https://hdl.handle.net/2123/1231 Thu, 04 Jun 2026 18:13:09 GMT 2026-06-04T18:13:09Z https://hdl.handle.net/2123/7743 Exploring School Kitchen Gardens as a Potential Agent for Social Change Brooks, Daniel James Master of Teaching (Honours) Thu, 01 Jan 2009 00:00:00 GMT https://hdl.handle.net/2123/7743 2009-01-01T00:00:00Z https://hdl.handle.net/2123/5142 The influence of parents' culture on students' choice of mathematics study in senior years Awad, Farid An extensive body of research exists regarding the factors that influence students’ decisions to study mathematics in senior years. Additionally, there is a significant body of research concerning student enrolments into mathematics courses and the trends and patterns that emerge as a result. However, little research has been performed concerning the influence of parents’ culture on students’ decisions to study mathematics, and in particular higher-level mathematics. This research explores and considers students’ cultural backgrounds and the factors that affect students’ mathematics choices and examines how this information can provide insight for principals, teachers schools and educational systems in encouraging and promoting mathematics education in New South Wales and abroad. An interpretative research paradigm is used to investigate the factors and influences affecting students’ decisions to study mathematics in senior years. This research is an exploratory investigation that provides a rich description of parental influences in one context. Questionnaires and two focus group meeting were conducted and analysed based on the major themes that emerged. While only a small-scale study, the results of the research indicate that students cultural backgrounds differ and can affect students’ influences to study mathematics in senior years. Furthermore, students from different cultural backgrounds are influenced differently based upon parental experiences, interests in mathematics and cultural views and attitudes of mathematics education. Additionally, this research indicates that students who are studying higher-level mathematics are influenced differently as compared to students who are studying lower-level mathematics or chose not to study mathematics at all. Furthermore, the findings highlight a number of areas for further exploration including the differences between students’ perceptions and parental beliefs about mathematics learning. Tue, 07 Jul 2009 00:00:00 GMT https://hdl.handle.net/2123/5142 2009-07-07T00:00:00Z https://hdl.handle.net/2123/5141 Beginning Secondary Teachers and Students Assessment: perceptions and experiences of assessment as a pedagogical challenge Antzoulatos, Ekaterini This study investigated beginning secondary teachers' perceptions and experiences of student assessment. Three aspects were explored: beginning teachers' perceptions of assessment, the elements of assessment beginning teachers find most challenging and the extent to which professional support is addressing beginning teachers' needs, in relation to assessment. In-depth interviews were conducted with six beginning secondary teachers. Participants ranged from less than one to five years experience and represented a range of subject methods. Assessment was perceived as a means to improve student learning, by providing a form of feedback concerning students' understanding and progress. Beginning secondary teachers however, did not perceive assessment as a means to critique and evaluate their own teaching practice. Beginning teachers also expressed a strong pedagogical belief that assessments should be interesting and engaging, however time constraints often inhibit the implementation of such assessments. The design phase of assessment proves to be the most challenging element of assessment. It appears that a teacher's tenure will determine what aspect of designing an assessment proves most challenging. In terms of professional support, there is a lack of professional development devoted to assessment and reporting. Generally beginning secondary teachers rely on advice from experienced colleagues. Tue, 07 Jul 2009 00:00:00 GMT https://hdl.handle.net/2123/5141 2009-07-07T00:00:00Z