Investigating the impact of participation in alternative education from a positive youth development perspective : A case study of the School for Student Leadership
- Authors: Joyce, Susan
- Date: 2018
- Type: Text , Thesis , PhD
- Full Text:
- Description: The School for Student Leadership (SSL) has existed since 2001 as an alternative residential educational setting for Year 9 students in Victoria, Australia. It was designed in response to growing calls for more effective ways of engaging middle school students. A review of the literature illustrated a dearth of research regarding alternative programs and schools, particularly from a positive youth development (PYD) perspective, and relating to long term effects of participation. This study investigated student participants’ perceived development in relation to the Five Cs - Confidence, Competence, Character, Connection and Care, concepts derived from the framework of PYD. It also examined differences in perceptions of students attending a shorter five-week program, compared to the standard nine-week program, as well as differences between male and female participants. This case study was undertaken utilising a mixed methods approach, using pre and post program surveys and interviews. Between 2013 and 2014, 385 students were surveyed and 58 interviews conducted over nine program offerings. The participants were then followed up one year post program, with 172 surveys returned and 14 interviews conducted. With the assistance of computer software programs, both the quantitative and qualitative data was analysed and then triangulated to form the findings. Participants’ ratings for each of the Five Cs were higher at the end of the program, and effect sizes, though generally small, when combined with the qualitative data indicated the program as having a significant positive impact, although this diminished slightly one year post program. Little discernible difference was found between the five- and the nine-week programs, and only slight differences between the two genders. The set of recommendations that emanated from this research should be of assistance for both the SSL and other schools, particularly in relation to enhancing attributes such as the Five Cs.
- Description: Doctor of Philosophy
- Authors: Joyce, Susan
- Date: 2018
- Type: Text , Thesis , PhD
- Full Text:
- Description: The School for Student Leadership (SSL) has existed since 2001 as an alternative residential educational setting for Year 9 students in Victoria, Australia. It was designed in response to growing calls for more effective ways of engaging middle school students. A review of the literature illustrated a dearth of research regarding alternative programs and schools, particularly from a positive youth development (PYD) perspective, and relating to long term effects of participation. This study investigated student participants’ perceived development in relation to the Five Cs - Confidence, Competence, Character, Connection and Care, concepts derived from the framework of PYD. It also examined differences in perceptions of students attending a shorter five-week program, compared to the standard nine-week program, as well as differences between male and female participants. This case study was undertaken utilising a mixed methods approach, using pre and post program surveys and interviews. Between 2013 and 2014, 385 students were surveyed and 58 interviews conducted over nine program offerings. The participants were then followed up one year post program, with 172 surveys returned and 14 interviews conducted. With the assistance of computer software programs, both the quantitative and qualitative data was analysed and then triangulated to form the findings. Participants’ ratings for each of the Five Cs were higher at the end of the program, and effect sizes, though generally small, when combined with the qualitative data indicated the program as having a significant positive impact, although this diminished slightly one year post program. Little discernible difference was found between the five- and the nine-week programs, and only slight differences between the two genders. The set of recommendations that emanated from this research should be of assistance for both the SSL and other schools, particularly in relation to enhancing attributes such as the Five Cs.
- Description: Doctor of Philosophy
Histories of the Ballarat District Orphan Asylum, Ballarat Orphanage and Ballarat Children’s Home, 1866-1983
- Authors: McGinniss, David
- Date: 2019
- Type: Text , Thesis , PhD
- Full Text:
- Description: The thesis outlines the development of three children’s residential institutions on the site of 200 Victoria Street, Ballarat East: the Ballarat District Orphan Asylum (1866-1909), the Ballarat Orphanage (1909-1968), and the Ballarat Children’s Home (1968-1983). These institutions are the historical precursors to the contemporary community service organisation now known as Child and Family Services Ballarat, or simply Cafs. The thesis focuses particularly on the shifting cultures of these institutions, to identify waves of change, surging and receding to form long patterns of alternating reform and repose. Established ways of operating overlapped with new and developing ideas, to create a dynamic environment constantly negotiating its relationships with government, communities and of course the families and children who came to rely on them. As a result, when transformative change occurred, it was difficult for leaders and policy-makers to recognise it as such at the time, as it was often experienced more as crisis and response. This provides a useful set of historical examples for current leadership and practitioners to learn from. Most critically, however, it locates the thousands of children who were institutionalised - eating, sleeping, playing, learning and working – as central to the narrative formation of identity for the historic institutions themselves, the contemporary organisation they have become, and the communities of Ballarat and beyond. Children were sent to these institutions from all over Victoria and Australia and made their homes in many different places when they left. Nevertheless, the stories and lives of the children from these institutions and the adults they have become are a key part of contemporary collective identity. The institutions are remembered with complex and contradictory mixtures of regret, loss, trauma and fondness, reflecting the mixed legacies that these institutions have left in contemporary Ballarat and beyond.
- Description: Doctor of Philosophy
- Authors: McGinniss, David
- Date: 2019
- Type: Text , Thesis , PhD
- Full Text:
- Description: The thesis outlines the development of three children’s residential institutions on the site of 200 Victoria Street, Ballarat East: the Ballarat District Orphan Asylum (1866-1909), the Ballarat Orphanage (1909-1968), and the Ballarat Children’s Home (1968-1983). These institutions are the historical precursors to the contemporary community service organisation now known as Child and Family Services Ballarat, or simply Cafs. The thesis focuses particularly on the shifting cultures of these institutions, to identify waves of change, surging and receding to form long patterns of alternating reform and repose. Established ways of operating overlapped with new and developing ideas, to create a dynamic environment constantly negotiating its relationships with government, communities and of course the families and children who came to rely on them. As a result, when transformative change occurred, it was difficult for leaders and policy-makers to recognise it as such at the time, as it was often experienced more as crisis and response. This provides a useful set of historical examples for current leadership and practitioners to learn from. Most critically, however, it locates the thousands of children who were institutionalised - eating, sleeping, playing, learning and working – as central to the narrative formation of identity for the historic institutions themselves, the contemporary organisation they have become, and the communities of Ballarat and beyond. Children were sent to these institutions from all over Victoria and Australia and made their homes in many different places when they left. Nevertheless, the stories and lives of the children from these institutions and the adults they have become are a key part of contemporary collective identity. The institutions are remembered with complex and contradictory mixtures of regret, loss, trauma and fondness, reflecting the mixed legacies that these institutions have left in contemporary Ballarat and beyond.
- Description: Doctor of Philosophy
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