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Open education : a definition and an exploratory survey of some ACT teachers and parents attitudesCoates, Jim, n/a January 1980 (has links)
PART I Open education is defined operationally in terms of the
Roland Earths (1971) open education scale plus Bob Young's
curriculum scale based upon Basil Bernstein's classification
of educational knowledge (collected versus integrated codes).
Young's scale on the organization of curriculum knowledge
is considered to make explicit ideas partially implicit in
the Barth Scale as well as adding a new dimension.
This definition of open education has three unifying closely
related principles:
(i) respect for students as persons
(ii) a view of knowledge being in part a personal construct
(iii) the extent by which the contents of the curriculum
stand in open relation to each other.
The limitations of the study and its relevance to ACT schools
are stated.
The literature on open education is reviewed and criticism is
examined. The most important writers on open education
influencing the development of the authors ideas were -
Roland Barth, Tinsley Beck, Basil Bernstein, Hugh Petrie,
Herbert Walberg and Susan Christie Thomas, and Bob Young.
PART II A short personal history of the study is given. This outlines
the development of the author's ideas and explains how the survey
was conducted (plus its problems).
An extensive analysis of the survey data was undertaken in terms
of ten research questions posed. These related to:-
(i) characteristics of respondents
(ii) representativeness of the samples
(iii) reliability of the instruments (Barth, Young)
(iv) unity of the total Barth-Young scale
(v) differences between primary teachers, secondary teachers
and parents' responses
(vi) factorial composition of the scales
(vii) a comparison of the logical and factorial dimensions of
the scales
(viii) comments of respondents
(ix) implications of the research
(x) further research required.
In general the survey data was consistent with the theory in
Part I, though it also indicated there was a need for further
development of the Barth-Young Scale.
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Understanding the organization of volunteers at visitor attractionsEdwards, Deborah, University of Western Sydney, College of Law and Business, School of Management January 2005 (has links)
This thesis investigates how volunteers are organized at visitor attractions. It focuses on museums and art museums; non-profit institutions that manage large volunteer programs. The study addresses five important issues : 1/ in what context do museums and art museums operate; 2/ why people are motivated to volunteer for these institutions; 3/ what is the extent to which the institution interacts with its external environment and how this affects organizing routines of volunteers; 4/ what is the relationship between volunteer motivation, interest dissatisfaction and value commitments; and 5/ how this understanding can result in the better management of volunteers. Two attractions in New South Wales and one in the Australian Capital Territory were investigated. The author collected data on field activities of volunteer managers and coordinators, and administered a questionnaire to the total population of volunteers in these three attractions. The thesis contributes to a more holistic understanding of volunteers that offers a critical theoretical extension to tourism, institutional and neo-institutional literature. / Doctor of Philosophy (PhD)
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House museums as sites of memoryWebber, Susan, n/a January 2005 (has links)
Houses and the objects within them stand as tangible symbols of human memory. Some
memories are created unconsciously in day-to-day living; others are consciously attached
to objects that are cherished as symbols of other places, relatives and friends. Memories
may seem to be lost until they are rediscovered in moment of involuntary recall, triggered
by an object, a smell or taste.
The purpose of this research project is to investigate the memory experiences of
visitors to a house museum; what they do with those experiences and how important they
are to them.
Forty adult visitors to Calthorpes' House in the ACT were interviewed using the
focused interview technique with a framework of questions that allowed for a
conversational style and additional questions. The interviews were recorded and later
transcribed.
The results showed that all visitors reported experiencing memories during their
visit to Calthorpes' House. Many people found those experiences enjoyable and wanted
to share them with others.
These findings are important because they can inform the set-up, interpretation
and publicity of house museums in ways which will attract new visitors and help to
engage with visitors' interests when they visit house museums.
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An Investment in Being Human EXPLORING YEAR 9 STUDENT EXHIBITIONS AN ACT CASE STUDYMcKenzie, Anna, n/a January 2008 (has links)
ACT Year 9 Exhibitions Program aligns curriculum, pedagogy and assessment
in the design and implementation of rich learning tasks, which are focussed on transdisciplinary,
problem-based, community-centred issues. It provides an authentic
assessment model through a panel assessment process of demonstrated student
achievement.
This case study research examines the uptake of an Exhibitions approach in three
ACT high schools. It discovers, through their own telling, what inspires commitment
by participants to the program and the ways that they measure success. The study
draws on a rich data set of narrative inquiry and semi-structured interviews with
teachers and students from the case study schools.
Analysis of the 'lived experiences' of the participants indicates that how individuals
profit by the program is determined by five critical factors which are realized
differently for them. Further, for the Year 9 Student Exhibitions Program to succeed
in meeting its goals of providing for teacher renewal and improved student learning
outcomes, and of promoting high school reform, certain conditions must prevail.
These conditions converge around the support afforded teachers to build their
capacity for curriculum and pedagogical change, and the opportunities for
engagement and agency of both teachers and students in the design of the
Exhibition task and its implementation.
This study investigates the realities of implementing change in schools and its
findings augment what theorists would predict for school change. It indicates that the
extent to which Exhibitions can drive a wedge into the 'business-as-usual' approach
of the ACT's more traditional high schools, and provide an alternative view of what it
means to educate for the 21st century, depends ultimately upon the human and
structural conditions created in the school, and the authenticity of the approach to
uptake. This study contains important recommendations for government and
education systems alike as they pursue school change.
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Usefulness of Macroinvertebrates for In Situ Testing of Water QualityOswald, Louisa Jane, n/a January 2008 (has links)
For various reasons, existing methods for the assessment of aquatic pollution do not always
adequately address the way in which contaminants affect receiving environments and their
component ecosystems. The main advantage of biological assessment over the measurements
of physical and chemical aspects of water quality is that biota provide an integrated response
to all prevailing influences in their environment. Biological assessment protocols have been
developed for a range of test organisms, from bacteria to mammals using measurement from
molecular biomarkers to indicators at the population or community level of organisation.
Macroinvertebrates in particular have been popular for ecological assessment of habitat and
water quality because they are small and straight forward to sample and identify using
relatively simple and inexpensive equipment and readily available taxonomic keys.
However, various biological assessment techniques also have their limitations. Field-based
assessment of biological communities does not provide direct evidence to determine
underlying causal relationships, while laboratory or mesocosm toxicity tests are criticised for
their limited ability to extrapolate to natural field conditions. To help bridge the gap, this
thesis aims to investigate the efficacy of using caged macroinvertebrates in situ to assess the
ecological condition of aquatic environments, and whether a causal relationship can be
established when macroinvertebrates are deployed in situ at sites known to have impaired
water quality. Endpoints employed in this thesis include survival, measurements of
morphology (as a surrogate for growth) and condition and, for trials assessing sites that
receive mine drainage, the tissue concentration of certain trace metals.
Development of an in situ approach to water quality monitoring and assessment will
potentially provide methods for use by resource managers, community groups and aquatic
researchers that are less expensive and faster to run than existing methods and will
complement other approaches employed in the assessment of water quality.
In situ testing of water quality using macroinvertebrates requires the collection, handling,
caging, deployment and retrieval of test organisms at sites of suspected pollutant impact. As
such procedural factors may affect test organisms and potentially confound their responses, it
is important to consider and understand as many of these factors as possible. Aquatic
macroinvertebrates held in finer mesh cages had larger heads than in coarser mesh cages. This
was likely due to increased substrate available for growth of epilithon and periphyton on
which the caged organisms could graze. Caging density had no effect on amphipod mortality
over the trial period, however, individuals held at higher densities increased in size (as
indicated by longer dorsal lengths) more than those held at lower or intermediate densities.
Temporary storage of test organisms in laboratory aquaria may facilitate the collection of
abundances required for in situ trials, however, tanked individuals were smaller and had lower
biomasses than individuals collected and deployed immediately. While this is likely to result
from differences in feeding during the storage period, it is also possible that tank storage and
the ?double handling? deleteriously affected them, or reduced their tolerance.
The effects of transplanting macroinvertebrates between sites varied considerably depending
on the characteristics of "source" and "transplant" sites. Certain taxa suffered marked
mortality within 24 hours even at their source site, indicating an adverse effect of the caging
itself, or perhaps via the change in food, shelter or microclimate which could potentially
render them unsuitable as test organisms in caging studies. Other taxa did not differ in
survival or body size when relocated between sites, with some evidence of increased growth
at sites dissimilar from their source site. In general, organisms relocated to sites that are
"similar" to their source environment performed less well at the transplant site. However,
organisms transplanted to "dissimilar" sites were found to be bigger than those caged and
deployed back to the source site.
When employed to assess known pollution scenarios in and around Canberra,
macroinvertebrate responses were, in some instances, able to be linked to specific
environmental parameters or combinations thereof. In Case Study 1, findings varied in
relation to the response endpoint being examined, and between test species, although
concentrations of metals were significantly higher in tissue of macroinvertebrates deployed at
the impact site downstream of the abandoned Captains Flat mine and increased with time
exposed. In Case Study 2, freshwater shrimp suffered significant mortality within 24 hours of
deployment at the impact sites, with larger individuals more susceptible at sites receiving
urban stormwater runoff. While various biological effects were most closely correlated with
ammonia concentrations at the site, different body size endpoints were affected in opposite
ways. In Case Study 3, body size endpoints for one test organism varied consistently with
respect to site and time factors, but none of the changes could be linked to any of the
environmental data collected. Response variables for a different test species also indicated
significant effects arising from both deployment site and time, however, each endpoint
responded in a different way to the treatment factors, and aligned with different
combinations of environmental data.
In general, linking of macroinvertebrate responses with environmental data was difficult
because of the high variability in the environmental data. However, it was further complicated
by the mismatch in the level of replication between the two datasets. As a consequence of
this, the macroinvertebrate data had to be collapsed to a lower level for comparison with the
environmental data, resulting in a loss of natural variability and analytical power. Since only
the strongest treatment effects, which could be detected above the background "noise", were
detected and modelled against the environmental data, it is possible that other "cause" and
"effect" relationships may have been overlooked.
From these results, it is clear that many macroinvertebrate taxa are suitable for use as
bioindicators in in situ trials, but that criteria used for selection of test species should
definitely include more than just impact-sensitivity and abundance. However, there are
several aspects associated with the experimental set up of field-based protocols involving
caged macroinvertebrates that may limit their usefulness as a rapid and reliable bioassessment
tool, and need to be considered when designing and undertaking these kinds of trials. It is also
apparent that choice of endpoint can greatly influence conclusions, with detection of treatment
effects reported in this thesis varying greatly depending on which morphological endpoint
was examined.
This study clearly demonstrated that there may be significant difficulties in establishing
causal relationships between environmental data and biotic responses of macroinvertebrates
deployed under field conditions. However, it has also shown that deployment of caged
macroinvertebrates in situ may assist in the determination of biological effects arising from
impaired water quality, which can then serve as the basis for more focussed laboratory or
mesocosm studies in which environmental conditions can be more readily controlled or
monitored.
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An investigation into the factors contributing to success in university undergraduate computing coursesBaskett, J L, Jo.Baskett@canberra.edu.au January 1994 (has links)
This study investigated whether a predictive tool developed by authors in the United
States (Konvalina, Stephens and Wileman) could be used with University students in
Australia (in particular the Australian Capital Territory) to predict their success in first
year University computing courses. It also investigated the effect of demographic and past
academic factors in conjunction with, and instead of the predictive test.
The study examined differences in performance between male/female students, English as
a Second Language (ESL)/non-ESL students and full-time/part-time students.
It also examined the effect of all the above factors on the continuing success of students in
the course.
While significant differences in first-time performance were found between ESL and non-
ESL students, no differences were found between the other pairings.
No differences were found between any of the groups in the continuing success in the
course.
The KSW Test, while being an indicator of first year success, was not a strong enough
model to be able to be used as a predictive tool. The demographic and previous academic
data from students recently at High School, in particular, the Tertiary Entrance Score,
level of mathematics studied, and previous computing study, were found to be more useful
as an indicator of success in fust year, explaining 53% of the variation in h a 1 unit score.
In addition, 67% of the variation in continuing success in their course was also explained
by the Tertiary Entrance Score, ASAT verbal and ASAT quantitative scores.
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Organisational communication in a large Canberra club: a case study of the Canberra Southern Cross ClubPoroch, Nerelle, n/a January 1996 (has links)
This study is primarily concerned with organisational communication in a large
Canberra Licensed Club. Through a case study approach, it explores how
effectively the Canberra Southern Cross Club communicates with its staff and its
membership within the framework of its own unique culture. At the same time the
Club is exposed to social, economic and technological changes which all have an
impact on the Club's culture.
Using historical research and interview and survey data, the author shows how the
Club's unique sense of place and definition has set it apart from other Licensed
Clubs in the significant emphasis it places on community assistance and
involvement, and the strong commitment to female and family membership. The
nature of the organisational culture is such that the staff have responded to the
needs of the Club culture in attaining high performance standards. The
membership is the highest of any Licensed Club in Canberra. Members
interviewed in the study expressed a sense of belonging to the Southern Cross
Club, so important in an environment where there is evidence of break down of
social cohesiveness at the local community level. This is due to the social
interaction of the Club's social and sports groups which act as informal
communications networks for the Club members. The Club has also developed the
characteristic of remaining close to the members in learning what they want and of
catering to them with the result that it has enjoyed productivity, profitability and
stability over a long period of time.
The culture of the Club has been influenced by various changes, particularly since
the late 1970s. Flow-on benefits have occurred for members in the way the Club
has managed these changes which has resulted in the adoption of a more
commercial and innovative approach. This has enabled the Southern Cross Club
to keep pace with other large Licensed Clubs in the industry. However, it has not
compromised the Club's attitude towards the family and the dignity of the
individual. Its strong commitment to providing opportunities for social interaction
is a facet of club life not always appreciated by the wider community.
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Teachers and the use of computers in four ACT non-government primary schoolsWilliamson, Janet, n/a January 1994 (has links)
The case studies carried out in four non-government
primary schools in the ACT aimed to look at the way
teachers were using computers in classrooms in order to
shed light on the factors which may determine how
teachers chose to use computers to enhance learning. The
case study method allowed the researcher to use
triangulation to provide in-depth information about the
processes involved in the delivery of a lesson using a
computer.
The findings were positive in that more than half of the
teachers were found to be using computers at a high level
of adoption, predominantly running simulation programs.
In most schools, this was in spite of either hardware or
software constraints, inadequate professional development
opportunities or administrative obstacles. Whether the
teachers taught in a laboratory or had one computer in
the classroom did not seem to retard their enthusiasm for
finding the best strategies to effectively integrate
computer use.
Cooperative learning strategies had been adopted by most
of the teachers so their transition to computer use was
made easier since their students had already been
'routinised'.The data also pointed to formal Computer Education as a
possible determinant of a high level computer user.
However, research on a wider scale would be needed to
validate the result.
Differences in the way classes were managed in a onecomputer
classroom and a laboratory were evident.
Teachers spent most time with those students working away
from the computer in the one-computer classroom and most
time with those working at the computer in the laboratory
setting. Methods of evaluation were shown to be
necessarily different depending on whether work was
carried out in a laboratory or a one-computer classroom.
Finally, the study pointed to the need for non-government
schools and system managers to begin long-term planning
for hardware and software purchase and resource
management in order to provide teachers with the tools
needed to integrate computer use effectively. Such
planning would need to include provision for professional
development.
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Understanding teachers' responses to educational change in ACT high schools: developing professional voice and identityOverton, Deidre, n/a January 2004 (has links)
This research identifies those practices and/or conditions that facilitate (or hinder) school and/or system based innovation in ACT high schools. It examines teachers� ways of making meaning of change in their working lives. It draws on narrative inquiry and teacher in-depth interviews. The work story is used to engage teachers� individual agency as a way to conceptualise the requirements of innovation. The data is represented as teachers� narrative categorized as the Red Hots and Unfreezables. The primary themes or motifs emerging in the teachers� talk�teacher agency, resistance and leadership�provide collective insight into teachers� working lives and the capacity of schools to cope with change. Analyses of the �lived experiences� of teachers suggest that innovative practice is linked to teacher agency and the presence of professional learning communities, and that those leading change must focus on the realities of the teachers implementing change. This study also explores the culture of teacher resistance, supporting the research that school cultures are characteristically and strongly resistant to change from within the organization. As a result of this study, we have an improved understanding of the conditions that
contribute to effective school change, and the importance for teachers to conduct their own research. This study contains important recommendations for governments and education systems implementing change initiatives.
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Research into the quality of the teaching environment for adult learnersFreeman, Maureen, n/a January 1993 (has links)
In this decade, the drive to improve the quality of learning environments at all
levels has gathered pace, and accountability of providers has become a byword,
particularly in secondary and tertiary educational institutions. In this process of
meeting societal needs, the teacher's role is crucial to the provision of optimal
conditions for learning. Teachers' adaptation to the changing clientele and
technologies of the 1990's, also demands their flexibility and preparedness to
contemplate anew their role in the learning transaction.
Gage (1963) posed three topical questions about teaching: how do teachers
behave, why do they behave as they do and what are the effects of their
behaviour? The information gained by examining three types of variables, is
required to answer these questions, the most central to research on teaching, is
teaching behaviour, or the process of teaching. Secondly, there are the causes or
determinants of those behaviours or processes and finally, there are the effects or
consequences of the teaching behaviours or processes (Dunkin,1986).
This research into teaching behaviours, conducted in three institutes of Technical
and Further Education in the A.C.T., seeks to determine the quality of teaching
for adult learners and the nature of the learning environment in TAFE. The
design of the study incorporates comprehensive multi-variate instruments and a
triangulating approach to data collection. In particular, a factor analysis of
student questionnaires evaluates the main factors operant in the classrooms of the
selected tertiary environments. The nature of the teaching behaviours and the
contingent learning climate, enabled further conclusions to be drawn about the
implications of these behaviours for adult learners eg. teacher expectancies, not
found hitherto evaluated in a tertiary context.
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