Faculty of Creative Industries, Education and Social Justice 2 - Tuesday 20 December 2022 10.30am (AEST)
Education: Early Childhood, Primary and Inclusive Education (including Doctoral)
- Presiding Officer: Professor Robina Xavier
- Ceremonial Host: Ms Leanne Harvey
- Presenting Officer: Professor Susan Irvine
Find a name
Doctor of Philosophy
GALLAGHER, Jeanine Elizabeth
Thesis Title
Nationally Consistent Collection of Data on School Students with Disability (NCCD): An Institutional Ethnography of Student Funding
Supervisors
- Associate Professor Nerida Jane Spina (Principal Supervisor)
- Professor Gordon Warley Tait (Mentoring Supervisor)
- Associate Professor Jillian Ellen Willis (Associate Supervisor)
Citation
This institutional ethnographic inquiry investigated the implementation of Australia’s inaugural national educational funding policy for students with disability, the Nationally Consistent Collection of Data on School Students with Disability (NCCD). The research showed how a policy designed to provide additional resources for students with disability reorganised the work of teachers, school leaders and education policy makers. The research found that the NCCD was not always taken up as intended, with educators, across locations, focused on meeting accountability requirements. The everyday work of educators and policy makers was reoriented towards new work such as generating and monitoring NCCD documentation.
HERRIMAN, Mark Edward
Thesis Title
The Three R's, Relationships, Relationships, Relationships: How Can Teacher-Student Relationships Be More Positive and Productive in Secondary Schools?
Supervisors
- Professor Marilyn Anne Campbell (Principal Supervisor)
- Dr Kevin John Glasheen (External Supervisor)
- Dr Donna Jean Tangen (Associate Supervisor)
Citation
A positive teacher-student relationship is known to have many benefits for teachers and students alike, such as improving student wellbeing, academic engagement and performance, and school retention rates, reducing incidents of bullying, as well as protecting teachers from burnout and stress. However, there is no clear framework of strategies for starting and maintaining relationships with students, particularly in secondary schools in Australia. This research sought the opinions of students, secondary teachers, parents and school counsellors of what a productive and positive teacher-student relationship was and what they thought were the strategies for teachers to start and maintain such a relationship.