Limited research has been conducted concerning the actual practice of health education in Victorian schools. This study investigates the health education curriculum at a large primary school in the south-eastern suburbs of Melbourne. The investigation involves a critical analysis of current practices in health education in the upper school through the development of a ‘small’ action research group. Data were gathered through document collection, questionnaires, interviews, discussions, diary and reflective journal entries. The action research group, consisting of the teacher-researcher and upper school teachers, developed, implemented and reflected upon units of work piloted with upper school students. Alternative approaches to health education were explored. The aim was to accommodate critically informed discourse amongst colleagues to promote self-reflective enquiry and facilitate improvements to existing pedagogic practices. During the course of the investigation, factors limiting and facilitating action research and curriculum change in health education, became evident. These included personal, practical, curriculum and organisational constraints operating externally and internally on the school and classroom environments. Despite these constraints, it was demonstrated in this study, that action research can contribute to the improvement of pedagogic practices in health education. Small ‘authentic’ action research projects may provide alternative internal professional development structures for teachers and consequently improve learning opportunities for students.

The thesis is a culmination of my research which drew on tyangi wedi tjan Rak Mak Mak Marranunggu and Marrithiel knowledge systems. These awa mirr spiritual knowledge systems have guided our Pilu for millennium and have powerful spiritual affiliation to the land and our continued presences. The understandings of the spiritual connectedness and our practices of relatedness have drawn on Pulitj, our deep awa mirr spiritual philosophy that nourishes us on our country. This philosophy gave us our voice and our presence to act in our own ways of knowing and being on the landscapes created by the Western bureaucratic systems of higher education in Australia to bring forth our Tyikim knowledge systems to serve our own educational interests. From this spiritual ‘Puliyana kunun’ philosophical position the thesis examines colonising constructions of Tyikim peoples, Tyikim knowledge systems in education, Tyikim research and access to higher education for Tyikim students. From the research, it is argued that the paradigm, within which the enclave-derived approach to Indigenous higher education is located, is compatible with the normalising imperialistic ideology of higher education. The analysis of the Mirrwana/Wurrkama participatory action research project, central to the research, supported an argument for the Mirrwana/Wurrkama model of Indigenous higher education. Further analysis identified five key pedagogical principles embedded within this new model as metaphorically equivalent to wilan~bu of the pelangu. The thesis identifies the elements of the spirituality of the narrative exposed in the research-in-action through the “Marri kubin mi thit wa!”. This is a new paradigm for Tyikim participation in higher education within which the Mirrwana/Wurrkama model is located. Finally, the thesis identifies the scope for Tyikim knowledge use in the construction of contemporary ‘bureaucratic and institutionalised’ higher education ngun nimbil thit thit teaching and learning experiences of Tyikim for the advancement of Tyikim interests. Here the tyangi yigin tjan spiritual concepts of narrative and landscape are drawn upon both awa mirr metaphorically and in marri kubin mi thit wa Tyikim pedagogical practice.

The original aim of the study was to trial an assessment procedure, HOWZAT, designed to sample the oral language, reading, and cognitive style competencies of seven year old children. The evaluation of the pilot study indicated that the procedure was limited in the extent to which the original aims could be attained. A follow up study with amended aims, items, and procedure was conducted and evaluated. The second study was a descriptive, empirical study of the responses of a sample of seven year old children to eighteen items - most of which contained distortions of written language forms. The procedure required the children to make decisions about the acceptability of the items and to discuss and justify their decisions. The sample consisted of thirty children, ten from each of three reading ability groups. The allocation of children to groups and ranking within each of the groups according to reading ability was done by their respective teachers. The children's responses to the items and some of their response behaviours were analysed in two major ways. In the item analysis it was found that the children had similar response patterns to the items that were distorted semantically, syntactically and in conventions of print but responded differently to the graphophonically distorted items. The patterns of response to the different kinds of distortions were interpreted in terms of the intrusive effect of the distortions on the children's expectations about written language. Different response patterns were also found between and within the three ability groups. Children perceived by their teachers as being better readers demonstrated competence in finding and using strategies for dealing with the task and items. Individual profiles were presented to illustrate these differences. The conclusion reached in the evaluation was that the use of distorted materials had produced interesting results but was not justified on ideological grounds. However, the procedure was judged to have some potential as an action research methodology to explore children's reasoning with print and strategy learning abilities, and to probe their linguistic development and performance.

In recent years Australia has seen a national change in policy focus for the provision of early childhood services. The change has been from delivery of a discrete education model of sessional preschool to a diverse range of services to families. This policy focus is reflected in the Australian Capital Territory (ACT). There has been a move from a discrete preschool provision by the Department of Education and Training to a more cohesive early childhood approach by Children's Services Branch within the expanded Department of Education and Training and Children's, Youth and Family Services Bureau. The purpose of the study is to investigate reasons for, and nature of, the shift in policy focus and the impact on preschool staff in the ACT. The review of literature reveals that implementation of a more cohesive provision of early childhood services in Australia has not been without difficulties. These difficulties are investigated. The research is undertaken at an ACT Government preschool site. At this site the sessional government preschool and a community long day care centre are located in a purpose built shared facility. The research traces the values and practices of preschool staff in the sessional government preschool as they work in the shared facility in the first year of operation. Action research is employed in the form of a single case study, and guided by principles of Problem Based Methodology to clarify the issues involved and develop strategies to address a positive way forward in the ACT. The reflective, qualitative research provides the government preschool staff and the researcher with opportunities to develop and implement strategies to address difficulties. These difficulties are discussed in the context of the review of literature. Drawing on conclusions and recommendations from the case study, the investigation provides management insight into a way forward for more cohesive provision of early childhood services in the ACT.

Over the past six years, a part-time withdrawal-from-mainstream-class enrichment program for gifted and talented children has been operating at the Holt Primary School in the Australian Capital Territory. In keeping with the neighbourhood school policy of the ACT Schools Authority, the program caters only for children within the school and has included those from grades three to six. Based on Renzulli's Enrichment Triad Model, the program has a thematic approach which provides opportunities for participants to pursue both group and individual research on topics of interest to them. Identified children remain in the program for as long as possible and some have continued for as long as three years when resources have been available. This Action Research Study by the Co-ordinator of the program describes the setting up, objectives, identification methods, resources and evaluation.

Increasing numbers of older patients with cognitive impairment and disturbed behaviour are likely to present to acute care hospitals in the future. Nurses are not well disposed towards care due to safety and morale issues caused by knowledge deficits, job stress, oppressed group behaviours and ageist attitudes. Patient outcomes are often poor with multiple adverse events, long lengths of stay and levels of mortality. Disturbed behaviour may be caused by delirium, depression or other mental disorders and dementia or all. The research question addressed was “Can the instigation of a person-centred approach to care of patients with cognitive impairment and disturbed behaviour result in decreased nursing stress, improved patient care practices, outcomes and relatives’ satisfaction?” A conceptual framework incorporating the constructs of Person-Centred Care, the Integrated Structural Model of Human Behaviour and Practice Development informed the action research methods utilised. The processes of facilitation were used to undertake four action research cycles incorporating plans, actions, observations and reflections in one 25-bed acute aged care ward in a large tertiary referral hospital The first cycle involved setting up the study, recruitment of nurses and patients, gathering of baseline data and application of nonparticipant observational studies of the quality of nurse-patient interactions which served to inform the plan for interventions. The following three cycles demonstrated efforts to undertake those interventions through strategies to increase nursing empowerment and knowledge in the context of constant staff turnover and diversions that compromised support and participation. During the study there were few apparent adverse patient outcomes with significant improvements in patient analgesic administration, relatives’ satisfaction with care, nursing care practices involving the completion of a Communication and Care Cues form and nurses’ interactions with the patients. New care planning tools were developed that will enable ongoing activities for practice improvement. Conversely, there was a significant increase in the nurses’ stress levels when caring for hypoactive delirious patients, a trend towards more emotional exhaustion, high nursing turnover and increased sick leave rates. Nursing care practices were unchanged and the new care planning tools were not well utilised. Reflection on the implications and limitations of action research methods supported by practice development strategies in the dynamic, often chaotic environment experienced during the study, suggested that if there is an absence of hierarchical managerial sponsorship for such activities, then sustainable change is difficult. Therefore, it was shown that a person-centred approach to care of patients with cognitive impairment and disturbed behaviour using action research methods in this environment, can result in some enhanced nurse-patient interactions, patient care practices, outcomes and relatives’ satisfaction. However, progress is likely to be slow and time consuming. Further improvements require attention to the well-being status of the nurses through actions that generate feelings of empowerment through individual recognition, knowledge enhancement, adequate access to patient information and sufficient time to undertake their duties as equal members of the multidisciplinary team.

<p>This thesis aims at describing and analysing the process and content in knowledge development within a research circle. The participants in this circle are seven teachers who work with multilingual children diagnosed within the autism spectrum, and me as a researcher.</p><p>The study is conducted within the tradition of participatory-oriented research. The research issue concerns the questions these teachers ask themselves in their everyday work. The study, consisting of twelve meetings, was carried out during 2004-2005. In the final meeting material collected in the circle was analysed together by all participants. The knowledge-content analysis disclosed four main themes: mother-tongue issues, disabilities and diagnoses, the issue of frames and matters related to working with parents and other professionals. The results show that once a child is diagnosed within the autism spectrum the diagnosis “takes over” and mother-tongue instruction is seldom discussed.</p><p>The participants in the circle found it difficult to collaborate with the various authorities involved in working with a child and its family. They also found it difficult to communicate with parents, due to language barriers, different cultural contexts, and the observation that interpreters did not translate properly. The participants noted an existing hierarchy in relation to doctors and psychologists, regarded as having the mandate to assess a child’s ability and suggest placement in class.</p><p>A conclusion is that the work of the teachers entails a high degree of complexity, and that knowledge meetings and collaboration between parents, teachers, and the various authorities are needed. During the circle process emancipating collective knowledge was constructed transcending what any participant had from the start. Experiences discussed in continuing dialogues, and in an on-going process, seem to be essential for generation of knowledge. When experiences were challenged, potentials for different actions were revealed.</p>

<p>In what ways can outdoor education be used when teaching immigrants the language of their new country? There is aneed to both concretise grammar teaching and diversify teaching methods to bring language acquisition closer to reallife situations. By using action research a collaborative study was made with four Finnish teachers in four immigrantlanguage classes by implementing a series of lessons using outdoor education. Focussing on the teacher’s experiencequalitative interviews were conducted both before and after the collaborative outdoor lessons. This was supported byobservation and student verbal and written evaluation.</p><p>Both positive and negative aspects of outdoor education were explored in relation to how effective it is as a teachingmethod and as a method of cultural assimilation and group socialisation.</p><p>Outdoor education was found to support a sense of group inclusion and strengthen collective group experience.Difficult concepts were dealt with in a more tangible manner which specifically benefited weaker students. Byexploring the unfamiliar as a group in a supportive environment constructive outcomes were gained. Being outdoorsand using natural materials democratised the cultural meeting. Peer collaboration was demanding but fruitful andshould be used more as a developmental tool in education.</p>

This study focused on composition teachers in elementary and secondary schools who researched their own teaching practices. Specifically, it examined political implications of their work within the larger context of the education hierarchy. Central to this examination were teacher-researcher (t-r) perceptions of and interactions with other members of the education hierarchy (i.e. university researchers, other t-rs, and students). Evidence for this study was gleaned from journal articles, descriptive essays, and conference sessions in which composition studies t-rs and their consultants discussed their work. A rhetorical analysis of what t-rs have said and written, along with an examination of the politically charged origins of the t-r movement support the hypothesis of this study: t-rs research (at least in part) for political empowerment. In the process of researching, t-rs alter their traditionally defined relationships with university researchers, other t-rs, and students. Composition studies offers a natural setting (philosophically and practically) for the t-r movement. / Graduation date: 1993

Klimpfjäll is a mountain village in the south of Lappland. In the middle of the 1970's a mine was set up in Stekenjokk about 20 km west of Klimpfjäll. A new housing estate was built, as an extension of Klimpfjäll, to accommodate the miners (about 170 people) and their families. This new part of Klimpfjäll was named, by the local inhabitants, Nybyn (The New Village), and the original village became known as Gammelbyn (The Old Village). For many of the people, the move to Nybyn was not just a case of being provided with the opportunity to earn a living. It was part of a life-objective. However, this way of life had an obstacle; the mine had a limited lifespan. A number of Nybyn's inhabitants could possibly remain in the village, even after the closing of the mine, but for the majority this was an impossibility. Nevertheless, the people still believed in the possibility of "saving" Nybyn as a whole, despite the unreasonableness of that belief. This was also the belief held by the local council, the state and the mining company. I have named this phenomenon "mystification". The future of Klimpfjäll became a mystery. The people would rather not discuss the future of Klimpfjäll because they know that it does not exist, they, nevertheless, want to believe in it. It is this mystification that made the establishment of the mine possible, and which holds Nybyn together socially. The Social Welfare Service in Vilhelmina had, for a long time, regarded Klimpfjäll as a social problem. The problem was defined as being traditional social problems, due partly to addiction and partly to loneliness. For this reason an action research project was started. But the real problem for the people of Nybyn was the uncertainty of the future. The project was doomed to fail. Why should the people of Nybyn "go to evening classes" when their village was being threatened with closure? The project became just one element in the continuing mystification. It was not possible to redefine the project as a "survival project", since everyone wanted to believe in a continue future for the mine. In this study I have attempted to understand why it was impossible for the action research project to succeed. In understanding its failure I believe that we can also understand the people of Klimpfjäll. / digitalisering@umu