Skills, strategies, sport and social responsibility : reconnecting physical education

Physical education is one of the more difficult subjects in the curriculum for generalist classroom teachers in primary schools to incorporate confidently into their teaching. In many primary schools, the generalist classroom teacher defers to a physical education specialist. This situation has both positive and negative features. In this context, this study brings together several prominent models of physical education teaching in an approach that enables the curriculum to be encountered through the interests of the children. This approach offers a generalist teacher, through appropriate professional development, a means for delivering a high-quality physical education programme, and also complements the repertoire of the specialist physical education teacher at both primary and secondary school levels.

Professional standards for physical education teachers' professional development : technology for performance?

Background: The widespread and diverse models of professional standards for teaching raise questions with respect to the need to provide teachers with a pathway for continuing professional development balanced with the public nature of surveillance and accountability that may accompany standards. Ways of understanding technologies of power in relation to standards for
teaching gives us a new language and, in turn, new questions about the standards agenda in the physical education profession.
Purpose: To analyse how one health and physical education (HPE) teacher worked with Education Queensland’s (EQ) professional standards for teaching within the broader context of teacher professional development and renewal.
Participants and setting: An experienced HPE teacher working in an urban secondary school was the ‘case’ for this article. Tim was the only experienced HPE teacher within the larger pilot study of 220 selected teachers from the volunteer pool across the state.
Data collection: The case-study data comprised two in-depth interviews conducted by the first author, field notes from workshops (first author), teacher diaries and work samples, notes from focus groups of which Tim was a member, and electronic communications with peers by Tim
during the course of the evaluation.
Findings: Tim was supportive of the teaching standards while they did not have a strong evaluative dimension associated with technologies of power. He found the self-regulation associated with his reflective practices professionally rewarding rather than being formalised within a prescribed
professional development framework.
Conclusion: Tim’s positive response to the professional standards for teaching was typical of the broader pilot cohort. The concept of governmentality provided a useful framework to help map how the standards for teaching were received, regardless of teacher specialisation or experience.
We suggest that it is not until the standards regimes are talked about within the discourses of
power (e.g. codification for career progression, certification for professional development imperatives) that we can understand patterns of acceptance and resistance by teachers to policies
that seek to shape their performance.

Digital divas : working to change students' perceptions about ICT courses and careers

Currently, women occupy less than 20% of places in the ICT courses offered by higher education institutions in Victoria and, as of 2007, women held only 16% of ICT jobs in the state (Multimedia Victoria 2008 p 25). At the secondary school level there has in fact been a marked downturn in girls' interest in such courses, reflecting a more general decline in female participation in ICT courses and careers. Given that there has also been a decline in overall student ICT numbers, there is a strong case to develop programs aimed to convince female students that an ICT career or course is an attractive option for their future. The Digital Divas program is one such course.

Declining participation in computing education : an Australia perspective on the "gender and lT" problem

Participation in post-compulsory computing education has declined over recent years, both in the senior years of secondary school and at university. This trend has been observed in most developed countries, despite reported and projected skills shortages in Information Technology (IT) industries. Within the computing education enrollment mix, girls and women continue to be under-represented and recent years have seen female participation fall even more rapidly than that of males. This article reports on findings of an Australian study which explored secondary school students’ beliefs about and attitudes towards computing education and careers in IT. Factors that might discourage girls in particular from pursuing post-compulsory computing education and careers are discussed, along with broader implications for school education in an era when information and communication technologies are an integral part of our daily lives. Findings include the persistence among both boys and girls of inaccurate and outdated views of the field of IT and low expectations of both school IT curricula and pedagogy in terms of their relevance and interest for students. Many of the issues identified as discouraging students in general from pursuing computing education appear to have a greater discouraging effect on girls, and this is compounded by stereotypical views of the field as male-dominated and unwelcoming to women and girls.

Student support : bridging the gap between students and the university

Bangladesh introduced open and distance learning as a means of providing education for people in isolated and remote locations through the establishment of the Bangladesh Open University (BOU). The broad aim of the BOU is to provide flexible and needs-based education to those unable or not wishing to enter conventional educational institutions. The BOU is presently the only university in Bangladesh to provide mass education and also to provide continuing education and professional and technical education to support the existing educational system. The BOU has a mission that encompasses secondary and higher levels of education. BOU operates its programs through a centralised academic and administrative staff, and regional and local offices throughout Bangladesh that organise local tutorials and distribute information and materials. BOU has adult students in all parts of the country, and most of the students live in rural areas. They need support that is appropriate to their local circumstances. Using an interpretive approach, this research examines the support needs of students studying for the Secondary School Certificate and the Bachelor of Education, assesses the effectiveness of current support services and explores alternatives to the current system. The underlying assumption is that support needs to be appropriate to the country’s culture and circumstances, and useful and feasible from the perspectives of students, staff, administrators and senior university officials. To investigate the appropriate support for distance education students, this research was conducted in four sample regions. Two were selected from areas of sparse population where the terrain makes transport difficult and two from areas that are more densely populated and where transport is easier. A questionnaire survey and focus groups were conducted with students, focus groups with local staff and interviews with Regional Directors within the four sample regions. Interviews were also undertaken with central University senior staff to get their perspectives on current and future policies for student support.

From risk to relationship : redefining pedagogy through applied learning reform

The Victorian Certificate of Applied Learning (VCAL) emerged to provide more relevant curriculum programs that would cater for increasing retention rates of post-compulsory students. It is also an example of the ‘new’ learning arising from contemporary debates and reforms that highlight inadequacies of the more traditional modes of learning. This thesis focuses on the pedagogical and sociological issues emerging from the VCAL being introduced as an ‘alternative’ learning pathways for ‘at-risk’ students within a traditional secondary school culture. Through the eyes of an insider-researcher, the thesis argues for a deeper understanding of applied learning as a ‘re-engaging’ pedagogy by studying the schooling experience of VCAL students and teachers. The thesis concludes that traditional academic modes of teaching contribute to the social construction of ‘at-risk’ students and argues that secondary school pedagogy needs to be redefined as a cultural phenomenon requiring teachers to be reflexively aware of their role in bridging the gap between students’ life experiences and the curriculum.

New teachers, professional knowledge and educational reform in New Zealand

This thesis examines the professional knowledge of new secondary school teachers in New Zealand, their negotiation of multiple discourses encountered in policy and practice, and their processes of professional identity formation. It is also a study of policy reform. In New Zealand, as elsewhere, recent educational and social reforms have brought about major changes to the way education is managed and implemented. These reforms emphasise market ideologies promoting consumer choice and responsibility, while measuring and monitoring quality and effectiveness. At the same time, the reforms attempt to alleviate social inequality. Teachers' negotiation of an accountability culture and the dominant equity policies is a major focus of this study. The study draws upon group interviews held with nine new teachers during the first two years of their teaching careers. The group interviews were designed to elicit extended narratives from individual teachers, as well as promote more interactive dialogue and reflections within the groups. Because the interviews were conducted at different points in their early careers, the study also has a longitudinal element, allowing insight into how teachers' views are formed or changed during an intense period of professional learning. Analysis of the teachers' narratives is informed by poststructural and feminist understandings of identity and knowledge and by a methodological orientation to writing as a method of enquiry. The thesis develops three main types of discussion and sets of arguments. The first examines new teachers' negotiation of the 'macro' context of teacher knowledge formation that is, their negotiation of an educational policy environment that juxtaposes an equity agenda with accountability controls. In order to historically situate these dilemmas, the particular political, social and educational context of New Zealand is examined. It is argued that teachers negotiate competing political and conceptual debates about social justice, equity and difference, and that this negotiation is central to the formation of professional knowledge. The analysis illustrates ways in which teachers make sense of equity discourses in educational policy and practice, and the apparent contradictions that arise from placing tight accountability standards on schools and teachers to achieve associated equity goals. The second type of discussion focuses on teachers' negotiation of the 'micro' dimension of professional knowledge, looking closely at the processes and practices that form professional identity. Against stage or developmental models of teacher identity, it is argued that professional identity is formed in an ongoing, uneven and fluid manner and is socially and discursively situated/embedded. It is further argued that professional knowledge and identity are entwined and that this relationship is most usefully understood through analysis of the discursive practices that frame teachers' working lives and through which teachers work out who they are or should become and what and how they (should) think. This analysis contributes new perspectives to debates in teacher education about teacher preparation and the knowledge required of teachers in current 'new times'. The final cluster of arguments brings together these macro and micro aspects of professional knowledge and identity with a case study of how new teachers negotiated a recent educational reform of senior secondary school qualifications in New Zealand. This reform has had a significant impact on secondary schools and on the way teachers, and New Zealanders in general, think about education, achievement and success. It was found that this reform significantly challenged new teachers to question their beliefs about assessment and justice in education, and what counts as success. This case study draws attention to the tensions between equity, academic excellence and standards-based assessment, and contributes to understanding how teacher professional knowledge forms both in the context of a specific educational policy reform and in relation to educational reform in general. This study contributes new knowledge to the formation of teacher professional knowledge and identity in an educational climate of change in New Zealand. The findings offer new insights for teacher educators, policymakers and schools into how teachers build, shape and sustain professional knowledge; how they juggle contradictions between a desire for justice, policy imperatives and teacher education rhetoric; the self-constructed, but contingent nature of professional knowledge and identity; and the urgency to address identity formation as part of teacher education and to take account of the dynamic ways in which identities form. These matters need to be articulated in teacher education both pre-service and in-service in order to address teacher retention and satisfaction, and teachers' commitment to equity reform in education.

Variables influencing the mathematics performance of first-year tertiary students : a case study

The need to understand which factors most strongly affect performance in first-year mathematics programs at Khon Kaen University (KKU), in North Eastern Thailand, provided the main focus of the study which is described. First-year mathematics students in the 1990-1991 academic year, from four KKU faculty groups (Medicine and Nursing, Agriculture, Science and Education, and Engineering) were involved in this study. Research literatures addressing variables which were likely to influence performance in early tertiary mathematical study, and variables associated with difficulties in learning mathematics at the transition from upper secondary school to tertiary studies, were reviewed. The first major aim of the study was to identify the variables which were good predictors of first-year mathematics performance at KKU. Results from stepwise multiple regression analyses indicated that the following predictor variables were statistically significant and entered the regression equations for most Faculty groups: School Mathematics Achievement, Self-Esteem, Study Habits in Mathematics, and Faculty of Study. Other predictor variables that sometimes entered regression equations (depending on the Faculty group) were Socio-Economic-Status, Mathematics Language Competence, Mathematics Confidence, Attitude Towards Mathematics, and Gender. Depending on Faculty group, the statistically significant variables accounted for between 11% and 74% of scores on fist-year KKU mathematics examinations. The predictor variables contributed much more to the variance of scores on first-semester mathematics examinations than to the variance of scores on second-semester mathematics examinations. It was also found that scores on the Direct Entry Examination Mathematics test (administered by KKU) and the School Mathematics Achievement test (developed and administered by the author) had stronger correlations with first-year KKU mathematics performance than did scores on the National Entry Examination Mathematics tests (administered by the Thai Ministry of University Affairs). Scores on the three pre-university mathematics achievement test instruments were better predictors of first-semester mathematics performance than of second-semester mathematics performance. It was found that the mean Mathematics Confidence of male students was statistically significantly higher than that of female students, but there were no statistically significant gender differences in Mathematics Misplaced Confidence. Only about 30% of the main sample ( 30% of the male and 30% of the female sample groups) had appropriate confidence in mathematics, that is, they thought their answers were correct when they were, in fact, correct, and they thought they were wrong when they were, in fact, incorrect. So far as Faculty performance differences were concerned, Engineering students had the highest Mathematics Confidence scores, followed by the Medicine and Nursing group of students and the Science and Education group students. Agriculture students had the lowest mean Mathematics Confidence score. No statistically significant differences occurred in Mathematics Misplaced Confidence between different Faculty groups. The second main aim of the study was to investigate why many first-year students experienced difficulties in coping with their mathematics units. A small group of senior secondary mathematics teachers, university mathematics lecturers, and first-year mathematics students were interviewed during the first semester of the 1990-1991 academic year. Interviews were conducted by the author according to a questionnaire format, and were aimed at identifying factors causing difficulty in the transition from senior secondary to university mathematical study. The analysis of the quantitative data together with the interview data indicated that the major sources of difficulty were associated with: (a) students' mathematical abilities; (b) curriculum content; (c) course organisation; (d) students' study habits; (e) instructional styles; and (f) assessment procedures. The results of the investigation are discussed in the light of the relevant literature and related research. The study concludes with recommendations which are addressed to mathematics teachers and education administrators in senior secondary schools in Thailand, to the Thai Ministry of Education, and to the KKU Department of Mathematics.

Investigation into the skill levels achieved by mathematics students in the V.C.E. and the H.S.C. mathematics courses

This study examines whether recent changes to the mathematics courses offered in the final year of secondary school (Year 12) in the state of Victoria, Australia have affected the learning outcomes of students in terms of then: skill levels in algebra, calculus and problem solving; and in terms of their preparation for a tertiary mathematics unit. The impact of these changes on the transition from secondary to tertiary mathematics is also considered. A comparison is made between students who attempted a first year mathematics unit at the University of Melbourne (U. of M.) having completed the new V.C.E. (Victorian Certificate of Education) mathematics courses and mathematics courses from the previous H.S.C. (Higher School Certificate) system. The comparison involves the use of tests administered upon entrance to a tertiary mathematics unit at the U. of M., and questionnaires. In 1991, V.C.E, students and H.S.C. students attempted the same mathematics test at the U. of M. and their results were compared. In 1992, the tests were attempted by V.C.E. students only. To compare new V.C.E. students and H.S.C. students, questions on the 1991 test were matched with similar questions on the 1992 tests and a panel of experts determined what the H.S.C. students who attempted the 1991 test would have been expected to average on these matched questions on the 1992 tests had they attempted them. These expected average scores were then compared with the actual scores of the new V.C.E. students. The scores of the groups were scaled when necessary. Questionnaires were administered to 1991 U. of M, mathematics students who were part of the V.C.E. pilot group in 1990, secondary mathematics educators, tertiary mathematics educators, and 1991 V.C.E. (1992 U. of M.) students. The mathematical misconceptions exhibited by new V.C.E. students are discussed and their frequencies stated. The research indicates that the new V.C.E. mathematics courses have provided the V.C.E. mathematics students in this study with significantly lower skill levels and a significantly poorer preparation for a tertiary mathematics unit than those which were previously provided by the H.S.C. mathematics courses.

Music video and gendered pleasures in the lives of young women and men

The purpose of this thesis is to explore the cultural and social significance of music video in the lives of a group of young women and men. In so doing the thesis pays particular attention to issues of gender and pleasure. This research examines the interaction of a group of young people with music video in relation to four areas of research. Firstly, the importance of music video in terms of social interaction and the pleasure this entails is explored. Secondly the thesis looks at the ways in which gender is seen by the young people in this study to be established by music video performers. Thirdly, how gender becomes inscribed on the body is explored, and fourthly I examine the process of sexualization of the body. Theoretically this thesis draws upon feminist theory, poststructuralist theory, music video scholarship and educational theories. This eclectic approach has been necessary as this research speaks simultaneously to several distinct areas of scholarship: education, cultural studies and feminism. My research with a young audience of music video took place within a secondary school. Over two semesters I conducted research with two separate classes of Media Studies students who were aged fifteen and sixteen. A total of 49 students were interviewed, however I chose mainly to work with a small group of eleven students - five girls and six boys. The school where I conducted this research is located in a working class suburb of a provincial and industrial Australian city . The young people's social positioning in terms of class and ethnicity has been considered in some depth in relation to the construction of the gendered subject. Methodologically the thesis is skewed towards the audience, and also towards dealing with what is normally unspoken in the research process. For example, much academic research does not include the author of the research as an integral part of that research. In this thesis I include myself in a number of ways: historically, personally and as a feminist. This thesis places a high priority on ethics and the effects of research on those who participate in the research process. The thesis uses a number of research methods: structured interviews, informal conversations, memory-work and written responses to music videos. Generally the research methods used in this thesis have been developed reflexively; that is, they have developed directly in relation to the participants’ reactions, responses, suggestions, interests and comments. The research seeks to demonstrate the place of music video in the lives of the young people who participated in the study. I look at how the young people in this study connect music video to other cultural forms and social interactions. In this way the intertextuality of music video is demonstrated. The research looks at how young viewers 'read' the gender of music video performers, and how this affects their own gendering. The social and cultural meanings which are attached to certain parts of the body are also examined. Theorizing the body in terms of its social meanings is a significant part of this thesis. The research argues that young people often experience music video as pleasurable, and that music video can provide young people with access to powerful speaking positions. This is demonstrated through transcripts of our conversations and interviews, and also through the young people's written comments. However, these powerful speaking positions invariably invoke dominant discourses (homophobia and racism, for example). Thus the disruptive potential of music video is called into question. These dominant discourses are gendered in nature. Pleasure in the text (music video) and cultural inscriptions of gender on the body then, are realized differently for the girls and for the boys in this study. My research into music video, gender and young people has implications for research methodology generally, and for music video scholarship specifically. Music video scholarship to date has rarely focussed upon the audience of this cultural form. My research has certain implications for the ways in which research is currently conducted with young people in relation to popular culture generally, and music video specifically, and gendered subjectivity.

1948 and 1968 Czech refugee settlers in Australia : a comparison of the settlement and integration processes among two waves of settlers

Nearly eighteen years ago when I first became interested in the history and sociology of Australian immigration, I was particularly attracted by the fact and opportunity to incorporate immigration settlement, experience and accomplishments in my history teaching in secondary school. In particular it was the area of the settlement of Australia that needed a fuller understanding in the teaching of Australian history. By that I mean it was needed to show that there were many other ethnic groups besides the Anglo-Saxon group which had participated in the development of Australia since 1788. Since the end of World War II, the Australian population has doubled, the population structure and characteristics have changed and knowledge about the diverse groups forming the Australian nation is now sought. Sane ethnic groups, mainly the numerically large, have been studied and numerous reports are available. But many of the smaller groups have attracted little interest among Australian scholars. This was one of the reasons that I decided to research the behaviour of one of the smaller groups - the Czechs - to find out about their immigration history to Australia; their immigration processes such as re-settlement and re-establishment; and their community life since World War II. Because of the scarcity of written materials on Czechs in Australia, I had to rely on interviews, personal reminiscenses, letters and documents translated from the Czech language. I should like to express my gratitude to all people and officials of Czech ethnic organisations and clubs in Australia, who agreed to be interviewed and who provided me with documentary material so important for my work. Respecting the wishes of my interviewees their anonymity had to be preserved. In the course of my research, I have received substantial help and the encouragement from the Editor of the now extinct Czech language paper Newspaper Hlas domova, Mr. F.V., whose co-operation is gratefully recognised. I am also grateful to Associate Professor William D. Rubinstein for his help and encouragement in all stages of my work. The introductory part of the study is covered in Chapter One. She reasons for the need to increase Australia's population after World War II and an analysis of the development of settlement in Australia between 1947 and 1984 are discussed. The emigration of Czechs into Australia and their place in the post-war immigration scheme is introduced. To obtain an overview of how Czechs have emigrated around the world, the literature describing their settlement is compared. Also discussed in the literature on Czech settlement in Australia from an historical point of view. The studies on the concept of ethnicity and settlement in Australia are used to document the theoretical issues for an understanding of Australian society. This chapter also contains aspects of sources and research, shewing the processes of documentary research, interviews and related matters. In Chapter Two the history of Czech emigration is discussed, covering the period from the seventeenth to the twentieth century. The first contacts with Australia are highlighted, continuing into the inter-war period and finally the re-settlement of Czechs after World War II. To understand why Czechs left their ancestral country after World War II, the political situation in Czechoslovakia is analysed. The third chapter concentrates mainly in the 1948 wave of settlers, who left Czechoslovakia after the communist take-over in 1948. Their means of departure from their homeland, selection of Australia as a new homeland and their re-settlement and re-establishment are discussed. Their attitudes after their arrival and their later stages of their settlement are analysed. The formation of numerous Czech ethnic organisations which mushroomed between 1950 and 1954 led to an active community life which began to change about five years after their arrival. These charges led to disorganisation of Czech community's life. The causes of these changes which were influential for the failure of the 1948 group to establish a viable community in Australia are analysed. In Chapter Four the wave of 1968 is viewed, their arrival and settling is covered. The study of their group attitudes and formation of group institutions is the main part of this section. A comparison of my data of the two waves, 1948 and 1968, reveals the information that these two groups did not develop the harmonious relationship expected of them as members of the one ethnic group. Chapter Five discusses immigration typologies and concentrates on the differences between legal and illegal emigrants from the Czechoslovak point of view. The integration processes of Czechs and their incorporation into Australian society are discussed. The sixth chapter sums up the findings of this disertation and states the influences which were responsible for the divisions in Czech ethnic life in Australia in the 1980s.

Perceptions and misperceptions of computing careers

Two issues were addressed. 1. Women are underrepresented in computing courses and in the computing workplace. Despite almost two decades of recognition of the issue and of intervention to correct it, the proportion of women in computing continues to decline. 2. There is a shortage of people with appropriate skills and qualifications in computing, and, more specifically, a need for people with particular personality attributes. There is an increasing demand for computing personnel to have good communication and interpersonal skills, but the predominant personality types of computing people do not include these characteristics. The research relating to the underrepresentation of women was conducted as a series of interviews with university students, female computing professionals and secondary school girls. The main findings of these studies were: 1) schoolgirls are interested in careers that are interesting and varied and provide opportunities for interaction with others; 2) schoolgirls perceive computing as involving working alone; 3) women working in computing describe careers that are interesting, varied, and people-oriented; 4) tertiary computing students equated 'computing' with 'programming'; and 5) single interventions are unlikely to result in individuals in the targeted group deciding to study computing. The perception of schoolgirls that computing involves working alone, which is reinforced by many tertiary computing courses, suggested that the type of person who is likely to be attracted to computing is one who would prefer to work alone. It was predicted that schoolboys would have similar perceptions of computing. Thus, computing is likely to attract students who would prefer to work alone. For various social and stereotypical reasons addressed by previous research, these students will be predominantly male. In the final study, preferred Myers-Briggs Type Indicator and Strong Interest Inventory personality types were suggested for computer programmers, systems designers and systems analysts. The existing literature and the 'types' of 72 study participants tended to confirm that 1) certain personality types are overrepresented in computing; 2) these types are well suited to programming and design tasks; and 3) there is an underrepresentation of individuals who have the combination of analytical, communication and people skills that are required particularly of analysts but also of many others working in computing today. Interviews with participants supported the earlier findings that computing careers are perceived by students to be technical and involve working in isolation, but for many computing people this is not the reality.

Factors affecting success in undergraduate computer programming

The aim of the research is to investigate factors that may explain success in elementary computer programming at the tertiary level. The first phase of the research included the identification of possible explanatory factors through a literature review, a survey of students studying introductory computing, a focus-group session with teachers of computer programming and interviews with programming students. The second phase of the research that was called the main study, involved testing the identified factors. Two different groups of programming students - one group majoring in business computing and another majoring in computer science - completed a survey questionnaire. The findings of the research are as follows. Gender is of little significance for business students but there is an adverse gender penalty for females in computer science. Secondary school assessment is inversely related to outcomes in business computing but directly influences outcomes in the first programming unit in the computer science course. As in prior research, previous knowledge and experience were demonstrated to matter, A range of other variables was found to be of little importance. The research suggests that different problem-solving techniques might be relevant in business compared with those of use in computer science.

Adolescent girls in physical education and sport : an analysis of influences on participation

This study investigates the influences on participation in physical activity of thirty adolescent girls from a metropolitan secondary school in Victoria. It seeks to understand how they perceived, experienced and explained their involvement or non involvement in both competitive and non competitive physical activity during four years of their secondary schooling. Participants experienced physical education as both a single sex group in Years 7 and 9 and a coeducational group in Years 8 and 10. They were exposed to a predominantly competitive curriculum in Years 7 to 9 and a less structured, more social, recreational program in Year 10. These experiences enabled them to compare the differences between class structures and activity programs and identify the significant issues which impacted on their participation. Large Australian population studies have revealed that fewer girls participated in sport and regular physical activity than boys. An important consequence is that girls miss out on the health benefits associated with participating in physical activity. Other research has found adolescence is the time that girls drop out of competitive sport. However, an important issue is whether girls who drop out of competitive sport cease to be involved in any physical activity. There are some studies which have reported good participation rates by adolescent girls in non competitive, recreational forms of physical activity and the possibility exists that they may drop out of competitive and into non competitive physical activity. This study primarily utilises a qualitative approach in contrast to previous studies which have largely relied upon the use of surveys and questionnaires. Whilst quantitative research has provided useful information about the bigger picture, there are limitations caused by reliance on the researchers' own interpretations of the data. Additionally there is no opportunity for any clarification and explanation of findings and trends by the respondents themselves. The current study utilized qualitative individual and collective interviews in three stages. Questions were asked in the broad areas of coeducation and single sex classes, preferences for competitive or recreational activity and body image issues. Some quantitative information focusing on nature and extent of current activity patterns was also gathered in the first stage. Thirty Year 10 girls participated in individual first interviews. Nine selected girls then took part in the second (individual) and third (collective) interview stages. Results revealed three groups based on the nature of physical activity involvement: [1] competitive activity group, [2] social activity group and [3] transition group. The transition group represented those who were in the process of withdrawing from competitive sport to take up more non competitive, recreational activity. The most significant difference between groups was skill level. On the whole those entering adolescence with the highest skill levels, such as those in the competitive group, were the most confident and relished competing against others. The social group was low in skill and confidence and had predominantly negative experiences in physical education and sport because their deficiencies were plainly visible to all. Similarly, a lack of skill improvement relative to those of 'better performers' affected the interest and confidence levels of those in the transition group. Boys' domination in coeducational classes through verbal and physical intimidation of the less competent and confident girls and exclusion of very competent girls was a major issue. Social and transition group members demonstrated compliance with boys' power by hanging back and sitting out of competitive activities. Conversely, the competitive group resisted boy's attempts to dominate but had to work hard to demonstrate their athletic capabilities in order to do so. Body image issues such as the skimpy physical education and sport uniform along with body revealing activities such as swimming and gymnastics, heightened feelings of self-consciousness and embarrassment for most girls. When strategies were adopted by social and transition group members to avoid any body exposure or physical humiliation, participation levels were subsequently affected. However, where girls felt confident about their physical abilities and body image, they were able to ignore their unflattering uniforms and thus participation was unaffected. Specific teaching practices such as giving more attention to boys, for example by segregating the sexes in mixed classes to focus attention on boys, reinforced stereotypical notions of gender and contributed to the inequities for girls in physical education. The competitive group were frustrated with having to prove themselves as capable as boys in order to receive greater teacher attention. The transition group rejected teacher's attempts to coerce them into participating in the inter school sports program. The social group believed that teachers viewed and treated them less favourably than others because of their limited skills. Girls were not passive in the face of these obstacles. Rather than give up physical activity they disengaged from competitive sport and took up other forms of activity which they had the confidence to perform. These activity choices also reflected their expanding social interests such as spending time with male and female friends outside school and increased demands on their time by study and part time work commitments. This study not only highlighted the diversity and complexity of attitudes and behaviours of girls towards physical activity but also demonstrated that they display agency in making conscious, sensible decisions about their physical activity choices. Plain Language Summary of Thesis Adolescent girls in physical education and sport; An analysis of influences on participation by Julia Whitty Submitted for the degree of Master of Applied Science Deakin University Supervisor: Dr Judy Ann Jones This study investigates the influences on participation in physical activity of thirty adolescent girls from a metropolitan secondary school in Victoria in order to understand how girls' perceived, experienced and explained their involvement or non involvement in both competitive and non competitive physical activity. Qualitative individual and collective interviews were conducted. Questions focussed on attitudes about coeducation and single sex classes, preferences for competitive or recreational activity and feelings about body image. Some quantitative information about the nature and extent of current activity patterns was also gathered in the first stage. Thirty Year 10 girls participated in individual first interviews. Nine selected girls then took part in the second (individual) and third (collective) interview stages. Results revealed three clearly different groups based on the nature of physical activity involvement (1) Competitive, (2) Social and (3) Transition (those in the process of withdrawing from competitive sport to take up more non competitive, recreational activity). The major difference between groups was skill level. Those entering adolescence with the highest skill levels were more competent and confident in the coeducational and competitive sport setting. Other significant issues included boys' domination, body image and teaching behaviours and practices.

Telecommunication technology and the professional development of teachers : challenge and opportunity

The thesis explores an effective model for using the internet in a distance training program for secondary school teachers. The professional development program, the dissertation, titled The Virtual University: Professional development for teachers, was initiated based on aspects of telecommunication technology and the professional development for Thai school teachers. The question of this program was “How could information technology be used in developing an appropriate professional development model for Thai teachers?” Prior to the project, the four research studies were conducted to formulate the related base line information and supported framework for the program development. The four researches are: (1) Telecommunication Technology in Thai Schools, (2) The Role of University on Science Teachers Development, (3) Computer Education Curriculum for Student Teachers: Theory and Practice, and (4) Teachers’ Perceptions of the Academic Link Project Between Schools and Universities for Teacher Professional Development. The first research study provides the information about the necessary basic factors for change in Thai secondary schools and the new insights and understandings about change in Thai schooling. The major findings were the understandings about teachers’ need for professional development, the available support in Thai school for professional development, and the limitations of professional development of teachers. The second research study provides the information about the roles of university faculty on initiation and operation of science teacher development programs, science teaching and learning resources centers, science instructional media design and production services, science teaching clinics, and science teachers’ associations. The third research study provides the conceptual framework for both preservice and inservice curriculum development program for teacher development. The last research study provides a base of descriptive information about the perspectives of school teachers towards the academic link project between schools and universities and the partnership which can assist in its establishment. The findings of these four research tasks were used for the formation of the framework of the dissertation. The EDNET Project, an example of teachers’ professional development through the information technology based training, was developed and implemented with ten school teachers in Khon Kaen.