School of Education

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https://hdl.handle.net/2440/108101
This collection contains Honours, Masters and Ph.D by coursework theses from University of Adelaide postgraduate students within the School of Education. The material has been approved as making a significant contribution to knowledge.

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Browsing School of Education by Advisors "MacLeod, Lynda"

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    Is there actually a middle school plunge?
    (2022) Langsford, Louisa; MacLeod, Lynda; School of Education
    The middle school plunge (West & Schwerdt, 2012) is a phenomenon based on the disparity in academic achievement that occurs when students transition from a primary school to a middle school. The purpose of this study was to determine if the middle school plunge exists, and if it did exist, what factors contributed to its effect on middle school students’ learning other than the transition from primary to middle school. Furthermore, this study aimed to investigate how the effects of the middle school plunge could potentially be avoided or completely mitigated to improve the learning experience of middle school students. Education databases were used to find research papers and books published between 1993 to 2020 on the middle school plunge and middle school academic achievement and motivation. Based on the research, thematic analysis was then used to determine the key contributing factors to the middle school plunge. Six key themes were identified, which were the transition from primary to middle school, the effects of adolescence on learning, teachers’ preconception of students’ capacity for learning, peer and student-teacher relationships, the potential impacts of socio-economic status and the effects of school climate and culture. Based on these six key themes, a systematic literature review was employed to analyse and synthesise the information presented in the previously published literature. The systematic review determined that the middle school plunge does exist as students in years 7-9 are more likely to experience a drop in academic achievement and engagement, compared to primary and senior school students. This research study determined that it is necessary to not only consider the transition from primary to middle school but also the five additional aspects of middle school students’ lives that affect their ability to be academically successful. Furthermore, the results determined that middle school students who are from disadvantaged socio-economic backgrounds are affected the most by the effects of the middle school plunge as they have compounded general factors such as the effects of adolescence and the transition from primary to middle school, which impede their abilities to achieve academically. Therefore, this research is significant as it helps to identify the ways students’ learning is affected, which can help teachers to know how to alter their practice so that students who are more susceptible to the effects of the middle school plunge can be properly supported. This research paper suggested recommendations such as improving peer and student-teacher relationships to increase students’ feelings of belonging and sense of inclusion, which increases their willingness to actively engage in learning. Furthermore, it is recommended that teachers create tasks and assessments which have strong connections to students’ real-life experiences to make learning relevant for them, which assists in increasing student engagement, and therefore academic achievement. Additionally, this research study highlighted the limited recent research into middle school students’ education, therefore further research on the efficacy of middle school is recommended. This is so teachers are provided with more resources to help them improve their teaching practice for middle school students and reduce or completely mitigate the effects of the middle school plunge.
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    Learning in Lockdown: Strategies for Success in Emergency Remote Instrumental Music Tuition
    (2022) Tivendale, Hannah N.; MacLeod, Lynda; School of Education
    The past several years have seen large numbers of educational facilities across the world transition to emergency remote learning, in the wake of mandates imposed as a response to the outbreak of the novel coronavirus, SARS-CoV-2 (often referred to simply as ‘covid’ or ‘covid-19’). Since March 2020, more than 168 million students worldwide have been prevented from attending school in the classroom. Indeed, at the time of writing, there are eleven schools in South Australia, alone, which have resorted to remote learning—and this two years in from the onset of covid-19. A consequence of transitioning to remote learning is that teachers of instrumental music, who typically rely on kinaesthetic models of learning, have been forced to move to a medium which, firstly, does not permit the use of traditional teaching techniques and, secondly, has the potential to negatively affect visual and audio perceptions, which are integral to learning in this subject. In asking the question, what is the best teaching and learning approach to optimise student engagement for instrumental music tuition during emergency remote learning, this study was able to confirm the hypotheses that a) the most effective way to teach during emergency remote learning is to translate key teaching qualities into the remote learning medium, and b) all students can learn remotely. Using cognitive behavioural theory and Biesta’s three functions of education as a framework, this Literature Review analysed and synthesised data in the emerging research field of emergency remote learning, and translated the findings to instrumental music tuition. Six themes emerged from the literature: 1) Organisation, Planning and Preparation, with additional time being needed to gain familiarity with new technology and online learning platforms; 2) Family Involvement and the need for connection and communication with parents/guardians, which was amplified during periods of remote learning, as parents/guardians were responsible for providing the relational aspect of teaching and creating a positive learning environment; 3) Inequalities in Emergency Remote Learning were frequently highlighted, with students of higher socio-economic backgrounds placed at a clear advantage, having easier access to technology and support networks; 4) Teacher Wellbeing was found to be something often overlooked, due to teachers’ dedication to meet student needs; 5) Digital Issues meant it was necessary to redefine learning goals to accommodate the circumstances, as well as to make considerations for the videoconferencing learning platforms; and 6) Student Wellbeing was found to be the best focus for student learning during this time, accommodating student needs through showing sensitivity to the circumstances and balancing expectations with empathy. Thus, the current literature found that thorough preparation, consideration of teacher/student wellbeing and communication with parents/guardians are the foundations from which successful learning can occur (measured in terms of student engagement), not only during periods of emergency remote learning but also in traditional, face-to-face learning. The paper concludes with a number of practical applications, drawn from the themes in the literature (such as selecting easier repertoire for students, providing parents/guardians with tips on creating a positive learning environment and creating a new work-life balance that honours the teacher’s wellbeing, to name but a few), as well as suggestions for future research topics.