|Western Australian Institute for Educational Research Inc|
ABN: 20 438 800 399
Fourth Annual Research Forum
Friday 25 and Saturday 26 August
This page is WAIER's official archival copy of the
CHURCHLANDS CAMPUS, W.A.C.A.E.
EDUCATION & PSYCHOLOGY BUILDING
ROOMS EPOA, EP1, EP2, EP5, EP6
FRIDAY, 25 AUGUST 1989
SATURDAY, 26 AUGUST 1989
|FRIDAY 25 AUGUST|
|5.00 - 6.00||Registration EPOA|
|6.00 - 7.45||Forum Opening : Dr. Max Angus|
|Forum Address : Dr. Alan Bain|
Lecturer in Education UWA
"Social Skills in the Classroom"
|Presentation of Awards|
|7.45 - 9.30||Forum Dinner|
|SATURDAY 26 AUGUST|
|9.00 - 10.30||Concurrent Sessions|
|10.30 - 11.00||Morning Tea - EPOA|
|11.00 - 12.30||Concurrent Sessions|
|12.30 - 1.30||Lunch - Refectory|
|1.30 - 2.30||Concurrent Sessions|
|2.30 - 3.00||Colloquium EPOA|
W.A.I.E.R. FOURTH ANNUAL RESEARCH FORUM
SATURDAY 26TH AUGUST - CHURCHLANDS CAMPUS
|SESSION||TIME||ROOM EP5||ROOM EP6||ROOM EP1||ROOM EP2|
[replacing Judith RIVALLAND]
|Peter TAYLOR||Andrew TAGGART|
|2||9.30||Susan CULLEN||Richard NILE||Clare McBEATH|
|Dawn BUTTERWORTH||Gerald LLOYD||Dale MASON|
|10.30||MORNING TEA - EPOA|
|4||11.00||Neville GREEN||Gary PARTINGTON||Janet WILLIAMS||Diane SPINA|
|5||11.30||Beverley MORIARTY||Roger LIEBMANN||Don SANDERS|
|6||12.00||Graham DELLAR||Anna ALDERSON||Denise KIRKPATRICK||Mark HACKLING|
|12.30||LUNCH - CHURCHLANDS REFECTORY|
|7||1.30||Bill HUTCHINSON||Deidra YOUNG||Bridget LEGGETT||Coralyn WILLIAMS|
|8||2.00||Graeme LOCK||Isabelle PROCTOR||Geoff GIDDINGS|
|2.30-3.00||COLLOQUIUM - EPOA|
|SESSION ONE 9.00 - 9.30|
ROOM EP5 [replaces the presentation originally scheduled for Judith Rivalland]
A recent study has surveyed the operation of existing councils from the perspective of college administrators and from the perspective of a number of councils.
One of thew most conspicuous features to emerge from the study was a recognition of the uniqueness of individual councils. This uniqueness appears to be a function of the individual membership, the college administration, and the interaction of these two groups within the context of the rules or regulations governing the powers, functions and duties of councils in each state or territory.
This unique character is part of the fabric of each college and should be maintained, but at the same time it was evident from the research that most colleges were not making full use of the competencies of their council.
Analysis of individual college councils which appeared to be consistently effective revealed a number of common strategies used by colleges to optimise their full use of the council's competencies. Among those closely associated with effective councils were; well defined council goals; the provision of orientation and/or staff development for council members; council membership representative of the college community; and, the development of a genuine partnership between college administrators and the council.
This research set out to answer the following questions:
Ethnographic-interpretive research provides a means for constructing a picture of teachers' beliefs in relation to their classroom practice. This research approach has been utilised to investigate classroom-based factors associated with low achievement among Aboriginal students in high school mathematics.
The findings of this study looking at metal fabrication theory, workshop and drawing classes identify the amount of time students spend on task, academically engaged and performing appropriate hand skills.
A detailed analysis of hand skills in drawing classes and workshop sessions identifies the quality dimensions of pre-apprentice and apprentice skill development and the function of teacher feedback in this regard.
Recommendations for future research in this area and the development of effective skill training environments in metal fabrications are discussed.
|SESSION TWO 9.30 - 10.00|
I am attempting to run a pilot study investigating how the "text", the "reader" and the "author" are treated in ten English Literature classrooms. Through observation, interview and collection of relevant documents I hope to find out what underlying theory of literature is being taught, and how teachers are adopting (or adapting) the new Literature syllabus.
With the setting up of specialised Distance Education Centres across Australia, distance education will become an important mode of delivery for TAFE teachers and administrators constrained by irregular working hours, industrial demands and the need for relevant, hands-on experience. The Distance Education Centres should be concerned with designing attractive, flexible higher education packages leading to Post Graduate Diplomas and Masters degrees on a national basis.
|SESSION THREE 10.00 - 10.30|
In our experience, even students who have been successful in the TEE exams may find that writing at tertiary level requires additional skills not normally acquired at secondary level. Competent writing includes not only such basic skills as spelling and punctuation, but also the ability to integrate and transform knowledge into effective prose. Students can be assisted in developing these higher order skills by specific instruction, practice and feedback, and by practising the skills in small groups.
A programme was developed to assist first year undergraduate education students with the task of writing. Sessions were run as part of regular tutorial times for a core educational psychology unit, and included the topics of planning, structure, composure, reviewing and editing. Samples of student writing, pre- and post-intervention, were compared. In addition feedback from students on the relevance and helpfulness of the sessions was obtained. These results and their implications will be discussed.
However in some cases the reverse occurs. Findings and results of research projects are often detrimental in many ways to Aboriginal people and as such assist in the perpetuation of the stereotypic view that Aboriginal people are "deficient".
In this session issues relating to research on Aboriginal people will be explored and addressed.
To develop strategies in areas of Agricultural Education in the post compulsory section which address the needs of rural youth and cover those areas not now covered by existing programs. Design of courses to cater for desires covered in the second survey and not covered in the first survey. Complete project by 20th December.
Case study methodology was used to portray the real world of informants as they proceeded through their induction year.
Data from interviews and a questionnaire were analysed using a constant comparative method (Glasser and Strauss, 1969) to generate propositions pertaining to the experiences of these new teachers. From the analysis and interpretation of data a model of professional development was prepared.
|SESSION FOUR 11.00 - 11.30|
Findings on the most significant factors influencing subject choice, and the perceived difficulty and usefulness of a range of subjects, will be presented.
Workshop participants feedback is most eagerly sought.
|SESSION FIVE 11.30 - 12.00|
The study is being conducted in existing year five classrooms. Each teacher has been allocated randomly to teach their social studies lessons in a co-operative, competitive or individualistic learning environment. Measures on the dependent variables will be taken after each of two on-going five-week periods, with the aim of testing whether any differences occur in the measurement of these variables across the different environments.
It is axiomatic that academic learning is the main objective of secondary classroom activities over time. Successful classroom management includes the skills required to establish and maintain order.
This presentation will focus on research being conducted with student teachers in Western Australian secondary classrooms, including:
|SESSION SIX 12.00 - 12.30|
To identify schools with distinctly different organizational climates an instrument was developed, the School Organizational Climate Questionnaire (SOCQ), which had a preferred and actual form of the instrument. Prior to seeking permission to conduct such research it was considered that the inclusion of the preferred form would provide additional information that might be useful for participating schools themselves. During the negotiations to conduct research in each school, a commitment was undertaken to provide the school with a summary report of the data obtained. This paper focuses on this phase of the study.
This case study focused on students in the TEE stream of study in the college and investigated student perceptions of the classroom environment and student preferences in teaching approaches in the classroom. Staff perceptions of their instructional role in the college were investigated, particularly in relation to their previous teaching experience.
|SESSION SEVEN 1.30 - 2.00|
The science achievement of students can be linked not only to student and school characteristics, but home background variables such as the occupation of the mother and father. The home background variables which make up the Socio-educational Level index are discussed and the construction and analysis of this index are presented. These variable include the occupation of the mother and father, the educational attainment of the mother and father, the number of books in the home and the size of the family.
The forum presentation will examine some of the consequences of the Panel processes and their recommendations, including the effects on the curriculum of students, and curriculum policy making at the school level.
|SESSION EIGHT 2.00 - 2.30|
The presentation will outline strategies by which school administrative teams can increase community participation in school decision-making processes. The aim of the strategies is to motivate parents and community members to serve on school-based decision-making groups.
In presenting the strategies the underlying premises - the need for an overall plan, the availability of adequate time and the provision of sufficient financial resources - will be discussed. The strategies will include the formation of an implementation team; organisation of a timetable; the development, implementation, and consideration of a community analysis; anticipation of difficulties; the establishment of an effective communication system; the development and implementation of specific motivational strategies; and evaluation of the change process. Consideration is also given to school situations where modifications to the suggested strategies may be necessary.
This paper reports on the results of a research investigation into 52 lone father families residing in Western Australia. Background information, as well as details of child-care and interaction in addition to fathers' attitudes and values concerning their parenting role are presented.
In addition, details on the fathers' sex-role classification and the effect on their children's sex-role learning are presented. Finally, implications are drawn for all those concerned with young children, and ways in which the child of the lone father can be supported are emphasised.
|W.A.I.E.R. RESEARCH FORUM PARTICIPANTS|
25-26 AUGUST 1989.
ANGUS Max, Ministry of Education, Royal St East Perth.
ATKINSON Roger, Murdoch University, Murdoch 6150.
ALDERSON Anna, Meerilinga Young Children's Foundation, West Perth.
BAIN Alan, University of Western Australia, Crawley.
BERRY Michael, John XXIII College, Mt. Claremont 6010.
BERSAN, Janine, Churchlands Campus, W.A.C.A.E.
BOOTH, Michael, Murdoch University, Murdoch 6150.
BRISCOE Deidre, Curtin University of Technology, Bentley 6102.
BUTCHER Janne, Curtin University of Technology, Bentley 6102.
BURGESS Yvonne, Curtin University of Technology, Bentley 6102.
BUTTERWORTH Dawn, Churchlands Campus, W.A.C.A.E.
CAMPBELL-EVANS Glenda, Churchlands Campus, W.A.C.A.E.
CANUTE Helen, University of Western Australia, Crawley.
CARR Joan, City Beach Primary, Marpana Rd City Beach.
CIUPRYK Fran, Churchlands Campus, W.A.C.A.E.
CHIANG Laurence, University of Uestern Australia, Crawley.
COFFMAN Charles, Scarborough District Office, Newborough St Doubleview.
COLLINS Gary, Fremantle College of TAFE, Fremantle.
CULLEN Susan, University of Western Australia, Crawley.
DELLAR Graham, Curtin University of Technology, Bentley 6102.
DEVINE Kelvin, State School Teachers Union, Adelaide Tce East Perth.
DOWN Barry, Bunbury Institute of Advanced Education, Bunbury.
ERRINGTON Edward, Mount Lawley Campus, W.A.C.A.E.
ERRINGTON Rowena, Mount Lawley Campus, W.A.C.A.E.
EVANS Ken, Ministry of Education, Royal St East Perth.
FRASER Barry, Curtin University of Technology, Bentley 6102.
GARDNER Ruth, Curtin University of Technology, Bentley 6102.
GARNETT Patrick, Nedlands Campus, W.A.C.A.E.
GEIJSEL Marie, University of Western Australia, Crawley
GIDDINGS Geoff, Curtin University of Technology, Bentley 6102.
GREEN Neville, Mount Lawley Campus, W.A.C.A.E.
GREGG Alison, University of Western Australia, Crawley.
GREGG Jim, Curtin University of Technology, Bentley 6102.
HACKLING Mark, Nedlands Campus, W.A.C.A.E.
HARRIS John, Ministry of Education, Royal St East Perth.
HATTIE John, University of Western Australia, Crawley.
HENDERSON Charles, TAFE, Ministry of Education, Royal St East Perth.
HUTCHINSON Bill, Hale School, Wembley Downs 6019.
INGRAM Eilys, University of Western Australia, Crawley.
JONGLING Sybe, Churchlands Campus, W.A.C.A.E.
KING Len, Churchlands Campus, W.A.C.A.E.
KIRKPATRICK Denise, Tuart College, Banksia St Tuart Hill.
LARSEN Peter, Secondary Education Authority, Stirling Hwy Nedlands.
LEGGETT Bridget, Ministry of Education, Royal St East Perth.
LIEBMANN Roger, Curtin University of Technology, Bentley 6102.
LLOYD Gerald, District Education Office, PO Box 738, ESPERANCE 6450.
LOCK Graeme, Hale School, Wembley Downs 6019.
MAOR Dorit, Curtin University of Technology, Bentley 6102.
MASON Dale, Bunbury Institute of Advanced Education, Bunbury.
MALONEY Carmel, Churchlands Campus, W.A.C.A.E.
MILES Joan, Curtin University of Technology, Bentley 6102.
MORIARTY Beverley, University of Western Australia, Crawley.
McBEATH Clare, Curtin University ot Technology, Bentley 6102.
McBRIDE Sharon, Churchlands Campus, W.A.C.A.E.
McKINTY William, 16 Granadilla St Duncraig 6023.
NILE Richard, Ministry of Education, Royal St East Perth.
OLIVER Jeff, Churchlands Campus, W.A.C.A.E.
PARTINGTON Gary, Churchlands Campus, W.A.C.A.E.
PATTERSON Annette, University of Western Australia, Crawley.
PEACOCK Alistair, Nedlands Campus, W.A.C.A.E.
PEDLER Pender, Mount Lawley Campus, W.A.C.A.E.
PROCTER Isabelle, Ministry of Education, 58 McGilvray Ave Morley 6062.
RADLOFF Alex, Curtin University of Technology, Bentley 6102.
REID Patrick, John XIII College, Mt Claremont 6010.
RISTIC Janet, Churchlands Campus, W.A.C.A.E.
RIVALLAND Judith, Claremont Campus, W.A.C.A.E.
RYAN Anthony, Curtin University of Technology, Bentley 6102.
SAMSON Joanne, Curtin University of Technology, Bentley 6102.
SANDERS Don, Scarborough District Office, Newborough St Doubleview 6018.
SMART Don, Murdoch University, Murdoch 6150.
SPINA Diane, Scarborough District Office, Newborough St Doubleview 6018.
TAGGART Andrew, Curtin University of Technology, Bentley 6102.
TAYLER Collette, Churchlands Campus, W.A.C.A.E.
TAYLOR Peter, Curtin University of Technology, Bentley 6102.
TITMANIS Peter, Curtin University of Technology, Bentley 6102.
WHITE Eve, W.A.C.A.E.
WILLIAMS Coralyn, University of Western Australia, Crawley.
WILLIAMS Janet, Nedlands Campus, W.A.C.A.E.
WILLIAMS Susanne, Fremantle Hospital Education Centre, Fremantle 6160.
WILLIAMSON John, Curtin University of Technology, Bentley 6102.
WOODS John, Nedlands Campus, W.A.C.A.E.
YOUNG Deidra, Curtin University of Technology, Bentley 6102.