Faculty of Education - Theses
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ItemThe triple-I model of continuing development in school communities( 1984)The Triple-I Model of Professional Development was first aired in the James Report (England, 1972) and developed by the Research Unit of the School of Education, Bristol University, under the direction of Dr. Ray Bolam. This Pilot Study- is an initiative of the Catholic Education Office of Victoria. The research project is an illuminative study of the Triple-I Model of Continuing Development Programmes of fourteen Catholic Parish Primary Schools, over a period of two years. It is assumed in this model of continuing development that schools are groups of people engaged in an educational enterprise. Positive outcomes have resulted in the development and sharing of personal resources within these school communities. Within this context, the teacher moves more surely through the INITIATION, INDUCTION and IN-SERVICE (Triple-I) phases of personal and professional development. This report concludes with recommendations and suggests further research, particularly in the area of resource processes for school principals.
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ItemAustralian TAFE systems: a comparative approach( 1984)TAFE has strengthened its identity since the Kangan Report, but its historical background can be traced back for well over a century. It espouses a philosophy of access and has advanced aims with respect to individuals and the community. However, TAFE falls short of its ideals due to outside influences and its own inadequacies. The organization and co-ordination of TAFE show a great deal of diversity. In some States it is part of an Education Department, whilst in others it is a department in its own right, with direct access to a Minister for Education. Although some desirable organizational features exist, the TAFE organizations are essentially bureaucratic and different structures are required if they are to cope with change. TAFE offers a multitude of programs. They include a small number of courses which lead to professional status, but TAFE's involvement in this area is minimal and can virtually be ignored. Of greater importance are the para-professional courses, which aim to train support personnel for related professional occupations. They are also offered in CAEs and in some States there has been a longstanding dispute over which sector should conduct them. Traditionally TAFE has been associated with the training of apprentices. The relative importance of this has declined, although considerable resources are devoted to the area. A major disparity is the time spent by apprentices at TAFE colleges in the same trade in different States. One category of programs which has expanded rapidly in most States, includes the skilled trade and vocational courses outside the apprenticeship system. Many of these are in specialised areas and only of local relevance. TAFE also offers subjects similar to ones available in secondary schools, as well as transition education programs. Variations between the States exist with respect to entry requirements, subject topics available, costs, duration and student selection. The previous programs are vocationally oriented, but in addition TAFE conducts adult education courses. Participation in these is very high and in some States they form a significant part of the teaching program. Financial support for TAFE has increased since the Kangan Report. However, unlike the other tertiary sectors, TAFE depends for the major part of its funds on State Governments. The criteria presently employed for Commonwealth grants could disadvantage some States. TAFE needs to develop greater coherence in its course structures, as well as national perspectives. It also should speak out on issues in accordance with its basic philosophies and aims. Furthermore, some of the finance spent on TAFE could be better deployed elsewhere.
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ItemSex bias in ASAT?( 1984)Since 1977 when the Australian Scholastic Aptitude Test was first used in the ACT as a moderating device, there have been differences in the average performance of males and females on the test. This difference in mean group performance has been referred to as a "sex bias". This report investigated the nature and the origins of those observed sex differences in ASAT mean Scores. The study focused on five key issues: 1 Retention 2 Attitudes 3 Preparation 4 Item Bias 5 Differential Coursework Retention rates were investigated to determine the effects of different retention patterns for male and female students on their ASAT scores. Students' attitudes were explored to examine the relationships between sex, attitudes and performance on ASAT. Students' preparation was investigated. The problem of bias in the ASAT items was investigated using both classical and latent trait theory and the effects of course type on ASAT performance was investigated. The findings indicated a significant relationship between English ability, time spent in the study of mathematics, confidence in success and ASAT. It was also found that differences in retention rate may explain a substantial part of the observed differences in male and female mean scores. Although a range of factors were found to be related to ASAT performance no significant sex effect was found after taking into account English ability, experience in mathematics and confidence in success.