Faculty of Education - Theses
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ItemSOTF principals' roles and preparation(University of Melbourne, 1995)
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ItemSlipping through the net : an investigative case study of the educational progress of newly-arrived non English speaking background immigrants in a state secondary school(University of Melbourne, 1996)The present study is an evaluation of ESL provision to newly-arrived NESB migrants in a state secondary school. The students in the target group had spent less than seven years in Australia. The case study was undertaken in a school with a high concentration of newly arrived NESB migrants. It attempts to establish whether the ESL assistance these students receive enables them to have equal access to curriculum options, and whether their retention and success rates at VCE are comparable to those of their Australian-born peers. The study is divided in six chapters. Chapter 1 outlines the history of ESL provision nationally and on a state level. It examines the policy documents to establish what the aims of the program were, and how these aims have adapted to the changing needs of successive migrant intakes. It examines the implementation of the program, and the theoretical framework within which it takes place. Evaluation theoreticians are consulted to place the program in an evaluative context. Chapter 2 provides the theoretical framework for the ESL program as well as for the case study and outlines how the methodology takes shape on both levels. It gives information about the community setting, the school and the student population. Finally it gives information about the questionnaire that was administered in the school, and explains what, why and how the data were gathered. Chapter 3 presents, mainly in a quantitative format, the information as derived from the questionnaire. It gives information about the students' ethnicity, linguistic background, English tuition prior to coming to Australia. It pays particular attention to the fragmented nature of their education and the disruption to their academic development prior to arrival. It also examines their first experiences in the Australian education system. The information analysed in Chapter 4 is extracted from school and other official documents pertaining to subject choices, the students' ability, (or inability, as the case may be) to access curriculum options at the start of their VCE years. Year 11 and 12 enrolments are examined, as well as success and failure rates in the different subject areas. Statistics on school retention and attrition rates at senior level complete the school data. Chapter 5 is given over to the students' voices. Four in-depth interviews of VCE students are followed by comments to open-ended questions from students in the entire ESL cohort surveyed. In Chapter 6 the information gathered in the preceding chapters is discussed. The obstacles that prevent ESL students from achieving either equality of access or equality of outcome are analysed in the light of relevant research. The conclusion contains some considerations for further action.
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ItemThe teaching strategies employed by year seven level teachers in the teaching of information skills(University of Melbourne, 1995)The development of independent , lifelong learners has been an expressed goal of education, internationally and within Australia, over the last fifteen years. The introduction of the Victorian Certificate of Education, which has a strong focus on independent research by students, has had an impact on the structure of schooling within Victoria. This thesis sought to ascertain whether there has been a discernible emphasis on the development of information skills in the teaching style of teachers and whether the VCE has had an influence on this teaching. Teachers at a government, postprimary school were surveyed using two self administered questionnaires. Information on the current practice in the school, regarding the teaching of information skills at the year 7 level was collected. The survey also tried to establish whether a relationship existed between the teaching of information skills and teachers who teach at the VCE level. The findings indicate that there is a general recognition of the importance of information skills by VCE and non-VCE teachers. However this importance is not reflected in the explicit teaching practice of those teachers sampled. An understanding of the components of the research process and teaching approaches needed to foster information skills within that process does not appear to be strongly developed in either VCE or non-VCE teachers. in the evaluation criteria used to assess student work organisation, planning and higher order thinking skills are deemed necessary, though again this is not supported by the teaching approaches adopted by the teachers. Teacher librarians who have expertise in the area of information skills are rarely involved in the planning of assignments with teachers.
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ItemSingle-sex science classes in a co-educational setting(University of Melbourne, 1996)Midway College, a co-educational, Independent, secondary school, north west of Melbourne, has implemented a program of single-sex science classes as a means of gender equity for their female students. The majority of students-have single-sex science classes in Years 7, 8, 9 and 10, while a few students are placed in mixed gender groups because of the imbalances in student numbers or special programs. This science program has been running now for nine years. Evaluation of the program has been conducted using both qualitative and quantitative methods, including; calculation of retention rates in science; numbers of girls in various science disciplines; survey and interview of students, teachers and parents; draw-a-scientist- test; and classroom observation. The results indicate that single-sex science classrooms provide supportive, co-operative environments which enhance the confidence of female students, while moderating the student attitudes and reducing the stereotypical image of 'a scientist'. The confidence gained in single-sex science classes enables -all students to choose their VCE subjects from the full range offered, however, the relevance of the subject is of prime importance in this subject selection. Single-sex science classes do not, of their own, increase the participation of girls in physics or boys in biology.
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ItemThe professional development needs of adult literacy and basic education teachers in multiethnic classes(University of Melbourne, 1994)This thesis is an ethnographic case-study of six adult literacy and basic education (ALBE) teachers working with multiethnic classes of students from English-speaking (ESB) and language other than English (LOTE) background in a variety of ALBE programs in Victoria. The thesis seeks to critically evaluate the nature of the skills and strategies required to work effectively with multiethnic classes in order to determine the nature of the knowledge required by teachers working in such contexts and the extent to which their professional development needs are being met. The changing nature of the ALBE profession and its construction of professional knowledge are examined as well as different functions and models of professional development. This thesis is significant in the context of current ALBE policy development, teaching and research because the field is undergoing such rapid growth and change. The professionalisation of the ALBE field, coming at the same time as its increasing politicisation, has exacerbated the need to develop strong professional development policies and practices in this area. Theory, policy and practice are often being developed simultaneously, frequently leading to some confusion in the awareness of the levels and types of knowledge needed to operate in different contexts. The theisis argues that effective multiethnic practice is very complex and demands the systematic and informed integration of language and literacy teaching. The thesis concludes that theoretical and institutional understandings cannot necessarily be translated directly into classroom practice and that the development of teachers' knowledge requires on-going input, collaboration, observation and critical reflection as well as a long practice time. Institutional support is particularly important for the effective professional development of ALBE teachers working in multiethnic contexts.
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ItemSoundings in the dramaturgy of the Australian theatre director(University of Melbourne, 1997)Soundings in the Dramaturgy of the Australian Director examines the processes of Australian theatre directing in terms of dramaturgy. The contention of this thesis is that while all directors call on all the elements of dramaturgy, each director concentrates primarily on one of these elements. A National Directing Survey is undertaken to determine the fields within which Australian directors work and to determine the dramaturgical emphasis of different directors. Three directors who are indicative of different dramaturgical emphases are chosen for case study analysis. This dissertation looks at the dramaturgy of the Australian director through the use of case studies of three theatre directors. Building on a definition of dramaturgy developed in the work of Darko Suvin, I examine the work of these three Australian theatre directors in terms of their organisation of non-empirical space/time as borne by their performers who represent by means of action, meaning to an audience. Each director is interviewed with specific reference to the concerns of dramaturgy as outlined by Suvin (Suvin 1984:3). Through the use of these case studies of three theatre directors, the dramaturgy of Australian directors is outlined in terms of Suvin's definition A production of each of the three directors is analysed in terms of the elements of dramaturgy. Results from the interviews are coupled with observational insights into each director's production and these findings are combined in an analysis of their dramaturgy. Conclusion are drawn about the dramaturgy of Australian directors. The usefulness and importance of dramaturgy to the study of theatre are emphasised and further areas of study in the dramaturgy of theatre directors are suggested.
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Item'We're an aberration' : life histories of nine academic women in colleges of advanced education, 1968-1991(University of Melbourne, 1996)The thesis draws on data from nine academic women who worked in colleges of advanced education (CAEs) from 1968-1991. The sample was selected from the writer's network of colleagues and academic friends - seven of whom I had observed when employed at the same institutions. Six of the women worked at Melbourne College of Advanced Education (MCAE), one at Sydney College of Advanced Education (SCAE), one at Lincoln Institute of Health Sciences and one at the Institute of Catholic Education (ICE). Their interviews were finalised the year before MCAE's amalgamation with the University of Melbourne. As it was the intention to focus on CAEs, this study is not concerned with post-amalgamation cultures. The thesis begins by offering a critique of life history methodology, raising several points about its strength, weaknesses and, importantly, about the interwoven nature of the data as it captures the inter-relatedness of the women's lived lives. A third voice, the writer's, responds to the women's stories and the interpretations of them. (These passages are underlined). Three chapters follow. 'Girlhoods in households and schoolhouses' documents the women's childhood and its construction in the social contexts of home and school in the years 1931-1961. Accounts of the women's primary and secondary schooling provide insights into how these experiences allow the academic women opportunity to make sense of their memories. Sometimes painful familial observations or a desire for autonomy are motivators for the young women choosing the post secondary courses they do. The next chapter, 'Career paths: careering from... careering to...?', brings out four factors about careers in the women's life histories. The historical � context, the influences of women members in the family, childcare arrangements and the women's careers prior to CAE appointment. The first factor is the unique historical period in Victoria, as it was in other Australian States, which saw a great expansionist phase in education. The subjects in this study were able to take advantage of this and move into openings at CAEs in education from 1968-1975. A smaller burst of growth occurred in some CAEs offering nursing courses and two of the women entered CAEs in 1979 and 1985. The second section of this chapter argues that the academic women came from households where their mothers, aunts and grandmother did not fit the stereotype of passive women. Many of the academic women were raised in women-led households with fathers absent at World War Two. The childcare section explores the notion that decisions about women entering paid work are also decisions about childcare. The third chapter, 'The culture of work', focuses on those women who worked at MCAE in the period immediately prior to amalgamation with the University of Melbourne. Contradictions in practices at MCAE are noted - collegial and competitive ideologies and practices exist in tension. Belief in MCAE as the leading CAE in Australia constructs and is constructed by the academic women working there. The chapter concludes by listing where the nine CAE women are as this thesis concludes. The conclusion to the thesis raises some areas for further research - for example, investigation into the effect on women's careers post amalgamations. It addresses in part the omission of NESB academic women. The changing demands on academics is raised and recommendations made about team oriented postgraduate and research projects.
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ItemRole perceptions and professional development needs of primary school principals in schools of the future(University of Melbourne, 1995)This thesis was designed to explore and analyse how primary school principals perceived their role and their professional development needs within the current restructuring of public schooling in Victoria in Schools of the Future. The thesis also examined gender differences in role perceptions and professional development needs. The literature underpinning the study reviewed the theory and research related to restructure and reform in public schools; the Schools of the Future in Victoria; leadership and the evolving role of the principal; gender differences in leadership; and professional development needs of principals. The role perceptions and professional development needs were sought through a questionnaire using as its framework eight Key Result Areas (KRA's) categorising the principals' role as published by the Directorate of School Education (DSE, 1994). The KRA's were specified in terms of management and leadership tasks derived from the literature related to each area and these formed the items in the questionnaire. A total of 192 principals from Intakes 2 and 3 Schools of the Future were surveyed to ascertain their perceptions of the items used to define the KRA's as a description of their role, their professional development needs and any gender differences in perception. The qualitative responses included in the questionnaire were clustered into themes for analysis. The findings in the study showed that the principals found high agreement with the items defining the KRA's as a relevant description of their role definition across and within each KRA. The study also found that principals gave the highest priority of importance in their role to educational and cultural issues, and a lower priority in importance to administrative issues. Furthermore the emphasis in the professional development needs of principals was centred around educational and personnel issues. Gender differences in perception were dramatic. Female principals tended to have a much broader conceptualisation of their role than did their male colleagues. Another major finding was that males and females had different professional development needs which has implications for the development of relevant professional development programs for primary principals. Further insights into role perception and professional development needs of principals emerged in the qualitative data, especially the conflict between how principals and the school community perceived their role, and how they perceived that the DSE perceived their role. Recommendations for further research and implications for the professional development of principals are explored at the conclusion of the thesis.
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ItemHealing hands : a study of the healing skills and practices of overseas educated registered nurses and the implications for nurse education in Australia(University of Melbourne, 1996)Australia's health care clientele reflects the diversity of this multicultural society. Patients and health care professionals have expectations of health care which may not be met to their satisfaction, or needs. The perceived inadequacies and increased demands on the Australian health care system are reflected in the literature and by active political lobbying, thus there is an urgent need to investigate how the health care system can be improved or modified to meet these deficits. One mechanism which may provide some of the changes required, is to utilise the skills, experience, and qualifications of Non-English Speaking Background (NESB) nurses. In utilising this valuable and available resource nursing education curricula can be modified to adequately incorporate transcultural nursing practices so that nurses can provide culturally sensitive nursing care for their patients. This study describes some of the dimensions of the cultural diversity in Australia, as it relates to health care. In particular reflections and observations of NESB educated nurses of the Australian health care system are discussed, in particular standards of care, nursing care, nursing education and issues related to the interweaving of cultural diversity within the Victorian health care system and the nursing profession. The purpose of this study is to provide insights on how to enrich the education of all nurses to meet the challenges of caring for Australia's multicultural population. Recommendations for the establishment of the Migrant Health Professionals Network and additional courses to meet the specific needs of NESB health professionals have already come to fruition.
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ItemAccommodation and resistance : the adult and community education sector response to competency-based training 1985-1995(University of Melbourne, 1996)The thesis examines the Adult and Community Education (ACE) sector response to Federal Government vocational education and training reforms, and particularly Competency-Based Training, during the period 1985-1995. The government, motivated by its inability to meet a burgeoning demand for vocational training, has courted ACE authorities and adult educators to gear more of their educational effort to meeting workforce needs as a partner in a generously funded national reform process. The characteristics which define ACE as a separate sector and the rationale for, and claimed benefits of, the vocational education and training reforms are documented. It is shown that much of the reform process and CBT, in particular, is at odds with the ideologies, purposes and education traditions of ACE. These differences and the manner in which the reforms have been imposed, have kindled a massive debate and polarization of opinion about educational philosophy and practice in Australia. Obstacles to the successful implementation of reform are examined from an ACE perspective. These include: a perceived lingering ignorance and prejudice about ACE within government and other education and training sectors, the deliberate avoidance of criticism and debate about CBT by government agencies, a shifting new training discourse which has displaced valued language in education, and a perceived inadequate economic rationale for the CBT approach to education. In addition, a number of claims about the value of the CBT doctrine are challenged and discussed, including its unsuitability for all curriculum, the inadequacies in the notion of 'competence' and finally, the view argued by CBT proponents, that there is no difference between education and training. Evidence is also offered to demonstrate the substantial successes and benefits of the VET reform process, including those for ACE students. However, although the ACE sector has accommodated many of the changes, it has continued to oppose CBT, in particular, seeking a more holistic approach to curriculum. One response to this, which is described in the thesis, was the development of a Competency-Based Learning model between 1992 and 1994, which, for hundreds of adult educators, accommodated their concerns about CBT, in that it provided options, flexibility, a defined holistic description of learning and most of all, it respected the key tenets of adult education ideology.