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The perceived role of school autonomy as a means of controlling significant areas of governance in A.C.T. secondary schools, as seen by the three major administrative components at the completion of the inaugural year of the new educational systemLivermore, Ramon Edwin Dixon, n/a January 1975 (has links)
The main purpose of the study was to ascertain the
perceived attitude of system administrators, school board
lay members and teachers in promotion positions to the
degree of school autonomy to be developed as a means for
controlling significant areas of governance in A.C.T.
secondary schools. Sub-problems related to the main
problem were:
1. What are the perceptions of the system administrators,
school board lay members, and teachers in promotion
positions regarding -
(a) the preferred distribution of control to be exercised
by each group?
(b) the perceived attitude of each group of the two other
groups perceptions of the preferred distribution of
control?
2. What are the areas of governance in A.C.T.
secondary schools, where opinions of the three groups
indicate conditions of latent, perceived, and felt-manifest
conflict existing between any two of the groups involved?
3. What areas of governance have the highest level
of perceived concern as indicated for all respondents and
each group separately?
4. Is there any relationship between the degree of
perceived professional orientation of promotional teachers
and,
(a) the amount of school teaching staff control desired,
(b) the level of concern,
(d) the number of conflicts perceived?
Data were collected with a two-part questionnaire.
The first part was designed to study policy formulation
and was administered to 237 potential respondents. The
second part was modified from Corwin's (1970:370)
professional orientation instrument and was administered
to 175 potential respondents.
Control graphs were used to present the distribution
of control that was preferred by each group, for each of
the twenty-four areas of governance. Balance of control
graphs were used to present the relative location on the
total control spectrum of firstly the three groups of
desired distribution of control and secondly how each
group perceived variations in the distribution of control
between the three groups.
Criteria was established to enable an analysis of
conflict conditions in terms of latent, perceived and
false-manifest conflict. The degree of concern, over
disagreement in each area of governance, was ascertained
by using a five point "Likert" scale.
An analysis of the data indicated that all groups
desired a shift in the balance of control from the previous
administrative dominance-primacy position. However, there
was a significant difference between the three groups
perception of where the new balance should be established.
In particular, teachers in promotion positions were loath
to conceed very much control to the newly established
school boards.
The apparent extent and nature of the conflict varied
among the groups. In terms of latent conflict, five cases
were identified relating to teachers, four cases were
identified relating to system administrators, and three
cases were identified relating to school boards. In terms
of perceived conflict, three cases were identified relating
to teachers, two cases were identified relating to school
boards, and no perceived conflicts were identified in the
case of system administrators. In terms of felt conflict,
thirteen cases were identified relating to school boards,
nine cases were identified relating to system administrators,
and seven cases were identified relating to teachers. In
the terms of possible felt-manifest conflict, eight cases
were identified relating to school boards, six cases were
identified relating to system administrators and four cases
were identified relating to teachers. The areas of
governance concerned with staffing were prominent in many
of the conflict situations identified.
The areas of governance indicating the highest level
of concern were directly related to the areas identified
as having possible felt-manifest conflict. The principle
area of concern was the appointment of promotion teachers
to individual schools.
The study did show a high correlation between a high
level of professional orientation and a desire for increased
school teaching staff dominance-primacy. This indicated
some consultations were acceptable by professional
orientated teachers although ultimate policy formulation
should stay with the school teaching staff. The significance
of this finding, while lending some support to the open
professional model developed as an ideal in the study,
seemed to be counteracted by the limited role perceived
for school boards by teachers involved in the study. This
result tended to imply that the shift in the balance of
* control as far as teachers were concerned, should be
towards a closed professional model rather than towards
an open professional model argued for as the ideal model
for teacher professional development.
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The home tutor scheme in the Australian Capital TerritoryOner, J. A., n/a January 1985 (has links)
This study sets out to describe the current situation in the
Home Tutor Scheme in the Australian Capital Territory, and
to evaluate the Scheme's effectiveness in achieving its
goals as listed in the Australian Institute of Multicultural
Affairs Review (1980). These stated goals were: to improve
the students' English language proficiency, to encourage
integration of the students into the wider community, and to
prepare them to attend more formal English language classes.
The writer also considered a further question in evaluating
the Scheme, whether it satisfied the needs and expectations
of the tutors and the students.
There were two sections to the investigation: the main
study, in which the progress of eighteen tutors and their
students was followed for a period of up to six months, and
a subsidiary study that was designed to assess the
generalisability of the data elicited in the main study. A
range of instruments were employed. In the main study,
findings were derived principally from interviews, and from
lesson reports written by tutors. In the subsidiary study,
data were collected by means of questionnaires issued to a
greater number of tutors and to students from the Scheme's
four major language backgrounds.
The introductory chapter sets out the purpose of the study
and explains its relevance in the current Australian
context. This is followed, in Chapter 2, by a review of the
relevant literature and previous research. The design of
the study is set out in Chapter 3, where details are given
of the procedures and instruments employed to gather data.
In Chapters A, 5 and 6, the results of the study are
presented. Discussion of these results and a consideration
of their implications may be found in Chapter 7. In the
final chapter, Chapter 8, the findings are summarised and
recommendations are made for future developments in the
Scheme.
In summary, the study found that in the ACT the Scheme was
achieving some success in its language teaching and social
objectives, and in satisfying its student clientele. It was
also found, however, that the Scheme's operational
efficiency was hampered by the low level of staffing and
that a significant number of tutors withdrew from the Scheme
after a short period because they were not experiencing a
high level of satisfaction. The recommendations made would,
it is thought, lead to greater efficiency of organisation
and could raise the level of tutor satisfaction.
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Selected effects of a school performance review and development process (SPRAD) on parent participation in a school and parent/teacher relationships : a single site case studyOrreill, Anthony John, n/a January 1996 (has links)
School Performance Review and Development (SPRAD) was a major innovation in school
evaluation in the Australian Capital Territory. One of its aims was to encourage teachers
and parents to work together in evaluating and developing policy across all areas of school
life: Administration and Management, Finances, Curriculum and Assessment, Staff and
Student Welfare and overall School Climate.
SPRAD is different from other forms of school review in that it is system-initiated but kept
under the control of the participants. The ACT Department of Education and Training
supplies the resourcing and consultative assistance.
One of the hopes for SPRAD was that, in bringing teachers and parents closer together, it
would create a greater understanding of where each group stood in relation to the other
and strengthen parent/teacher relationships.
The focus areas for this study were parent participation in classroom and related activities,
the various channels of information employed within the school such as school
newsletters, reports and interviews, specific notices and letters relaying matters peculiar to
class groups and school sectors, parent/teacher information-sharing sessions,
parent/teacher involvement in board and P & C activities, and other forms of formal and
informal contact.
The study highlights the differences and similarities between teachers and parents in
relation to "professionalism" and "partnership", and areas of conflict highlighted by
Beacham & Hoadley (1979) who discuss the Fortress Model of Schooling, and Darland
(lanni et al: 1975) who writes of the "anyone can teach attitude" displayed by many
members of the public, i.e. the attitude that because all people have had some experience
of schooling, then their opinions on education carry as much weight as those of the
professionals; the feeling that what was good for them is good for their children, because
they have "been there, done that" and teachers do not really know very much more than
they (the public) do.
SPRAD was seen to be a helpful factor in developing some aspects of parent/teacher
relationships. Satisfaction with parent participation in classroom activities had increased
overall despite some drops in actual parent presence at the activities because of the
movement of children into the Senior areas of the school. Another example was the
lessening of the degree of dissatisfaction with teachers' professional development
programmes, especially pupil-free school development days.
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Perception and practice in art, craft, and design : an in-service proposalNaar, Noeline, n/a January 1984 (has links)
The intention of this study is to examine the role of art, craft, and
design education in primary and secondary curricula, to outline from a
personal viewpoint what is actually happening in the ACT system of
education, to suggest reasons for what is happening, and to make
recommendations for improving art, craft, and design education in ACT
schools.
The study begins by exploring definitional problems, and examines a
range of views on the nature of art and design before establishing the
definitions upon which the ideological framework of the study is based.
The relationship between art, craft, and design is discussed, including
what they have in common and where they are essentially and significantly
different.
It is argued that there are major misconceptions about the nature of art,
craft, and design and their role in education at primary and secondary
level, and there are perceptual barriers which inhibit the ability of
educators and the community to overcome these misconceptions. They include:
The failure of the majority of art, craft, and design educators,
at all levels, both to define their terms and to develop and
articulate a defensible philosophy which demonstrates the importance
of these areas of education to our community and to our culture and
The failure of the majority of educators outside these specialist
areas but in positions which require them to make or influence
decisions which shape the educational experiences, values, and
future lives of children in their care, to inform themselves about
the role of art, craft, and design in education, or to seek and act
on informed advice.
Supported by visual material, a justification for art, craft, and design
in the curricula of schools is based on ways in which we learn to
understand the world by interpreting information obtained through the
senses, forming concepts, and expressing and communicating ideas, thoughts,
and feelings in various forms of communication including visual
representations. The way we interpret information is influenced
by our environment, learning, and experiences.
The study outlines the structure of the ACT system of education, and
discusses possibilities and limitations for art, craft, and design
education in schools within this context. Uninformed perceptions are
identified as a major barrier to change.
A proposal for long term in-service in art, craft, and design education
for primary and secondary teachers is discussed. The proposal is based on
a holistic approach, with courses grouped as related but independent units,
each capable of further division into modules. When developed the
in-service proposal was a response to perceived needs at both primary and
secondary levels of education, current educational values, existing
economic restraints, and existing resources. The progress of the
proposal is traced from its inception in 1977 to its demise in 1983.
The study concludes by reflecting on major issues, proposing the need
for informed and powerful leadership, and offering a wide range of
recommendations for future action.
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Alientated students' perceptions of school organizational healthNield, Robert, n/a January 1990 (has links)
This thesis explores alienated students' perceptions of the organizational health of a
Year 7 to 10 A.C.T. high school. The study emerged at the theoretical level from a
concern that school effectiveness studies focussed too narrowly on student academic
attainment as an indicator of an effective school. A broader view of effectiveness
would hopefully show that in the case of comprehensive co-educational government
high schools, student alienation could have a powerful effect in undermining the
achievement of academic goals in such schools.
Because these schools have little control over their student clientele and require
compulsory student attendance until age 15, it seemed a degree of alienation was
inevitable. The task for high school administrators, it was hypothesized, lay in
minimizing these alienation levels in order to reduce the impact such student
alienation might have on other school effectiveness indicators like teacher
commitment, teacher morale and time on task in classes.
My experience as a practitioner, in the Student Welfare area of a large ACT
government high school, also indicated that the traditional "top down" strategy of
much research in the field of Educational Administration that concentrated on the
perspectives of principals and teachers only gave one view of the processes within a
school. The other, complementary "bottom up" view came from students. In
particular, it was hypothesized, the perspectives the most alienated students in a
government high school held towards the organizational health of the school might
represent an unusual test of school effectiveness.
This was because the commitment of such students towards the school and its stated
academic goals was most problematic. The promotion of a school "culture" or
"ethos" that could integrate low level and high level alienation students, and thereby
foster school effectiveness, appeared to be possible only to the extent that high level
alienation students could be kept on side or neutralized by high school
administrators.
These speculations were largely confirmed in this study. Apart from the interaction
of sex and year level with alienation, the other major finding was that teacher
consideration, or the extent to which teachers show concern for students as
individuals, was the only organizational health dimension that produced a significant
difference between students on the basis of alienation level.
In short, the study is not concerned with student alienation as such. Rather it is
concerned with understanding how alienated students perceive a relatively effective
school. This would hopefully enable that alienation to be minimized and managed.
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Health related decision making and the elderly : the acceptance of influenza vaccinationMacKinlay, Elizabeth, n/a January 1989 (has links)
The study set out to determine the influenza vaccination
rate and to identify factors important in the process of
vaccination acceptance decision making for a group of the
well elderly in the A.C.T.
Prediction of vaccination acceptance was compared using
three measures: stated behavioural intention, report of past
vaccination acceptance and a multiattribute utility decision
model. In this study no one method of prediction was
obviously better than another.
The most important findings of this study included the
marked variations in vaccination rates based on type of
residence of the group members. Of the 15 variables of the
decision model, factors related to the infection of
influenza and possible complications of influenza were seen
as the most important factors by both acceptors and nonacceptors
of the vaccine in making the decision to have the
injection.
These findings can be incorporated into an area vital for
nursing intervention, the planning of nursing programmes of
health promotion and health maintence for the well elderly
population.
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Primary school teacher perceptions of the present and future teaching culture : applying the Delphi and Nominal group methodologies as an aid for defining primary school teacher work culture in the Australian Capital TerritoryMaiden, William, n/a January 1995 (has links)
This thesis examines the views of A.C.T. primary school teachers about their work to
build a picture of the culture of primary school teacher work of primary schools in the
Australian Capital Territory. I define teaching culture to mean the behaviour, work
practices, beliefs and possible habits teachers display in their efforts to perform the task
of teaching. This description of teaching is possibly similar to what some authors
describe as the 'sociology' of teaching (e.g. Barton and Walker, 1981). It is also a
reflection of Deal's suggestion that culture describes 'the way things are done around
here1 (Deal, 1985:605). In this case the study builds a picture of primary school teacher
perceptions of the way things are, the culture of primary school teacher work, in the
A.C.T. primary teaching system.
The study has been designed to identify key workplace issues which preoccupy A.C.T.
primary school teachers now and what they perceive to be the significant issues of the
future, that is by the year 2005. The Delphi methodology was chosen to be the means to
gather and refine information and perceptions from teachers its ability to clarify and
refine issues and because the Delphi has amongst its advantages anonymity for
participants and the use of experts in the data gathering.
The study found that a high proportion of teachers feel stressed about attending
meetings, yet wanting at the same time a say in the running of their school. Other
results were that teachers considered they are poorly supported by the wider community
and that a significant reward of the job was the interaction with the children. Teachers
also believe that instructional methods will be radically different by 2005.
The study aims to provide current information about the culture of primary school
teacher work to teachers themselves and to present to interested authorities and
institutions, such as the Department of Education and Training and The University of
Canberra or the Australian Catholic University, recommendations for further research
and practice to assist in policy design regarding the work teachers do.
Some recommendations to the Department of Education and Training include:
· the culture of primary school teacher work should be actively promoted to inform
the community of the complexity of teacher work and to attract quality applicants to
the profession;
· that classroom teachers are resourced, at comparable levels to Public Servants or
Departmental officers, with equipment such as computers and furniture;
· that consideration be given to providing more inservice opportunities for teachers
to pursue during stand-down (school holiday) time.
Recommendations made to teacher-training institutions include:
· regular research and reviews of teacher-training programs, with particular emphasis
placed on beginning teacher needs and competencies and to highlighting areas newly
recruited and experienced teachers consider require more training;
· the design of comprehensive upgrading programs catering for the needs of newly
appointed and experienced teachers.
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Some aspects of transition from years 6 to 7 in the Australian Capital TerritoryMajor, Glinda R., n/a January 1983 (has links)
In 1980, the A.C.T. Schools' Authority through the curriculum
development section together with its curriculum consultants, helped
to initiate and develop a pilot programme In relation to Year 6 students
about to proceed to Year 7. This programme was made possible by the
co-operative participation of both primary and secondary schools, their
principals and staffs. The programme aimed at building bridges between
primary and secondary schools, between primary and secondary teachers
and between the curriculum of primary and secondary schools.
This study began, as has been said,.where a Pilot Programme
introduced by the A.C.T. Schools' Authority, by its Curriculum Development
Section, left off. It aimed to explore further the nature of the 'day to
day' reality experienced by some Year 6 students in the Australian Capital
Territory. In addition, it aimed to explore and gain insights into the
process of transition by following up those students who had been part of
the sample in Year 6. It includes individual perceptions of the process.
In designing research instruments and investigating the process of
transition, certain theoretical concepts drawn from both psychology and
sociology were used to crystallise the observations made. In addition,
earlier studies concerning transition were assessed as well as those in
related areas.
In the process of this field study, many observations were made,
some contradictory, and generally the field study seems to have raised as
many questions as it has answered. As might have been expected, any study
dealing with human reaction is complex-more so when there are different
types of institutions to be considered. Nonetheless it is only apparently
inconclusive enquiries like this which will add to the store of knowledge
and allow assumptions to be replaced by more precise data.
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The impact of vertical integration on the friendship patterns of adolescents in an open plan high school : an action research studyMarkham, V. W., n/a January 1979 (has links)
This study examines the friendship patterns of
students in a year 7 to 10 A.C.T. high school using Vertical
Integration as a grouping policy.
The origins of this study can be found in the
school's policy developed in 1976 and favouring vertical
integration on the basis of perceived social benefits.
In the development of teaching strategies at
Melba High, Vertical Integration has been used with all
year groups in all subject areas.
Over the last three years teachers have questioned
the validity of this policy.
This study arose out of the demand by staff for
more detailed understanding of group formation processes
generally and of the link between group formation and
school grouping policies at Melba High in particular.
The approach used to generate data was an action
research design that could feed information to the school
decision-making processes.
The key findings of the study were that;
(a) whatever form of Vertical Integration was used,
students still worked in age and sex groups by choice.
(b) students tended to form friendships on a subschool
basis.
Recommendations resulting from these findings have been
implemented in the present planning of Melba High School. The
format for Vertical Integration (the method of combining years
7,8,9 and 10 in classes) has been modified to combine adjacent
year groups only. (viz. years 7 and 8 as one group and years
9 and 10 as another).
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An intensive language unit : its establishment and early yearsMartin, Elizabeth, n/a January 1982 (has links)
A participant-observation study was carried out of
a centre providing intensive English instruction for
newly arrived, migrant adolescents. This study was
conducted during a period of fifteen months from late
in 1978 to the end of 1979, by which time the Intensive Language Unit had been operating for three and a half
years.
Part of the study traced the establishment of the
Unit as an independent body within the A.C.T. secondary
education system. This involved an examination of the
process by which the Unit was set up in 1976, and of the
context in preceding years of general developments in
migrant education throughout Australia and, in particular,
those occurring in the A.C.T.
Data collected during 1979 dealt with this background
and also with the Unit's operation and role in the A.C.T.
in 1979. Some of this data was documentary evidence but
a considerable part consisted of interview material obtained
from key individuals associated with the Unit. From this
material was gained an understanding of their perceptions
and actions in the establishment and operation of the new
institution.
Analysis of the data indicated a distinct pattern of
continuity in the first years of the Unit's existence.
It became apparent that this continuity had been maintained
by several factors. These were the existence, from the start,
of a clearly defined rationale and the presence
at the Unit of a selected group of dedicated teachers
who strongly supported it. The outcome was that in 1979
the rationale had become entrenched to such an extent that
Unit teachers were prepared to protect the Unit's
threatened integrity with considerable effort.
It was possible to relate these features of the Unit
to the general context in which it emerged. This study
revealed how, in the early 1970's, increasing awareness
of the inadequacy of migrant education as well as the
significant roles of the Schools Commission and the individual
who set up the Unit, produced a situation in which
the new centre developed its distinctive features which
still existed at the end of 1979.
A general overview was developed of how a new institution
with a high degree of autonomy was introduced into
an existing system, of the advantages and difficulties
which resulted, and how it was able to maintain its
independence and particular character during the early
years of its existence.
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