Faculty of Education - Theses
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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.
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ItemEgan's stage theory : an exploratory study of its use in the analysis of science textbooks( 1985)Kieran Egan (1979) has challenged educationists to consider the need for a Theory of Development which is specifically Educational. Such a need is discussed and examined in the context of science teaching. Egan's Theory was applied to the selection of science text material for a group of eleven and twelve year old students. The students' responses to the materials were compared with Egan's descriptions of certain developmental stages, particularly of his Romantic Stage. The author concluded that Egan's theoretical proposition assisted in interpeting certain student behaviour and preferences. Possible classroom uses of Egan's theory are discussed, implications for text usage and design are outlined, and some areas of research are suggested.
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ItemComputer education and instructional television : a case study( 1987)Computing literacy training is an essential prerequisite for studies in economics, business and accounting. This type of training is characterized by a need to provide 'hands-on' instruction. This is time-consuming as it involves individual tuition. However Faculty staff with appropriate skill are limited and university education is geared towards large-group instruction. In response to the training needs of computing literacy and these constraints the Faculty of Economics and Commerce of the University of Melbourne created a series of instructional television (ITV) programmes. This project was successful in enabling students to develop basic skills in computing and some competence in the use of computers. The ITV programmes were evaluated by a survey of viewers via questionnaire and by teacher observation. The cost of the ITV project was estimated and the cost-effectiveness of the use of ITV in computing literacy training was established. In addition the cost-benefit ratio of the computing literacy ITV project was determined.
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ItemDeveloping a policy for teaching Chinese language and culture in Victoria( 1989)A rational policy for the teaching of foreign languages is based on a thorough understanding and analysis of the position and the importance of target languages in national political, economic, and social development. This paper discusses the importance to the development of Sino-Australian relations of the teaching of the Chinese language and of the making and implementation of policies for the teaching of the Chinese language in Victoria. Since 1972 it has been in the Australian and Chinese national interests that tight links between these two countries should grow rapidly and steadily. Consequently, there has been an increasing demand for learning the Chinese language. In order to meet this demand the Australian government, in recent years, has paid great attention to teaching the Chinese language in schools. However, there remain questions as to the general usefulness of learning the Chinese language and culture. Some believe that the present scale of teaching the Chinese language is meeting the general requirements of community language needs and is also providing adequate numbers of skilled Chinese language personnel for the work force. Therefore, they consider there is no need to expand the teaching of the Chinese language. On the other hand, those in favour of an expansion of Chinese language teaching foresee a continuing development of Sino-Australian links and an increasing demand for Chinese language skills from both government and people. In regard to policy-making and implementation in teaching second languages, the Chinese practice in this area is relevant. Their experience shows that a successful implementation of government language policy requires active response from local educational authorities subject to a centralised education system. These government-backed and funded educational authorities are the guarantee of policy implementation. The Australian federal government and the Victorian government have so far formulated comprehensive language policies for schools. Both national policy and state policy clearly stress the importance of developing the teaching of Asian languages, particularly Japanese and Chinese. These policies have promoted the teaching of Chinese language in Victorian schools to some extent. But school commitments to teaching Chinese, especially in state schools, are still on a very small scale. In most state schools, traditional views on second language teaching still give priority to European languages, or are only concerned with community languages. In the Australian education system it is the individual schools that determine what second languages they prefer to teach. Therefore, the gulf still exists between policy and policy-implementation . In community-run language schools there has been a rapid development in the teaching of Chinese language in the last five years. This reflects a strong desire by Australian citizens to learn the Chinese language and to learn about Chinese culture from people both of Chinese and non-Chinese backgrounds. The Chinese ethnic school and culture in Victoria. They are a potential student resource for formal schools, tertiary colleges, and universities. In Victoria, the teaching of Chinese language and culture at tertiary level started twenty five years ago. There has been a remarkable development in the last three years. This is reflected in a constant increase in student enrolment, the establishment of new subjects, and the development. of teaching materials. There is no doubt that the development of Sino-Australian relations will demand a great expansion in the learning and teaching of Chinese language and culture. Reinforced by the Australian government's national strategy for Asian studies, the teaching of Chinese language and culture will enter a new stage in the late twentieth century and early twenty first century.
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ItemBeyond school science: students and teachers perceptions of the science talent search( 1986)Every year the Science Teachers Association of Victoria (STAV) conducts a Science Talent Search (STS) which they maintain is one of the largest and longest running science fairs in the world. This study aimed to provide some insights into why this activity is so popular with students and teachers and to what extent it complements or provides outcomes different from school science. Information was collected by searching the archives of STAV and by interviews with teachers and students. The findings indicate that over the years STS has adapted to changes in the social and economic contexts of schooling, which have also influenced thinking about but not forced major changes in the secondary school science curriculum. This has contributed to its increased popularity with keen students and teachers as evidenced by increased participation. The students who were interviewed enjoyed and valued their experiences in STS. In particular they commented on the freedom to choose projects according to their abilities, interests and preferred modes of working. Many of their projects arose from every day life problems or recreational pursuits of themselves and their families. STS catered for a wide range of abilities and interests and provided an attractive forum for the involvement of girls in science activities. Girls said that they had gained great satisfaction from confirmation of their ability to meet challenges and solve problems relying mostly on their own resources. Based on students responses some distinctions can be made between school science and the science activities of the STS which indicate ways in which school science may need to change in order to attract and cater for a wider range of students.
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ItemAspects of linguistic diversity in the Soviet Union: a commentary with translation on V. Tsulukidze's Language of friendship and fraternity( 1988)Difficulties of a political and pedagogical nature persist for the teaching of Russian to non-Russians in the Soviet Union. V. Tsulukidze, Minister of Education of the Adar Autonomous Soviet Socialist Republic, has written of the beneficial influence of Russian on other languages within and without the Soviet Union. In the thesis, his article IAzyk druzhby i bratstva, published in the January 1984 issue of Narodnoe obrazovanie, is translated into English. The thesis provides a commentary on some aspects of Tsulukidze's article and provides examples of the way Russian has influenced and been influenced by other languages, both Soviet and non-Soviet, and indicates the difficulties in some instances of establishing the exact nature of such influences where there are ambiguous indications. Examples are also drawn from Croatian, German, French, Greek and other languages. The thesis also provides a discussion of the ideological context of language policy In the Soviet Union.
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ItemComputer education curricula for secondary schools( 1983)Educationally the nineteen eighties may well be remembered as the decade in which computers were introduced, in a planned and co-ordinated fashion, into the primary and secondary schools of Victoria. Throughout this thesis it is argued that while the planning and co-ordination have begun, they are a long way from being educationally satisfactory or effective. In particular, the need for the development of a broad curriculum to cater for the teaching and learning of Computer Education throughout the years of secondary schooling is examined, and a course proposal outlined. The concept of "curriculum" is discussed. A number of definitions are cited, and several traditional and current curriculum models are examined in the light of what might best suit Computer Education. Because Computer Education is a new subject, its introduction into the education system must be considered on a school-wide basis, rather than simply as a separate entity at one level such as year twelve. The arguments being put forward by the protagonists of course development within individual schools, as opposed to centralised development and dissemination, are examined and ultimately rejected for the introduction of Computer Education. One important aspect of curriculum development concerns the relationship that exists between the subject matter to be learned and the pedagogical methods to be used. It is now generally accepted that content, sequences and methods will vary according to the stage of development or educational maturity, of the learner. However many teachers are unaware of the differences that may exist between the logical development of a subject and the development that is most appropriate for the secondary school student. This is evidenced by the many text books and curricula that plunge, almost from the very beginning, into teaching the novice student how to write a computer program. Other problems, both existing and potential, that Computer Education curriculum developers must apply themselves to include the un-necessary duplication of content between Computer Education and other subjects, the advisability of integrating Computer Education into existing subjects for at least the first three years of secondary schooling, and the difficulty of obtaining suitable hardware and software at a realistic cost to schools. The curriculum proposal contained in this thesis considers the years from upper primary to the completion of secondary schooling, and assumes that some authority, for example VISE, would have ultimate control over the content at year twelve level. In the early years of secondary schooling the emphasis would be on students using prepared programs for tutoring, simulation, exploration and recreation. During this period every student would learn to use a computer in a variety of modes and in several subject areas. Programming would be taught when and if the need arose, unless students elected to take a Computer Science subject at year eleven level or later. Finally, the problems relating to the training of teachers are investigated. To prepare every teacher for the introduction of computers into secondary schools, considerable changes must be made immediately to existing preservice courses for both primary and secondary teachers. As well, the method and content and duration of inservice activities would need to be rethought, redesigned and given a much higher priority than at present.
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ItemTransition from primary to secondary school maths retention( 1985)In the last decade, a great deal of educational interest has centred on the transition of secondary pupils into post-secondary education or the workforce. This research project undertook an examination of the transition of primary pupils from their current school to be relocated in a nearby secondary school. The basic question addressed by the study was : Does a primary student transferring to a nearby secondary school suffer significant reduction in his mathematical skills within the first two weeks in the new school ? The testing was completed by using a twenty item mathematics test and administered to pupils in year 5 and year 6 in the primary schools in December. The same test was again given the same pupils, now in year 6 and year 7, in the February of the following year. It was because of the potential bias of items being relatively more difficult for the younger group, that the Rasch latent trait model was used to calibrate sample free item difficulties for the two groups of students. Items in the test were then given an estimate of their difficulties and each pupil was given an ability estimate depending on the total number of successful items on the test. It was with these ability estimates that the major questions of this study were examined. The study used a three way analysis of covariance to determine if a significant set back in mathematics skills had occurred during the transition. The major factors were the different year groups, sex differences and schools. Consideration was also taken for the ethnic population in the study. The results suggest a reduction in mathematical skills in the first two weeks in high school, and that this applies equally for male and female students. However an interactive influence can occur due to school differences.
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ItemA strategy for the development of internal audit education in Australia( 1985)My interest in internal audit education first developed when I was given the responsibility for developing and conducting the Graduate Diploma in Internal Auditing which commenced at RMIT in 1981. Since then, I have had many opportunities to meet internal audit practitioners, to seek their views and to reflect on the needs of, and developments in, internal audit in Australia. My observations gave me the impetus to undertake, with a colleague, a major research survey of internal audit in Australia. This survey, recently published under the title, "A Profile of Internal Audit in Australia", has been a major influence in developing my thoughts on this thesis topic. In attempting to devise a strategy for internal audit education in Australia, it is necessary to review the whole field of internal audit in terms of its nature, professionalism, past experience, the various influences affecting internal audit education and a possible educational framework. In this respect, this thesis aims to be a comprehensive document. However where possible, supportive detail has been incorporated into Appendices rather than the main body of the thesis. I am hopeful this thesis will provide a framework for those organisations and individuals who can provide the leadership and resources to implement effective internal audit education in Australia.
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ItemGeography in Victorian government schools, 1900-1950( 1983)Geography has a long tradition as a component of the teaching programs of both the elementary and secondary schools of Britain and her former colonies. Research has shown this to be the case in nineteenth century Victoria, where Geography was seen as an important subject. The subject was taught in the Victorian secondary schools which developed in the twentieth century. This has been substantiated by French who claims that by the end of the nineteenth century 'no group of secondary schools gave an education markedly different from that given in the generality of schools, and this included Geography very traditionally.' The thesis traces the history of the teaching of Geography in government elementary and secondary schools in the period 1900-1950. 1950 was chosen as the end of the study period because an established tradition, which existed during the previous fifty years, was drawing to its end. Major changes in teaching programs occurred in elementary schools in 1954 and in secondary schools in 1956. These changes altered what had existed until the 1950s, and for this reason the period under discussion constitutes a reasonably unified whole. Initial research indicated that a wealth of material on Geography in Australian schools was available and this resulted in the decision to discuss only the government schools of Victoria. Within these government schools, the years from Preparatory through to grade ten have been considered. Certain areas have been excluded from the research in order to keep the thesis within the stated limits. One of the notable exclusions is discussion of the assessment of students. Teacher education is another area which has been largely excluded. Much material exists on both of these areas. (From Introduction)