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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ItemPeer tutoring in a tertiary institution( 1987)This thesis aims to explore and assess the potential of Peer Tutoring as a teaching strategy for student-teachers who need to improve their written language skills. Specifically it addresses students' attitudes to Peer Tutoring from an organisational perspective, and their attitude towards the effectiveness of the strategy to further develop written language skills. The study was conducted during 1986 with first-year English students enrolled in the Bachelor of Education (Primary) Course at Melbourne College of Advanced Education. In this study three research tools were used = formal interviews, two questionnaires, and an analysis of students' written work. Interviews were conducted with six students on completion of their Peer Tutoring program. Questions focussed on their attitude to Peer Tutoring as a teaching strategy, the success of the approach for them, problems they encountered with the approach and suggestions for more effective management of the program. Following the interviews, students completed a questionnaire designed to confirm and give data additional to that already collected. All first-year English students completed a four-item questionnaire, related to Peer Tutoring at the completion of the subject. These questions were designed to assess all students' attitudes to the effectiveness of Peer Tutoring as a teaching strategy, whether they were involved in the program or not, and to provide feedback for more effective program management. Assignments were collected at the completion of the program, and were analysed in terms of the student's attitude towards Peer Tutoring as a teaching strategy and the gains made in written language skills. The data clearly indicates the value of Peer Tutoring as a strategy for students in their first year of teacher-training, and major recommendations have emerged from student comment as to more effective program management in the future.
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ItemThe year co-ordinator in selected Victorian metropolitan independent schools : profile, practice and prospects( 1987)This study was designed to examine the position and role of the Year Co-ordinator in selected Victorian Metropolitan Independent schools. The principal objectives of the study were: (i) to discover what sorts of persons undertake this role and establish whether they have personal, academic and career characteristics in common; (ii) to look at the year co-ordinator's perception of the role; and (iii) to examine the career interests of year co-ordinators and, in particular, to gauge their opinions on how well their present role is preparing them for future responsibilities, such as Deputy Principal or Principal. A questionnaire was distributed to forty AHISA affiliated Independent schools in Victoria. Twenty eight valid responses were received. Six Principals returned their questionnaires stating that the position of year co-ordinator did not exist in their schools. The schools who did not reply were telephoned and it was established that year co-ordinators did exist in those schools.
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ItemCultural preservation : the Estonian experience in Australia 1947-1987( 1987)This study is based on an historical perspective which traces the origins and development of Estonian organisations which are viewed as representing the 'conscious' attempts to preserve Estonian culture in Australia. The organisational problems and strategies to preserve the culture are examined in terms of the relationship between strategies used by the Estonian community and those used simultaneously by the wider community in response to changes in social relationships and emerging government policies. A major source for research material has been through oral history sources in interviews and contacts with several ethnic Estonians(primarily immigrants),who have been actively involved with organised Estonian cultural life : extensive interviews were conducted in Melbourne,Sydney, Thirlmere,Adelaide and Canberra; the writer has also spent almost twelve months being actively involved in some of the Estonian organisations including the Melbourne Ladies' Choir, Festivals and concerts. Other important sources of information include the Eesti Paevad Albums(Estonian Festival Albums, 1954-1986),historical writings about Estonia and Estonian people,contemporary publications, research and other projects, an original questionnaire for second generation Estonians,and the writer's participation in the National Research Conference on Ethnicity and Multiculturalism at the University of Melbourne (May 14 - 16) in 1986. Part 1 introduces the underlying concepts of 'culture', 'community' and 'ethnicity',with a section on the relevant historical and geographical background of Estonia and Estonian immigrants. Aspects of the Estonian culture within the Australian context are examined using an adaptation of Raymond Williams' interpretation of culture this study stresses the importance of creating a balanced interpretation of Estonian culture at three levels,that is,the 'living community','recorded' culture and 'selective tradition' in the argument for developing strategies for preserving the Estonian culture through the process of mainstream education. Part 11 follows on from the foundations laid by the 'Old Estonians'(pre-World War ll),and outlines the changing role of major Estonian organisations such as the Festivals,Choirs, Estonian school,the press,and to a lesser extent the Church,in preserving the Estonian culture according to emerging trends within the Estonian community and the surrounding culture. Part 111 highlights the nature of the 'ageing' and diminishing Estonian community in Australia,with - the emergence of the younger generation of ethnic Estonians in Australia as the vehicle for the creation and transmission of Estonian culture. The intercultural context and the nature of contemporary social relationships provide evidence of the change from the ethnic exclusiveness of the earlier period,to the widening framework for Estonian ethnicity and interest in preserving the Estonian culture. Many of the current developments from within the Estonian community and its wider context are presented as evidence of trends which are moving towards the realization of crucial strategies which are needed to preserve the Estonian culture in Australia through the process of education.
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ItemAn analysis of education provision to older non-English speaking background youth with minimal or interrupted schooling in the Richmond/Collingwood area( 1987)This study is an analysis of educational provision in the Richmond/Coilingwood area for young people aged 16 to 24 years of age, of migrant or refugee background, who have a history of minimal or interrupted schooling. These students are mostly of Indo-Chinese or Timorese background , and face severe problems relating to their lack of literacy and poor English proficiency. Many of these students are unaccompanied refugees and face economic hardship in Australia. Educational programs running in five postprimary schools, two TAFE colleges and two language centres are examined in light of their relevance to the needs of these students. It emerges from this study that a small number of institutions provide responsive quality programs for this group. There are, however, general problems relating to the low status and marginalization of ESL programs in most of the institutions. These problems are compounded by a lack of funding, unsympathetic administration, ignorance of the issues and difficulties relating to accreditation. In some institutions, no provision at all is made for these students. Needs emerging from these issues may be summarized as follows. A greater awareness of the educational requirements. of this group must be developed. An informed collaborative approach must be adopted to respond to these needs in the form of appropriate ESL programs. Policy and administrative support must be forthcoming to assist in achieving these goals.