Faculty of Education - Theses
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ItemUsing action methods in health education / Anna Shadbolt( 1995)This study examines the usefulness of action methods for the teaching of health education to children. A model for the training of teachers in the use of these methods was developed, implemented and evaluated. The literature on the philosophy and methodology of psychodrama, a creation of J.L. Moreno, is reviewed highlighting some reported uses of the psychodramatic method with children. The application of action methods to the school environment is considered with a particular emphasis on its usefulness for the teaching of personal development and human relations. Limitations of its use in the classroom are also considered. A survey of local primary schools found that the health education taught is missing areas of the curriculum that tend to be sensitive and emotionally charged, mostly in the area of human relations. Lack of specialised training and resources are put forward as factors contributing to the omission of major portions of the health education curriculum in the schools. Appropriate professional training and support networks in these specialised areas of teaching are needed. Training in the use of action methods is one intervention that will help teachers in health education delivery. A two-part training program in action methods was delivered to teachers in the local area. It included a series of experiential workshops and individualised follow-up in the classrooms of workshop participants. The teachers and children found action methods to be useful classroom strategies for learning about health and human relations. The training structure was useful for assessing the individual training needs of teachers and children. The training program was found to be too short and hence lacked the necessary intensity for adequate skill acquisition. The follow-up component was highly effective. The indications of these findings for teacher training are discussed emphasising the importance of maintaining a balanced view of the place of action methods as only one teaching strategy, albeit a very effective and powerful one. Health education teaching is complex. Action methods were found to be useful for helping teachers with the many challenges that this curriculum area presents when delivered in the primary school classroom.
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ItemPlanning primary-secondary transition: the formulation from theories of needs-satisfaction of a set of principles to guide educational planners engaged in developing primary to secondary transition programmes( 1981)Over recent years, there has been increasing interest by practising teachers in designing programmes to aid pupils make a smooth transition from primary to secondary school; it has been realised that children frequently lose, rather quickly, any enthusiasm they have which has arisen in connection with the transfer from primary to secondary school. Programmes which have been designed by teachers have, for the most part, been developed in a piece-meal fashion to deal ad hoc with perceived problems. This paper reports a conjectural study which has been based on a review of related and pertinent literature dealing with transition. It has as its purpose the developing of a set of planning principles or recommendations to assist both primary and secondary schools to prepare children for transition and to assist them to deal more adequately with the problems and anxieties associated with transition from primary to secondary school. The children's anxieties at transition, which are referred to collectively as 'the transition problem', are discussed, and analysed in terms of the need for satisfaction of Maslow's hierarchy of needs. This having been done, it has then been possible to develop the planning principles using those principles which form part of the body of theory which is called job-satisfaction theory. The planning principles presented are an outgrowth of both observation and experience, with appropriate theoretical support, but, as a set of recommendations, have not been subjected to empirical testing. The scope of this work was to develop a set of principles for use by educational planners concerned with primary - secondary transition. It is up to those who follow to test them.
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ItemThe developing ideologies of bright working class children( 1978)This study investigates the influence of social class membership upon children's involvement within the education system. Here, the attitudes of upper primary school children from working class backgrounds, were surveyed. Set within a 'generative' approach to social class, and within a sociology of knowledge framework, this study is a preliminary investigation into a little researched area. While attention elsewhere is usually focused upon between-class differences, in explaining the reproduction of ideology, social structures, and social relationships, the emphasis of this study is upon the development of within-class differences towards these same processes. The attitudes and aspirations of forty seven, teacher nominated, 'gifted' children, towards themselves and their peers, were investigated. The results obtained are discussed in terms of the following dimensions; reported best and worst jobs, explanations of school and occupational success, extent of reported similarities with, and differences from peers, and, the relationship of general ability test performances to such response patterns. The results indicate some development of intra-group ideological differences, among this unrepresentative sample of working class children. This thesis argues that these differences are in part, a response to nascent dilemmas, which emerge from the life experience of such children, and which, demand resolution. A characteristic form of this resolution is in the development of an ideology which facilitates the self-elimination of such scholastically capable individuals, from the education system. The thesis suggests that another form of this resolution, involves some children maintaining a pursuit of scholastic excellence, while concomitantly, perceiving, acknowledging, and accentuating differences, between themselves and their social class peers. Within this context, an important related issue is discussed; namely, how the school system reproduces social classes in Australian society.
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ItemPerspectives of Asia as depicted in The School Paper (1896-1925)( 1986)The appearance of the first number of the School Paper in 1896 heralded a new era of reading for Victorian school children. It was a local reader with stories, poems and pictures from the Australian point of view. Its first editor, Charles Richard Long, saw the reader as having an important part to play in Australia's nationhood. The School Paper was to impress upon its readers that the greatness and stability of the Empire depended upon the production of a fine type of citizen, fit of body, fit of mind and fit of soul. The character of its readers was to be moulded in the Arnoldian tradition of conduct and service to King and Country. The courageous deeds of the builders of the Empire were recounted with pride especially in their encounters with Asians. The School Paper was to be the chief vehicle in inculcating imperial patriotism and beliefs in military virtue and British character. Charles Gordon, for example, is lionised as a pillar of the Empire who exemplified the spirit of British knighthood in China. However, in depicting his exploits there the School Paper presents a stereotyped account of history to create the legend. Britain's power and prestige were based on the moral conduct and character of Englishmen. British morality was seen as the backbone of civilization. Asia was viewed through ethnocentric eyes. The perspectives of Asia that are examined in detail are confined to Japan and China because of the constraints of a minor thesis. Japan was admired because she was prepared to learn from the West. Her progress was so rapid toward civilization as the word was understood by Western nations that her people were held in esteem for the virtues they displayed. Examples of Japanese courage, patriotism, obedience, politeness, stoicism were favourably depicted and praised. Japanese myths, legends, proverbs and maxims were included because they embodied precepts of wisdom, practical rules of conduct and moral norms that are universally applicable. Readers of the School Paper received a very favourable opinion of an emergent country, willing to modernise and strengthen itself along Western lines to defeat China in 1894 and Russia a decade later. China, on the other hand, was presented less favourably, especially in its relations with England. Britain's aggressive trading and military policies in China were not criticised, but blame was implicitly put on to the Chinese for their reluctance to open up the country' for trade or to ratify treaties. China was considered backward because she was reluctant to modernise herself like Japan and because of her hatred of the foreigner and everything pertaining to him. The School Paper saw the Chinese government in a negative light, unequal to the task of controlling her large population. It gives the impression of how little it knew or cared about why China was at war with the "civilized world" during the Boxer Rebellion. This ethnocentric attitude to China leads to cultural blindness and this is seen in such articles as "How They Do Things in China" where some Chinese customs and practices are viewed patronisingly, if not negatively. This extends to some aspects of Chinese education, and is especially marked in the "Soochow Incident" when Gordon's moral conduct and character are sharply contrasted with the completely unfavourable and negative traits of Li Hung-chang. Despite this, there is respect for ancient China's accomplishments in building the "Great Wall", in having the oldest newspaper in the world, in inventing paper and porcelain. There is admiration for the Chinese practice of the virtues of thrift, obedience and devotion to learning and wisdom. Long did not hesitate to use some aspects of Chinese culture and customs as a basis for his moralizing whenever he saw fit. The perspectives of Asia depicted in the School Paper impress upon its young readers those principles of morality that emphasized the virtues of patriotism, obedience, courage and truthfulness. The question arises as to why this particular kind of moral training was considered important at the turn of the century. There was a growing fear of indiscipline among children of the poorer classes in the school, some of whom were brought up in an environment of criminality and destined for an adulthood of crime. Aware that children's characters were shaped by wider social influences, Long saw the formation of character as the foremost of educational objectives. Through the School Paper Long attempted to introduce systematic non-theological Moral Instruction into all schools. As an ardent Imperialist he constantly reminded his young readers of the virtues that made a good citizen; he taught them the sacredness of the trust committed to them; he inspired them to do their duty to King and Country. What was the assumption underlying the emphasis on character development? It was the belief that success of the Briton among Asians was due to character; to the Briton's belief in himself and in the superiority to the man of the Eastern world. The existence of the Empire and all that it stood for, to its own citizens and to the world at large, was in danger of being broken up, and should the Empire fall, the interests of Australia would be at stake, as Australians security abided or vanished along with Britain's. By emulating the lives of the best British men and women, Australian children would be helping to make the Empire strong in the best kind of strength, the strength that comes of high character.
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ItemThe effects of a monitoring and assessment program on the learning and teaching processes of the primary classroom( 1995)This study investigated the effects of a monitoring and assessment program on the learning and teaching processes of the primary classroom focused on recording formats. Teachers used the recording formats to gain specific information about student progress in language learning. Specifically the researcher sought to determine whether the use of the recording formats had an impact in any way on learning and teaching, and if so, the nature and extent of this impact. The teachers who participated in this study found that the formats they implemented were of significant use in the classroom. In order for teachers to collect valuable assessment information, teachers had to plan tasks and activities that were open - ended and allowed for the children to work independently. Consequently the children in classes became less dependent on the teacher, were able to work more effectively in groups and improved their problem - solving skills. By using the recording formats, teachers gained specific assessment information that gave them an accurate picture of what an individual child could do. "The Further Support Needed" section of the recording formats allowed teachers to move the students forward and plan activities that were directly related to improving learning. This did not occur as frequently before the introduction of the formats. Support, both within the school and from outside facilitators, was vital. Teachers felt more able to observe and record student progress when there was another teacher present. They found discussion with colleagues and others useful in clarifying concerns, and were better able to "know what to look for" when monitoring and assessing. There is evidence from this study that the information collected by teachers was of value when reporting student progress to parents, in both the interview situation and written reports. Teachers felt they could more accurately report because they had built up a collection of information about how a child wrote, read, listened and spoke. This information was gathered in different contexts and learning areas and allowed teachers to gather tangible evidence. Time constraints caused frustration for the majority of teachers. Teachers overwhelmingly found the formats of use, but indicated that interruptions, changes in routine, and similar happenings reduced the amount of time they felt they needed to use them fully. Teachers did not include student self - assessment in the collecting of assessment information. This could be due to the fact that none of the questions in the questionnaire specifically asked for this.