Faculty of Education - Theses
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ItemAnother world like here : futures studies and early childhood education( 1995)This thesis examines the discipline of futures studies and its potential for application in early childhood education. The need for an increased futures-orientation in education is established by a survey of the overwhelmingly negative commentaries of youths on the topic of the future. These comments, it is argued, point to a vacuum of understanding about the future which educators should seek to counterbalance. This task should be particularly emphasised by early childhood educators since they share a commitment to the central objective of laying foundations for life-long learning. Futures studies offers a useful methodology for this task. The thesis examines the major tenets of futures studies and its translation into primary and secondary educational settings. The applicability of futures studies to early childhood education is established by demonstrating the many principles which futures studies and early childhood education share in common. A futures-focused curriculum need not involve the educator in any radically new philosophical and educational frameworks. It, rather, provides a means of extending and re-articulating existing developmental objectives from the vantage point of new perspectives. The thesis resolves the issue of whether or not futures concerns are beyond the reach of four and five year olds by examining how pre-school children conceive time and the future. Young children are seen to possess many of the qualities which futures studies seek to re-instill in adults and older children. The educator should seek to capitalize on this by combining the positive aspects of children's innate perceptions of future time with the more abstract 'adult' understanding of time. A research project on pre-school children's attitudes towards the future sheds further light on their understandings of the future while also enabling their own opinions on the topic to be heard. The thesis then defines the principal objectives of a futures-focused curriculum and translates them into practical learning experiences. It concludes by exploring the implications of the findings contained in the thesis for early childhood education and by discussing some of the ways in which the educators themselves might come to terms with the issues articulated in this study.
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ItemBringing children to school, bringing schools to children : partnerships and perceptions of change in ethnic minority education in Vietnam( 1998)This research study examines the nature of curriculum development and change currently taking place in the area of ethnic minority education in Vietnam. The Multigrade and Bilingual Education Project, a UNICEF and World Bank funded initiative administered by the Vietnamese Ministry of Education and Training. aims to provide Universal Primary Education for children from Vietnam's 53 ethnic minority groups. Teacher training, the professional development of teachers, and the design of specialised curriculum for use in Multigrade schools are major funding priorities. Since 1991, the Multigrade and Bilingual Education Project has vastly increased ethnic minority children's school participation rates, has expanded its scope country wide, and has committed extensive resources towards the professional upgrading of teachers. Through the development of a series of teacher training modules, the Project has devised pedagogical structures for the introduction of localised curriculum. and appropriate methodology and resources for the teaching of ethnic minority language and culture. It has also actively encouraged a renovation of teaching methods to incorporate active learning and mixed ability grouping within Multigrade classrooms. These changes are a significant departure from past practices, and have been undertaken using collaborative structures not previously explored in the Vietnamese educational context. Given that these curriculum initiatives mark a distinct departure from the hitherto highly centralised and teacher-centred Vietnamese National Curriculum, deeper investigation of this phenomenon is needed. This research focuses on perceptions of educational change, as observed by a broad range of key players in the Multigrade and Bilingual Education Project. The researcher, experienced in teaching in multicultural settings in Melbourne, became interested in exploring the innovative nature of this Project when he was contracted by UNICEF to assist with the development of teacher development modules in Vietnam in 1995 and 1996. The research study draws on data gathered through surveys. document analysis and semi-structured interviews, and explores factors perceived as assisting or impeding the provision of a quality education to Vietnam's ethnic minority children. The nature of partnerships in fostering educational change, how this can be achieved in difficult circumstances, and the role of outside facilitators in this process are also examined.
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ItemThe influence of Chinese sociocultural values about education on the educational outcomes of Chinese students in Australia( 1996)This is a study into how Chinese sociocultural values attached to education have influenced the academic performance of Chinese students. The scope of this investigation is resident students of Australia whose parents have migrated to Australia. These students are largely educated in Australia. In the literature review reference is made to studies of Chinese cultural values including works by M. Bond, G. Hofstede, F. Hsu, D.T. Nakanishi and H.W. Stevenson. The methodology employed is appropriate to Chinese collective culture of small group bilingual interviews of parents whose children are 'excellent students. A proforma is used to collect profiles of the participating parents so that significant information about these participants can be taken into consideration when various factors are speculated and surmised. The study has focussed on a group of Chinese parents who are largely bicultural / bilingual, well educated and motivated to promote their children's opportunities to survive Australia where they lack social contact or capital. Underpinning and threading through this wish to see progress for their children is the undying cultural values attached to being, an educated person within the Chinese concept of "self".
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ItemChange management for teachers in the restructuring of Victorian education( 1995)The subject of this thesis is change management for teachers in the restructuring of Victorian education. The introduction outlines the restructuring policies for Victorian education and consequent changes in the past decade. Chapter One, the Literature Review, looks at some of the literature written about policies, the nature of change, the place of values and vision in the change process, professional development, leadership and the devolution of power and resourcing. This literature forms the basis for the questionnaire asked of D.S.E. participants to obtain data. Chapter Two, methodology, discusses the nature and implementation methods and questions for collection of data from personnel. Chapter Three states the findings of the data collected from the questions asked of D.S.E. personnel. Chapter Four consists of an analysis and discussion of the findings referred to in Chapter Three in light of the literature discussed in Chapter One. Chapter Five is a discussion of conclusions drawn in light of the Literature Review, questionnaire responses and the analysis of these. Overall, the thesis concludes that given the time frame of the restructuring implementation, resourcing for Professional Development, planning and implementation needs to be reassessed.
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ItemAn investigative model for implementing the Certificate of General Education for Adults( 1995)The study is concerned with the implementation of the competency-based credential, the Certificate of General Education for Adults at two different education providers in Victoria, Australia. It establishes one model of implementation derived from theoretical research into educational change management and from selected documentation of competency-based credentials in the UK and Australia in the period 1988 to 1994. The model is tested at the Study Sites, for acceptability to teaching and co-ordinating staff, using selected variables. It is also used to collect data on the implementation experiences of the respondents. Data collected confirms the acceptability of the model to respondents at the two Sites and the statistical insignificance of differences in the responses. Interpretation of the qualitative data on implementation provides information on the characteristics of the change itself and the roles and influences of associated parties, including teachers and management and external policy makers. It identifies some themes of successful change management, notably the importance of monitoring implementation processes, collaboration among parties involved and the value of initiative taking. Evidence of the organisational and pedagogic impact of the implementation, at the study sites, is assessed. The role, content and focus of an encompassing professional development program, which emphasises collegiality, partnership and flexibility, as an essential adjunct to successful implementation, is explored.
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ItemJewish secular humanist education in Australia( 1997)The purpose of this thesis is to examine the nature, origins and implications of the recent development of Jewish secular humanist education in Australia; as represented by the establishment of the JSH School in Melbourne in 1992: the first of its type in Australia. This thesis explores the interactive relationship between three key concepts: education, identity and community. The study is set against five contexts: the development of the Jewish community in Australia, the development of Jewish education in Australia, the development of Jewish secular humanism as philosophy, issues of Jewish identity for individuals and community and the community/education interface in the wider society. In the light of these contextual insights, the reception, viability, implications and impact of this recent educational initiative on the Australian Jewish community is given close consideration. The findings suggest that although the reception of the JSH School in its first five years has been mixed to generally positive, the viability and future development of the School and similar enterprises looks promising. The author believes that the knowledge and insights gained from this research study offer readers and practitioners a substantial illumination of the subject as well as providing the author with considerable guidance in her professional educational practice, and may guide others working in the field of community-based education.
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ItemImpact of changes in Victorian government policies on the provision of schooling for primary school students with disturbing behaviour( 1998)The purpose of this study is to investigate the provision of schooling in Victoria, for children with problems arising from disturbing behaviour in regular schools. It is these students who have difficulty learning, and cause problems for peers and teachers. This problem has attracted more attention in recent decades than ever before as educators and parents seek solutions for these students. The impact of changes in government policies in Victoria, especially the introduction of the Schools of the Future Program, on students with disturbing behaviour is examined, together with effective means of supporting these students, their teachers and parents. The investigator defines disturbing behaviour and how it has been addressed in schools, particularly in Victoria. She examines the Schools of the Future Program, particularly Global Budgeting and its impact on school policies and programs, focussing on the effect of these provisions in schooling for students with disturbing behaviour. The investigator has conducted a study of school principals in the area centred on Ballarat in order to examine their reactions to recent government education policy changes, and their effects on the schooling for such students. She discusses the implications of these changes for students with disturbing behaviour, including the most recent societal changes involving the youth of today, for example, the State Government initiatives addressing Drugs and Youth Suicide which have impacted on support and resourcing to schools, across the state.
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ItemReturning home : the cross-cultural education of Australian missionaries from Latin America( 1998)The purpose of this study is to investigate the experiences of Australian missionaries returning from Latin America and relate these to the training provided by the mission organisations that sent them. This thesis focuses on the issues related to culture adjustment and the pattern of instruction used by mission organisations to keep missionaries psychologically, spiritually, physically and socially whole throughout the international cycle. The study includes an examination of pre-departure, on-field and post return education strategies used to create smooth cross-cultural transitions and successful re-entry into the Australian culture from Latin America. Data was collected from both mission organisations and missionaries and the different interpretations of training needs were examined. Qualitative methodology has been used in this study because reverse culture shock encompasses underlying human cognitive elements and thought processes that affect behaviour and communication. Evidence from the study indicated that there are no specific, formal education programs developed by the mission organisation to deal with the problems associated with re-entry. This thesis recommends that the mission organisations involved in this study need to exercise a duty of care towards their missionaries and to drastically overhaul their cross-cultural education programs.
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ItemA history of Therry Regional College, Broadmeadows( 1997)The post-war period saw secondary education in Australia in a state of turmoil. Problems of overcrowding, a narrowly academic curriculum, combined with insufficient and unqualified staff, affected both government and non-government secondary schools, The Catholic secondary system had additional problems: the declining numbers of Religious, the increased presence of lay-teachers, and the 'Catholic dream' of a Catholic education for every Catholic child. Catholic educational authorities sought an economical solution to the problems besetting secondary education. Based on an American model, regional secondary schools were established across Melbourne to provide Catholic secondary education for Catholic youth. Therry Regional College, Broadmeadows, was one such Catholic regional secondary college. This history of Therry Regional College, Broadmeadows, examines the College as a Catholic regional secondary school administered by the Christian Brothers in the north-western suburbs of Melbourne. The school's growth paralleled changes in two major areas: Government funding, and the administration of Catholic schools by the Catholic Education Office. The significance of community is examined in relation to the changing faces of the people of Broadmeadows. This history of the College reflects the history of the local community: it is a story of struggle and courage in adversity.
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ItemTransforming professional development goals( 1996)The overall purpose of this study was to investigate the nature of goals as understood by the participants involved in the various stages of implementation of a professional development program, and the ways in which the goals were transformed as the program was implemented. In this thesis, "stage" is used in the sense of sequence, rather than development. The participants in the study were members of each of four stages of implementation of a professional development program, designed to support curricular reform, for teachers of mathematics. The development and implementation of the program were categorised into four stages. These can be identified with the actions of the participants: program initiators; program developers; workshop presenters and the teachers who would ultimately implement classroom content described in the program. The investigation involved description and analysis of the language used by the participants and how it communicated the character of their understanding of the goals. It is assumed that a participant's awareness of the goals influences the way the program is implemented. Data were collected from a range of documents used in the program, during interviews, via questionnaires and through observations of training sessions. For each stage of implementation, the main goals were summarised. Of particular interest was the way in which the goals were changed; as evidenced by the changes in meaning of key words and phrases. These changes were evident with respect to several key groupings into which the goals were classified by the researcher. The choice of words and phrases by participants at each stage revealed the nature of their goals. It was found that the goals of the initiators were usually to do with the altering of teacher practice. The developers' goals, while also concerned with altering teacher practice, were less directed. The goals as understood by the presenters were to do with promotion of a change in attitude in teachers (rather than practice), while the teachers' understanding of the goals were to do with relating the proposed change to their practice. In general participants at each stage had an understanding of the goals of the program that made sense to them, were achievable, and conformed to their perceived role in the program. For a given grouping of goals, there was a great diversity of both key words and phrases, and in meaning of goals as they were articulated at each stage. At times there was little change in the words used, and yet a large corresponding change in meaning. For other key groupings there was a great change in the words and phrases, with little alteration in the essence of the goal. Overall the character of the changes in goals, as understood by the participants at each stage of the professional development program, related to their perspective according to their role. This emergent character appears to be able to be generalised to all professional development programs This point of view ranges from that of a policy perspective, where policy solicits a change in teacher practice, to a practice perspective where the adaption of policy is sought in order to tie it with existing practice. The implications of this study are discussed concerning the effect that the transforming of goals in curriculum initiatives and professional development programs might have on the success of implementing changed teacher practice.