Faculty of Education - Theses
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ItemThe initial implementation of a mandated assessment project( 1995)During 1994 the Directorate of School Education decided to implement a statewide assessment project aimed at primary aged students. Under the guidance of the Board of Studies, this project was announced and it was anticipated that all Victorian State Primary schools would participate in the project in 1995. This study is a record of how the staff at one State Primary School reacted to the implementation of this mandated assessment project. It draws upon literature on teacher change and from the British National Curriculum to identify issues relating to the Victorian context. Using teacher concerns as a focus this study explores the affective reaction of the teachers in the study and the extent to which they accommodated or rejected the change. It explores to what extent teacher interpretations of change are affected by various sources of information. And whether these sources impacted upon the acceptance or rejection of the Learning Assessment Project. A number of issues that need to be taken into consideration when implementing educational change were identified. It also focuses on Hall and Loucks (1978) theory of the Stages of Concern, identifying that in the case of mandated change, teachers concerns do not follow the same pattern as those identified by Hall and Loucks.
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ItemChildren's adjustment to the first year of school( 1994)The aim of this study was to determine whether children's adjustment to the first year of school was influenced by the number of transition activities conducted by schools. The study was undertaken in a number of state-run primary schools in the Melbourne Metropolitan Region and comprised two stages of inquiry. Stage 1 of the study involved 100 randomly selected schools in a telephone survey to identify the type and number of transition activities conducted by schools. This stage provided essential background information for the selection of schools for the second stage of the study since no documented accounts of the type and number of transition programs conducted by Melbourne or Victorian schools could be located. Results of this preliminary study revealed considerable variety in the type and number of transition activities reported by schools prior to, and following, the commencement of school, involving children, parents, families, and collaboration between staff at the school and preschool levels. Stage 2 of the study involved 203 children from four metropolitan schools. The schools were selected on the basis of the number of transition activities they conducted. Children's adjustment to school was measured after eight weeks of schooling using the Social Skills Rating System. Forms were completed by teachers and parents, and children's adjustment was rated in the domains of social skills, behaviour, and academic competence. Additional background information was sought from parents regarding the child's family, previous preschool experience and whether or not the child commenced school with a familiar playmate. The results indicate statistically significant associations between children's adjustment to the first year of school and numbers of transition activities conducted by schools. In addition, there were significant associations between adjustment and children's preschool experiences, as well as the presence of a familiar playmate in the same class.
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ItemRevision of the State primary school curriculum in Victoria, 1928-34: its social and educational context( 1981)In the years 1928-34, educational leaders in Victoria worked towards a comprehensive revision of the State elementary school curriculum, a process which culminated in the publication of the General Course of Study for Elementary Schools, 1934. During these years the concept of curriculum expanded. It came to include not only the content of the printed courses of study, but also expressions of belief regarding the place of the school in society, ideas related to child development and learning theory, and to the everyday events and activities which took place in schools. Educationists saw in Australia's response to World War I, her commitment to the concept of Empire, and the increase in Australian nationalistic feeling, a set of social factors which helped shape the view that the school should promote the ideal of social unification. Never precisely defined, social unification was seen to involve the production of intelligent citizens who could assist the development of a better society. Education was thus seen to be a major vehicle for instilling the "spirit of service" within children. Educationists devoted increasing attention to an identification of societal changes as they perceived them. Further, they sought to define the implications of these changes for the elementary school curriculum. The depression of the early 1930's reinforced the view that the school and its curriculum should provide pupils with the means to affect the future of society. The concept of democracy, too, was an important factor contributing to an expanded view of curriculum. Closely associated with democracy were the notions of individuality and socialisation, each of which was seen to be an important aim of educational endeavour. Despite problems of definition, the concept of democracy bolstered the view that the school and therefore its curriculum should be a means of social unification. Perceptions of the prevailing social situation inevitably led to an identification of the shortcomings of present educational theory and practice. An increasing number of Victorian educationists took the opportunity to experience, at first-hand, educational practice in the U.S.A. and Europe, with the result that access to the writings and ideas of overseas educationists was facilitated, and that the eclectic approach which typified Victorian educational developments was enhanced. A comprehensive, yet ambiguous set of aims for the Victorian elementary school was stated. It reflected the view that the school was an important socialising agent within society. Further, a set of principles for curriculum revision was identified. Derived from the English Hadow Report, it indicated the growing awareness that the discipline of psychology was crucial for the design of an appropriate curriculum for Victoria's school children. Despite the fact that an expanded view of the curriculum had emerged, imprecision of language, incomplete understandings and misinterpretations of ideas or practice led to conflicting ideas and ambiguity. In addition, within Victoria's centralised education system, there were a number of constraints which affected the outcomes of the curriculum revision movement. The 1934 Course of Study reflected these constraints. It nevertheless did indicate that significant advances in educational thought had taken place.
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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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ItemKey factors for change in Catholic primary schools( 1995)Change is inevitable, and it cannot be avoided unless we live in a vacuum. Forces from within and from outside are continually beckoning adjustments. The complexity of change is evident as the combinations and permutations of a range of phenomena and events react to create a new dynamic, sometimes completely different from anything else. Key Factors for Change in Catholic Primary Schools attempts to recognise these forces and recommends factors that need consideration for this change to be authentic and moral. The research that I undertook reinforced the views of education writers (eg. Fullan), that change which is imposed has little chance of fruition, as collaboration is overlooked for false expediency. Conversely, change that evolves from a group that has a common purpose and driven by collegial leadership, is more likely to succeed. Yet there are still no certainties, as some factors lie beyond the control of good management. In particular, the parochial nature of Catholic primary schools, and the role of the parish priest has to be acknowledged. Seven key factors for positive change management are identified and in the light of certain contextual realities.
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ItemAn exploration of the influence of the theories of Maria Montessori on education in state schools and free kindergartens between 1912 and 1930 in some states of south eastern Australia, with special emphasis on Victoria( 1987)While Montessori's theories appear to have had greater influence and official support in the state schools of New South Wales and in the kindergartens of South Australia, the extent of her influence in Victoria is not widely discussed in educational literature. This thesis tries to examine the ways in which Montessori's theories affected educational ideas and practices in Victorian state schools and free kindergartens between 1912 and 1930. Some comparison is made among the states of South Australia, New South Wales and Victoria as to the extent and reasons for the differing degrees of influence Montessorian ideas exerted over the educational developments in the three states. It is suggested that Montessori's ideas did influence the attitudes of some educators in Victoria but that lack of finance and over-crowding in classrooms prevented the implementation of a Montessori programme. The lasting effect of Montessori does not seem to have differed greatly in the three states.