The aim of this research was to examine the perceptions of principals, literacy co-ordinators and teachers on the implementation of Children’s Literacy Success Strategy (CLaSS) as a literacy and professional development strategy and their insights for future literacy innovation. CLaSS is a whole-school and sector approach to literacy for the early years of schooling. Introduced in 1998 to Catholic primary schools in the Archdiocese of Melbourne, schools implementing CLaSS were supported by a professional development model throughout the implementation. CLaSS introduced to many schools a two-hour daily literacy block, data-driven instruction and the incorporation of professional learning teams within the professional development model. Eleven participants from two Catholic primary schools in the Archdiocese of Melbourne formed a case study for this research. The participants’ perceptions were captured qualitatively and viewed interpretively based on a phenomenological approach. The research had significant findings. Participants endorsed the literacy strategy and the professional development model as an effective approach. In particular, the findings identified that the professional learning teams played a key role in developing and maintaining a culture of learning within the literacy team. This culture of learning assisted in improving learning outcomes for their students. While there was an endorsement of CLaSS, the findings also showed that there were some significant issues raised by participants. This included issues in professional development and student achievement in the areas of comprehension and writing. The findings indicated that professional understanding and student improvement in these areas were not as developed as those for decoding words in reading. Participants also indicated that assessment of student writing was limited by the absence of sector-wide assessment of different genres and, therefore, they were not confident in measuring student improvement in writing. The findings also identified some areas of difficulty within the professional development model, such as catering for individual learning styles and the addition of new team members to the literacy team. The findings indicated that for future literacy innovation, participants would prefer an approach that encompassed literacy and teacher development across the whole school. Based on the participants’ responses, the research also provided recommendations and suggestions for further research in literacy. The recommendations included examining ways in which oral language and new literacies could have more prominence in the literacy block and providing a sector approach to assessment and specific professional development on comprehension and writing. The recommendations also suggested further research could be conducted as to ascertain the extent to which teachers require further professional development in comprehension and writing, how oral language is developed in other schools, and whether leadership has been the significant factor in sustaining the success of the literacy strategy.

This study seeks to develop a better understanding of the nature and potential of quality management in primary schools and to determine possible professional development strategies for principals in relation to the introduction of quality management within their schools. A questionnaire was utilised to seek the insights, understandings and opinions of thirty-four primary school principals within the Western Sydney area in relation to quality management in their schools and the kinds of leadership support required to initiate and sustain this process. The policy orientation of the research is evident through suggested options for leadership development which emerge from the findings of the quesionnaire. Furthermore, the notion of schools as 'learning communities' is a vision for school education which requires the transformation of the cultural elements of schools to enable all school members to be active managers of their own learning. There is a need to develop systems and processes to allow this vision for schools to emerge, and this research accepts this challenge. This thesis, based on the outcomes of the questionnaire, includes a theoretical framework based on an overview of current models relating to quality management in primary schools and concludes with considerations for the further development of the process in primary schools in New South Wales. / Doctor of Education (Ed.D.)

One of the multitude of factors that can influence the cardiovascular components of children's health related fitness is the classroom teacher's knowledge of attitudes toward and personal participation rate with repect to physical activity. This study explored the possibility of a relationship existing between these teacher variables and children's health-related fitness levels. Nineteen Year Five and Year Six teachers from four suburban Sydney primary schools completed a physical activity attitudinal survey designed to ascertain their background knowledge of minimum physical activity requirements, their involvement rates, both as partcipants and as leaders of physical activity and their attitudes toward physical activity. A physical activity questionnaire was completed by 509 students in classes taught by the nineteen teachers. Results of survey and questionnaire are given and the issue is explored in some depth / Master of Education (Hons)

This study examines models for the introduction of technological literacy in technology education in primary schools in Queensland. The study focused on the use of a model derived from one by Morgan (1994a) called The Practitioner's Model of Technological Literacy. The study also examined the development and implementation of a teacher inservice package and student resource material which primary school teachers could utilise to implement a technology based teaching curriculum in their classrooms. Morgan's Practitioner's Model of Technological Literacy was conceptualised through a number of principals listed as: Technical, conceptual, personal, and social. These are defined in the following manner for each dimension. Technical; is comprised of technical capability and proficiency, the utilisation of technology (or design) process, and being at ease with established and emerging technologies. The conceptual dimension is defined as an understanding of the nature of technology, its diversity of meanings and applications in our society; understanding how things work and how solutions can be generated as well as the capacity to judge the adequacy of propositions and solutions given an understanding of the developmental nature of technology. The social aspect of the model encompasses a sensitivity to the dependency of society upon technological solutions and an awareness of the influence of technology upon a democratic society. Finally the personal dimension is bounded by a critical capacity to assess the appropriateness of technology in a variety of settings along with a sense of empowerment to innovate, confront and appreciate the value dependent nature of technology in a world view that it integrated against a background of sustainability. (Morgan, June 1994: 8). This study combines the notion of technological literacy with current Education Queensland policies. These include policies on Active and Informed Citizenship and the principles of Effective Learning and Teaching. The case study approach of this thesis examined seven units of technology curriculum (each labeled at site) and how the units of work were implemented. It detailed the progress made during each unit and allowed for student and parent feedback to triangulate data that was collected. The methodology enabled multiple data gathering techniques to be employed during the study. Many interactions between students and teachers, teacher and class and researcher as participant observer were captured in each site at some time during the course of the study. The confirmation of practice occurred through the data triangulation between researcher and teacher, researcher and students and researcher and parents. Each facet of the phased study provided a broader and more comprehensive picture than if singular researcher observations had been recorded. The study involved three phases. Each phase of the study provided professional development in technology education for the teachers in the study which was then applied in the writing of technology curriculum teaching units and enacted within the classrooms of each site. The results were analysed according to the methodology outlined. At the outset of this study few teachers had any prior experience in technology education and none had encountered the term technological literacy. The results of the project were positive in that teachers with little or no prior knowledge of technological literacy, the concepts it embodied and the principles which underpinned the model all progressed to varying degrees along a continuum of heightened awareness, The new knowledge gained by the teachers was then actioned into teaching and learning programs that were evaluated. During the technology curriculum teaching units students did produce artefacts as an outcome of the technology education process they had undertaken. A constructivist approach was actively encouraged and this method assisted teachers and students in looking for new and multiple ways of solving design briefs. For the most part teachers were surprised at the high quality of solutions and depth of problem solving and interaction students produced during and after the technology curriculum unit. The study suggests that despite the difficulties of introducing technology education programs in primary schooling, it is possible to do so. The key features for successful implementation would seem to be an understanding of the process for implementing such a curriculum program in a classroom. The teachers confidence to engage in problem solving that may lead to a student engaging in learning activities that are beyond their current knowledge base grew during the study. Being willing to allow students to 'take risks' in order to arrive at alternate solutions. To provide for multiple solutions and be confident in providing guidance. The teachers in each of the sites each noted their changing roles, to be a facilitator of learning rather than the knowledge holder. Constructivist teaching using this model has shown that students alter their approach to learning and become active investigators who seek solutions to real work problems as active participants. Given the recent publication of a Syllabus for Technology 1 to 10 in Queensland, (Queensland School Curriculum Council, August 2001) and the upcoming implementation of the syllabus and support documents in 2003 it is timely that this study should look at methods of promoting an awareness of the principles that informed this document.

Prayer is a central element of all religions (Coleman, 1999; Engebretson, 1999). Alongside the sense of the theological importance of prayer there has been increased recognition of the psychological function and personal benefit of prayer for adults (Pargament, 1997). This thesis reports on research that investigated the theological and psychological perceptions of prayer held by children, shown through their understanding of the meaning and function of prayer. This thesis contributes to the research field of children’s spirituality. As there is little existing research literature on children and prayer, the findings of this study provide valuable new understanding and propose new aspects of theory with implication for professionals involved in the education and the welfare of children. The research reported in this thesis represents the first Australian research on children’s perception of the meaning and function of prayer. The choice of participants reflects the diverse philosophical and religious traditions found in the Australian, multifaith society. Semi-structured interviews were video-recorded with 60 participants from primary school Year Five (10-12 years). Five male and five female participants were selected from each of six different schools in the Melbourne metropolitan area. These were: the Catholic, Independent (Christian), Christian (Parent-Controlled or Community School), Jewish, Islamic and the Government schools. Students completed a drawing exercise and a written sentence completion exercise as part of the interview, and the three sources of data were analysed qualitatively using the method of Grounded Theory. The data was interpreted in the light of a detailed literature review on the nature and function of prayer as part of children’s spirituality. The review also examined relevant sections of the literature of religious education and literature on contemporary Australian life. This study has provided Australian data on the meaning and function of prayer for children as part of children’s spirituality. Considerable agreement has been observed through the data, between children educated in a variety of school systems which embraced different philosophical and faith traditions. In the multicultural Australian community said to be secularized, prayer for these children has been shown as a valued aspect of life. The personal experiences of prayer for many were seen to be associated with the community of faith to which the participants belonged, and for others, prayer was learnt eclectically and practised in a private individualistic manner. All participants indicated that they had prayed and all contributed ideas about prayer through the interviews. All participants perceived prayer to function as an aid in life. Prayer was used by participants at significant moments in their life, and the words or thoughts in prayer helped to clarify and articulate deep feelings. Eight elements of theory (in accord with the literature on Grounded Theory ) have been generated through this research which are presented as recommendations for professionals engaged in religious education and student welfare.

This study examines how first year principals learn their roles and provides the picture through their eyes. As there is no formal preparation requirement to become a principal in Victorian government schools, new principals must seek out and direct their own learning for the role. The study describes the informal and formal sources of learning that are sought by beginning principals to help them learn about their new role. The focus is on identifying what sources of learning were used through different phases of the study and how some became more critical than others in shaping and developing the role of a principal in the school. This thesis is a story of continuous professional socialization and learning of a group of seven beginning principals using case studies and interviews over four phases of learning in their first year in the role as they proceed from appointment, entry, establishment through to consolidation of the role. The process of socialization underpins the study and is conceived as a process of learning in which the participants actively direct and participate in their own socialization. However, greater emphasis is placed on the developing nature and reliance on learning in role development. Previous studies of professional socialization of beginning principals have identified licensure programs as significant in the preparation and ongoing development process, whereas this is not the case in Victoria where no such requirements exist. This study adds to existing studies through the finding that there are similarities in the stages of professional socialization process in the Australian context, but also explores new aspects about professional learning by identifying various phases and sources of learning for Victorian principals. These ranged from dependence upon an apprenticeship arrangement, through self-directed task learning, to that of becoming an independent learner within a professional community of equals. Some of the themes identified and explored in this study included examining phases of learning, sources of learning, and their effect on role development. The study was initially based on identifying and exploring some of the key issues and the significance of learning experiences suggested by the beginning principals rather than researching predetermined hypotheses. This grounded and qualitative approach involved data collection over four different time phases in the first year in the role and allowed flexibility in the construction of case studies and the cumulative development of data through the study. The greater part of the data were collected through interviews in each of the four phases of the study along with the collection of survey data for comparison and contrast in the first and final study phases. The research raises many issues that can serve as a basis for further exploration of the complexity of the role of learning within professional socialization for beginning principals. As well, it suggests a number of implications for the organization of professional learning and socialization in beginning principal socialization for the first year in the role.

Occupational stress among teachers is a painful, prevalent and costly phenomenon, one which impacts on individuals, families, schools and wider society. A growing body of evidence suggests that individuals' susceptibility to occupational stress is not determined exclusively by environmental or personality factors, but by the cognitive and behavioural transactions between the individual and potentially stressful events. Two major factors which contribute to individual stress are a person's appraisal of events as threatening or demanding, and the strategies they use in coping with those events. The purpose of this study is to explore the relationship between experience, stress levels and coping patterns in a group of primary school teachers. Two groups of teachers were surveyed, 'Starters' who were in their first year of teaching and 'Stayers' who had at least 10 years of teaching experience. Stayers were divided, on the basis of their responses, into Low-stress, Moderate-stress and High-stress groups. The aspects of coping which were explored are: 1. The range of coping strategies used by teachers in each group, 2. The frequency of use of those coping strategies for each group, and 3. The coping styles preferred by teachers in each group. The results of this study show no direct connexion between stress level and any of the demographic variables (sex, age, religion, piety, teaching experience, full-time teaching, part-time teaching and time away from teaching). Nor are significant differences found between the coping patterns of more or less experienced and more or less stress teachers. A pattern is suggested by correlational analysis, wherein inexperienced teachers (Starters) and highly-stressed experienced teachers (High-stress Stayers) show the same preference for coping styles. It is hypothesized that this similarity of preference relates to role of control in reducing stress, and that these groups are examples of different stages of adaptation to teaching. Implications for the use of these preferences in detecting teacher stress, and for the inclusion of coping strategies in teacher training are discussed.

In this field study, Community Involvement in Schools - The Duffy Primary School Project, the writer has examined the picture at the Australian Capital Territory and national level in relation to community involvement with a view to the investigation of the efforts at Duffy Primary School in enlarging school/ community interaction. The study contains a detailed description of the innovatory arrangements made at Duffy School and an evaluation of same, based on a survey of parents. Some conclusions have been drawn in respect to: 1) changes in attitude and behaviour in the school and the community resulting from the Community Involvement Project, 2) the school's response to information gathered from the community, 3) the achievement of the aims of the project, 4) the future of the Community Involvement Project at Duffy School, and the study is related back to the national context in conclusion.

This field study report represents an examination of some survey and workshop techniques used to extend the development of community interest in three nominated schools, to elicit their perceptions of the educational responsibilities of the School and to extend the implementation of those perceptions to the operational classroom level. The report includes a critique of the techniques of the survey and workshop program; comment on the nature and quality of survey and workshop results; an interpretation of results and their implications and some recommendations based on the findings. The survey and workshop program achieved the provision of a widely based body of knowledge regarding parents' and teachers' aims priorities. It provided the means to measure agreement, and disagreement between teachers and parents, parents and parents, teachers and teachers. It made possible the identification of specific areas of disagreement and their extent. The program identified some shared concerns of parents and teachers; it also recognised shared perceptions of the school's achievement and provided a rare opportunity for teachers and parents to work co-operatively to a better understanding of the complementary roles of home and school. The data which emerged from the study suggests considerable agreement between parents and teachers about the direction and extent of the responsibilities of the school for development of the whole child. Further, substantial confidence in the school enterprise is expressed by parents and teachers who took part in the survey. This attitude was confirmed at small-group workshop meetings where parents and teachers worked co-operatively and constructively toward an understanding of the complementary roles of school and home in achieving agreed aims. The program concluded leaving a feeling that it had helped to establish a foundation of information and expertise on which schools could continue to develop a cyclical and organic approach to aims formulation. The provision of information and experience with strategies for teachers and parents to work with will encourage and facilitate the interpretation of aims into operational classroom terms at various levels appropriate to the education of primary school children.

The study's primary purpose was, through the recorded observations of a Regional Education Officer (REO) working in Catholic primary schools over eighteen months, to draw out implications for local and central administrators for the maintenance and improvement of the schools' quality. Of particular interest was the question that since the schools were Catholic schools, would or should this make any significant difference to these implications. A secondary purpose of the study was the clarification and articulation for myself of what the main elements of the REO role might best be in practice. Analysis of diary entries and relevant Catholic Education Office documents was based on the writer's fundamental assumption that the merits of educational administrative decisions and actions should be judged in relation to the benefit these are to teachers and their students. The main conclusions of the study were: i) that the recognition by administrators of the special qualities of the personal and interpersonal relationships existing in schools would assist administrators in maintaining and developing the schools' quality; ii) that the religious faith aspect of the ideals of a Catholic school adds a deeper dimension to the special qualities of the personal and interpersonal relationships which are common to schools; iii) that such are the demands by staffs of schools for support and assistance, that the only ones who can realistically meet the bulk of such demands are staffs themselves, supporting and assisting each other through some form of regular collegial system; iv) that schools are more non-rational than rational organizations, and hence an emphasis on bureaucratic administrative processes will be detrimental to schools' effectiveness.