Outcomes focused education is an educational reform movement that has influenced many countries, including Australia, in recent years. In this study the case of one primary school in Western Australia is examined. The study explores how this single school has implemented an outcomes approach within the context of large-scale jurisdictional change.
The research design utilises the qualitative approaches of ethnography and phenomenology to develop a layered case study with the basic unit of analysis being the school site. A number of richly informative case studies, from within this single site, have been developed drawing on data from a broad range of stakeholders including teachers, students, parents and the schoolÂ’s principal. Departmental and school based documents have also been utilised to inform and guide the development of each case study. Emergent themes with respect to the implementation of educational change have been identified and the implications of these are discussed.
At the time of the study the school site was only in its fifth year of operation, and a variety of key factors were identified as having a significant impact on the level of success achieved in implementation. The change management model as used by the school is identified and described, and several critical areas of weakness are revealed. As a result, the study raises critical questions about the effectiveness of the model used by the school and therefore questions the potential for this model to be used successfully in other schools implementing similar pedagogical change.
| Identifer | oai:union.ndltd.org:ADTP/197622 |
| Date | January 2008 |
| Creators | classicflora@aapt.net.au, Catherine Rebecca Pearce |
| Publisher | Murdoch University |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | http://www.murdoch.edu.au/goto/CopyrightNotice, Copyright Catherine Rebecca Pearce |
Page generated in 0.0016 seconds