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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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Personal perspectives of learning difficultiesWood, Maureen, n/a January 1999 (has links)
The purpose of the study was to develop a greater understanding of the experiences
of school life for students who consistently found learning difficult, their
perceptions of the difficulties they faced with their learning and how this had
influenced their lives, socially and academically. It was hoped that their
perspectives would highlight those structures and strategies that were of the most
value in supporting them, as well as those that had a negative impact on their
achievement and adjustment.
Eight people with learning difficulties each participated in a series of three
individual, in-depth interviews about their experiences of school. The participants,
five male and three female, ranged in age from ten to twenty five years. Four were
primary school students, in Years Four, Five and Six. Two students were in Year
Nine at high school, while a further two participants had completed their
schooling. One was currently unemployed, while the other had completed a
university degree and had been teaching for three years.
Participants were chosen from randomly selected government schools in the ACT,
nominated by the school as fitting the selection criteria. Learning difficulties were
defined in tenns of their meeting criteria that were indicative of teacher and parent
concern for academic underachievement over a period of at least two years. The
selection process was also guided by criteria to locate key informants, i.e.
individuals who may have been able to highlight specific issues related to the
relationships between learning difficulties and socioeconomic status, social
competence and employment opportunities.
Interviews with each participant .took place over three separate sessions of
approximately fifty minutes' duration. Data was analysed using Hycner's guidelines
for phenoinenological analysis. Interviews were transcribed and coded, with an
independent researcher validating identified themes. An agreement rate of 88%
was achieved. Interviews were then summarised and returned to the participants to
confirm whether the interpretation of their perspectives was accurate. Themes that
were common across the interviews were discussed in relation to current research.
The results of this research study confirmed the central role played by quality
teachers and best teaching practices in being able to enhance learning and to meet
the needs of individual students. These factors were an integral part of engaging
students in the learning process and promoting successful learning experiences.
The study also emphasised the importance of parents, particularly mothers, in the
adjustment of the participants to the everyday demands, academic and social, of
school life. The necessity of establishing and sustaining effective early intervention
programs was also highlighted, as was the value of listening to the voices of
individuals with learning difficulties when making decisions on their behalf.
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Wood, money and habitat to burn: environmental issues and the role of the educatorTreweek, Allison, n/a January 2002 (has links)
n/a
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Principals' perceptions of school based management in Australian Capital Territory government schoolsBoyle, Maureen, n/a January 1999 (has links)
This thesis investigates the views of principals in government schools in the Australian
Capital Territory (ACT) regarding school based management (SBM). School based
management is defined as the delegation of certain decision making functions from
central bureaucratic control to a group of personnel located at the school site. In the
case of the ACT, delegation of decision making to school sites began in 1974. An
additional set of responsibilities was delegated in the 1997/98 period. This study
concentrates on the latter period but also takes the extended period of devolution into
account.
This investigation is based on qualitative and quantitative methods of enquiry and data
collection to investigate principals' perceptions of SBM, particularly in relation to the
demographic variables of the schools, and selected personal and professional
characteristics of the principals. Initially twenty six semi-structured interviews were
conducted with principals to determine a framework of seven constructs in relation to
SBM. Qualitative data are reported by drawing on the extensive unabridged transcripts
of the interviews. The data arising from the interview stage formed the basis for
construction of a questionnaire administered to the total population of ninety seven
principals in government schools in the ACT. The questionnaire consists of
demographic, personal and professional items concerning the school and the principal,
items related to the impact of SBM, questions regarding the principals' perceptions of
satisfaction with their work, and the importance principals place on selected aspects of
their role, particularly following the extension of SBM.
Results of the questionnaire are reported using frequency distribution for each of the
items in the questionnaire, followed by factor analysis and analysis of variance to test
significant differences in the principals' views at the 0.05 or greater level. Results of
these analyses show that principals have common perceptions in general about the
nature and impact of SBM. Principals' perceptions are however, mediated by a
number of independent variables. These are gender of the principal, experience of
more than one year's work outside the field of education, the sector of their school, ie
primary, high school or college, and the geographic location of the school. Their
participation in SBM training programs, bureaucratic support to assist them in
implementing SBM, and their expressed need for continued professional development
are additional independent variables where statistically significant differences are
apparent.
Principals in this study view the extension of SBM responsibilities more as an
administrative function, than an opportunity to engage in restructuring the school.
They see that their role has expanded to place strong emphasis on business
management and they consider that they are now working in a market oriented climate
where competition for students is a real issue. Hours of work have increased, and
maintenance of a balance between work and personal life is a growing concern.
Despite this they do not want to return to the former arrangements and continue to
express satisfaction with the intrinsic rewards of their profession such as contact with
students, colleagues and the community.
These results provide important insights into the type of SBM evident in ACT
government schools at the time of this study. A number of recommendations for future
research and practice are presented related to the findings and linked to the key themes
arising in the literature.These suggest ways that SBM can and might be used as a
catalyst for development of a new paradigm for education, which will meet the needs
of a 'knowledge society' (Drucker, 1995) and engage schools in moving 'beyond the
self managing school', (Caldwell and Spinks, 1998).
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A study of teacher satisfaction with work and working conditions in government primary schools in the Australian Capital TerritoryBoyle, Maureen B., n/a January 1983 (has links)
This study is concerned with the satisfactions
and dissatisfactions that primary teachers in the Australian
Capital Territory experience in their working lives. Its
aim is to identify those aspects of satisfaction and/or
dissatisfaction by considering relationships between the
independent variables.
A modified form of Holdaway's Satisfaction with
Teaching and Employment Conditions Questionnaire was
administered to three hundred and seventy-five teachers.
The Likert-type scale and open responses produced data
which was analysed in relation to personal variables.
Factor analysis was used to determine clustering
of items and to investigate relationships between the
variables. A number of hypotheses were tested to ascertain
the areas of satisfaction and dissatisfaction.
The findings indicate that teacher satisfaction is
linked with intrinsic aspects of their work such as
relationships with students, advancement and personal
growth. Teachers are most dissatisfied with those aspects
of their lives over which they have little control and see
the present attitudes of society towards their function
and role as an area of serious concern.
Statistically significant differences in satisfaction
were found between open-space and traditional
schools, large and smaller schools, men and women teachers,
VII
and between teachers working in upper and lower primary
classes. The relative distribution of resources between
primary and secondary schools is a source of dissatisfaction
and the lack of parity in working conditions highlights
this inequity.
Teacher stress is discussed as an area of growing
concern in the ACT and some links with the system's degree
of autonomy and community involvement are suggested.
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The expectations of parents, students and teachers of secondary education : a study of the development of a new flexible open space high school in the ACTAnlezark, James Ian, n/a January 1976 (has links)
n/a
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Pre-school education in the ACT : an evaluation and comparison of the traditional, the Montessori and the Weikart approachesBleeker, Maryke, n/a January 1985 (has links)
Since the 1980s, a variety of pre-school approaches has
existed within the ACT Public School System. These approaches
are in theory based on different educational ideologies and
principles.
The Field Study Project evaluates and compares three
different educational models; existing classroom processes
and procedures, and student achievements in a 'traditional',
a modified Montessori and a Weikart pre-school currently
operating in the ACT Public School System.
Using selected criteria, an analysis of the three educational
models, an ecological survey and student assessments
were carried out to make the evaluations and comparisons.
The analysis of the three educational models indicate
different program orientations and instructional preferences
in the different models.
The ecological survey results suggest that the
'traditional', the modified Montessori and the Weikart approaches
identify with the models they are based on. Nevertheless,
educational trends and orientations are similar in the three
programs, which are predominantly cognitively oriented. In
contrast, teaching styles differ slightly. It is significant
that the teacher in the 'traditional' program fulfills a more
nurturing role, while her colleagues in the modified
Montessori and the Weikart programs fulfill more instructional
roles.
The evaluation and comparison of the student assessments
seems to indicate that there are no significant differences
in achievement in drawing, specific cognitive tasks and in
self-concept development between matched groups of learners
in the three pre-schools.
The findings support the notion that middle class children
enrolled in approved pre-schools develop cognitive abilities
regardless of the type of program they attend.
The evaluation and comparison of the three existing
approaches in the ACT suggests that the pre-school organisation
in the ACT Public School System is still strongly committed
to the 'traditional' model, and makes only minor attempts to
change educational patterns in pre-school education.
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An Aboriginal Studies Resource Centre for the ACTBourke, Colin J., n/a January 1987 (has links)
The aim of this thesis is to provide a framework, background material and
argument for the A.C.T. Aboriginal community and other Aboriginal
educational and cultural groups to develop submissions seeking funds for
Aboriginal Studies Resource Centres. The ACT Aboriginal Education
Consultative Group has given the thesis a definite focus and underlined the
importance of gaining Aboriginal, systemic and political support.
The study includes both theoretical and empirical components and practical
suggestions as to the organisation and activities of such a centre. The
early part of the study is devoted to providing background to an Aboriginal
Studies Resource Centre, it also covers the formation and development of the
A.C.T. Aboriginal Education Consultative Group.
Following the outlining of the aims and objectives of such a centre,
theoretical issues concerned with selection and organisation of centre
materials, the need for interpretation of objectives and the understanding
of values together with curriculum implications and learning activities of
an Aboriginal studies resource centre are discussed. Two major thrusts in
these discussions are that Aboriginal people must be involved and the
question of values must be considered because human behaviour depends on
values, and behavioural change is regarded as one of the main measures of
success.
It is intended that while an Aboriginal Studies resource centre should
concentrate on its local area, it should draw materials from other parts of
Australia and the world, so that the local area can be placed in context.
It is envisaged that the materials would come from a wide range of
disciplines.
The A.C.T. Centre will endeavour to increase the comprehension of A.C.T.
Aborigines and non-Aborigines in matters Aboriginal, and will follow a
philosophy which holds that learning is the discovery of meaning or
understanding. A range of learning activities, including hands on
experiences are outlined. The functions of the Centre are described and the
involvement of Aborigines and non-Aborigines at all levels is discussed.
Evaluation of the Centre's success or otherwise will take cognisance of its
objectives and involve a range of outcomes. It is acknowledged that success
will be difficult to measure because of different amounts of student time
spent at the Centre and teacher and student expectations.
The thesis concludes that Aboriginal studies has not achieved its rightful
place in Australian education and that an Aboriginal Studies Resource Centre
would provide the material and human resources required for Aboriginal
studies to take its proper place in Australian education.
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Program evaluation : a study of evaluation in an ACT TAFE CollegeBrownlee, Graham, n/a January 1985 (has links)
This field study discusses curriculum evaluation in
technical and further education in Australia and the
Australian Capital Territory. The study has been developed
to include a case study of evaluation undertaken at the
Bruce College of Technical and Further Education. The case
study forms an integra1 part of the field study and
provides the focus for discussion of evaluation standards
developed by Stufflebeam and others (joint Committee, 1981)
for evaluation and meta-evaluation.
The standards suggested by the Joint Committee (1981) were
applied to the case study to examine the value of the case
study itself as a form of a meta-evaluation, together with
the advantages and limitations of the standards themselves.
Following this analysis a modified list of standards has
been prepared for application in the TAFE sector.
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