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Career choice : drift, desire or decision. Factors influencing career choice of year 12 students in A.C.T. catholic schoolsMuller, Karl, n/a January 1987 (has links)
Year 12 has been identified as a critical decision
point in the career decision making process for students.
Students have been found to make decisions in different
ways some having already defined goals for the future
others are doubtful and make tentative goals.
At the end of Year 12 students are faced with the task
of career decision. During the final two weeks of year 12
these students will have to make choices about their
imminent future that is whether to do tertiary
studies/seek apprenticeships look for immediate employment
or defer studies for a time and seek employment. A review of
major theories relating to career determination was
undertaken. Decision-making theories have identified twelfth
grade/age range 16 - 18 years, as being one of the critical
decision periods for an adolescent. 355 A.C.T. Year 12
students from Catholic Colleges were given a questionnaire
designed to probe students' self awareness in relation to
study habits coping abilities, as well as a description of
some of their personal qualities relating to school life,
subject interest, and career benefits derived from the
future career considered. The information gained from the
Questionnaire was reduced to a number of sets of
relationships by factor analysis. The personal factors of
subject interest, career benefits and further study
interests were examined by canonical correlation techniques
with Career Types.
Students with an interest in scientific careers
exhibited an interest in the physical science subjects.
Those with an expressed interest in a blend of science and
expressive arts career were a group of students with
creative ideas / leadership aspirations,an interest in
cultural and physical science subject, and a desire for
further- studies. Another group of year 12 students involving
more girls than boys showed an interest in a cluster of
careers with a social involvement component but a rejection
of routine activities. Students with an interest in
environmental subjects with a possession of management and
living skills looked towards careers that provided out of
doors activities involving social work and selling. There
was a positive correlation between these personal factors
and the students' choice of a career.
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Community and teacher attitudes toward special educational provisions for gifted students in A.C.T. primary schoolsMulraney, Rosemary Anne, n/a January 1986 (has links)
This decade has seen an increasing awareness by
the Commonwealth Schools Commission, the ACT Schools
Authority, educators and members of the community of
students who are gifted in a diversity of areas.
A number of programs designed to meet the special
needs of gifted students have been developed in some
primary schools in the A.C.T. and it is timely that
the attitudes of principals, teachers and parents were
assessed.
To assess the attitudes of the three populations
(principals, teachers and parents) toward general
attitudes about gifted students, key aspects of planning
and organisation of gifted programs, classroom teachers
and their knowledge and need of assistance in gifted
education; and to explore whether the three populations
held different attitudes toward gifted students and the
provision of specific programs to meet their special
needs, the Field Study candidate developed and
administered a questionnaire to members of the A.C.T.
Association for Gifted and Talented Children, together
with principals, teachers and parents in nineprimary
schools in the A.C.T.
The results of the questionnaire indicated that
all three groups agreed with the proposition that every
child was entitled to an educational program that would
assist the child to develop to his / her fullest
potential. Appropriate extension programs should be run
for gifted students in the local primary school, with the
involvement of the resource teacher and the assistance
of personnel and locations outside of the local school
when it was appropriate.
Some reservations were expressed toward the level
of parent participation in the identification procedure,
program planning and program evaluation, and classroom
teachers were seen to require assistance in the areas
of identification, program planning and the evaluation
of programs designed to meet the special needs of
gifted students.
The Field Study concludes that local A.C.T.
primary schools could meet the special needs of gifted
students. This could be achieved by principals, teachers
and members of the School Board developing and
implementing special educational programs by utilising
Special Project funding, additional staff and
professional development opportunities which are
currently available in limited amounts through the
ACT Schools Authority and the Commonwealth Schools
Commission.
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The relationship between pupil control ideology and subject faculties in ACT government high schoolsMyers, Ian, n/a January 1985 (has links)
The purpose of the study was to establish that a
relationship existed between teacher Pupil Control
Ideology (PCI) and membership of a practical subject
faculty or of a humanities subject faculty in ACT
government high schools. It was hypothesized that
teachers in practical subject faculties and teachers
of practical subjects would be custodial in their
PCI. Teachers in humanities subject faculties and
teachers of humanities subjects would be humanistic
in their PCI. A subsidiary purpose was to replicate
earlier research findings of a relationship between
PCI and years of teaching, sex, position in the
school administration, and type of school.
The PCI Form was administered to a population sample
of 116 teachers from five high schools in the Belconnen
area of Canberra. The results were subjected to t-test
and one-way analysis of variance. Statistically
significant relationships were observed between PCI
and teacher variables of subject faculty, subject
taught, and sex of teacher. Earlier findings for other
variables were not replicated.
The direction of findings was surprising. Teachers
in practical subject faculties and of practical
subjects were more humanistic than humanities
faculty and subject teachers. Female teachers were
more custodial than male teachers. An analysis of
variance showed no interaction effect between
variables sex and faculty, and sex and subject taught.
More research on possible causes of the relationships,
such as student attitude to subject, and teacher
sense of achievement, is needed before the findings
can have practical application.
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A study of school-based staff developmentPeljo, Kalle, n/a January 1980 (has links)
This study is concerned with school-based staff development. It
looks briefly at the reasons for this development, emanating from changes
in society and schools.
First it traces the growth of school-based staff development
overseas and in Australia. A variety of approaches to school-based
staff development activities is demonstrated by a selection of case
studies in the United Kingdom, United States and Australia.
The study then examines staff development provisions in the ACT
education system, a system based on the philosophy of participatory
decision making. It then looks closely, by means of description and
questionnaire, at staff development in a particular school in this
system, Duffy Primary School.
The study concludes with recommendations and a model for staff
development in schools.
The writer implemented a school-based model of staff development
at Duffy Primary School independent of other current theories and
practices on school-based staff development. His most recent reading
and research outlined in this study have confirmed the basic soundness
of the school-based model of staff development.
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Senior school writing : a study of the content and form of writing in senior secondary EnglishPatis, Anthony Powis, n/a January 1987 (has links)
This study focuses on the writing of senior students in the subject
English at an ACT secondary college. Several features of the ACT
education system are relevant. There is a high retention rate, so the
sample is a broad one. The curriculum is school based, as is assessment.
There are separate courses for those seeking tertiary entrance (TE) and
those seeking to complete their education at Year 12 (Accredited).
The theoretical basis of the study is provided by the work of a number
of linguists with an interest in school language, in particular Graham
Little. 255 samples of writing have been analysed, taking account of the
function and forms of language. The function, or meaning, has been
analysed in terms of content, abstraction, purpose and audience.
The writing in the Accredited course is evenly distributed between the
human and material worlds, three quarters is informational and one
quarter Imaginative. The level of abstraction shows a predominance of
reporting and generalising. Writing in the TE course is 60% concerned
with the human world and reaches higher levels of abstraction such as
speculation and hypothesising. The audience is academic. Compared with
earlier findings, this study shows more human content and higher levels
of abstraction.
Language functions through selective use of forms. The aspects of form
analysed are vocabulary, abstraction of noun phrase, sentence length and
sentence sequencing. Figures produced were largely consistent with
earlier studies; however the TE group shows higher syllable counts,
greater abstraction of noun phrase and longer sentences than the
Accredited group. Creative writing brings the groups closest together.
Handwriting, spelling and punctuation are examined. Handwriting is
always legible, spelling close to 98% correct and 84% of full stops are
correctly used. A small number of scripts produce most of the errors in
both spelling and punctuation.
The achievement of students as revealed by this study of writing is
consistent with earlier studies although the students represented here
demonstrate higher levels of abstraction. The curriculum contains more
human content and is commendably comprehensive, although there is
less poetic and expressive writing than might be expected.
This form of language analysis is recommended for its concentration on
the language actually produced in class, the insights it provides for
teachers and the information it provides for meaningful public
discussion of education.
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Maintaining teacher morale in amalgamating schools : factors which have a positive effect on teacher morale & factors which have a negative effect on teacher moralePaul, Anne, n/a January 1998 (has links)
This study arose out of an experience with an amalgamation of two high
schools in the ACT in the early 1990s. The amalgamation process took two and
a half years from the time the decision was made to close one of the schools
until the new school was consolidated on one site. The change processes
impacted on many areas of teachers' work and this, combined with the
emotional aspects of being in a school which was closing, flagged teacher
morale as an issue requiring attention.
The study involved seeking responses to a questionnaire and interviewing
teachers involved in the amalgamation. The interview data was then grouped
by issue and the responses from teachers analysed and compared with related
research literature.
Research indicated that leadership style and effectiveness impacts most
heavily on the morale of teachers undergoing major change such as school
closure/amalgamation. This was substantiated by this study. The decision, by
the principal, to close both schools and create a new school, retaining aspects
of the culture of the original schools was clearly favoured over the alternative
suggestion, by the ACT Government, of the swift closure method and the
absorption of students into an existing school. The outward signs of a new
school; name; logo; uniform; the involvement of the community, the degree of
shared decision-making, the refurbishment of the buildings, the new curriculum
and associated policies and the management of resources were found to
contribute positively to teacher morale.
A lack of consultation prior to announcing the closure decision, a failure to
acknowledge the need of some teachers to grieve for the loss of their school
and a lack of activities to mark the final days of the schools involved have been
identified as having the greatest negative effect on teacher morale in this study.
Maintenance and effective use of the buildings vacated by a closing school has
also been raised as an issue affecting the morale of the teachers from that
school.
This study has implications for future school closures or amalgamations from
the points of view of maintaining of the morale of teachers, and also that of
students
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A profile of the away from home Year 12 college student in the A.C.T.Paynter, Christine, n/a January 1994 (has links)
Questionnaires were administered to 118 Secondary College students in the A.C.T. to
obtain quantitative data about the students' self perception, about their friendship
groups, their relationships with the other members of their family, their attitudes to
their education and their employment experiences and expectations. The data also
identified away from home students and at home students. The data obtained from these
two student groups was analysed. The away from home group of students were then
interviewed individually and qualitative data analysed for recurring themes and a
profile of the away from home Year 12 student emerged. The away from home
students in this A.C.T. study had been through periods of unstable accommodation,
poverty, family distress, leaving school or changing schools and had made a conscious
decision to complete their Year 12 Certificate to improve their employment
opportunities. As a result of this study predictive indicators for an away from home
student were generated. Following these findings an understanding of the specific issues
and needs of away from home students can be encouraged among student welfare
groups, parents and other educational/ welfare bodies. This in turn should assist the
student achieve his or her educational outcomes and academic success.
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A survey study on school library book borrowing patterns of primary school children according to age, sex and reading levelPrattis, John, n/a January 1992 (has links)
This survey study examines the type and frequency of books borrowed by students
according to age, sex and reading ability. It seeks to redress the sparsity of
information available on the types and style of books borrowed by children.
This survey study is based on data gathered over 14 weeks at Wanniassa Hills Primary School. Weekly library borrowings were recorded for Years 2. 3/4 and
5/6. A sample of 90 children, 30 from each year level was selected and individual
borrowings were coded for analysis according to the type of book borrowed. The
SAS System was used to tabulate the data and conclusions were drawn from the
results thus obtained.
The survey study revealed that females borrow more books generally than males.
A general pattern of book borrowing is evident. Females tend to progress more
quickly man males through this pattern of borrowing. Males tend to prefer Non-
Fiction books, progressing to Choose Your Own Adventure books and Fantasy
Game books. Recommendations are based on these findings and other outcomes of
the survey study.
This survey study has implications for classroom practice, libraries, basic readers
and further study.
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Lay participation in the governing bodies of post-secondary institutions : an A.C.T. case studyRawling, S. J., n/a January 1978 (has links)
In recent years, there has been an increasing interest in Australia in
structures which allow community participation in the governance of
schools. The introduction of a new Education Authority in the Australian
Capital Territory, beginning in 1974, brought with it a substantial
commitment to such structures as school boards, a relatively new phenomenon
in Australian school systems.
However, there has been substantial experience of lay or community
participation in governing bodies of post-secondary institutions in
Australia. This study examines both the general experience of lay
participation in such governing bodies and the specific experience of
lay members of the governing bodies of three institutions in the Australian
Capital Territory, the Australian National University, the Canberra College
of Advanced Education and the Canberra College of Technical and Further
Education.
The principal collection of data was from structured interviews
with lay or community members of the councils of these three institutions,
designed to produce a picture of their attitudes towards participation
in governance. It was found that lay members are most commonly "middleaged,
middle-class, males", although women are more frequently found in
college councils. Lay members believe that they are chosen because of
their successful backgrounds, their administrative skills, and their
ability to reflect general community values. They do not believe they
are constrained in their participation by specific community interests.
They act as independent critical, individuals.
Some areas of difficulty were identified, particularly the
problem of finding sufficient time to learn thoroughly the nature of
complex institutions, and to participate on an equal footing with staff
members of councils.
It is asserted that the assumptions underlying lay participation
remain broadly unquestioned, even at a time of significant change in
the wide process of planning and control of post-secondary education.
The relevance of this to the innovations in the A.C.T. school system is
suggested.
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The career aspirations of women and men primary school teachers in the Australian Capital TerritoryRichards, Rosemary, n/a January 1982 (has links)
This study set out to document and compare differences in career
paths and career aspirations between women and men primary school
teachers in the ACT. The study wished to confirm in the ACT, the kinds
of differences between career patterns well documented elsewhere and to
go beyond this to an exploration of why these differences persist and
the implications of them.
A questionnaire with factual items on teachers' career backgrounds
and open-ended questions on teachers' attitudes was sent to a random
sample of teachers in ACT government primary schools within the four
cells made by the two dichotomous criteria of women and men, promoted
and non-promoted. Data was tallied, categorized, and despite the small
sample, statistically significant differences were found:
Women take more and different kinds of leave; women teach the
younger children but have greater teaching experience across the grades;
in terms of intending to stay in their career, women have a greater
commitment to teaching than men.
Women are more negative towards promotion and express career
ambition in professionally oriented terms, i.e. in terms of children and
teaching. Men, particularly those promoted, express career ambitions in
extrinsic, promotional terms. Women have high career satisfaction;
promoted men are the most dissatisfied. In contrast with promoted men,
non-promoted men come from metropolitan areas and have less extrinsic
and more child-centred career aspirations.
Teachers' attitudes to grades were studied: grades 5/6 were the
most sought after for promotional purposes, had the highest status yet
were considered to be relatively easy to teach. The early years had
least value in promotional terms, lower status and were the most
difficult to teach.
The system needs to re-appraise definitions and assumptions about
teachers' careers in general and women's role as a commited group of
professional teachers. Teachers disinterested in conventional career
ambitions, most of whom are women, are undervalued while decision-making
is in the hands of non-practicioners in male-dominated heirarchical
structures.
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