Faculty of Education - Theses
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ItemStudent perceptions of giftedness, gifted students, teachers and education of the gifted( 1990)The purpose of the study was to identify perceptions, preferences and attitudes of a sample of secondary school students in relation to giftedness, gifted students, teachers, and educational provision for the gifted, and to investigate differences and similarities between gifted and nongifted students. The sample consisted of 40 identified gifted and 40 nongifted students from Forms 8 to 10. A review of the literature described the history of the development of gifted education, particularly in Australia, and research concerning students' perceptions of the study topics. The study utilised a theoretical background of implicit, social cognition and labelling theories, and a version of the critical incident technique. The findings showed many similarities between the views of the gifted and the nongifted, including a generally positive view of giftedness, of educational provision for the gifted and of gifted students, although they were viewed somewhat less positively than were the provisions for them. The students generally perceived a need for gifted programs, especially at secondary level. They clearly wanted a combination of mixed ability classes and top sets in one or more subjects, not mixed ability classes as the only provision. Withdrawal for the gifted was generally endorsed by both groups. Provision for the gifted within the regular classroom was generally acceptable to the gifted, specifically in the form of advanced rather than wider content, but the nongifted generally rated both forms negatively. The students considered that the most important quality of a teacher was that the teacher should know the subject well. In general, personal-social characteristics of teachers were regarded as less important than intellectual qualities and teaching competencies. Certain characteristics were regarded as more important by the gifted and others by the nongifted. Recommendations were made for the particular school and in general.
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ItemSkilling the Australian community: futures in public education : young people's perspectives( 1990)Young people were interviewed to ascertain their perceptions of Australia in the next ten years and what skills that they expected that school leavers [i.e. secondary school leavers] will need to have to cope with the future. The findings provided data for a national conference, sponsored by the Commission for the Future and the Australian Teachers' Federation, in Melbourne in April, 1966. The conference explored the demands on education as seen by representatives of six user groups of education, including industry, parents and students. The methodology was basically determined by the nature of the project. The young people reached an "agreed statement" for the project. Their attitude towards the future indicated uncertainty, anxiety and pessimism and that their lives will be increasingly controlled by impersonal technology. The young people believed that there are four main areas of skill development needed by school leavers to cope with the future. The areas are: Intellectual/academic, vocational, social and personal. Some details are provided for each of the skill areas. The young people believed that the development of these skills should be possible through the public education system. Consideration is given to the possibility of implementing student participation and school-work relationships - two of the areas seen as important for the skill development of young people. A scenario of public education in 1998 is provided as a starting point for deeper thought and consideration of the issues raised as a result of the opinions expressed by the young people on the skills needed to cope ten years into the future.