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Community perception of practice in an open primary schoolDilley, Neil James, n/a January 1982 (has links)
This study examines the development and consequences
of a crisis in a government primary school in the
Australian Capital Territory. The A.C.T. system
is founded upon participation in policy development
at the school level - problems when they arise are
usually resolved at the local level.
A challenge to the school's policy is described,
as is the reaction of the Board. The consequences
flowing from the mechanism used to resolve the
conflict are discussed in terms of the particular
school and the system generally.
The tensions inherent in a participatory approach
to policy development at the school level are
examined. The constructive as well as destructive
elements are discussed.
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Continuous enrolment policy : a study of transition from preschool to primary school in the ACTDixon, Dalma, n/a January 1987 (has links)
Since its inception the A.C.T. Schools Authority has
implemented a number of changes in attempts to meet its
aim to provide high quality programmes for children.
In the case of enrolment policy the decision to change
to continuous enrolment was made in many schools less on
educational grounds than as a result of economic and
political pressures. However, any policy which has an
impact on children's learning in schools must be
examined in the light of its educational implications.
This study attempts to do this. It attempts to assess
the policy on educational grounds with a particular
focus on the programmes offered to individual children
and the day to day problems encountered by teachers who
attempt to implement the policy.
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Developing culture of a new catholic primary school : vision building, shared values and beliefsDoszpot, Maureen, n/a January 1996 (has links)
This study examines the articulated vision of a new Catholic primary school in
order to describe and assess its developing organisational culture. The following
questions provide the major focus of the study: I How and to what extent does
the Vision Statement describe the developing Catholic school culture at St Clare of Assisi Primary School? 2. What are the common beliefs and values underlying
the Vision Statement at St Clare of Assisi Primary School?
A review of the literature reveals that many educational researchers stress the
importance of schools developing a strong, coordinated, cohesive and positive
culture. The need for this culture to be based on a clearly articulated vision,
embodying shared values and beliefs is also indicated and this provides the
rationale for the study.
A number of frameworks for school culture are examined and adapted to develop
a conceptual framework for the study. The resulting Model for Developing
Catholic School Culture provides a structure which enables collected data to be
sorted and analysed, so that the research questions can be addressed.
This study utilises the methodology of ethnographic research. Data collection
strategies include participant observation, interviews, surveys, and other sources
including school records and documents, photographs, artefacts and memorabilia.
The findings are organised under five headings, each of which represents a belief
articulated in the school's Vision Statement. These beliefs are examined to see
how they are enacted verbally, visually and behaviourally by the school
community Conclusions are drawn as to the relevance of the Vision Statement to
the school community Other significant values and beliefs evident from an
examination of the data are also identified
The study concludes that the Vision Statement effectively describes the developing
culture of the school for there is congruence between its beliefs and actions.
What emerges of particular significance from this study is the importance of a
school community articulating a shared vision. A school's Vision Statement serves
a dual purpose It is the filter which allows the shared beliefs and values of the
school community to be articulated, while at the same time serving as a scaffold
for checking if these shared beliefs and values are being enacted by the
community.
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Discipline policies and practices in the primary schoolDwyer, Michael, n/a January 1988 (has links)
The study attempts to investigate discipline policies
and practices in primary schools since the abolition of
corporal punishment. The purposes of the study were to
find out who is involved in the formulation of a
policy; how this procedure takes place from the
initial stages to fruition; the contents of a
completed policy document and to canvass opinions of
teachers and students about their school policy.
Information was obtained from twenty-two completed
questionnaires received from public primary schools in
the Belconnen region of the ACT and a more detailed
case study of three of these schools.
A search of the literature revealed a number of key
elements of a whole school discipline policy. These
included: formulation of policy; recognition of
appropriate student behaviour; rules and consequences;
policy procedures; responsibility for policy
implementation; the abolition of corporal punishment.
The study showed that there is a growing awareness of
the democratic decision-making process within
classrooms and that schools are producing comprehensive
discipline policies, many of which are now more
accurately titled 'Management of Student Behaviour'.
Schools are encouraging appropriate behaviour from the
students, endeavouring to develop student
self-discipline and self-esteem, and are using agreed
logical consequences when rule violations occur.
The case study concludes with comments on the ACT
Schools Authority Discussion Paper 'Policy and
Procedures for the Management of Student Behaviour in
ACT Public Schools' issued during 1988.
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The Co-op School : The Co-operative School, ACT, 1978-1980, curriculum options compatible with alternative, early childhood educationEnright, Coleen, n/a January 1985 (has links)
This field study was based on experiences as a
teacher and parent in an alternative, progressive early
childhood school: The Co-Operative School, O'Connor, ACT.
The data for the study was recorded during 1978, 1979,
1980; the first three years of the school's existence as a
Government school. The development and educational
progress of fourteen girls and boys, aged from five to
eight years in 1978, was followed. The philosophy,
policies , organization, curriculum content, teaching
strategies and general milieu of the school were examined.
The aim of the study was to analyse the philosophy
of the school, as set out in the constitution, and to see
how it related to curriculum and teaching strategies.
Issues of freedom and choice within a compulsory school
environment were examined in relation to the stated aims
of the school: the underlying reason for this examination
was the problem caused by the gap which existed between
philosophy and practice, which caused the experiences of
the children in the school, to often be at variance with
stated aims.
The developmental needs of children in the early
childhood age group, and the personal variables they
brought to the learning situation, were related to the
school environment. Social learning theory was utilised,
as a perspective from which to provide a unified
conceptual basis, for planned interventions in teaching
and learning. The importance of modelling, self-expectation,
feelings of self-efficacy and competency,
were related to the community, the curriculum content, and
teaching strategies of the school.
Decision-making strategies were examined for their
relevance to consensus-based processes and a co-operative
style of community management. Consideration was given to
the provision of a cohesive environment, in which adult
members of the community could participate freely in
autonomous learning experiences with children. The area of
conflict resolution and the incidence of aggressive
behaviour in the school were explored, and techniques for
successful negotiation of differences were suggested.
Areas of the curriculum which have traditionally
been difficult for alternative schools to implement to the
satisfaction of all community members were examined.
Areas such as: goal-setting and m o t i v a t i o n of children;
basic skills in early childhood; transition to mainstream
education; the effect of emergent lifestyle values; the
provision of equal opportunity for girls and boys; and the
importance of co-operative learning strategies.
The study ends with reflections on the place of
alternative, progressive schools in the 1980s, and the
need for such schools to exist to provide an educational
choice for parents and children in the future.
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The development of courses in psychology for secondary colleges in the Australian Capital Territory : a case study of a curriculum innovationEverett, Jennifer Louise, n/a January 1976 (has links)
The main purpose of this study was to examine the way in which
courses in psychology were developed and introduced to the curriculum of
secondary colleges in the Australian Capital Territory. It is a case
study in curriculum change viewed from the perspective of a participant-observer.
Briefly the study attempts to analyse the process of curriculum
change within a sociological framework. The second section deals with
the history behind, and subsequent introduction of similar courses in
Tasmania, the United Kingdom and the United States of America, and their
significance to the curriculum innovation under study. The third
section deals with the background to the case study, the context in which
the project was undertaken and the factors which gave rise to it. Emphasis
is given to the negotiations which must go on in reconciling the differing
perspectives of those groups directly involved in the change process. The
process of accreditation and the influence this had on the structure of the
courses is also examined. The problems inherent in developing and
establishing a curriculum innovation are dealt with in considerable depth.
Finally the process of curriculum change is analysed in the context of the
currently available research literature on models and strategies for change
in education. Implications are drawn for future studies in this field.
Hopefully this report will contribute to the various theoretical models
and strategies of change to be found in curriculum theory.
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Learning and leaving : a study of the interrelationships among innovation in nursing education, professional attitudes and wastage from nursingFox, Stephanie, n/a January 1987 (has links)
The purpose of this study was to examine some of the
interrelationships between innovation in nursing education,
professional attitudes and wastage from nursing. Five groups of
students who participated in innovative nurse education courses in
A.C.T. hospitals in the 1970's were surveyed by a self
administered questionnaire which gathered biographical data as
well as attitudinal information. Their responses were compared
with those of students who had undertaken a traditional nursing
course at an A.C.T. hospital in the same period.
The findings of this study suggested that the instrument used may
provide a better measure of satisfaction with nursing than of
professional attitudes. One of the unexpected findings from the
survey which suggested the need for further study was that many of
those who had undertaken further nursing study indicating apparent
commitment to continuing education in a chosen career would not
encourage others to enter nursing. Another was that those who
indicated greater career choice commitment may in fact be those
who felt unable to obtain alternative employment.
It was found that innovation in hospital based nurse education
courses attracted different people and produced graduates with
different attitudes to professional issues,who followed
different career pathways compared to graduates of traditional
nurse education courses. Innovative courses appear to have
attracted older and better qualified entrants and to have
increased the likelihood of graduates being promoted. Respondents
from the innovative courses showed increased interest in
continuing education and Professional Association activity than
their control group colleagues. They were more frustated with the
traditional role of the nurse as the selfless, dedicated worker
and were less commited to their career choice, overall these
findings perhaps indicated a level of dissatisfaction with nursing
higher in the innovative course graduates than in the control
group. These findings may support Brief's contention (1976) that
expectations raised during the educational process, if not
fulfilled, will lead to wastage.
wastage from nursing was intimately linked with dissatisfaction
with work conditions in nursing. Those who had permanently left
nursing had more frequently left for work related reasons and
undertaken non-nursing study than those who had left and returned
or who had never left. Those who left for work related reasons
were less likley to return and less likely to choose nursing again
if given the chance than those who left for other reasons.
Findings about the institutionalisation of innovation in nursing
education were difficult to identify with certainty, since time
lapse alone could explain many of the findings. Attitudes to the
Professional Association were more favourabe in respondents from
the later intakes into the innovative courses than from the
earlier. Given the recent increases in industrial activity in
nursing, this finding is consistent with time lapse. Later intakes
also demonstrated greater commitment to continuing education than
earlier. This too can probably be explained by the greater
availability of such facilities in more recent times.
In a period of shortages of nurses prepared to work in the health
care facilities of Australia, and of changes in the educational
preparation of nurses, the findings of this study relating to
attitudes and wastage should be used as the basis for future
workforce planning.
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Childbirth and parenting education in the ACT: a review and analysisO'Meara, Carmel M., n/a January 1990 (has links)
The study reviewed the provision of childbirth and
parenting education in the ACT for indicators of
effectiveness and needs. Users (n = 207) and providers
(n = 7) were surveyed for information on educational and
administrative aspects of the service. An original
design questionnaire was based on the PRECEDE framework
(predisposing, reinforcing and enabling factors in
educational diagnosis and evaluation) and the social
model of health. Items were drawn from the relevant
literature, concerning individual, social and service
delivery elements of the health fields concept
interpreted for pregnancy, childbirth and parenting.
Individual factors were related to Maslow's hierarchy and
the valuing approach to health education. The provider
survey covered information on organisational elements,
comprising inputs, processes, products, outputs and
outcomes of childbirth education.
The study comprised a literature review, cross-sectional
non-experimental surveys of users and providers, and a
needs assessment combining information from each of the
three sources. Descriptive statistical techniques,
analysis of variance and valuing analysis were used to
extract information on effectiveness indicators and needs
from the user data. Comparisons were made between
present and past users, and between women of different
ages, experience of pregnancy and preferences for public
or private methods of education for childbirth.
No evidence was found of individual differences in the
women's attitudes, beliefs and values that could be
attributed to education. However, users expressed strong
approval and positive views of the service and its
providers. The level of personal health skills,
confidence and emotional preparatiqn they achieved
through childbirth and parenting education did not fully
meet their expectations.
The survey also found that the organisation of childbirth
and parenting education has not developed professionally
like other health services. Service goals and objectives
are ill-defined; planning and coordinating are inadequate
for an integrated maternal health care system. The
service's main resources are its highly motivated and
dedicated teachers and clients. Several recommendations
are made for educational and administrative measures to
enhance service effectiveness within present
organisational constraints, based on the needs identified
by the study.
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The Landcare and Environment Action Program for unemployed young people in the A.C.T. : enhancing self-concept, learning and teaching for the environment : an action research studyGibson, Graeme, n/a January 1996 (has links)
Youth unemployment and environmental degradation are two critical issues facing
Australia today. This action research study concerns learning and teaching with
participants in a government labour market program which was established to address
these two issues.
The study was based on three cycles of action research with six groups of participants.
The main objective of the research evolved to consider whether critical thinking and
action learning can enhance self-concept and environmental education for unemployed
young people. The research provides a positive response to this problem, although
certain limitations are noted. Conclusions are drawn in five areas. Three of these are
from the first cycle of action research. These relate to environmental attitudes,
knowledge and action; approaches to environmental education and learning; and the
impact of unemployment, peer pressure and mass culture. Two conclusions are drawn
from the second cycle of action research. These relate to the integration of action
learning and critical thinking strategies into the learning and teaching; and the
individual participants' life history and prior knowledge and experience of
environmental issues.
Recommendations are made concerning professional development and support for staff
working in the area, and the planning and implementation of programs. The major
recommendation is for the integration, where appropriate, of integrated critical thinking
and action learning strategies, through all aspects of the training and project work. This
recommendation draws on evidence from a number of areas where these approaches are
shown to be beneficial. These include the potential for emancipation and improved selfconcept,
and the contribution to environmental education.
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Extension planning : the Canberra Y-Plan controversyCook, Alison H., n/a January 1987 (has links)
n/a
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