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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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Peer perception of the intellectually handicappedDornan, Don, n/a January 1986 (has links)
In 1980 Jackson and Knowles presented a paper at the
Australian Group for the Study of Mental Deficiency [A.G.S.O.M.D.] conference in Launceston, Tasmania. The paper,
titled "Primary School Children's Perceptions and Understandings
of Mental Retardation", reported in detail responses on twenty
questions from the sixty-three item questionnaire instrument used
in their study. These twenty questions reflected stereotyped
responses of an alarming nature. If these responses were a
reflection of how Australian children generally thought, then
integration of the intellectually handicapped child into
mainstream classes would be counter productive.
The current study was initiated to help assess the attitudes
of Australian Capital Territory children to the Intellectually
Handicapped. The twenty significant questions from the Tasmanian
study were formed into a questionnaire and administered to 769
children in Years 3 and 6 from six Government and two Catholic
schools in the Australian Capital Territory. In most cases the
results were in direct contrast to those obtained in Tasmania.
At first glance this meant that the attitudes of Australian
Capital Territory children towards the Intellectually Handicapped
were much less stereotyped than those of Tasmanian children.
Further investigation, however, led to the discovery that the
results from the Tasmanian study were spurious. The date had not
been accurately computerized, giving a result that was probably
the reverse of what Tasmanian children actually thought.
Four supplementary hypotheses, comparing the responses of
Years 3 and 6 girls and boys, Government and Private schools,
exposed and unexposed schools, were tested. The analysis of the
data for these hypotheses supported, to some degree, past
findings that older children and girls have less stereotyped
attitudes towards the Intellectually Handicapped than younger
children and boys. The responses of Government schools versus
Private schools were varied. Three of the five significantly
different responses indicated a less stereotyped view was held by
Government school children, while two of these significant
questions indicated a less stereotyped view was held by Private
school children. With regard to exposed and unexposed schools,
the two significantly different responses indicated less
stereotyped views were held by the nonexposed children.
Future directions are indicated in the sections dealing with
Limitations and Future Directions.
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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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An examination of a school based, multimodal program for middle primary boys with difficult behavioursFerguson, Shirley, n/a January 1997 (has links)
This study examined the efficacy of a multimodal intervention with conduct
disordered boys in the middle primary years. The intervention consisted of a behavioural
classroom program; a small group, social skills program; and a behavioural parenting
program Resource implications of this model were also evaluated.
A review of the current literature on conduct disorders showed that these children
account for less than 5% of the population, but they have a strong impact on families,
teachers, peers, schools and the wider community. About 50% of children with severe, early
behavioural problems will continue with these problems, not only throughout their adult
lives, but into the next generation. Early intervention appears to offer our best hope of
altering this trajectory.
Interventions with this population have been largely unsuccessful. At the present
time the most promising intervention is behavioural parent training programs. Combining
these with child focused social skills programs, and behavioural programs in the school
setting, increases their efficacy.
This study used a single subject experimental design to examine the effects of this
program on four boys with behavioural difficulties. Continuous measures were taken with
parent, and teacher daily record charts, and classroom observations. Pre, post and followup
measures were taken with the Child Behaviour Checklist. The results of the study were
mixed. Some subjects, according to some respondents, improved in home and school
behaviours. All three subjects, for whom there was followup data, had improved.
The classroom, and parenting programs appeared to be associated with positive
changes in child behaviour, the small group was associated with more disruptive behaviour
at school.
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An analysis of effective teaching skills : with particular reference to a Singapore contextSeng, Gee Chiau, n/a January 1988 (has links)
This study sets out to analyse the teaching skills of an
effective Australian teacher of French in a primary school
in Canberra.
Chapter One provides an overview of the primary education
in Singapore with particular emphasis on the language
policies. The purpose and scope of the study and the
approach used in carrying out the study are also described
in this chapter.
Chapters Two to Six present descriptive features of the
teacher's teaching approach. Clarity in her goals and
instructions to her Year 3 and Year 5 classes were analysed
through extracts of the classroom discourse. The way the
teacher provided encouragement and feedback on errors to her
Year 3 class were also described.
The variation in the pace of her speech in relation to the
activities and the adjustments made when she posed questions
according to the language proficiency of the pupils, also
form part of the data analysed.
In Chapter Eight, conclusions were made of the possibility
of transferring the teaching approaches to the teaching of
English as a second language in primary schools in Singapore
by comparing the French program described in Chapter Seven
with the primary education system in Singapore.
The study concludes with an overview of the areas that
need further research and study.
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The primary principalship in the Northern Territory and Australian Capital Territory : a study of the changing role and procedures for promotion to the positionHawkins, Clive Richard, n/a January 1991 (has links)
This study researched two major aspects of the primary school principalship in the
Northern Territory and Australian Capital Territory viz., (1) How current trends in
educational governance have affected the role of the principal, and (2) Assessment and
selection procedures used for promotion to the principalship in the present educational
environment.
The context of the study has been outlined by presenting a brief historical and
organisational overview of public education in both Territories, along with an
examination of the literature on recent trends and issues in educational governance and
promotion procedures.
The research methodology used to examine the questions posed in this study is
qualitative or descriptive in nature. The data was collected through the use of a semistructured
interview technique and represents the ideas, opinions and perceptions of a
specially targeted group of principals and aspiring principals from both education
systems.
The findings demonstrated that many aspects of the role of the primary principalship in
the N.T. and A.C.T. are changing, due to a new set of values in educational policymaking
and increased political control. There was a high degree of similarity between
respondents in each Territory in regard to how the role is being reshaped.
It was also found that the level of support provided by both systems to assist principals
in coping with the changes has been inadequate and that the changes have led to a
degree of conflict and new job-related pressures for most primary school principals.
It was concluded that assessment and selection procedures should be rigorous and
demanding, commensurate with the significance of the position. In this regard both
educational systems need to improve present procedures by addressing perceived
weaknesses. To this end assessment centres may have a role to play.
Finally, further implications of the conclusions are addressed in terms of the necessity
for thorough preparation and training of aspirants to the principalship to enhance their
chance of selection and help them cope with the new expectations and demands of the
position. This responsibility should be shared between the aspirant, professional
associations and the employing education department.
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Settlement and crisis : an exploration of primary schooling in New South Wales from the turn of the century until the resignation of Peter BoardKelloway, Karen Elizabeth, n/a January 1983 (has links)
This field study examines the changes in primary
schooling in New South Wales from 1904 to 1922 in an
attempt to provide an historical perspective on contemporary
schooling. Two distinct phases are identified. The
first of these is a settlement (1904-1916) dominated by the
eclectic concerns of the New Education movement. It is
argued that this settlement was a fragile arrangement held
together by the rhetoric of prominent educationists but
that it did not operate effectively at the classroom level.
The contradictions inherent in it, and the bureaucratic
resistance to which it was subjected, as well as the
practical difficulties faced by teachers, meant that the
settlement disintegrated into crisis when teachers'
frustrations were further aggravated by the effects of the
Public Instruction (Amendment) Act of 1916 and popular
perceptions of declining standards. The hardships caused
by the First World War heightened the difficulties under
which teachers were expected to work, adding to the
turmoil. The crisis which began in 1916 and continued until
Peter Board resigned, was characterized by a preoccupation
with retardation and a growing interest in intelligence and
achievement testing. The third and final chapter examines
the wider social, economic and political concerns of the
period and explores the connection between events in
society and those in the schools.
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A comparison of factors affecting the establishment and implementation of a gifted and talented programme in a rural primary and secondary schoolO'Regan, David, n/a January 1989 (has links)
This research reports on the factors that a sample
of teachers in a rural Primary and Secondary School
perceive as being influential on the initiation
and implementation of a curricular innovation. The
innovation herein is the creation of a Gifted and
Talented Programme to cater for identified students
in this school, an area of current interest amongst
educators and researchers in New South Wales and
Australia. A methodology is outlined for the
collection and interpretation of data on the factors
involved, that may be employed by coordinators and
researchers interested in curricular provision for
Gifted and Talented children. In this case study
school, it was found that the factors were many and
varied, that they differed in their supportive or
inhibitive nature in the Primary and Secondary
Schools. These findings provided a foundation for
subsequent planning in the initiation stages of the
implementation of this innovation. This research had
important implications for this School that may be
of interest for future research in other schools.
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