Faculty of Education - Theses
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ItemSocial area indicators and educational achievement( 1982)This study was concerned with the development and validation of a national indicator of educational disadvantage which would be suitable for guiding resource allocation decisions associated with the Disadvantaged Schools Program in Australia. The national indicator was constructed by using a series of stepwise regression analyses in order to obtain a linear combination of census based descriptions of school neighbourhoods which would be highly correlated with school mean achievement scores. A correlational investigation of the properties of this indicator showed that it was an appropriate tool for the identification of schools in which there were high proportions of students who (1) had not mastered the basic skills of Literacy and Numeracy, (2) displayed behavioural characteristics which formed barriers to effective learning, and (3) lived in neighbourhoods having social profiles which were typical of communities suffering from deprivation and poverty. A theoretical model was developed in order to estimate the optimal level of precision with which indicators of educational disadvantage could be used to deliver resources to those students who were in most need of assistance. This model was used to demonstrate that resource allocation programs which employ schools as the units of identification and funding must take into account the nature of the variation of student characteristics between and within schools. The technique of factor analysis was employed to investigate the dimensions of residential differentiation associated with the neighbourhoods surrounding Australian schools. Three dimensions emerged from these analyses which were congruent with the postulates of the Shevky- Bell Social Area Analysis model. The interrelationships between these dimensions and school scores on the national indicator of educational disadvantage presented a picture of the 'social landscape' surrounding educationally disadvantaged schools in Australia as one in which there were: high concentrations of persons in the economically and socially vulnerable position of having low levels of educational attainment and low levels of occupational skill, low concentrations of persons living according to the popular model of Australian family life characterized by single family households, stable families, and separate dwellings, high concentrations of persons likely to have language communication problems because they were born in non-English speaking countries.
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ItemEquality and education( 1977)Recent influential writings about the future directions of education in Australia show a clear inclination to justify particular recommendations in the name of some form of equality. This inclination reflects a wider acceptance in Western societies of the fundamental priority of equality as a social principle. In the first part of this thesis, an examination is made of the principle of equality as it is currently interpreted in Western democracies. Three main sets of interpretations are isolated, those in which its force is essentially prescriptive, those in which its force is essentially prescriptive and those in which recommendations about opportunities are being made. In the second part of the thesis, the three reports of the Schools Commission are used to illustrate the kinds of criticisms which are currently being made of education as a result of a commitment on the part of the critics to some form of equality. The criticisms are grouped together according to whether their target is the aims, the content or the methods and procedures of education and schooling, and the appropriateness of the criticisms is examined. In the third part of the thesis, an attempt is made to clarify the implications of the application of each of the three interpretations (outlined in Part I) to educational questions. It is argued that, generally, acceptance of the principle of equality ought not to be promoted by means of the school curriculum, that questions about equality of distribution are properly related to schooling rather than to education and that the principle of equality of opportunity has only limited force in debates about education.