Faculty of Education - Theses
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ItemComputer-assisted instruction for the mildly mentally retarded child : a case study(University of Melbourne, 1986)This study examines how a computer-based delivery system of instruction can be reconciled with the special needs attending the training and education of mildly mentally retarded children. The single-case approach is adopted and involves Sarah, who is a mildly mentally retarded seventeen year old girl. Computer programs dealing with "survival" skills such as money handling, telling time and basic reading were tested on Sarah using a microcomputer in her home under parental supervision. To assess the effectiveness of these programs, pre- and post-treatment baselines were established by means of a diagnostic test (KeyMath) and a devised test specifically intended to mirror the concepts treated by the programs. It was found that most of the programs' objectives were not realised, although the null hypothesis of an equality between the pre- and post-treatment test means was rejected. It is concluded that the methodology adopted should have made greater allowance for the single-case nature of the study and the child's individuality. The recommendation is for replication studies or a study embracing fewer parameters.
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ItemImplications of the relocation of basic nursing education from hospitals to colleges of advanced education : a pilot study(University of Melbourne, 1986)Nursing in Australia is a system in change. The role, function and place of practice for the nurse has expanded, and basic nursing education is being relocated from hospitals to Colleges of Advanced Education. A comparative analysis was made of the views that members of the general public and nursing profession hold regarding the image, role and function of contemporary nursing, together with the implications of the relocation of nursing education. Data was collected via a questionnaire. The main findings indicate that (1) the general public hold a traditional view of nursing; (2) nursing is viewed as a profession; (3) the meaning of nursing is influenced by the professionals' work or study environment; (4) an increased number of males are entering nursing via the college-based system; (5) 'practical competency' was the overriding reason for preference of nurse to give personal care; (6) although all groups except hospital students believe that nurses should be prepared in tertiary institutions, there was lack of evidence to justify this move due to lack of support for the arguments that nurses will be better educated, that the standard of delivery of nursing care will be higher, and that tertiary education will enhance the professional development of nursing.
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ItemUtopia, community and education : Robert Owen and the co-operative movement, Britain 1800-1845(University of Melbourne, 1986)Mankind seems to entertain a perennial dissatisfaction with the present. The ideal of a better, even perfected, future is also perennial and equally likely to occur in the individual consciousness as the collective one. In times of turmoil and hardship, the more visionary individuals have articulated schemes for a better future, and these have become known as 'utopias'. This thesis represents an exploration of one episode of utopian thought. Robert Owen's vision for a better world was formed against the background of the industrialization of Britain early in the nineteenth century. In the following analysis of Owen's thinking, three contentions are posited: 1. Owen and the followers of his doctrines saw an inextricable link between education and the community. 2. Owenism can profitably be interpreted within the context of the tradition of utopian thought. 3. The concept of community provides a wholeness and unity in Owen's thinking. The first chapter examines the nature of utopian thought, something which appears necessary to understand Owen's concept of the community. Subsequent chapters deal with Owen's design for the ideal community, the mode of education he felt should attend this, and the links between the two. The conclusion summarizes and draws together the above contentions, considers the possibilities for further research, and argues for the relevance of Owen as a possible theoretical precursor to current educational thinking which emphasizes the role of the community.
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ItemThe confused Frenchman : some considerations of 'freedom' in Rousseau's writings and its educational implications( 1987)The focus in this thesis is the concept of 'freedom' and, more specifically, how this concept is used by Rousseau. An attempt will first be made to clarify the meaning of 'freedom' and then Rousseau's discussions about it will be examined. Particular emphasis will be placed on an analysis of educational freedom and what Rousseau writes about it, especially in Emile. It will also be argued that the ideal political freedom that Rousseau proposes in The Social Contract is an extension of the freedom he talks about in Emile. Some critics have levelled the charge that Rousseau is not consistent in his definitions of what constitutes freedom and Max Rafferty has even referred to him as 'the confused Frenchman'. In this thesis it will be argued that this confusion is only apparent and not real. In this respect, the critical literature about Rousseau's theories on freedom will be analysed in an attempt to show that there is indeed an internal consistency of definition in Rousseau's works and that his view is of positive, rather than negative, freedom.
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ItemThe holistic nature of literary knowledge : a perspective of authorial meaning and legitimate significance as a unique aesthetic experience( 1986)Literary knowledge represents the state of affairs in the holistic nature of literature. Within the scheme of co-ordinates that constitute the holistic nature of literature, legitimate aesthetic experience cannot occur unless a valid interpretation of meaning is considered as the probable intention of the author. Understanding meaning initiates legitimate aesthetic experience as opposed to an aesthetic awareness that inadvertently distorts authorial intention to satisfy wishfulfilment gratification of the audience. Validity in interpretation implies satisfying the conditions of knowledge, in that agreement in .judgements about literature is possible. Yet, though meaning may satisfy the conditions of objectivity, each legitimate aesthetic experience is peculiar to the individual's empathic relationship to the valid interpretation. . The significance of the text may be an ineffable aesthetic experience which is a self-evident form of knowledge. The synthesis of Hirsch's theory of 'meaning and 'significance' with Hirst's belief that literature is ? 'unique form of knowledge' gives a dual nature to, and foundation for, the epistemological status of literature. Consequently, there is justification for teaching literary knowledge in texts and procedural knowledge for construal of valid interpretation. Interpretation and criticism have different functions. One attempts to give coherence and objectivity to textual meaning, while criticism imbues a valid interpretation with a 'unique' knowledge that is relative to the dynamic of history and the dialectic of criticism. If students are to perceive in some degree the holistic nature of literary knowledge, then trainee teachers ought to be familiar with the synthesis of Hirsch and Hirst which is a primary principle both in the construal of textual meaning and in the attempt to express legitimate aesthetic experience.
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ItemParent attitudes to an independent school( 1986)This thesis examines the attitude of a large, random sample of parents of a single independent school in Melbourne. The School, Carey Baptist Grammar, became co-educational in 1978, partly in response to changes in enrolment patterns. A review of the literature considers trends in parent attitudes and enrolments in government and non-government schools. The present trend in favour of non-government schools in Victoria has important implications for a school such as Carey. The survey reported in this thesis examines the background of Carey Parents, their reasons for choosing Carey, their attitudes to the School's objectives, assessment of the School's performance and whether they believe they are receiving "value for money". A range of specific conclusions and recommendations are reached. The limitations of using the data from this survey for comparison with other schools is discussed.
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ItemImmigration, the media and student understandings( 1986)This study investigates the issue of Asian immigration as it was treated by two newspapers in a three month period in 1984 and also examines the attitudes of three groups of adolescents to the messages conveyed by the media representations. This study is divided into three main parts. In the first chapter there is a selective review of the material in the area of racism and the media, in particular those studies carried out from an ideological consensus point of view. In addition, there is a review of relevant studies carried out in the youth culture/politics area. The second part of the study provides a detailed examination of the strategies employed by two newspapers The Herald and The Sun News- Pictorial for the construction of the 'Immigration Debate' in the period March to June 1984. The third and final part of the study examines the extent to which the students accepted or rejected the ideological framework established by the two newspapers in their treatment of the immigration issue. As a result of this three-stage analysis, it is argued that the strategies employed by the two newspapers in helping to construct the debate on immigration ensured that the ideological framework for this debate was essentially racist. It is also argued that at the level of discourse many of the students involved in the study were shown to be not directly aware of the 'Blainey Debate'. However, it is also apparent that when they examined the media representations they displayed little ability to reject the ideological boundaries established for debate. The media representations legitimised and transmitted what could be called the 'new racism'. This study found that the students were not able to critically question this new racism.
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ItemClinical teaching styles : an evaluation by clinicians and students( 1987)This study examined an important aspect of clinical education - clinical teaching styles - from the viewpoint of both students and clinical educators. In February 1986 physiotherapy students in their third year of the Bachelor of Applied Science course at Lincoln Institute and physiotherapy clinical educators from Lincoln Institute and metropolitan and country hospitals viewed videotapes of three teaching styles and completed a questionnaire which required the respondent to rate these styles. It was hypothesized that clinicians and students would observe and react to the presentation of styles from different perspectives and therefore their ratings of the styles would differ. The results show that this hypothesis is confirmed in that while both groups preferred the "prompting" style to the "explanatory" and "non-intervention" styles, there was also a statistically significant difference between students and clinicians in rating the "explanatory" style - students higher than clinicians. Neither group rated the "non-intervention" style as helpful to learning. Students also differentiated between the effectiveness of styles for different aspects of their treatment of patients; clinicians rated the "prompting" style as appropriate for all clinical tasks. Clinical educators should take account of these differences in perception of teaching styles which may influence the effectiveness of the clinical learning experience of students.
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Item"Learning to be a good woman" : post-primary education for girls in Victorian state schools, 1900-1939( 1987)The analysis of the development of State post-primary schooling is based on an understanding of the role of class and gender in order to investigate the philosophy, policies and pragmatic decisions which influenced the establishment of schools for girls, 1900 to 1939. An increasing awareness of the importance of gender characterised the development of State post-primary schools in Victoria in this period, partly as a result of a widespread acceptance that schooling did not cater sufficiently for gender differences. This thesis contends that the concept of work accepted by the society was class based and within this division, gender based. Implicitly and explicitly the role of wife and mother was eulogized as the most fitting vocation for all women and used as a justification for advocating an education for girls based on the acquisition of domestic skills. This thesis describes the development of post-primary schools for girls, the concentration on training in domestic skills and the development of a philosophy of education specifically designed to produce a 'good woman'. Domestic arts schools and technical schools, designed especially for working class girls, and the role of these schools in maintaining the gender division of labour, are discussed. The thesis also analyses the introduction of single sex high schools and the lack of resources devoted to girls. The 1930s and the economic forces that affected the education of most working class and lower middle class children, but especially girls, is discussed. Schools were affected by wider social tensions, but were used as tools to influence the direction girls would take on leaving school and were caught in the struggle to define and produce successive generations of 'good women'.
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ItemMontessori mathematics education : its contribution to contemporary mathematics theory and curriculum( 1987)Montessori education has a long and continuing tradition. The mathematics education component is founded upon an extensive sensory education programme developed by Dr Maria Montessori and implemented in schools throughout the world. This thesis traces the historical precedents that provided the framework for the development of an educational programme firmly premised on the need for a sensorial education. The translation of the first part of Montessori's 'Psicoaritmetica' provides an illustration of an introductory mathematics programme using structured manipulative materials. This programme develops as a direct extension of the sensory-motor emphasis of Montessori pre-school education. Finally, the Montessori mathematics programme, developed initially over fifty years ago is considered in relation to contemporary mathematics education theories, many of which have reiterated principles and practices first developed by Montessori.