Rozprawy doktorskie: „Education (Secondary) Western Australia”

1

Duncan, Pearl, i n/a. "An analysis of post-secondary Aboriginal support systems". University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060706.112807.

Pełny tekst źródła

Streszczenie:

An overview of Aboriginal education in the last two hundred years reveals that Aborigines have had a depressingly inadequate education, also marked by inequity of opportunity and participation. The developmental pattern of Aboriginal education has been characterised by four broad periods or eras related to specific government policies. These periods are identified successively as The Protection Era, the Segregation Era, The Assimilation Era and The Integration Era. The Protection Era began with the early frontier settlement of Europeans in Australia and extended until the 1860's. The Segregation Era marked the full development of Aboriginal reserves from 1860 to 1940. The Assimilation Era extended from the 1940s to the mid 1960s. Finally the period of Integration began in the late 1960s and gathered momentum in the 1970s. Throughout the periods of protection, segregation and assimilation very little effort was expended in the provision of adequate education for Aborigines. It was not until the late 1960s that concerted attempts were made to redress the many decades of neglect and apathy. Researchers uncovered glaring problems needing urgent redress. Aboriginal pupils persistently achieved very poorly in comparison with others and left school at an earlier age. As a consequence Aborigines left school lacking the knowledge and skills to compete with other Australians and had much poorer prospects of employment. In the early 1970s the National Aboriginal Education Committee and the state Aboriginal Education Consultative Groups, combined with support and funding from DAA, Commonwealth Education and The Schools Commission, were very influential in establishing programmes. In response to the growing numbers of Aborigines who were denied adequate schooling, three general types of adult programmes were developed: a) enclave/support systems; b) pretertiary/bridging courses and c) off campus centres. It was these programmes operating at WACAE that DEET commissioned me to evaluate. The existence of these programmes is the result of WACAE's prompt response to the need for redressing Aboriginal educational imbalance. The programmes developed following the commencement of the Aboriginal Teacher Education Programme at Mt Lawley College in 1973. The first enclave was established in 1976, external AEEC commenced in 1978 and G.E.C. in 1980, the first off campus centre was set up in 1983, and the Tertiary Preparation Course (internal AEEC) began operation in 1985. Commonwealth money has provided the financial basis for the programmes, but WACAE was the first institution in Australia to implement programmes and its achievement is significant. The terms of reference for this project required that the method of research should be through data gathering by means of interviews and examination of documentary evidence during a three week period in Perth. The evaluator consulted DAIS staff, students and, as particularly requested in the brief, Aboriginal community members. Findings revealed that WACAE's enclaves, on campus and off campus, have made progress towards educational equity for Aborigines, provide good support and are valued by students and Aboriginal community members. Aboriginalisation was found to be essential to maximum enclave effectiveness. Staff, students and Aboriginal community members would like to see increased Aboriginal representation, contract hiring of staff not being conducive to employment security or staff continuity. It is recommended that rationalisation of enclaves would achieve a more efficient pooling of resources. During the last thirteen years considerable amounts of external funds have been injected and it is recommended that WACAE take greater institutional responsibility for enclaves, using funds from normal Commonwealth sources, as distinct from special course funding. The existing staffing patterns and conditions of employment should be regularised in regard to salary, tenure, study leave, superannuation, etc. Such a measure is necessary to ensure staff continuity, security and inclusion in the power structure of the institution. WACAEs external pretertiary courses (AEEC and GEC) have achieved a small measure of progress towards equity of access and participation in education for Aborigines. The wide geographical distribution is significant in providing availability of courses. The courses are valued by Aboriginal community members and there is a need for external courses of this nature to continue in the future. However, progress towards equity has been extremely slow and time taken for completion of courses is unduly long considering the basic nature of GEC, and the fact that the courses are designed for completion in one year. The courses are preceived as enhancing employment performance and prospects as well as being preparation for tertiary study. There has been a shift in opinion regarding Aboriginal education during the 1980s towards the view that education should not be seen in isolation but in combination with employment and training. It is recommended that DEET take immediate steps to implement the Aboriginal Employment Development Policy in Western Australia, considering how best the benefits of external AEEC and GEC can be maintained and expanded. On the other hand, the Tertiary Preparation Course (internal AEEC) has achieved commendable results and is assessed as being worthy of increased resources and energy. Difficulty was encountered in efforts to determine exactly how DEET funding was used. It seems that this type of enquiry would necessitate the services of a qualified accountant. Enclave/support systems and pretertiary/bridging courses will be needed for some time to come. Many Aboriginal people stated that they envisage the time when these programmes will no longer be needed, 'when inequity of education has been addressed' and 'equality' achieved. Until this goal is reached the programmes will remain necessary. The achievement of the broad objectives of the AEDP, i.e. employment and income equity with other Australians and equity of participation in all levels of education, will see Aboriginal aspirations becoming a reality.

Style APA, Harvard, Vancouver, ISO itp.

2

Spyker, Geert M. "The upper secondary school mathematics curriculum in Western Australia from 1950-1998 : implementation and evaluation". Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9514.

Pełny tekst źródła

Streszczenie:

The study upon which this thesis is based aimed, first of all, to document the history of mathematics curriculum change in Western Australia. Although curriculum development in mathematics in this State has been an ongoing process for at least two decades, the outcome of an extensive literature review conducted as part of the study revealed that only a cursory evaluation of the current upper school mathematics curriculum change process had ever been undertaken. Neither has any formal appraisal of the suitability or otherwise of the variety of new upper school mathematics courses introduced during the last decade ever been carried out.This study was designed to 'fill these gaps' by not only documenting the history of the change process, but also by seeking out teachers' and other educators' views about those curriculum and strategy changes as well as the views of the students who were so intimately involved in the process.Tertiary lecturers' perceptions regarding the mathematical preparedness of first year university students were also considered a relevant source of information in this quest to first, record the events that preceded the establishment of the current State mathematics curriculum, and second, record those events that occurred subsequently. Major reports which have influenced the direction of mathematics education were examined, and underlying didactical principles were identified to determine the origins of previous and current educational policy.To determine upper school mathematics teachers' attitudes to curriculum and strategy changes, and the impact of the present curriculum upon students' choice of mathematics subjects, use was made of a variety of instruments - questionnaires and interview proformas - which were used to interview students prior to questioning them on such matters as their reasons for selecting specific units.Upper school ++
mathematics teachers were also surveyed and interviewed in order to obtain the practitioners' views on new topics which were introduced, such as complex numbers and vectors. Five of Western Australia's most high profile mathematics educators who played significant roles during the period of this study were interviewed to determine their recollections of major points of discussion and concern in mathematics education at that time. Feedback from these interviews was used to compile a questionnaire for upper high school mathematics teachers to determine their opinion on such issues as the introduction and practicality of the new courses, teaching and learning strategies introduced, and the degree of support for the new curriculum.Ten teachers were interviewed one year after the survey to determine any changes in their perceptions about the new upper school mathematics courses. By means of a questionnaire, students' reasons for choosing specific mathematics subjects in either Year 11 or 12, and their perceived success in mathematics in general were sought. In order to determine the effectiveness of the new curriculum in terms of further studies, students' level of mathematical preparedness was investigated by means of a questionnaire for university mathematics staff. The results of this research indicate that the most recent curriculum change in the upper high school has been successfully introduced by the Education Department of Western Australia, although this has not always been the case with curriculum change in this State.Though initially daunted by the number of new topics which were to be taught, teachers were appreciative of the in-service courses available, the resources present and the general support they received from the Education Department. Traditional teaching strategies, such as 'drill-and-practice' and teacher-centred environments have been largely ++
replaced by a problem-solving and investigational approach to mathematics in a student-centred classroom environment. Clearly, the constructivist theory of learning has been a major influence on current teaching and learning strategies used in the upper school mathematics classroom. Teachers' opinions about the practicality of the new courses and approaches to teaching them were positive, though the view was held that previous traditional teaching methods should not be discarded.Specific weaknesses in the various mathematics courses introduced were identified (for example, inadequate attention paid to basic algebra and, in particular, to trigonometry), and many teachers were adamant that certain changes should be made for the benefit of the students (for example, reorganisation of parts of the course content). Improvements in the nature of the information provided to students at the time they make their upper school mathematics subject choice were strongly recommended. Information on influential factors regarding students' subject choices was obtained, and interviews with university mathematics staff showed that many first year students remain underprepared because of incorrect mathematics subject choices made in either Year 10 or 11.

Style APA, Harvard, Vancouver, ISO itp.

3

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.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

4

Scott, Shelleyann. "Professional development: a study of secondary teachers' experiences and perspectives". Curtin University of Technology, Faculty of Education, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12478.

Pełny tekst źródła

Streszczenie:

This research was undertaken to explore professional development in Western Australia secondary schools from the perspective of the classroom teacher. A study that bridged quantitative and qualitative methodology, it drew upon teachers' perspectives and reports of professional development activities in which they had been involved over an eighteen month period.The major focuses of the study were in exploring teachers' perceptions of their professional development activities across the following dimensions: choice, the influence of career stage, rationale for choice, equity in relation to access, levels of participation, gender factors, perceptions of effectiveness, influence of school/educational culture.The conceptual framework in this study (refer to Figure 2.1) acknowledges the teacher as the central point of reference due to his/her importance in the classroom as the architect of the learning experiences for students (Fogarty, 1999. Four aspects were identified as influences on teachers. These were professional development; factors affecting teachers' capacity to develop professionally; technological change in education; and the education system in which teachers work. Literature related to these four aspects was explored.The findings of this study, based upon in-depth interviews with teachers, indicated that the respondents were expending significant amounts of time engaged in professional development. Results demonstrated that half of the reported hours (150 hours/person/year) involved personally selected professional development. Teachers' rationale for choosing professional development was in order to become a more effective practitioner resulting in increased learning opportunities for their students. Effectiveness of professional development was predominantly related to the relevancy to teaching, level of interaction within the session, opportunities to ++
obtain and discuss teaching materials, and the opportunities for reflection on their practices with colleagues.Career stage did indeed appear to influence teachers' choice of professional development, perceptions of effectiveness and quality, personal teaching philosophies, and perceptions of the school and educational culture. Less experienced teachers and those in the final career stage were more focused on increasing their repertoire of teaching strategies. Experienced teachers in the middle career stages were largely concerned with increasing subject knowledge, and expertise required to assist them in their additional duties other than teaching.Equity in accessing professional development was a distinct issue for rural teachers information technology teachers in this study. Information technology teachers reported experiencing frustration with the expense involved, and difficulties in accessing targeted professional development that catered to their specific requirements. Teachers situated in rural areas expressed concern with the lack of choice available to them in the rural situation. This was largely due to extensive travel time to the metropolitan area to attend specific programs, expense involved in accessing professional development and the lack of support by administration in their schools related to professional development.The teachers in this study displayed gender differences in relation to their perceptions and choices of professional development. Female teachers were generally more focused on professional development that directly related to their teaching whereas their male counterparts were overtly seeking professional development that would advance their career aspirations. Family commitments were more frequently cited by male respondents as the reason for non-attendance at out-of-hours professional development.School culture was acknowledged by ++
teachers in this study as having an impact on professional development. Teachers resoundingly indicated they desired more self-determination in decision-making related to professional development. They expressed the perspective that the employer was demonstrating a lack of trust in teachers' professionalism and was not providing professional development to meet their teaching needs. It appeared that the professional development being provided was ad hoc and a more systematic approach was needed.As a result of this research a model of systematic professional development has been proposed that encompasses the expressed needs of teachers in this study, the literature on effective professional development to improve student learning, and the quality assurance and accountability mechanisms required by the employer.

Style APA, Harvard, Vancouver, ISO itp.

5

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.

Pełny tekst źródła

Streszczenie:

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

Style APA, Harvard, Vancouver, ISO itp.

6

Barnes, Geoffrey R. "A motivational model of enrolment intentions in senior secondary science courses in New South Wales (Australia) schools /". Milperra, N.S.W. : [University of Western Sydney, Macarthur, Faculty of Education and Languages], 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030711.145044/index.html.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

7

Larsen, Judith. "Contestations, innovation and change : a case study of a new Western Australian secondary school". Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10007417/.

Pełny tekst źródła

Streszczenie:

This thesis is a case study of the policy contestations associated with the establishment of a new Western Australian government secondary school. State politicians and bureaucrats promoted the school, Ballajura Community College, as fa school for the twenty-first century'. The school opened in 1995 and incorporated the State's first middle school, representing a significant change to the hitherto existing secondary school structure. The thesis provides information on how agents associated with the establishment of a new school navigated the multiple policy agendas against shifting social and political changes. At the time of opening the school the Western Australian government was committed to expanding devolution in schools. This thesis examines how key aspects of the devolution agenda impacted on the planning and establishment of Ballajura Community College. The research provides an 'insider's perspective' of Foundation Principal and utilises a combination of methods including social semiotics, critical discourse analysis and autobiography. Data collection included documentary evidence, interviews with senior policy makers and autobiographical data. While educational research and theory suggests that there is an urgent need to envision new futures for schooling in the twenty-first century, this same research often simplifies the process and does not attend to the multiplicity of variables. This investigation concludes that the design, structure, curriculum development and operation of a new secondary school, in a highly centralised system, is intimately linked to the broader socio-political context and established traditions and practices. This thesis extends the debate on research into school change. It demonstrates that the processes of innovation and change can be neither formulaic nor prescriptive. It raises questions relating to the methods, authority and effects of educational research and argues that educational research for the twenty-first century must broaden its scope to incorporate and legitimise the voice and authority of school leaders and teachers.

Style APA, Harvard, Vancouver, ISO itp.

8

Coble-Neal, Fiona. "Post-compulsory curriculum reform and teachers' work : a critical policy ethnography in a Western Australian state secondary school /". Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20091117.130012.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

9

Tognini, Rita. "Interaction in languages other than English classes in Western Australian primary and secondary schools theory, practice and perceptions /". Connect to thesis, 2007. http://portalapps.ecu.edu.au/adt-public/adt-ECU2008.0013.html.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

10

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.

Pełny tekst źródła

Streszczenie:

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)

Style APA, Harvard, Vancouver, ISO itp.

11

Coxon, Brian Duncan. "Lateritisation and secondary gold distribution with particular reference to Western Australia". Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1005586.

Pełny tekst źródła

Streszczenie:

Lateritisation is associated with tropical climates and geomorphic conditions of peneplanation where hydromorphic processes of weathering predominate. Laterites are products of relative (residual) and absolute(chemical) accumulation after leaching of mobile constituents. Their major element chemistry is controlled by the aluminous character of bedrock and drainage. Bauxitisation is characterised by residual gibbsite neoformation and lateritisation, by both residual accumulation and hydromorphic precipitation of goethite controlled by the redox front at the water table. The laterite forms part of a weathering profile that is underlain by saprock, saprolite, the mottled zone and overlain by a soil horizon. The secondary gold in laterites has its source invariably with mineralised bedrock. The distribution of secondary gold is controlled by mechanical eluviation and hydromorphic processes governed by organic, thiosulphate and chloride complexing. The precipitation of secondary gold is controlled by pH conditions, stability of the complexing agent and ferrolysis. Gold-bearing laterites are Cainozoic in age and are best developed on stable Archean and Proterozoic cratons that have suffered epeirogenesis since lateritisation. Mechanical eluviation increases in influence at the expense of hydromorphic processes as a positive function of topographic slope and degradation rate. Gradients greater than 10⁰ are not conducive for lateritisation, with latosols forming instead. High vertical degradation rates may lead to the development of stone lines. In the Western Australian case, post-laterite aridification has controlled the redistribution of secondary gold at levels marked by stabilisation of the receding palaeowater table. Mineable reserves of lateritic ore are located at Boddington, Westonia and Gibson toward the south-west of the Yilgarn Block. A significant controlling variable appears to be the concentration of chloride in the regolith. Based on the Boddington model, the laterite concentrates the following elements from bedrock gold lodes: i) Mo, Sb, W, Hg, Bi and Au as mobile constituents. ii) As and Pb as immobile constituents. Geochemical sampling of ferruginous lag after bedrock and laterite has provided dispersed anomalies that are easily identifiable. "Chalcophile corridors" up to 150 km in length are defined broadly by As and Sb but contain more discrete anomalies of Bi, Mo, Ag, Sn, W, Se or Au, in the Yilgarn Block. The nature of the weathered bedrock, the tabular distribution of secondary gold ore deposition and the infrastructural environment lends the lateritic regolith to low cost, open-cut mining. The western Australian lateritic-gold model perhaps can be adapted and modified for use elsewhere in the world.

Style APA, Harvard, Vancouver, ISO itp.

12

Cavanagh, Robert F. "The culture and improvement of Western Australian senior secondary schools". Curtin University of Technology, Faculty of Education, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11830.

Pełny tekst źródła

Streszczenie:

The operation and development of Western Australian senior secondary schools is based upon traditional theories of organisational management and school administration. The study sought to explore alternative conceptions of the nature of schools and the processes by which they can be improved.Examination of research on school effectiveness revealed that student learning outcomes were consequential on the values and norms of the staff of schools. These values and norms constitute the culture of a school and govern the professional activity of teachers. School culture can be contrasted with the formal school organisation in which the work of teachers is prescribed by explicit rules and regulations. Viewing schools from a cultural rather than organisational perspective requires conceptualising the school as a learning community. A learning community is bonded together by common expectations about the roles of teachers and the learning of students. The predominant consideration is the educative mission of the school and not the requirements of the formal organisation. Organisational development is viewed as cultural transformation. The improvement of the school is facilitated by the growth of a school culture which is supportive of the professional needs of teachers and the educative needs of students.The study utilised a developmental mixed-method research approach to investigate the nature, temporal stability and improvement of the culture of local senior secondary schools.A quantitative instrument was developed to measure aspects of school culture identified in the school effectiveness literature. The School Cultural Elements Questionnaire (SCEQ) provided a measure of the level of teacher efficacy, emphasis on learning, collegiality, collaboration, shared planning and transformational leadership in local schools. The SCEQ data were supplemented by data from a ++
stratified sample interview programme in two schools. Empirical findings indicated school culture was internally dynamic, in interaction with its external environment and capable of changing. Interview data provided examples of internal and external influences on the maintenance, growth and decline of school culture.The results of the empirical phases of the study were applied in the development of a model of school culture, the School Improvement Model of School Culture. The model contained six cultural constructs which are characteristic of school culture and the processes by which it can be transformed. The model was then applied in a detailed examination of practical and theoretical aspects of Western Australian systemic school improvement initiatives. The effectiveness of these initiatives was explained as a consequence of implementation strategies and their interaction with the prevailing school culture.The study is important for school level personnel, school improvement programme designers and educational researchers. In particular, the School Improvement Model of School Culture provides a significant alternative conception of the nature of schools and the processes by which they improve.

Style APA, Harvard, Vancouver, ISO itp.

13

Wakholi, Peter. "African cultural education : African migrant youth in Western Australia /". Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050705.104626.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

14

McKenna, Tarquam. "Heteronormativity and rituals of difference for gay and lesbian educators". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0129.

Pełny tekst źródła

Streszczenie:

This research provides an ethnographic and phenomenological study of how lesbian and gay educators in Western Australia employed adaptive rituals of conformity and nonconformity within their educational culture. This thesis depended on these educators telling their own story and it became a more complex study of their perception of and adaptation to homophobic distancing and repression. Through private interviews and collaboration with the co-participants in the research the study makes sense of the roles lesbian and gay educators enact in the educational culture in Western Australia around the time of Law Reform in 2002. The study is not an historical account but presents data from a specific historical context as a contribution to knowledge of how lesbian and gay educators view themselves and construct themselves in educational settings. The stories of everyday experience of Western Australian lesbian and gay educators present layers of gestured meanings, symbolic processes, cultural codes and contested sexuality and gender ideologies thereby reconstructing the reality of lesbian and gay educators. The research provides a range of embodied narratives and distinctive counter-narratives experienced by this group of educators in Western Australia. The study demonstrates that there are social practices in schooling that assist in the recognition and construction of their own gender identity even though the law in Western Australia at the time of writing, precluded the public promotion of lesbian and gay activities, and by association, silenced what many take to be their preferred mode of public behaviours. More importantly the study maps the extremely subtle processes involved in generating and expressing homophobia resulting in a sense of double invisibility, a constitutive silencing of personhood, which makes even the identification of rituals problematic. The very different stories reveal various interpretive strategies of belonging to the dominant homophobic culture, furthering our understanding of the contemporary identity formation issues of a hitherto invisible and silenced group of educators.

Style APA, Harvard, Vancouver, ISO itp.

15

Wilson, Philip. "Neither freedom nor authority : State comprehensive secondary education and the child-centred curriculum in South Australia 1969-79". Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edmw752.pdf.

Pełny tekst źródła

Streszczenie:

Bibliography: leaves 113-135. This thesis investigates change in secondary schools in South Australia during the 1970s. Public concern about the purposes and organization of schools, and about education in general led to the establishment of a government enquiry in 1969, chaired by Peter Karmel. Its report, Education in South Australia, ushered in a period of rapid change. High schools and technical high schools were reshaped into comprehensive secondary schools. A significant element in this reform was the human capitalist idea that education is an investment in the development of the individual resulting in social and economic progress. This thesis examines the human capitalist basis of the reforms, the way in which child-centred open ideas were used in the reform of the curriculum and the impact of these on the schools.

Style APA, Harvard, Vancouver, ISO itp.

16

Draper, Paul Christopher. "Secondary migration fairways and hydrocarbon potential of the Southern Enderby Terrace, Northern Carnarvon Basin, Western Australia /". Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09SB/09sbd766.pdf.

Pełny tekst źródła

Streszczenie:

Thesis (B. Sc.(Hons.))--University of Adelaide, National Centre for Petroleum Geology and Geophysics, 1995.
Two folded maps in pocket inside back cover. Includes bibliographical references (leaves 130-135).

Style APA, Harvard, Vancouver, ISO itp.

17

au, p_wakholi@yahoo com, i Peter Wakholi. "African Cultural Education: A dialogue with African migrant youth in Western Australia". Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050705.104626.

Pełny tekst źródła

Streszczenie:

African Cultural Education: A dialogue with African migrant youth in Western Australia, examines cultural issues that concern a specific group of African migrant youths. The ten youth participants three of whom are male and seven female share their concerns and desires about issues relating to their cultural identity. As a minority group in a predominantly Eurocentric society they are faced with cultural challenges, which influence their being namely: Racism and the pressure to assimilate. The thesis adopts an Afrikan1 Centred Cultural Democracy approach: which proposes that African people must construct a new African identity and must begin to perceive and interpret the world in its entirety from an African psychological, spiritual, and cultural frame of reference. This approach requires an ongoing critical assesement of both subjective lived experience and objective conditions. Through the Ujamaa circle process the youth participants along with the facilitator examined challenges to their cultural identities and alternative liberatory options. Growing up in a culturally alienating Eurocentric culture, they felt the need for an African cultural space, in which they could explore issues affecting them as African descendants. In particular racism and assimilation were of major concern to them. They were of the opinion that there should be an ongoing African Cultural Education Program to facilitate cultural re-evaluation and continuity. It is the studys conclusion that cultural education for a minority African migrant group in a dominant Eurocentric culture is essential for their identities and continued root-cultural connectedness. Within the African Cultural Education conceptual framework, in addition to African cultural re-evaluation, it is possible to critically explore oppressive and domineering practices of the mainstream culture. It is also possible that the African migrant youth may become equipped with alternative worldviews from an African perspective, which will enable him/her to make informed judgement and response towards inappropriate mainstream attitudes and values. Participation in the arena of cultural politics will therefore be based on informed practice.

Style APA, Harvard, Vancouver, ISO itp.

18

Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.

Pełny tekst źródła

Streszczenie:

This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.

Style APA, Harvard, Vancouver, ISO itp.

19

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.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

20

Rowe, Karina Janece. "A framework for environmental education in South Australian secondary schools : the missing ingredient". Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envr878.pdf.

Pełny tekst źródła

Streszczenie:

Bibliography: leaves 84-86. Shows how environmental education could be incorporated within the current South Australian secondary school structures and critically evaluates current programs. Investigates a different frame work (International Baccalaureate Middle Years Program), as a means for overcoming some of the limitations for environmental education presented by the current DETE framework; and, student perceptions of what makes a successful environmental education program.

Style APA, Harvard, Vancouver, ISO itp.

21

Reid, Bryan. "Implementing curriculum change within a state education department region : analysis and conceptualization". Murdoch University, 1986. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060829.160229.

Pełny tekst źródła

Streszczenie:

The major aim of this study was to develop a conceptual model representing the implementation process of a curriculum change occurring in a State Education Department region. This development had its genesis in the now extensive body of literature related to the organizational phenomenon of planned change. Since its early development in the 1960ts, the study of planned change occurring i n organizations has grown in sophistication, encompassing a steadily evolving number of theoretical constructs. Such a construct, of recent origin, was that of perceiving implementation of the innovation as a discrete process within the total planned change process. Although stillinits infancy, this concept has attracted a steadily growing body of research, The present study co-ordi nated some of these findings to form the basis for a four-stage model representing the implementation process under a special set of circumstances. The application of the model was tested under field conditions. A longitudinal case study design was adopted because this was ideally suited to test the assumption of implementationas a process. The design was divided in to four sections : concepts related to the decision to change; concepts related to the effect the rationale for implementation had on teachers' behaviour; concepts related to the sequence of involvement of implementers; and finally, concepts related to the measurementof the degree of implementation for teachers and pupils. Field work was applied inarural educational region of the State of Western Australia. This region was established in 1979 as part of an Australia-wide trend. I t is well documented that at the commencement of the 19701s, Austral ian governmentcontrol led education systems were highly centralized. By the beginning of the 1980ts, all were facing major change, each incorporating some form of decentral ization. In Western Australia, a shift in power from central authorities to Regional Superintendents occurred. With the increase i n power, the Regions received more duties and became more complex organizations. To meet the demand of testing a complex theoretical model in the intricate field setting of a State Education Department region, a wide range of data-gathering techniques was used. Questionnaires were employed, some specifically designed to suit this study and some selected from other research. The breadth and depth of the data collected was extended by the use of interviews, both focused and unstructured. Information from a wide variety of perspectives was gathered by using direct observation. This was applied to the testing of the theoretical model and also used to validate data drawn from other sources. Content analysis techniques were also used to triangulate the findings from questionnaire and interview techniques. The findings of the analysis of the data,within a matrix of hypotheses and sub-hypotheses, provided powerful statistical evidence indicating that the innovation was judged as being implemented by the teachers and the pupils. Data collected were also analysed as part of the research plan incorporating four major hypotheses and twenty six sub-sections. Each sub-section has been investigated empirically. This strategy was used to test the applicability of the conceptual model as a technique to represent the process of implementation followed by an innovation in Oral English introduced into a rural region of a State Education Department. The model proved to be a very effective device, aiding in the comprehension of an implementation process that occurred under the particular conditions described in the thesis.

Style APA, Harvard, Vancouver, ISO itp.

22

Sharplin, Elaine Denise. "Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0211.

Pełny tekst źródła

Streszczenie:

[Truncated abstract] It is essential to attract, recruit and retain quality teachers in rural and remote schools for provision of quality education to rural and remote students. A robust body of research confirms that teacher quality contributes to quality of education (Darling-Hammond, 2000; Hay McBer, 2000; Kaplan & Owings, 2002; OECD, 2002; Ramsay, 2000). Staffing histories of rural and remote schools identify persistent difficulties in recruiting and retaining teachers, but previous research has failed to address the experiences and perspectives of rural and remote teachers from the earliest phases of appointment, tracking their experiences over time. In times and places of persistent teacher shortages, teacher quality of worklife issues are paramount. Factors impacting on teacher quality of worklife may impact on teacher retention, staffing levels and ultimately the quality of education for children. For these reasons, this study aimed to develop substantive theory about the experiences of teachers commencing appointments in rural and remote schools by investigating the perspectives of novice, interstate and overseas-qualified teachers. The study sought to develop understandings of rural and remote teachers quality of worklife. In order to achieve this aime, the experiences of 29 teachers were examined, in four categories of teachers likely to be appointed to rural and remote locations: young novices; mature-aged novices; interstate; and overseas-qualified teachers in a qualitative collective case study. ... Awareness of the variety of factors in multiple environments, and the complex interplay between them, helps to account for the diversity of perspectives and quality of worklife outcomes for rural and remote teachers. Two theories were generated from ten propositions. The first theory, Quality of Worklife for Rural and Remote Teachers: Person-Environment Fit to Multiple Environments, identified protective and risk factors associated with workrole, workplace, organisation, geographic and socio-cultural community environments. The theory recognises spillover between work and non-work life experiences, impacting on quality of teacher worklife; however, factors directly associated with worklife impacted most significantly on quality of worklife. The second theory, Processes of Adaptation to Multiple Rural and Remote Environments, identified processes (teacher expectations, evaluations of environments, responses to environments) and coping strategies (direct-action, palliative and avoidant) as leading to one of four outcomes: integration; resilient integration; disequilibrium; and withdrawal. The case study findings offer original understandings of experiences of teachers newly appointed to rural and remote schools, through the development of theory about multiple environments teachers encounter and processes of adaptation associated with their relocation to rural and remote areas. The findings have implications for theory, policy and practice, and contribute new dimensions to the general quality of worklife literature.

Style APA, Harvard, Vancouver, ISO itp.

23

Serure, Dana Faye. "The Current State of Secondary Social Studies in Western New York". Thesis, State University of New York at Buffalo, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822464.

Pełny tekst źródła

Streszczenie:

This study explored the current state of secondary social studies in Western New York (WNY) through the lens of social studies orientations, specifically the traditional, disciplinary, and progressive strands (Fallace, 2010), and their alignment with the K-12 Social Studies Framework , approved by NYS’s Department of Education in 2014, with new NYS Regents assessments to begin in 2019. It was, therefore, important to collect baseline data on secondary social studies teachers’ social studies purpose, practices, and knowledge of NYS reforms.

A mixed-method study began in the spring of 2017, which collected data from the WNY S4 survey and two focus groups. Survey participants totaled n = 136, representing six counties in WNY; focus group members totaled n = 9. The WNY S4 replicated survey items from a nationwide instrument, Survey on the Status of Social Studies–S4 (Fitchett & VanFossen, 2013) and analyzed data with descriptive and inferential statistics. The researcher developed a semi-structured interview guide to collect focus group data, which were analyzed by the long-table approach (Krueger & Casey, 2009).

Major survey findings were: (1) 99% reported an unawareness of their state/district standards; (2) 100% reported developing critical-thinking skills, while 64% reported content knowledge as primary goals; and (3) top-ranked instructional practices were 87% teach political history; 83% teach social history; and 82% examine sources. Analyses of t-tests indicate gender and grade level-band indicators are influential to instructional practices. For example, female and high school teachers seem to engage students more often in non-history content emphases, such as diversity of religious views, economics, and historiography while also de-emphasizing the lecture; hence aligning more with the disciplinary strand and less with the traditional strand.

Focus group results pinpoint a struggle between participants’ intentions versus actual practice which may impact alignment to NYS social studies reforms. Misalignment attributed to teacher’s purpose being overshadowed by their own instructional choices or outside factors, such as assessments, time, and other school district issues. Five out of nine focus group participants associated with the hybrid disciplinary-progressive approach, suggesting that secondary social studies teachers do not situate themselves to a single social studies orientation; and also consistent with past studies (Long, 2017; Vinson, 1998).

Overall, WNY S4 data suggests when purpose and practices are more closely aligned to the disciplinary and progressive approaches, secondary social studies instruction may find greater success with NYS social studies education reforms. In addition, gender and identified grade level-band (middle school and high school) differences provide insights for developing and tailoring professional development for different groups of teachers.

Two recommendations for policy and practice include: (1) refine the social studies orientation model into a continuum, and (2) apply the Social Studies Purpose Compass developed by the researcher to guide instructional alignment with NYS social studies reforms.

Style APA, Harvard, Vancouver, ISO itp.

24

Phillips, Auburn. "Perceptions of women-specific senior secondary curricula in Western Canada". Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Women and Gender Studies, c2011, 2011. http://hdl.handle.net/10133/3115.

Pełny tekst źródła

Streszczenie:

Perceptions and experiences of a women-specific curriculum (Women’s Studies course) taught in a Western Canadian high school constitute the focus of this study. The available sample of fifteen adolescent girls and three professional women were interviewed, individually and in small focus groups. Supplemental data were obtained through an online survey completed by seven additional previous student respondents. Research literature that shaped the study includes Women and Gender Studies, Education (Adolescent Development and Identity, Curriculum Studies, Anti-oppressive Education), and Feminist Sociology. Benefits and challenges of integrating women-specific curricula into high school are discussed with the recommendation that such courses are needed in senior secondary education in public schools.
viii, 201 leaves ; 29 cm

Style APA, Harvard, Vancouver, ISO itp.

25

Reilly, Lucy. "Progressive modification : how parents deal with home schooling their children with intellectual disabilities". University of Western Australia. Graduate School of Education, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0035.

Pełny tekst źródła

Streszczenie:

While home schooling is by no means a new phenomenon, the last three decades have seen an increasing trend in the engagement of this educational alternative. In many countries, including Australia, a growing number of families are opting to remove their children from the traditional schooling system for numerous reasons and educate them at home. In response to the recent home schooling movement a research base in this area of education has emerged. However, the majority of research has been undertaken primarily in the United States of America and the United Kingdom, with very few studies having examined home schooling in Australia. The existing corpus of research is also relatively small and incomplete. Also, certain categories of home schoolers and the processes involved in their undertaking of this modern version of a historically enduring educational alternative have been overlooked. In particular, children with disabilities appear to be one of the home schooling groups that have attracted very little research world wide. This group constituted the focus of the study reported in this thesis. Its particular concern was with generating theory regarding how parents deal with educating their children with intellectual disabilities from a home base over a period of one year. Data gathering was largely carried out through individual, face-to-face semi-structured interviewing and participant observation in the interpretivist qualitative research tradition. However, informal interviews, telephone interviews and documents were also used to gather supplementary data for the study. Data were coded and analysed using the open coding method of the grounded theory model and through the development and testing of propositions. The central research question which guided theory generation was as follows: 'How do parents within the Perth metropolitan area in the state of Western Australia deal with educating their children with intellectual disabilities from a home base over a period of one year?' The central proposition of the theory generated is that parents do so through progressive modification and that this involves them progressing through three stages over a period of one year. The first stage is designated the stage of drawing upon readily-available resources. The second stage is designated the stage of drawing upon support networks in a systematic fashion. The third stage is designated the stage of proceeding with confidence on the basis of having a set of principles for establishing a workable pattern of home schooling individualised for each circumstance. This theory provides a new perspective on how parents deal with the home schooling of their children with intellectual disabilities over a period of one year. A number of implications for further theory development, policy and practice are drawn from it. Several recommendations for further research are also made.

Style APA, Harvard, Vancouver, ISO itp.

26

au, marnev@cygnus uwa edu, i Neville James Green. "Access, equality and opportunity? : the education of Aboriginal children in Western Australia 1840-1978". Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071218.141027.

Pełny tekst źródła

Streszczenie:

This thesis is a history of schooling for Indigenous children in Western Australia between the commencement of the first Aboriginal school in Perth in 1840 and 1978. The thesis represents the view that, for most of this period, and regardless of policy, education for Indigenous children was directed towards changing their beliefs and behaviours from being distinctly Aboriginal to recognizably European. Four major policies for Aborigines provide the framework for the thesis, these being amalgamation (1840-1852), protection (1886-1951), assimilation (1951-1972) and self-determination (1973- ). The amalgamation of the Indigenous popuIation with the small colonial society in Western Australia was a short-lived policy adopted by the British Colonial Office. Protection, a policy formalised by Western Australian legislation in 1886, 1905 and 1936, dominated Aboriginal affairs for the first half of the 2ofh century. Under this policy the Indigenous population was regarded as two distinct groups - a diminishing traditional population to be segregated and protected and an increasing part-Aboriginal population that was to be trained and made 'useful'. In 1951 Western Australia accepted a policy of assimilation, coordinated by the Commonwealth government, which anticipated that all people of Aboriginal descent would eventually be assimilated into the mainstream Australian society. This policy was replaced in 1973 by one of Aboriginal community self-determination, an initiative of the Commonwealth government and adopted throughout Australia. The attempts at directed cultural change were evident in the 'Native' schools that opened in Perth, Fremantle and Guildford in the 1840s where it was assumed that the separation of children from their families and a Christian education would achieve the transition from a 'savage to civilized' state. For another century the education of Indigenous children on missions and in government settlements was founded upon similar assumptions. The thesis acknowledges that the principal change agents, such as the Chief Protectors of Aborigines, mission administrators and the teachers in direct contact with the children, seriously underestimated both the enduring nature of Indigenous culture and the prejudice in Australian society. Between 1912 and 1941 a few government schools in the southern districts of Western Australia refused to admit Aboriginal children. The exclusion of these children is examined against a background of impoverished living conditions, restrictive legislation and mounting public pressure on the State and Commonwealth governments for a change in policy. The change did not begin to occur until 1951 when the Commonwealth and States agreed to a policy of assimilation. In Western Australia this policy extended education to all Aboriginal children. The thesis explores the provision of government teachers to Aboriginal schools in remote areas of Western Australia between 1951 and 1978. The final chapter examines Indigenous perceptions of independent community schools within the fust five years of the policy of self-determination and contrasts the objectives and management of two schools, Strelley in the Pilbara and Oombulguni in the Kimberley.

Style APA, Harvard, Vancouver, ISO itp.

27

Wigman, Albertus. "Childhood and compulsory education in South Australia : a cultural-political analysis". Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phw659.pdf.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

28

Gardiner, Diane. "A historical analysis of the construction of education as an area of study at university-level in Western Australia". University of Western Australia. Graduate School of Education, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0183.

Pełny tekst źródła

Streszczenie:

[Truncated abstract] This thesis develops an understanding of how, historically, Education as an area of study (Education) has been constructed at each of the five universities in the State of Western Australia. The motivation for the study was the claim made by some academics that historically Education has been marginalised in certain universities in the UK, the USA and Australia, and that this marginalisation was intensified by a negative attitude towards its association with teacher preparation. Very little evidence, however, has been put forward to support this claim, thus highlighting a major neglected area of research. This thesis is a response to such neglect in relation to the situation in one state in Australia. The focus of the thesis is on the 'preactive curriculum' as represented in the plans and syllabi that outline what was included in programs and courses. An 'internal' analysis of relevant documents was conducted along with an 'external' analysis which considered the broader social, economic and political context. It was recognised that a study of the 'interactive curriculum' also needs to be conducted to gain insights into how the 'preactive curriculum' was mediated by lecturers and students. From the outset, however, it was deemed that this would constitute a further major study in itself. ... The most prominent were the 'academic', 'integrated', 'vocational', 'technical', 'pragmatic' and 'professional' orientations. The content of Education at the five universities also varied. Such variation offered breadth of opportunity for students. It also meant that, collectively, the universities served the needs of the State and their students by providing relevant and flexible curricula beyond what would have been possible in a 'one size fits all' model. Furthermore the claim that there was tension regarding the inclusion of 'Education' as an area of study within Australian universities generally, is not upheld for the Western Australian context. While this thesis contributes to an understanding of how, historically, Education as an area of study has been constructed in one State in Australia, much further research remains to be done in this field of curriculum history. In particular, future research could focus on the way in which Education, along with other areas of university study, have been constructed in the other states of Australia and overseas. The identification of areas of contestation and omissions from courses are also worthy of consideration. Finegrained studies of this nature could collectively make an important contribution to the understanding of the history of developments in the university curriculum at a macro level. Such work would, in the fullness of time, contribute to new understandings about institutionalised learning at tertiary level and provide historical insights to inform current practice as universities continue to try to find their way in a global society.

Style APA, Harvard, Vancouver, ISO itp.

29

Baudains, Catherine Mary. "Environmental education in the workplace : inducing voluntary transport behaviour change to decrease single occupant vehicle trips by commuters into the Perth CBD". Access via Murdoch University Digital Theses Project, 2003. http://wwwlib.murdoch.edu.au/adt/browser/view/adt-MU20040310.121357.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

30

Shanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review : implications for higher education in regional Western Australia /". Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/304/.

Pełny tekst źródła

Streszczenie:

This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare. The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy. The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment. The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.

Style APA, Harvard, Vancouver, ISO itp.

31

Piercey, Carol Ann. "Nurse education in Western Australia from 1962-1975 : a historical perspective of influences and changes /". Curtin University of Technology, School of Nursing and Midwifery, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12685.

Pełny tekst źródła

Streszczenie:

National trends in nurse education have changed from the Nightingale system of on-the-job training to a professional preparation in institutions of higher learning. Western Australia was one of the first States in Australia to commence a professional preparation of nurses at an institution of higher education in 1975. Graduates of the program were presented with their Bachelor of Applied Science from the Western Australian Institute of Technology (now Curtin University of Technology), in March 1979. This thesis seeks to answer the question concerning the genesis of such an event. The focus of the study is primarily to follow the progress of general nurse education in Western Australia and to highlight the accompanying influences that shaped its development. The purpose of this study was to explore, analyse, interpret and describe the history of nurse education in Western Australia from 1962-1975. The study used a pluralistic approach employing a variety of historical methods. The research commenced with broad questions and ideas developed from documents and people. The process of data collection, historical criticism and analysis took place simultaneously. The synthesis was written as a chronological narrative. The material of the study thus 'spoke' for itself by providing answers to questions raised during the investigation. The history of nurse education from 1962 to 1975 revealed visible milestones that represented nurse education reform. Beginning from the antecedents of the study these were the sanctioning of a review of nurse training in 1960 together with the commencement of the Western Australian Nursing Survey and the appointment of the Nurses Registration Board Education Officer. In 1962 the survey was completed.
It exposed the deficits of nurse training which led to the development of a new Hospital Based Diploma curriculum and an Associate Diploma in Nursing in 1966. The establishment of the College of Nursing Australia Western Australian Branch in 1966 paved the way to solve the shortage of tutors to implement the Hospital Based Diploma. The Nurses Act in 1970 enhanced the plans for implementing the Hospital Based Diploma and conferred autonomy to the Nurses Registration Board. In 1973 the first independent school of nursing came into being. The Western Australian School of Nursing carried the hopes of a continuation of hospital nurse training. In 1974, however, the entry of students to the Western Australian Institute of Technology School of Nursing saw a turn of events that led to a degree for nurses in 1975 and a decision for the transfer of all nurse education in Western Australia to the Western Australian Institute of Technology. These milestones did not emerge as an accident of history. There were forces that facilitated and impeded the perceptibility of the reform landmarks. These were crucial in the shaping the history of nurse education in Western Australia from 1962-1975.

Style APA, Harvard, Vancouver, ISO itp.

32

Morton, Allan D., of Western Sydney Nepean University, Faculty of Education i School of Lifelong Learning and Educational Change. "Teachers' intentions to use information technologies: a study of western Sydney secondary teachers". THESIS_FE_LLEC_Morton_A.xml, 1999. http://handle.uws.edu.au:8081/1959.7/58.

Pełny tekst źródła

Streszczenie:

The object of this study was to answer four major research questions dealing with the intention of teachers to use information technologies: what are the teacher characteristics and dispositions that impact upon teacher intentions to use computers in teaching and learning; how do these characteristics and dThis study aimed to answer four research questions dealing with the intentions of teachers to use ispositions impact upon teacher intentions to use computers in teaching and learning; how do these characteristics and dispositions relate to each other; can the pattern of relationship between these characteristics and dispositions explain conceptually the processes by which teachers' uptake computers into teaching and learning situations. Teachers were sampled from seven secondary schools located in Western Sydney. Subjects were provided with a questionnaire pertaining to educational, professional and computing backgrounds, and attitudes toward computers. Results show teachers' use of computers to be influenced by attitudes toward computers as well as factors such as teachers' computer skill, their involvement in formal training, and their access to computers outside of school. Gender issues were examined and while some effect was found, the effect was not consistent across all variables. The results of the inferential analysis were used to formulate a causal model, the purpose of which was to explain further the relationship between teachers' attitudes toward computers and computer use
Master of Education (Hons)

Style APA, Harvard, Vancouver, ISO itp.

33

Millei, Zsuzsa. "A genealogical study of 'the child' as the subject of pre-compulsory education in Western Australia". Millei, Zsuzsa (2007) A genealogical study of 'the child' as the subject of pre-compulsory education in Western Australia. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/203/.

Pełny tekst źródła

Streszczenie:

The study produces a genealogy of 'the child' as the shifting subject constituted by the confluence of discourses that are utilized by, and surround, Western Australian precompulsory education. The analysis is approached as a genealogy of governmentality building on the work of Foucault and Rose, which enables the consideration of the research question that guides this study: How has 'the child' come to be constituted as a subject of regimes of practices of pre-compulsory education in Western Australia? This study does not explore how the historical discourses changed in relation to 'the child' as a universal subject of early education, but it examines the multiple ways 'the child' was constituted by these discourses as the subject at which government is to be aimed, and whose characteristics government must harness and instrumentalize. Besides addressing the research question, the study also develops a set of intertwining arguments. In these the author contends that 'the child' is invented through historically contingent ideas about the individual and that the way in which 'the child' is constituted in pre-compulsory education shifts in concert with the changing problematizations about the government of the population and individuals. Further, the study demonstrates the necessity to understand the provision of pre-compulsory education as a political practice. Looking at pre-compulsory education as a political practice de-stabilizes the takenfor-granted constitutions of 'the child' embedded in present theories, practices and research with children in the field of early childhood education. It also enables the de- and reconstruction of the notions of children's 'participation', 'empowerment' and 'citizenship'. The continuous de- and reconstruction of these notions and the destabilization of the constitutions of 'the child' creates a framework in which improvement is possible, rather than a utopian, wholesale and, thus revolutionary, transformation in early education (Branson and Miller, 1991, p. 187). This study also contributes to the critiques of classroom discipline approaches by reconceptualizing them as technologies of government in order to reveal the power relations they silently wield.

Style APA, Harvard, Vancouver, ISO itp.

34

Millar, David J. "Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape". Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13354.

Pełny tekst źródła

Streszczenie:

Includes bibliographical references.
The purpose of this research is to examine the extent of instructional leadership of principals in high performing secondary schools in the metropolitan area of Cape Town, Western Cape. A mixed methods design of quantitative and qualitative research was undertaken. For the quantitative phase, the Principal Instructional Management Rating Scale (PIMRS) was administered to 5 principals and 136 teachers. One sample t-tests found statistically significant differences between the mean scores of principals and those of teachers. Data analysis of the PIMRS indicated that principals were most active in protecting instructional time, promoting professional development, providing incentives for learning and framing the school’s goals and least active in supervising and evaluating instruction, maintaining a high visibility and providing incentives for teachers. In the qualitative phase, interviews with the five principals yielded a result that underscores the value which principals place on professional accountability, trusting teachers to deliver the curriculum, building coherence, promoting professional development, giving professional autonomy and fostering relationships. The study found that the principal’s role is multi-faceted and complex and is neither limited to the instructional leadership behaviours of the PIMRS nor to the job description of the Personnel Administration Measures (PAM). Instructional leadership functions not measured by the PIMRS, such as the appointment of teachers, selection of pupils, engaging with stakeholder groups, establishing internal coherence and building trust by sharing instructional leadership practises with senior teachers were very important. School leaders internalize the expectations embedded in accountability systems and have woven these into an internal set of expectations and responsibilities that represent the school’s internal accountability systems. The thesis concludes with the view that both shared leadership and instructional leadership are important as they are indirectly related to pupil achievement.

Style APA, Harvard, Vancouver, ISO itp.

35

Aylen, Beryl J. "An investigation of the educational outcomes of participation in a study skills program for a group of adult secondary students". Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edma978.pdf.

Pełny tekst źródła

Streszczenie:

Addendum fixed inside back end-paper. Bibliography: leaves 216-219. Reports a study to investigate the influence of a study skills program on a group of adult students at Thebarton Senior College, Adelaide. The researcher planned and prepared the program of work for these students and was the teacher of the subject, and the observer of the influence the course had on the students, compared with a similar control group. Analysis showed there was an observable positive effect on the students, however, it was the conclusion of the researcher that the positive result was achieved more because support had been offered to the students than through the teaching of the subject matter of the study skills course.

Style APA, Harvard, Vancouver, ISO itp.

36

Mullins, John William. "An exemplar-apprentice model for teaching dance composition through performance in secondary education (NSW, Australia)". Thesis, De Montfort University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411651.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

37

Griffiths, Joanne. "Curriculum contestation : analysis of contemporary curriculum policy and practices in government and non-government education sectors in Western Australia". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0178.

Pełny tekst źródła

Streszczenie:

[Truncated abstract] The aim of this study was to analyse the changing dynamics within and between government and non-government education sectors in relation to the Curriculum Framework (CF) policy in Western Australia (WA) from 1995 to 2004. The Curriculum Council was established by an act of State Parliament in 1997 to oversee the development and enactment of the CF, which was released in 1998. A stated aim of the CF policy was to unify the education sectors through a shared curriculum. The WA State government mandated that all schools, both government and non-government, demonstrate compliance by 2004. This was the first time that curriculum was mandated for non-government schools, therefore the dynamics within and between the education sectors were in an accelerated state of transformation in the period of study. The timeframe for the research represented the period from policy inception (1995) to the deadline for policy enactment for Kindergarten to Year 10 (2004). However, given the continually evolving and increasingly politicised nature of curriculum policy processes in WA, this thesis also provides an extended analysis of policy changes to the time of thesis submission in 2007 when the abolition of the Curriculum Council was formally announced - a decade after it was established. ... The research reported in this thesis draws on both critical theory and post-structuralist approaches to policy analysis within a broader framework of policy network theory. Policy network theory is used to bring the macro focus of critical theory and the micro focus of post-structuralism together in order to highlight power issues at all levels of the policy trajectory. Power dynamics within a policy network are fluid and multidimensional, and power struggles are characteristic at all levels. This study revealed significant power differentials between government and non-government education sectors caused by structural and cultural differences. Differences in autonomy between the education sectors meant that those policy actors within the non-government sector were more empowered to navigate the competing and conflicting forms of accountabilities that emerged from the changes to WA curriculum policy. Despite both generalised discourses of blurring public/private boundaries within the context of neoliberal globalisation and specific CF goals of bringing the sectors together, the boundaries continue to exist. Further, there is much strategising about how to remain distinct within the context of increased market choice. This study makes a unique and significant contribution to the understanding of policy processes surrounding the development and enactment of the CF in WA and the implications for the changing dynamics within and between the education sectors. Emergent themes and findings may potentially be used as a basis for contrast and comparison in other contexts. The research contributes to policy theory by arguing for closer attention to be paid to power dynamics between localised agency in particular policy spaces and the state-imposed constraints.

Style APA, Harvard, Vancouver, ISO itp.

38

Garnons-Williams, Victoria. "Art teacher pre-service education : a survey of the attitudes of Queensland secondary, and tertiary art educators". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26115.

Pełny tekst źródła

Streszczenie:

This study compares the views of three groups of art educators - secondary, tertiary pre-service lecturers, and scholars - about the content and structure considered important in art teacher pre-service education. Items of program content and structure, as well as issues in art-teacher preparation were gleaned from the writings of selected scholars and incorporated into a survey questionnaire. The survey was distributed to secondary art educators throughout Queensland and to art pre-service lecturers throughout Australia. An analysis of the results identifies areas and degrees of agreement and difference on items both within and between groups. The study can assist the development of art teacher pre-service programmes that reflect the values of both theoreticians and practitioners of art education.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

Style APA, Harvard, Vancouver, ISO itp.

39

au, Zsuzsanna Millei@newcastle edu, i Zsuzsa Millei. "A genealogical study of the child as the subject of pre-compulsory education in Western Australia". Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081002.80627.

Pełny tekst źródła

Streszczenie:

The study produces a genealogy of the child as the shifting subject constituted by the confluence of discourses that are utilized by, and surround, Western Australian precompulsory education. The analysis is approached as a genealogy of governmentality building on the work of Foucault and Rose, which enables the consideration of the research question that guides this study: How has the child come to be constituted as a subject of regimes of practices of pre-compulsory education in Western Australia? This study does not explore how the historical discourses changed in relation to the child as a universal subject of early education, but it examines the multiple ways the child was constituted by these discourses as the subject at which government is to be aimed, and whose characteristics government must harness and instrumentalize. Besides addressing the research question, the study also develops a set of intertwining arguments. In these the author contends that the child is invented through historically contingent ideas about the individual and that the way in which the child is constituted in pre-compulsory education shifts in concert with the changing problematizations about the government of the population and individuals. Further, the study demonstrates the necessity to understand the provision of pre-compulsory education as a political practice. Looking at pre-compulsory education as a political practice de-stabilizes the takenfor-granted constitutions of the child embedded in present theories, practices and research with children in the field of early childhood education. It also enables the de- and reconstruction of the notions of childrens participation, empowerment and citizenship. The continuous de- and reconstruction of these notions and the destabilization of the constitutions of the child creates a framework in which improvement is possible, rather than a utopian, wholesale and, thus revolutionary, transformation in early education (Branson & Miller, 1991, p. 187). This study also contributes to the critiques of classroom discipline approaches by reconceptualizing them as technologies of government in order to reveal the power relations they silently wield.

Style APA, Harvard, Vancouver, ISO itp.

40

au, Editech@iinet net, i Pamela-Anne Shanks. "A critical policy analysis of the Crossroads Review: Implications for higher education in regional Western Australia". Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061019.134304.

Pełny tekst źródła

Streszczenie:

This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare. The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy. The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment. The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.

Style APA, Harvard, Vancouver, ISO itp.

41

Hathaway, Kevin Bruce. "Survey Research of the Inclusion of Non-Western Art Education in Ohio Secondary Public Schools". The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1419262172.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

42

McGowan, Wayne S. "Thinking about the responsible parent : freedom and educating the child in Western Australia". University of Western Australia. Graduate School of Education, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0014.

Pełny tekst źródła

Streszczenie:

This study is concerned with how educational legislation shapes and uses freedom for the purpose of governing the parent. The key question guiding the study was: How does the Act constitute the ‘parent’ as a subject position responsible for schooling the child? Central to the work is an examination of the School Education Act 1999 (the Act) using Foucault’s thinking on governmentality. This is prefaced by historical accounts that bring together freedom and childhood as contrived styles of conduct that provide the governmental logic behind the Act. The study reveals how the Act shapes and uses the truth of freedom/childhood to construct the responsible parent as a style of conduct pegged to a neo-liberal political rationality of government. It is this political rationality that provides the node or point of encounter between the technologies of power and the self within the Act which forms the ‘responsible’ identity of the parent as an active self-governing entrepreneur made more visible by the political construction of ‘others.’ This is a legal-political subjectivity centred on the truth of freedom/childhood and a neo-liberal rationality of government that believes that any change to our current ethical way of being in relation to educating the child would ruin the very freedoms upon which our civilised lifestyle depends. In essence, the Act relies on the production of ‘others’ as the poor, Aboriginal and radical who must be regulated and made autonomous to constitute the ‘parent’ as an active consumer whose autonomous educational choices are an expression of responsibility in relation to schooling the child

Style APA, Harvard, Vancouver, ISO itp.

43

Hutton, Heidi C. "Evaluation of the outcomes for students undertaking an externally provided physical activity programme". University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0166.

Pełny tekst źródła

Streszczenie:

[Truncated abstract] Many primary schools in Western Australia do not employ a specialist physical education (PE) teacher, leaving the teaching of this subject to the class teacher. There are concerns that some of these teachers lack the skills, confidence or knowledge to successfully implement a developmentally appropriate PE programme. A potential solution to this problem involves utilising an externally provided physical activity programme (EPPAP). Before considering this option, it is important to ensure these programmes adequately meet the needs of students, teachers and the educational curriculum. Outcomes for one such EPPAP were evaluated and compared against the outcomes attained in regular primary school PE classes. These outcomes were then compared to the Health and Physical Education (HPE) learning area outcomes (LAO) within Outcomes Based Education (OBE) of the Western Australian Curriculum Framework (CF). Approximately 460 primary school students in the Peel Region of WA participated in the EPPAP and subsequent research in 2004. In addition, approximately 135 students from the same area were invited to participate as controls. All students completed self-report questionnaires pre and post-participation in the EPPAP. ... Although not originally promoted as a programme to replace PE, the EPPAP is delivered within curriculum time with some schools intending to replace their traditional PE programme with the EPPAP. Therefore, reference to the CF is warranted. There were few opportunities to develop `skills for physical activity? (SPA) transferable to the sporting context and explicit teaching points were not consistently provided, or reinforced through teacher feedback. Activities in the lessons were generally delivered uniformly to all participants across Year 4-7 with no developmental theme, negating the opportunity for differentiation, progression or extension. In summary, the main objectives of the EPPAP was to provide students with a range of fun activities and games that were inclusive and encouraged participation. These objectives were fulfilled in this two-term evaluation. The disadvantages of the programme were it?s uniform delivery across all year groups, lack of developmental progression in both skills and games and a teacher centred approach that did not allow for student differentiation. The programme delivery and content was most suited to the students within Years K-3.

Style APA, Harvard, Vancouver, ISO itp.

44

Nicholson, Lindsay P. "Educational productivity of an open learning environment within the vocational education and training sector in Western Australia". Curtin University of Technology, Faculty of Education, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11060.

Pełny tekst źródła

Streszczenie:

Rapid reform in the vocational education and training sector within Australia has driven the need for a more flexible approach to the delivery of education and training. One facet of such flexibility is Open Learning. Currently there is little research on Open Learning within the training sector on which planning decisions can be based.A model of educational productivity (Walberg,1981) has been proposed in the research literature to investigate relationships between key factors such a student antecedents, learning environments and learning outcomes. The Walberg model has been employed in this current study to explore how these factors may be studied in an Open Learning environment and a more Traditional Learning environment within the vocational education and training sector. The research design is a comparative description, utilising techniques from both quantitative and qualitative paradigms.A major aspect of this current study has been to investigate the constructs proposed by Walberg's Productivity Model and source appropriate instruments to measure these constructs. Where the appropriate instruments were not available, a process of instrument development and validation was conducted.The research has identified Walberg's model as being a valid frame of reference within the Vocational Education and Training sector. As expected, significant differences between the Open Learning environment and the Traditional Learning environment were apparent for the measures of Classroom Environment. Of interest, however, was that the productivity factor of Quantity, for students studying in both learning environments, was shown to have a negative relationship with achievement. While small differences were apparent for other factors, generally, the relationship between productivity factors and educational achievement was seen to be similar for both the Open Learning and the ++
Traditional Learning environments.The findings of the study should be of significance to a range of people involved in the Open Learning environment, including decision makers in the areas of educational policy, curriculum design and implementation, administration and teaching.

Style APA, Harvard, Vancouver, ISO itp.

45

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.

Pełny tekst źródła

Streszczenie:

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)

Style APA, Harvard, Vancouver, ISO itp.

46

Leksander-Hayes, Aneta Maria. "Students' and teachers' views of transition from secondary education to Western-medical university in Bahrain". Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13927.

Pełny tekst źródła

Streszczenie:

This research focuses on the transition of Bahraini students to a Western medical university which has been ‘transplanted’, with its values and context of practice, to the culture of Bahrain. A socio-cultural model of Communities of Practice was adopted as a theoretical framework in this research for it linked in well with the personal context of this study which suggested that students’ transition could be related to the practices in Bahraini schools associated with science and English education, as well as general school pedagogy. Therefore, the aim of this study was to explore how different participants perceive the role of school practices, as well as science and English education in transition. In order to explore these different understandings, a case study methodology was adopted and insights into the practices of students’ school and university community were gained through the use of focus group and individual interviews, as well as a descriptive questionnaire. The data from the qualitative investigation was analysed deductively under the three themes of science background knowledge, the English language and school pedagogy, while the questionnaire data was subject to univariate analysis based on mean responses. The key findings indicated high levels of confidence in students’ science base and approaches to study, which enabled the students to take a number of strategic actions in order to move through the educational outcomes of the university programme. In terms of the English language, a compromised foreign language (L2) proficiency caused by inadequate school practices was perceived not to play an important role in the transition process, which suggested a diminished role of L2 in transitions in the context of language change. As far as school pedagogy is concerned, whilst all participants at the secondary level agreed that general memorisation-based pedagogy in secondary schools could play a negative role in the transition, the participants at the university revealed that rote-based approaches to study formed in school could also be strategically used at university. Hence, the findings from this research have specific implications for the model of Communities of Practice and suggest future work within this theory regarding the role of students’ individual agency. These findings also suggest a new understanding of transitions in the context of language and culture change.

Style APA, Harvard, Vancouver, ISO itp.

47

Mckenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890". Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070326.142406.

Pełny tekst źródła

Streszczenie:

Historians have generally tended to represent the pioneering Catholic mission in Western Australia as an homogenous ecclesiastical entity with little cultural diversity. With a few notable exceptions the nature of the Western Australian colonial Catholic mission is portrayed as a 'hibernised' form of Catholicism with an Irish clergy taking care of the pastoral needs of a predominantly working class Irish Catholic constituency. This thesis challenges the traditional paradigm as restrictive, and argues that it ignores significant contextual influences and veils the wider cultural tapestry in which the Western Australian pioneering Catholic mission proceeded. The traditional analysis of the internal dynamics of the Catholic mission implies that there was a beneficial, almost symbiotic relationship between sympathetic bishops and their 'valiant helpers.' Internal conflicts concerning administrative issues have been represented as little more than mere personality clashes. The thesis takes a more critical contextual approach and argues that the manifestation of internal dissension during this period can only be fully explained by taking account of external influences rather than local conditions. These influences include both Gallican and Ultramontane ecclesiastical perspectives as well as the individual community cultures that were transported from Europe to the Perth diocese by missionary personnel. This new perspective corrects the more traditional approach which overlooked the different ecclesiastical approaches, orientations and community cultures that were represented within the colonial Catholic mission. This expansion of the existing interpretative paradigm through which historians view the West Australian Catholic mission in general and the development of the school system in particular marks a significant shifi in the existing historiography. As a consequence, scholars will in future take a more critical approach to the study of not only the Catholic education system but also the Western Australian Catholic mission in general. Rather than representing the definitive closing chapter it is intended that this work will invigorate renewed historical interest in the development of the Australian Catholic mission.

Style APA, Harvard, Vancouver, ISO itp.

48

McKenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890". McKenna, Eugene (2005) The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/198/.

Pełny tekst źródła

Streszczenie:

Historians have generally tended to represent the pioneering Catholic mission in Western Australia as an homogenous ecclesiastical entity with little cultural diversity. With a few notable exceptions the nature of the Western Australian colonial Catholic mission is portrayed as a 'hibernised' form of Catholicism with an Irish clergy taking care of the pastoral needs of a predominantly working class Irish Catholic constituency. This thesis challenges the traditional paradigm as restrictive, and argues that it ignores significant contextual influences and veils the wider cultural tapestry in which the Western Australian pioneering Catholic mission proceeded. The traditional analysis of the internal dynamics of the Catholic mission implies that there was a beneficial, almost symbiotic relationship between sympathetic bishops and their 'valiant helpers.' Internal conflicts concerning administrative issues have been represented as little more than mere personality clashes. The thesis takes a more critical contextual approach and argues that the manifestation of internal dissension during this period can only be fully explained by taking account of external influences rather than local conditions. These influences include both Gallican and Ultramontane ecclesiastical perspectives as well as the individual community cultures that were transported from Europe to the Perth diocese by missionary personnel. This new perspective corrects the more traditional approach which overlooked the different ecclesiastical approaches, orientations and community cultures that were represented within the colonial Catholic mission. This expansion of the existing interpretative paradigm through which historians view the West Australian Catholic mission in general and the development of the school system in particular marks a significant shifi in the existing historiography. As a consequence, scholars will in future take a more critical approach to the study of not only the Catholic education system but also the Western Australian Catholic mission in general. Rather than representing the definitive closing chapter it is intended that this work will invigorate renewed historical interest in the development of the Australian Catholic mission.

Style APA, Harvard, Vancouver, ISO itp.

49

Miles, William Edward. "Towards an improved model for senior-secondary music education: a multi-faceted perspective". Monash University. Faculty of Education, 2006. http://arrow.monash.edu.au/hdl/1959.1/6572.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

50

Karginoff, Simon P. "A study of attendance and classroom participation among Aboriginal (Nyungar) students in a West Australian metropolitan senior high school". Curtin University of Technology, Faculty of Education, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9561.

Pełny tekst źródła

Streszczenie:

My thesis combines an analysis of the reasons behind changing attendance and participation of Aboriginal students at a West Australian metropolitan senior high school with an appraisal of the role of Aboriginal students in its school curriculum, 1993-1997. This study also incorporates an examination of teacher attitudes towards Aboriginal students and culture with an ethnographic study as well as a qualitative survey of the attitudes of Aboriginal students towards school and the curriculum process.This thesis begins with an explanation for the choice of Aboriginal students and their experience at school as my research topic. Some autobiographical details of the author and my position on staff at school, 1994-97, then follows. A general background to Aboriginal Education and metropolitan senior high school is provided, with a specific discussion of the role of Aboriginal students and the place of Aboriginal Studies in the life of the school. A concise analysis of the secondary literature is then undertaken which provides, inter alia, a knowledge base for the 'ethnographic' interviews. The various strategies introduced in an attempt to improve the attendance and participation at school of Aboriginal students are then analysed, including an assessment of the success of the Aboriginal Studies programme.The next section focuses on the attitudes and actions of Aboriginal students and their teachers, giving a detailed account and appraisal of a series of interviews.My thesis then concludes by outlining some of the major factors influencing Aboriginal attendance and participation at school, as well as examining some of the key areas where Aboriginal education may be improved. My thesis does not purport to provide definitive answers to these issues, but rather points to an embryonic strategy for improvement, based upon the necessarily limited focus provided by this research.A ++
series of appendices follow my written conclusions. No manuscript collections were consulted in the course of undertaking this research. However, many interviews and questionnaires have been extensively used with a voluminous selection of secondary source material, a selection of which is detailed in the bibliography.

Style APA, Harvard, Vancouver, ISO itp.

Rozprawy doktorskie na temat „Education (Secondary) Western Australia”

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych