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PEP (ACT) : factors modifying the delivery and impact of a Commonwealth specific purpose program in the Australian Capital Territory 1984-1986Joliffe, E. Keith, n/a January 1988 (has links)
The Field Study Report records the establishment of a
theoretical model for examining aspects of complex
innovations, the application of that model to the
Commonwealth Participation and Equity Program in the ACT
government sector using an historical perspective, and the
drawing of conclusions occasioned by that, application.
Based on the literature of the management of change,
educational administration and educational politics as well as the history of the program, it is argued that
specific groups of factors influencing the delivery and
impact of the program may be identified and their effects
described, with a view to guiding future delivery of major
educational reform programs.
The theoretical model for classifying and examining the
relative importance of the factors is a synthesis based on
the work of the researchers Hoy and Miskel (1982), with a
major additional component, prompted by writers in the
field of educational politics. The method of application
also allows the discussion of two further underlying
propositions. These are;
(a) That the modes of delivery employed by the ACT Schools
Authority for PEP evolved during the course of its
implementation;
(b) That the program had a discernible impact, in terms of
its aims, but this impact, was modified qualitatively and
quantitatively by the process of mutual adaptation and by
other factors external and internal to the program.
In a series of linked steps, the thesis examines the
literature, drawing out a grouped collection of factors
potentially influencing the program, describes the
context, modes of delivery, aims and outcomes of PEP,
categorises the identified factors according to their
apparent relative influence, and uses these learnings to
make predictions and conclusions about PEP and future
system-wide reform initiatives.
It is concluded that the underlying propositions of the
thesis are confirmed. It is also argued that the study has
highlighted the predominant influence of political
factors, most groups of management factors and factors
related to school organisation, whereas other factors are
of lesser importance in moulding program delivery
strategies and shaping program outcomes. As well, the
thesis concludes that the particular framework adopted for
the study possesses considerable potential for use in a
variety of future research, and that the introduction of
the factor-based structure as a means of carrying out
historical research helps promote rigour, objectivity and
credibility where there is a reliance on the involvement
of a participant-observer to provide reflective data.
In relation to PEP itself, it is concluded that the
process of mutual adaptation and the influence of the
multiplicity of factors ensured that the higher-order
program outcomes such as institutionalisation of new
curriculum definitions, the development of negotiated
student, management and teaching/learning strategies and
attitudinal changes about, the purposes and ownership of
education, were modified even more significantly than the
outcomes which could be measured in quantitative terms.
A collection of specific suggestions for improved program
delivery in the future is provided.
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Policy formulation and decision making in the ACT technical and further education systemJolliffe, Ray, n/a January 1982 (has links)
This study attempts to trace the locus of responsibility for the
decision making associated with policy determination in the
Australian Capital Territory further education system. Generally
the study is restricted to the decade of the Seventies, during which
period the administrative organisation of the system moved from the
large, centralised New South Wales State technical education system
to a small, regional system with local control.
In chronological sequence this field study considers the content and
effect of a number of reports, files and papers generated during
this period under study, and shows the nature of influences on the
emergence and structure of the A.C.T. further education system. In
particular, the shift of responsibility for policy determination,
and executive management of the system, is followed through as a
function of the recommendations contained in the various documents
considered.
By tracing the movement of executive responsibility through the
early years of operation of the A.C.T. further education system it
is possible to detect the focus of power and influence within and
imposed upon the system, and to consider the decision-making
strategies adopted in the determination of policy. From these it is
possible to extrapolate and assess, to some extent, the stage of
evolution which has been reached and possible directions in which
"natural selection" factors may influence further developments.
This field study should provide a first step, at least, toward the
association and amalgamation of many documents which have (or should
have) significantly influenced the nature of the present A.C.T.
further education system. The study concludes with some discussion
of current issues and suggestions for further (related) research.
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Attitudes of parents enrolling kindergarten children at an open plan school in the A.C.T., 1978Kedge, Judith Elizabeth, n/a January 1979 (has links)
The aim of the pilot study is to measure changes of attitudes over
a period of six months.
It is claimed that parents new to a school have only hearsay as a
basis for their opinions about the school's functioning and that this
is often detrimental to the school. It is hypothesized that these
opinions will change and reflect positive attitudes towards the school
in relation to the amount of contact experienced.
The recording of the survey begins by referring to the paucity
of research material on the subject; it continues by describing the
method of collecting data on initial opinions by means of interviews,
questionnaires and a statements of opinions check sheet; it then
analyses changes of opinion by comparing the data of the later August
statements of opinions return with the earlier February one; and
finally suggests reasons for change by analysing correlations of
parental contact and increased positive attitude. The paper
concludes with recommendations for further studies and parent education programmes.
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Middle schooling program in public schools of Canberra Australia (an exploration of practice in the light of theory)Rafiq, Mah-i-Laqa, n/a January 2005 (has links)
Middle schooling, although a contested phenomenon, has established its position on the huge
landscape of secondary education. The philosophy of middle schooling claims that middle school
has the best organisational structure for meeting the (educational, emotional, social and
psychological) needs of adolescents1. This study is an attempt to see how successful schools of
the Australian Capital Territory (ACT) are in implementing the middle schooling program with
respect to the General Design for a Whole School Approach to School Improvement (Hill &
Cr�vola, 1997), which is used as theoretical framework for the evaluation. The three schools
selected through purposive sampling for this study are considered exemplary for their
implementation of programming consistent with the essential elements of middle schooling.
The literature has recognised that, during last two decades, policy makers, educators, innovative
reformers, and private foundations have manifested enormous commitment and interest in favour
of the middle schooling program. The findings of this study indicate that, with certain
adaptations, each of the three sample schools are implementing the salient features and
characteristics of effective middle schools identified in the General Design and discussed widely
in the literature. Each sample school is making its best efforts to improve the teaching and
learning environment better to meet the needs of adolescents and is implementing middle school
philosophy in accordance with the design. It is unlikely that any school can achieve "perfection"
in all of the areas identified in the selected design (Hill & Cr�vola, 1997), and the possibilities for
improvement are always there. Certain significant issues related to students� security and
connectedness are identified as requiring some attention by the school organisation.
The main question of this study�how responsive middle school reforms are in the enrichment of
the physical, social and emotional growth of adolescents�has largely been answered positively
in this study. Based on the findings of this study it is concluded that the middle schooling
program is not a wasted effort on the landscape of secondary education in Australia. The results
of this study have certain implications for policy makers, educators and researchers. These
include recognition of the need for teacher training programs to provide teacher training with a
greater understanding of the teaching and learning needs of adolescents and the need for
educators to make extra efforts in making the school environments safe, secure and inviting for
adolescents. Longitudinal studies will be required to determine the long-term outcomes of the
middle schooling program, as claimed by the proponents of the middle schooling movement.
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Observations of a horseriding programme for primary-aged students with an intellectual disability requiring high supportKnowles, Christine L. A., n/a January 1998 (has links)
This study examined the observed effects of horse-riding which took
place as an extra-curricula activity within the school day. The three
children in the case study were primary aged students from a Canberra
primary school who have an intellectual disability requiring high
support. The criteria for selection was on the basis of how long they
had taken part in the horse-riding programme. The three children
were either just about to start or had just started the programme and
had no previous experience with horses or horse-riding.
The aim of the study was to explore the effects that the horse-riding
programme had on the children's behaviour, attitudes and the way
they communicated when riding. The children's behaviour was
observed in the different settings of the school and the stables
environment. Certain individual behaviours were observed and
recorded on a weekly basis for an eight week period. Audio-recordings
of behaviour took place as well as interviews both before and after the
eight week period, from teachers, riding instructors, helpers, and
parents.
Whilst the case study could not be said to be large enough to be
representative of all children with intellectual disabilities attending
this horse-riding programme, in general some common themes
relating to counselling emerged which corresponded with other
studies referred to in the literature. These include positive effects such
as a general sense of well-being and a feeling of success whilst being in
control of the horse. An emerging empathy and closeness of each
child with their particular horse was observed over time, which
appeared to lead to increased communication. This took place whilst
the children were talking or communicating to the horse or in the
presence of the horse.
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Training and further education for catering, restaurant and liquor services personnelKratochvil, John, n/a January 1983 (has links)
The study proposes to clarify what are the general training and
further education needs of personnel who intend to enter a career in
the Catering, Restaurant and Liquor Sales sectors of the Tourism
and Hospitality Industry, and those who are already employed in one of
the sectors.
The study also proposes:
1. to identify the immediate training needs to meet the specific
current requirements of the Industry in the ACT and surrounding
districts;
2. to ascertain the perceived future requirements to allow for the
provision of relevant training and further education facilities
to meet the challenge of tomorrow.
It is also hoped that the results of the needs analysis will assist
curriculum planners in the formulation of accurate educational
objectives to assist the construction of valid programmes of study
leading to employment into the Industry.
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School climate assessment : implications for school counsellor rolesKosky, Kristine, n/a January 1983 (has links)
This study shows that whilst the emergence of
school climate as an educational issue of major importance
is being recognised in the more recent schooling
effects literature, the actual concept remains somewhat
elusive and vaguely defined. A severe lack of knowledge
and need for study into the area, particularly of primary
school climates, is also evident.
The actual concept of climate is thus discussed
and analysed and evidence in support of the need for its
assessment is presented. Past measures used for climate
assessment are then reviewed with the aim of selecting
an appropriate instrument to identify school climate
perceptions of primary school students in this study.
Here a new area of school climate information - the
quality of school life - was introduced. The Quality of School Life Questionnaire which enabled differentiation
between a number of climate dimensions, was selected as
being the most appropriate instrument for minor modification
and use in this study. The refined version titled
School Life was administered to 587 students from 23
classes in 12 A.C.T. primary schools.
Data was analysed to provide detailed information
concerning students' views of the positive and negative
aspects of their school climate. To determine the
validity of these results and to strengthen the study as
a whole students with very high/very low school climate
perceptions were then interviewed. This enabled more
detailed discussions of these students' perceptions of
school life. Also, it enabled examination of the
possibility of employing school counsellor intervention
techniques at both the school and personal levels aimed
at assisting such students in coping more adequately in
their school systems.
The results indicate that school climate assessment
can provide important information which could be utilized
by school counsellors. In this Study, such assessment
led to actual identification of the high/low quality
areas in school climates and led to identification with
reasonable accuracy of individual students not coping in
their existent climates.
Thus the possibility and the value of school
counsellors working towards 'individualizing' school
climates through either modifying the actual climate or
climate dimension/s to better match student needs, or
through employing intervention techniques aimed at helping
individual students not coping in their particular school
climates is examined and emphasized.
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Ecology of invertebrates and predator - prey interactions on mosquito larvae in urban wetlands, ACT AustraliaLambert, David J., n/a January 1989 (has links)
Giralang Pond was a water body, with little emergent or submerged
vegetation, designed to trap fine sediment and buffer input of rising water
to Ginninderra Wetland downstream. Ginninderra Wetland was designed
to retain and use sediment nutrients and other potential hazardous materials
in urban run-off. Water in the Wetland was more turbid and had lower
magnesium concentration, redox potentials and dissolved oxygen
concentration than did Giralang Pond. Water temperature was a minimum
of 4 °C in the winter and reached a summer maximum of 30 °C
Giralang Pond had more organisms but fewer taxa than Ginninderra
Wetland. The greatest abundance in the pond resulted principally from
high numbers of two numerically dominant species Calamoecia sp. and
Micronecta sp.. More organisms were found in vegetated habitats of
Ginninderra Wetland than open water habitats. The number of
invertebrates and the number of taxa found in Typha domingensis did not
differ significantly from similar estimates for Schoenplectus validus,
Gambusia qffinis was the dominant predator in both water bodies. On
one occasion, G. qffinis reached population densities of 35 individuals per
m-2 . G. qffinis was five times more abundant in Gininnderra Wetland than
in Giralang Pond and also showed a preference for vegetated areas.
G. qffinis over-grazed it's prey on several occasions.
G. qffinis, invertebrate predators and prey followed a pattern of a
community in a stable predator-prey cycle. Prey in early spring increased
population numbers and then decreased when G. qffinis and other predators
increased their numbers. The pattern was further strengthened by occurring
in both areas of open water and vegetated habitat types.
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The development and implementation of the A.C.T. schools accreditation systemLane, Ronald J., n/a January 1980 (has links)
When A.C.T. secondary colleges opened in 1976 they constituted the
first government senior secondary system in Australia to design their
own curricula and assess their own students under the general direction
of their own college boards and within broad system guidelines.
An Accrediting Agency was set up to approve the courses of study
devised by the colleges, determine assessment procedures, arrange
certification of students' attainments and negotiate acceptance of
students' qualifications with tertiary institutions and employers.
All but one of Canberra's private schools teaching to senior
secondary level also joined this accreditation system.
This field study traces the genesis and development of the A.C.T.
schools accreditation system, and looks in detail at its implementation
at system and college level.
After a brief introduction there is an outline of innovation principles
relevant to the topic. To avoid repetition the literature review and
the development of the accreditation system are treated together in
Chapters 3 and A. Chapters 5 and 6 deal with the establishment and
implementation of accreditation, with particular emphasis on the
Accrediting Agency and Dickson College (used as an example of the
system at college level). In 1979 a major review of the work of
the Agency was undertaken by the Selby Smith Committee; Chapter 7
analyses the recommendations of that Committee. The final chapter
of this study examines some of the major issues of accreditation,
particularly its innovative aspects.
Although this study analyses the accreditation system in some detail,
it is intended to be descriptive rather than evaluative. Information
was obtained mainly from primary sources: official reports, studies
and papers written by participants, surveys conducted in the colleges,
and original documents. Interviews were conducted but were used
mainly as a check on written information.
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The relationship of visual information processing to interpretation of graphsLee, Beth, n/a January 1990 (has links)
The aim of this field study was to investigate the relationship between
visual information processing skills of Australian Capital Territory Year 1 1
and 12 T mathematics students and their capabilities in interpreting
information presented in graphical form.
A random sample of 37 T mathematics classes, comprising 621 Year 11 and
12 students were tested for their ability to interpret graphical information
presented in two contexts. The first entailed the context provided by
standard mathematics questions as seen in recent Australian mathematics
student texts; the second context required students to transfer their visual
information processing skills to situations unfamiliar to them, but
requiring similar interpretive skills to the first context.
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