interviews exploring the impact of various experiences on Indigenous engagement with secondary school. The current study found that, despite gap in attendance rates, Year 12 completion rates, and tertiary education enrolment and completion, Indigenous and non-Indigenous participants alike ascribed a high value to the benefit of completing secondary education. For both groups, students were more likely to attribute benefit to schooling when they encountered a Positive School Culture, Promotion of Indigenous Culture, Pathway Development, and opportunities to develop Self-Efficacy. Yet, Indigenous secondary students in this study who ascribed benefit to secondary education appeared to make that decision at an earlier age, and did not often ascribe equal benefit to higher education. Compared with non-Indigenous participants of the current research, Indigenous students make education decisions with the belief that it will be harder for them to attain success in post-secondary education due to lower academic achievement, social discourse and discrimination surrounding Indigenous identity, geographic remoteness, and economic concerns. Furthermore, qualitative analysis revealed that non-Indigenous secondary teachers are likely to look to more superficial aspects of culture, rather than the epistemological and ontological aspects desired by Indigenous students, when developing a culturally inclusive environment. Finally, the Revised Factor Model developed in this thesis explained 46% of the total variance amongst variables measuring student experiences of and attitudes toward the utility of education.

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Florisson, Steven J. "Aboriginal Students Perceptions Of The Effect Of Vocational Education And Training On Post School Experiences". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1547.

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Over the past decade there have been dramatic and unprecedented changes in post compulsory education, with an increase of over 40% for year 12 retention rates to 76.6% in 1992 and huge expansion of year 11 and 12 vocational education and training programs. However, for Aboriginal past compulsory age students, the picture is very different. In 1993 the year 12 Aboriginal retention rate was only 24.48% or 982 students (Australia wide), and by 1996 only 10% of the indigenous 15 and older population had any post school qualification, compared to 35% of the total population. Only 34% of West Australian Indigenous 15 to 24 year olds were employed compared with 56% of the total population. Aboriginal students not participating in education have been the subject of many reports, reviews and studies, but few of these have looked at Aboriginal vocational education and training and even fewer at the Aboriginal students own perception of education. The purpose of this study is to explore and describe the experience of Aboriginal students who have been involved in secondary school vocational education and training programs at Wongutha Christian Aboriginal Parent-directed School (Wongutha CAPS) to ascertain particular experiences that affected the students in their post school situations. Apart from the value of sharing the experiences of Aboriginal students, it is anticipated that the conclusions of this study will: help identify methods of training that have been effective for Aboriginal students, help identify particular courses that more readily articulate into further training and employment, help identify the specific needs of Aboriginal vocational education and training students, help identify factors which have led to poor year 11 and 12 retention levels, and poor participation rates in employment, assist educators in developing vocational education and training curriculum that is relevant to the needs of Aboriginal students, and deleting from vocational education and training programs material that is not relevant. This study provides educators with a student's "inside view” of vocational education and training experiences. The study involves post secondary Aboriginals who participated in secondary vocational education and training programs at Wongutha CAPS for a period of six months or longer at some time within the past nine years. The study utilises a phenomenological methodology with data collection by interview.

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Wilson, Steve, of Western Sydney Nepean University, Faculty of Education i School of Teaching and Educational Studies. "Student participation and school context: a case study of Barracks High School". THESIS_FE_TES_WILSON_S.xml, 1988. http://handle.uws.edu.au:8081/1959.7/30.

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This thesis reports the results of a single site case study conducted in Barracks High School, a comprehensive High School in metropolitan Sydney. The focus of the study was the relationship between student participation and school context in Barracks High. Underpinning the study is the notion of 'meaningful' participation: that is, participation by students that has real meaning to them, to teachers, and for the real work of the school. This notion is explored in the review of related literature, and in the results of the study as they are presented in the thesis. The study involved persistent researcher engagement in school life, leading at times to forms of 'intervention research'.A highlight of the research was the identification and dissemination by the researcher of participant 'voices' within Barracks High as a means of drawing attention to participation issues in the school. The study found that contextual dimensions at Barracks High operated at a ratio of two to one against the achievement of meaningful forms of student participation. The thesis concludes by suggesting that complex problems require holistic solutions, and suggests a framework of principles and strategies for building meaningful participation in schools
Doctor of Philosophy (PhD)

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Glynn, Warrick. "Non-hegemonic masculinities and sexualities in the secondary school : construction and regulation within a culture of heteronormativity /". Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/1007.

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This project looks at the ways in which masculine identities are constructed and perceived in secondary schools. It identifies some of the links between broader gender politics and the more specific area of masculinities as they apply to the lives of gay-identified and non-identified secondary school students. Through focussed discussion with groups of students the research describes types of behaviours that are characterised by students as desirable or undesirable and the perceived relationship of such behaviours with particular sexualities. In this thesis I interrogate the treatment (including bullying, harassment and lack of acknowledgment of the gay experience), in schools, of boys who express gender unorthodoxy/non-hegemonic masculinities. In order to understand this behaviour I look at the means of control of such expressions as exercised by other students and teachers and explore the motivation behind this control. Through listening to the stories of students I identify the need to evaluate school policy and pedagogical practices with a view to making the educational experience more inclusive of a broad range of masculinities and sexualities and therefore a more relevant, positive and productive one.

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Curry, Christina. "Teachers' experiences of the implementation of Teaching Games for Understanding in an Australian Independent secondary school". Thesis, Federation University Australia, 2012. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/63061.

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With the movement to evolving classroom practices and pedagogies to enhance student-centered learning environments across all Key Learning Areas, there has been growing concern about how educators can produce high quality, intellectual learning experiences within physical education. To provide much-needed understanding of teachers' experiences of the implementation of a TGfU (Teaching Games for Understanding) teaching approach, this study aimed to identify the ways in which individual teachers, adopt, embrace or alternatively resist TGfU as an innovative pedagogy. - Taken from abstract.
Doctor of Philosophy

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Burley, Stephanie. "None more anonymous? : Catholic teaching nuns, their secondary schools and students in South Australia, 1880-1925 /". Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09edmb961.pdf.

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Adolphe, Francois. "A cross-national study of classroom environment and attitudes among junior secondary science students in Australia and in Indonesia". Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/547.

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One purpose of the present study was to validate a modified version of the What is Happening In This Class? (WIHIC) questionnaire and the Test of Science Related Attitude (TOSRA) in both Australia and Indonesia. It was the first classroom environment study that used the two above questionnaires simultaneously in these two countries. The second aim of this study was to find out whether the scores on the WIHIC questionnaire and TOSRA vary with country and with gender. The third and final aim of this study was to evaluate the strength of the associations between students' perceptions of their classroom environment and their attitude to science in both Australia and Indonesia. The sample consisted of 1,161 students (594 students from 18 classes in Indonesia and 567 students from 18 classes in Australia). All the students came from private coeducational schools. The original WIHIC questionnaire had eight scales made up of ten items per scale while the original version of TOSRA had seven scales made up of ten items per scale. Principal components factor analysis followed by varimax rotation resulted in the acceptance of a revised version of the WIHIC comprising 55 items and a revised version of TOSRA comprising 20 items. The a priori factor structure of the revised version of each questionnaire was replicated in both countries, with nearly all items having a factor loading of at least 0.30 on their a priori scale and no other scale.The use of MANOVA revealed that there were a few differences between Australian and Indonesian students' perceptions of their classroom environments and in their attitudes to science. For example, Australian students had a more positive attitude towards scientific inquiry while Indonesian students had a more positive attitude towards career interest in Science. A comparison between male and female students in the two countries revealed that both genders had almost similar perceptions of their learning environments and attitudes to science. However, female students had a slightly higher score when it came to career interest in science, student cohesiveness and equity. A series of simple correlation and multiple regression analyses revealed reasonably strong and positive associations between each classroom environment scale and the attitude scale. Overall Teacher Support and Involvement were the strongest independent predictors of student attitudes to science in both Indonesia and Australia.

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Hattingh, Sherene Jane. "A case study of pedagogical responses to internationalisation at a faith-based secondary school in Australia". Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/62443/1/Sherene_Hattingh_Thesis.pdf.

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This case study investigated pedagogical responses to internationalisation by a faith-based secondary school in Australia. Using social constructivism as the theoretical framework the study examined teaching and learning for culturally and linguistically diverse students. Data generated through questionnaires, focus groups, individual interviews and document archives were analysed and interpreted using thematic analysis. The findings showed that teachers believed themselves to be ill-equipped to teach international students. Their concerns centred on a lack of explicit pedagogical, cultural and linguistic knowledge to help the students acculturate and learn. Recommendations include the dissemination of school policies to teachers, intentional staff collaboration and professional development to address the teachers’ needs for internationalisation.

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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.

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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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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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