Being there: how teachers of students facing adversity promote positive relationships

While it is said that building positive relationships between students and teachers promotes both student emotional wellbeing and learning, the literature currently provides few clues on how to go about building such relations (and the priorities for action) which are grounded in the research. Interviews and a focus group were used to explore the perspectives of experienced teachers in promoting wellbeing among students facing adversity (i.e. prolonged difficulties and misfortune, such as poverty and issues associated with being a refugee). The results showed that teachers who nurtured relationships with students facing adversity meet considerable challenges. Priority challenges included grappling with unfamiliar student values; facing their own and other staff judgements; boundary issues; schools becoming refuges in communities under strain; and trying to still care when workplace changes appeared to work against positive teacher–student (TS) relationships. The paper concludes that such relationships are a site of tension, contradiction and intensity. Nevertheless, for these teachers, the specific challenges in relationships laid the foundations for meaningful student learning and mental health promotion.

Curriculum developments in Australia : promising initiatives, impasses and dead-ends

Curriculum developments in Australia.

Multiple mini-interview : how long is long enough?

Objectives The multiple mini-interview (MMI) overcomes the limitations of the traditional panel interview by multiple sampling to provide improved objectivity and reliability. Reliability of the MMI is affected by number of stations; however, there are few data reporting the influence of interview duration on MMI outcome and reliability. We aimed to determine whether MMI stations can be shortened without affecting applicant rankings or compromising test reliability.
Methods A total of 175 applicants were interviewed and assessed at 10 8-minute stations. Applicants were scored once after 8 minutes at five control stations and twice after 5 minutes and 8 minutes at five experimental stations. Scores at 5 and 8 minutes were compared using t-tests and correlation coefficients. Rankings of applicants based on 5- and 8-minute scores were compared using Spearman's rank order coefficient. The reliability of the MMI was examined for 5- and 8-minute scores using generalisability theory.
Results Mean scores at 5 minutes were lower than mean scores at 8 minutes. Cumulative scores at 5 minutes were also lower. There were highly significant correlations between 5- and 8-minute scores at all experimental stations (0.82–0.91; P < 0.01) and between the cumulative scores at 5 and 8 minutes (0.92; P < 0.01). There was a strong correlation between applicant rankings based on cumulative 5- and 8-minute scores (Spearman's rank order coefficient 0.92). Reliability was not affected.
Conclusions Reducing the duration of MMI stations from 8 to 5 minutes conserves resources with minimal effect on applicant ranking and test reliability.

Learning the role : through the eyes of beginning principals

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.

Negotiating curriculum work in ESL

Conducting applied research in workplace settings on and/or with colleagues raises a host of ethical and procedural issues about research. Empiricist, interpretive, and critical approaches all have a place in understanding, describing and changing curriculum perceptions. As one moves from one paradigm to the other the voices of the agents in the curriculum process become increasingly prominent. With reference to some of my own workplace research under the three paradigms mentioned above, I describe ways in which educational research in workplace settings represents curriculum reality and can act as an engine of change.

Arts curriculum reform : social and cultural reproduction in Victorian schools

This thesis examines the implementation of the government educational policy document The Curriculum and Standards Framework. I examined the historical and political motivation behind the development of this document and how it introduced a pervasive new initiative of outcomes based education and accountability based on economic rationalism. In particular I examined the implications this new approach had for visual arts education and the subsequent changes to the arts curriculum. This has entailed the introduction of the aesthetic appreciation of the arts as an outcome of the CSF: The Arts. I applied Bourdieu's theory of cultural reproduction in education which draws predominantly on a Weberian view and a theory of practice. Bourdieu discusses differential educational achievement according to cultural capital stating education requires certain forms of cultural capital that are not equally distributed among the classes. This therefore impedes or enhances life chances according to social class i.e. educational qualifications become a commodity in the labour market and other social fields. I examined how aesthetic appreciation of the arts has evolved historically as a form of social distinction. This entails an abstract element of arts discourse, which demands a certain linguistic competence, and familiarisation, which Bourdieu claims, is developed in the family, as 'cultural capital' this is further perpetuated in schools. The likely outcome is that the introduction of aesthetic appreciation in arts education i.e the demand to 'write about' and 'talk about' art, will perpetuate class inequality due to social and cultural difference. The study has been to examine the practices of arts education in four schools and the extent to which aesthetic appreciation was implemented in the visual arts. Data was collected by case study methods of observation, questionnaire and interview and was interpretive in both quantitative and qualitative methods. I analysed the data based on class differentiation by socioeconomic divisions and examined the school ethos and attitude towards the Arts along with differentiation in cultural capital between student population. I also found teacher and student habitus played a vital role in the implementation of the CSF. This is because habitus can cause resistance to change due to the division between the formulation of the curriculum in the bureaucratic order and the practice of teachers in classrooms. My thesis interprets education as a form of social reproduction, perpetuating the existing social order. However, as Bourdieu asserts and I agree education is a form of symbolic power as it conceals its social function under the guise of neutrality and the technical functional premise. Therefore, this thesis aims to make transparent how the education system serves the interests of the dominant group through curriculum policy. Consequently, it becomes clear how education has far reaching social implications where the distinctions of class are perpetuated through cultural reproduction.

Influence of an adventure learning program, using group adventure initiative tasks, on participant self-esteem

The purpose of this study was to assess the influence of an adventure learning program, based on participation in group adventure initiative tasks (GAITs), on participant self-esteem and, further, to examine any associated gender differences in the dependent variable. The study took place within the framework of the 'Group Dynamics in Action' unit offered at the University of South Australia, Underdale Campus, in semester 2, 1994. The course included participation in group adventure initiative tasks, the identification and examination of group dynamic processes, the investigation of individual roles within the small group and the review of these processes in the group setting. The program also included an experience on a high ropes course. Both quantitative and qualitative data was gathered to gain insight into gender differences and their relationship to the dependent variable and also to provide insight into any discrepancy in outcomes between males and females with regard to participation in group adventure initiative tasks. The sample set of participants was drawn from undergraduate students studying at the University of South Australia in the Bachelor of Teaching (Primary), Bachelor of Education (Secondary Physical Education Teaching) and Bachelor of Applied Science (Exercise and Sport Science) courses. Subjects were assigned to either experimental or control conditions and the experimental group were then randomly assigned to one of three treatment groups. Sixty one (N = 61) male and female subjects were tested pre and post-treatment period. Psychological tests included the Coopersmith Self Esteem Inventory (Coopersmith 1981) and an adaptation of Coopersmith's Behaviour Rating Form (Coopersmith 1967). Qualitative data was gathered using Kuhn's Twenty Statements Test (Kuhn and McPartland 1954), a self-esteem questionnaire, observations made by the researcher and other staff about subjects interactions and from weekly journals kept by subjects throughout the treatment. The duration of the treatment period was 14 weeks consisting of 14, 2 hour seminars.

Insider research, the process and practice : issues arising from professionals conducting research within their own working environments

This thesis explores the chaotic, dynamic, ambiguous, complex and confusing world of the insider researcher. The proliferating species of insider researcher is common in public sector organisations and is particularly prevalent among post-graduate students who have combined study with work. Insider researchers range from the in-house researcher employed to conduct research to those who are conducting research in addition to their normal duties. This thesis, through five illustrative case-studies, discusses, reflects upon, explains, and clarifies the possibilities, limitations and the issues arising from a consideration of the practice of professionals conducting research in the large government education system in Victoria. The central focus of this thesis, that of exploring issues arising from professionals conducting research in their own working environments, has an importance that hitherto has had little direct recognition in the qualitative education research literature. And yet the practice of insider research is common and has a potentially large impact on the nature of the decision making process in public sector organisations. This relative invisibility in the social research literature of a discussion of issues relating to insider research demands to be made more visible. It is both useful and necessary to explore the particular possibilities, conditions and challenges of insiders conducting research in public organisations as the practice of insider research contines to grow. This thesis adds to the literature by locating insider research in a discussion of the wider soial context of ideology, culture, relationships, politics, language and meaning, and the decision-making process.

Definition and quantification of assets

The word ‘asset’ was originally taken into the English language, from the Latin ‘ad satis’ and French ‘asez’, as a term used at law meaning sufficient estate or effects to discharge debts. It later came to be used in the sense of property available for the payment of debts. Assets were understood to be property (objects owned and rights of ownership) that could be exchanged for cash. The importance of factual knowledge of the money equivalents of property and debts, in managing mercantile affairs, was emphasised in accounting manuals during the eighteenth and nineteenth centuries. The rights of investors and creditors to factual up-to-date information about the financial state of affairs of companies, given the advent of limited liability, underscored the early company legislation that required the preparation and auditing of statements of property and debts. During the latter part of the nineteenth century the emphasis in accounting moved away from assets as exchangeable property to assets as deferred costs. Expectations took the place of observables. The abstract (expectational) notion of assets as ‘future economic benefits’ was embraced by accountants in the absence of rigorous definitions of the elements and functions of dated statements of financial position and performance. Assets are quantified financially by a heterogeneous mass of potentially inconsistent rules that, by and large, have no regard for the empirical nature of measurement. Consequently, accountants have failed to provide the community with up-to-date factual information about the financial state of affairs and performance of business entities - and, hence, with an informative basis for financial action.