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Primary-secondary transition : coping in a new school environmentSen, Veronica, n/a January 1978 (has links)
The aim of the Field Study described in this Report
was to examine the nature of primary-secondary transition
as perceived by students themselves. Twelve students from
four A.C.T. primary schools were interviewed prior to their
entry to one or other of two high schools, and subsequent
interviews were conducted at intervals during the students'
first six months in high school. Further information was
obtained from interviews with their parents and from formal
and informal assessments made by their primary and
secondary teachers. To place the trends revealed in the
interviews in a wider context, surveys were administered
at the beginning and end of the six months' period to all
Year 7 students in both high schools.
A major emphasis of the Study was an investigation of
how students cope with new tasks, social and academic, at
a time when there is a potentially stressful conjunction
of early adolescence and major educational transition.
Such coping is conceptualised as the individual matching
his resources against the demands made by a new situation.
The initial appraisal by students of the new situation
was a general perception of high school as either benign or
threatening. The more differentiated, or secondary,
appraisal was influenced by further information and
experiences; and re-appraisal was characterised, after a
further lapse of time, by either a reinforcement or reversal
of original perceptions.
It was found that upon moving to the more complex
institutional setting of high school some students had
difficulty in adjusting to a more formal organisation and
a more demanding curriculum. The students' response to
high school included such coping strategies as hostility,
withdrawal or active striving to meet the challenge of a
new school. Some students who showed a marked inability
to cope with one or more of the tasks, social or
academic, of high school were deemed to have experienced
adaptive failure.
A key factor in adjustment to high school, and one
that was at least as important as academic achievement,
was that of interpersonal relationships. Success in
relating to both teachers and peers was found to be a
crucial factor for students, whether bright or less
bright, and it was found that students of limited academic
achievement could find compensation if they perceived
their "person environment" as benign.
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Peer counselling in schools : an experimental study of human relations training in an A.C.T. high schoolSimic, Ann, n/a January 1982 (has links)
The main purpose of this study was to examine the efficacy of
a human relations programme for high school students in Years 7, 8
and 9. The programme, based on the course devised by Varenhorst (1976;
Appendix B), was run as a non-assessable option for one semester in an
A.C.T. high school by the author, who was the counsellor at the school,
and a volunteer teacher. Humanistic, behavioural and cognitive methods
of implementation were used.
As well as trying to achieve more effective interpersonal relations
between students, so that they could more successfully relate and resolve
differences, a secondary aim was to try to make the counsellor's role
a more preventative rather than a largely remedial and crisis-laden one.
Twenty-eight students enrolled for the course. Fourteen were
assigned to the experimental group and experienced the human relations
programme; the fourteen in the control group undertook a variety of
other options they had chosen. Both groups completed pre- and postquestionnaires
from which quantitative data was gathered. As a check
on these quantitative results, post-study qualitative data were also
gathered from the experimental group.
The course taught verbal and non-verbal communication skills,
decision-making and problem-solving skills, particularly in relation to
such areas as the peer group, the family and the school. The ethics
of helping others experiencing problems in any of these areas was an
integral part of the course.
iv
The study showed that human relations skills can be taught,
although the findings were interpreted cautiously because of design
and methodological difficulties. The lack of randomisation and
reported, rather than behavioural, change per se are two areas which
restrict the generalisability of the results.
It is suggested that, to achieve more widespread gains, such a
course could be incorporated into the existing pastoral care programme
of the school in which all teachers and students took part. It is
further suggested that, for optimal effectiveness, parents and teachers,
as well as students, would need to be aware of, and know how to put into
practice, the skills taught in this programme and relate them to interaction
generally.
A first step was made by the experimenter towards widening the role
of the school counsellor away from crisis cases towards prevention of
problems. Ideally, the programme could be expanded to include teachers
and parents who could, in turn, become human relations educators, thus
serving the whole student population.
The teaching, learning and practising of skill became the main focus
of the programme. Although some peer counselling was involved in assignments,
time precluded an experimental study of effectiveness in this
applied area. All students but one wanted to proceed with this practical
work.
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Influences on teachers' discipline in the primary schoolSloane, Alwyn M., n/a January 1987 (has links)
The study described in this report attempted to investigate the area of classroom discipline in the primary
school. In particular the objectives were to ascertain the
factors which influences teachers' knowledge of discipline
procedures and the factors which influence teachers'
implementation of discipline procedures.
The study first examined discipline policies and
practices in Australian schools generally and in Australian
Capital Territory government schools in particular. A review
of the literature indicated that the area of discipline in
the classroom is one which seems to be increasingly
important in the range of presage variables under
investigation by researchers.
Information was obtained from sixty completed
questionnaires from primary teachers in eight primary
schools. Respondents indicated that they taught over the
full range of primary school years/grades. Results suggested
that senior management in the schools appeared to have a
relatively unimportant role in influencing classroom
teachers' discipline programmes.
The results indicated that the in-school influences
which were perceived as the most influential on both
teachers' knowledge of discipline procedures and on
teachers' current discipline procedures were a) those
connected with pupils and b) factors about the personal
preference of teachers.
The out-of-school influences which were perceived as
the most influential on both teachers' knowledge of
discipline and on teachers' current discipline procedures
were a) those connected with professional development and b)
factors about the intuitions and reactions of teachers.
Results in general suggested that some primary
teachers may be depending or) outdated information regarding
school and classroom discipline programmes. These findings
could have important ramifications for teacher training
agencies regarding the allocation of resources to the area
of school discipline programmes.
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Change, conflict and control : a case-study on the incorporation of the Neighbourhood Community Centre into the ACT government school system and its first year of operation as the Co-operative Peoples SchoolSmith, Libby, n/a January 1982 (has links)
This field study is an examination, by a partisan participant
observer, of the Neighbourhood Community Centre and its first year
of operation as the Co-operative Peoples School, in the ACT government
school system.
The Neighbourhood Community Centre was a small, alternative,
independent school for children from three to eight years of age. The
school's philosophy was progressive and its management policies and
structures co-operative and non-hierarchical. For two years, parents
campaigned to become part of the ACT government school system. In
February 1978, the school opened as a government school, with funding
and staffing arrangements similar to other schools in the ACT.
Soon after incorporation, the distinctive attributes of the
Neighbourhood Community Centre began to disappear. Conflict became
the dominant characteristic of the new school: the degree, extent
and duration were extreme for a group that had asserted a commitment
to consensus and co-operation. Two identifiable and, ultimately,
irreconciliable parent factions emerged.
Three factors were linked in the events of 1978: conflict,
ideology and power struggles in a situation of change. These factors
do not easily fit into the dominant sociological paradigm, functionalism,
as an explanation of the events of 1978, for the concept of power has
been, at best, slow to be incorporated into that sociological tradition.
Yet the events, to this observer, were linked to a political struggle
between competing groups for the domination of the school: power was
a major dimension. Only at a superficial level was the conflict
ideological.
Parent factions concealed a third group, the teachers, who
were striving to dominate the school, a domination that was not
accepted unequivocally in the new school. Their ultimate success
depended not on their coalition with a parent faction, the support
of the Schools Office, strategies for isolating criticism and critics
and their professional ideology; their success depended on their
structural power within the school system which provided resources,
support and justification for their position.
This analysis endorses sociological theorists who maintain that
power, and structural power in particular, is a central concern in
organisational life. The failure of the Co-operative Peoples School
was linked to the unequal distribution of power within the co-operative.
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Teaching English as a second language to children in primary schools in the Canberra/Queanbeyan areaSteel, John, n/a January 1980 (has links)
n/a
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Transition from high school to college in the A.C.T.Strauch, Helen M., n/a January 1979 (has links)
This study examines some aspects of the transition of students
from high schools to a particular college in the A.C.T.
The stimulus for the study arose from the writer's perception
of problems being experienced by beginning college students and a
concern that these were in part due to the recent restructuring of
secondary education in the A.C.T.
The study investigated a number of areas affecting the
transition experiences of students moving from high schools to
Hawker College. A comparative study was undertaken of the various
curricula of the feeder high schools and of the College. Instruments
were devised to measure student's perceptions of their transition
experiences and of their orientation to the College. Interviews
were conducted with College and high school teachers, a random
selection of parents and some ex-students. The modified American
CUES questionnaire used by Whitta in Queensland formed the basis of
a study of environmental press in the high schools and College. An
analysis was also undertaken of the nature and extent of communication
between the high schools and College.
Results indicated that for most students the transition to the
College was short and relatively smooth, although not without
problems. However 10 to 15 per cent of students, particularly
those of lower ability and low motivation, were observed to have
experienced a difficult and often prolonged transition. Problems
for students arose from a sudden increase in the amount of freedom
given them, a significant rise in teachers' expectations of their
written language skills and their lack of self-organisational skills.
On the basis of the findings certain recommendations are made
aimed at increasing the communication between teachers in high
schools and the College and at improving the orientation of students
to the College. Other recommendations are concerned with easing the
transition of students, particularly those most likely to experience
transition problems.
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Simultaneous and successive synthesis and their interaction with instructional treatments in year eigth mathematics in the A.C.T.Sullivan, Carolyn Wendy, n/a January 1987 (has links)
This study addresses the criticism leveled at A.C.T.
Mathematics teachers with regard to their failure to use
any other method of teaching than chalk-and-talk. By
considering the changed needs of society for mathematics
and the changed perceptions by society of education, the
criticism is placed in context.
The importance of spatial ability for mathematics is
examined in the context of theories of cognitive abilities
and its current under utilization within the classroom. On
the basis of the increased need to utilize more talent the
study was designed to operationalise in the classroom the
constructs of simultaneous and successive synthesis,
derived from Luria's model of brain functioning.
The question of gender differences in mathematics
achievment and spatial ability is addressed.
The possible role of the maturation of language in
determining differences in the acquistion of ability to
form simultaneous synthesis is briefly discussed.
The study was designed to utilize and enhance
simultaneous synthesis. By demonstrating an
Aptitude-Treatment Interaction it was intended to confirm
that students, who function at a high level in
simultaneous synthesis but at a low level in successive
synthesis, would achieve more with experience with spatial
activates than in a more traditional chalk-and-talk
classroom.
Gender differences in achievement were not found.
Gender differences in successive/simultaneous profiles
were found in accordance with theory predictions. The need
for the duration of longer treatment periods is briefly
discussed in the context of funding and the appearance of
greater efficiency of traditional teaching methods when
the students are functioning at the highest level of
symbolic thought.
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An investigation into the most significant influences on the way beginning teachers incorporate music into their primary classroomsSutcliffe, Sarah, n/a January 1992 (has links)
The aim of this study was to identify the significant influences that effect the
way beginning teachers in the A.C.T. incorporate music into their primary
classrooms.
Twenty-eight teachers from 23 different schools were interviewed in this
study. These teachers were chosen on the basis that they were beginning
teachers (teachers who were in their first, second or third year of teaching)
and had graduated from the University of Canberra from 1988 to 1990. The
teachers were interviewed over a 7 week period in Term 4 of 1990. The
interview schedule incorporated aspects of a questionnaire and an interview
employing both closed and open-ended questions.
The study found that although 71% of the teachers taught some music in
their classrooms, no teacher actually taught the whole music curriculum (as
defined by the A.C.T. Curriculum Guidelines, 1990). Singing, listening and
moving were taught by most teachers but areas of the music curriculum
such as playing, reading and writing, improvisation and composition were
rarely included. These results were influenced by factors such as the musical
background of the teachers, preservice courses, the school music curriculum,
whether or not teacher's colleagues taught music and the school's
utilisation of the music specialist. For example, teachers who taught music
were more likely to come from a school that had a music curriculum rather
than from a school that did not.
This study has implications for the development and implementation of
primary school music curricula, the reassessment of future preservice and
inservice programs, the utilisation of human resources within primary
schools and the development of more positive attitudes towards music in
schools and society in general.
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Communication-satisfaction of educators and administrators of Adult Migrant Education Program within and between institutions in the ACTSutherland, Susan Saubhag W., n/a January 1984 (has links)
The purpose of this study was to investigate the level of
communication-satisfaction within and between institutions that are
responsible for the administration of AMEP in the ACT. These
institutions are:
The TAFE Colleges
Office of ACT Further Education and
The Department of Immigration and Ethnic Affairs.
Data were collected from the educators and administrators.
Two questions were addressed and four hypotheses were tested, which
addressed themselves to the following aspects of communication:
corporate perspective
personal feedback
organizational integration
relation with supervisor
communication climate
horizontal communication
media quality
relation with subordinates.
The general conclusion drawn from the study was that the
institutions that are responsible for the administration of AMEP in
the ACT operate at different levels (i.e. policy, implementation
and operations) and experience difficulty with communication
between institutional boundaries. However, there is little
relation between the level of individual perception within and
between institutions.
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The use of remote sensing to monitor land use change and assess its effect on the hydrology of Tuggeranong Creek catchmentDao, Minh Truong, n/a January 1993 (has links)
Since the launch of the first earth resources monitoring satellite, remote
sensing imagery has been used to provide information on the progress of
urbanization, and land cover and land use change. The launch of the first
SPOT satellite marked a significant improvement in spatial and spectral
resolution for discriminating individual targets and increased the potential to
acquire more information regarding land cover and land use.
This study aims to investigate the capability of using SPOT digital imagery for
monitoring land use change in the urbanised catchment of Tuggeranong Creek
in the Australia Capital Territory, and assess its effects on catchment
hydrology.
SPOT multispectral and panchromatic imagery was acquired over the study
area for January 1987 and September 1990. This imagery was digitally
processed and analysed using microBRIAN (MB) V3.01 software to derive
information on land cover and land use within the catchment. Multi-temporal
imagery was co-registered to a base map with sub-output pixel accuracy. In
order to improve spatial resolution, the multispectral imagery was merged with
panchromatic imagery acquired on the same day using HIS and HPF
techniques. The HPF technique retained more integrity of the original
multispectral data than did the HIS technique. Both HPF merged and unmerged
(original) image sets were used to assess the possibility of using higher
spatial resolution imagery in subsequent classification and change detection
analysis. On the basis of statistical calculation, non-vegetation classification
results were found to be consistent between merged and un-merged imagery,
but not consistent for vegetation classes. The inconsistency was found to be
the result of seasonal differences in phenology and sun angle. However more
small sub-pixel sized features such as houses and lawns were identified using
merged imagery. Regression differencing and post classification comparisons
were performed on both merged and unmerged image sets to detect temporal
changes which had occurred between both image dates. As expected, merged
imagery led to more sub-pixel sized examples of change being highlighted
using both the HPF and HIS techniques. However, errors associated with
multi-temporal image registration, compounded by classification errors arising
viI
from seasonal differences, meant that the reliability of all identified incidences
of change could not be validated. Nevertheless, post classification change
detection was found to be the most useful approach for identifying the nature
of change from one type of land use to another.
The results of classification and change detection techniques were used to
diagnose likely changes in catchment hydrology attributable to changes in land
use. Preliminary hydrologic analyses found that catchment yield is more
sensitive to changes in land use than runoff volume or peak flood discharge.
This study confirms that SPOT imagery can be used for mapping and
monitoring land use change in urban areas. SPOT imagery was found to be
suitable for providing information on land use and land cover changes and
assessing the likely hydrologic consequences of such change. The use of
imagery from anniversary dates would further improve the reliability of
hydrologic assessments based on remote sensing of land use change.
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