Faculty of Education - Theses
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ItemVCE course development days, 1991 : an appraisal( 1992)This minor thesis traces the evolution and rationale of the development and implementation of the Victorian Certificate of Education (VCE) from its inception in 1987 to its first full year of operation in 1992. It outlines the design and operation of the professional development program undertaken to assist the implementation of the certificate. Its focus is an appraisal of the major element of the professional development program - the 1991 course development days. Three perspectives are offered in this account of the effectiveness of the 1991 course development days - a district evaluation, individual presenter's responses and a regional survey. The appraisal concludes with an overview and a set of recommendations for continuing professional development for VCE teachers beyond 1992.
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ItemSearching for a fair assessment( 1995)The full implementation of the VCE in 1992 represented significant changes to senior secondary schooling in Victoria. These changes were strikingly evident in the new assessment methods and procedures of the Art test CAT. The difference between the HSC Art Appreciation examination process and the 1992 VCE Art test CAT assessment was more than a difference in practices and methods. The ideological foundations of the two examination systems were vastly different. The HSC system served to rank students so that universities could select the best candidates. The BOS promoted the VCE as more 'equitable', 'accountable' and 'inclusive 'than the HSC. These concepts derived from the recommendations of the Blackburn Report (1985) which advocated major reform of the senior curricula and assessment. I interviewed five experienced Art Appreciation examiners in order to acquire a perspective of the two examination systems during' a time of change (1987-92) and ultimately focused upon the fairness values that were evident in the examination process. I compared published policy statements regarding fairness and equity with the examination practices that the five examiners described and analysed during our interviews. The theories of Foucault and Bourdieu enabled me to understand that examinations are part of a systematic social selection process. How can 'fairness' be defined and embodied in examination practices if examinations inherently represent a form of social power? Bourdieu and Foucault nourished this type of reflection. The Blackburn Report, the views of the five examiners and the social theories of Foucault and Bourdieu led me to consider the Art test CAT (1992) as a representation of the equity values that were defended by the BOS. Fullan's theories revealed that disorder usually accompanies educational change and added -another dimension to this investigation of 'fairness and justice' in the Art Appreciation examination (1987-92). In addition, this research study evaluates the practice of the BOS policy regarding equity and fairness, as evident in the VCE Art test CAT assessment process (1992), because the Board promoted the view that the VCE would provide greater equity and fairness to all Victorian students than the HSC.
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ItemAn evaluation of fleximode as a mode of provision for the VCE to adult students( 1991)Fleximode is the combination of study on-campus(i.e. attending classes) and off campus (i.e. private study using structured study materials). It is designed for people who cannot attend regular classes, but who prefer more support than is available through off-campus, or correspondence study alone. The study examines literature relating to similar modes of provision overseas and in Victoria. It reveals divergent views about the comparative merits of faceto- face and distance learning. The study reviews the provision of the VCE to adults by Fleximode across Victoria in 1987. Key players identified advantages: flexibility for students in pacing their studies, cost-effectiveness, and providing access to VCE studies for a group of adults who would otherwise not be able to return to study. On the other hand, many commented on the difficulties arising from the small size of groups and the lack of stable class composition in establishing a group identity and support system. Questionnaires from students showed that most chose Fleximode because it was seen as better than correspondence, and that employment prevented more frequent class attendance. Most found on-campus and off-campus components of Fleximode equally valuable. A case-study demonstrated that Fleximode students all achieved less than they would have in a regular VCE class. Small class sizes were valuable for addressing specific needs, but meant that less class discussion was possible, and the mode allowed less time for exam preparation and practice. The evidence suggests that Fleximode is a better option than correspondence in terms of student retention, learning outcomes, and successful course completion. Students have the best chance for success in face-to-face programs, but Fleximode should be developed to replace correspondence study for the new VCE for adults, and for carefully targetted groups who cannot participate in on campus programs.
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ItemThe impact of year twelve restructuring in Victoria on teaching and learning in three urban schools( 1995)In this study Year Twelve teachers were surveyed to determine whether they believed the educational needs of their Year Twelve students were better served by the earlier public policy of multiple Year Twelve courses, or by the current policy of a common course and certificate for all Year Twelve students in Victoria. The study was based on the experience of eighteen teachers in three schools which had developed strong alternative Year Twelve courses in the 1980s. An attempt is not made in this thesis to construct public policy, but rather to offer a critique of policy formation which appears to have been largely separated from socially responsive policy development at the school level. The Year Twelve teachers surveyed in this study believed that the final form of the Victorian Certificate of Education, settled under the influence of social functionalism, individualism and expertism, has failed to enhance motivation, commitment or competence in either themselves or their students.
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ItemDrama in education: words into action( 1989)The senior years of education in Victorian schools will undergo significant changes as a result of the introduction of the new Victorian Certificate of Education in 1991. This study examines the ways in which the Victorian Certificate of Education will influence: the perceived purpose of schooling at this level, the method of developing curriculum, and the discipline of drama. The Study Design Drama is explored, in a hypothetical situation, in order to assess the efficacy of the Victorian Curriculum and Assessment Board's Study Structure Approach to curriculum construction. Focus is placed upon the question: Is it possible for the teacher to maintain ownership of the curriculum under the Victorian Certificate of Education?
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ItemThe challenge of the new: a study of the impact on teachers of an externally mandated system wide curriculum change( 1995)This study aimed to examine aspects of the introduction, in the state of Victoria, Australia, of an externally mandated, system wide, curriculum change, the Victorian Certificate of Education (VCE). More specifically, the emphasis was on changes to the study of Mathematics. Three questions were investigated. How did the teachers respond to this change? What was the influence of the extensive public debate that arose over the VCE ? What were the factors which helped or hindered the implementation of this change? The investigation was a longitudinal study taking place over the four year period from 1989 to 1992. The focus was on the changes to Mathematics, seen through the lens of a group of teachers in a school charged with implementing the change through a series of phases. Qualitative methodological techniques were used to gather data. These included a case study approach collecting data from the school where I, as a researcher, took the position of a participant observer. In addition a content analysis of published articles in the popular press and official publications was undertaken. The study found that the VCE was successfully implemented due to its adoption by teachers and their willingness to work hard to ensure its success which arose from a commitment to their students. Also that two of the underlying tenets of the VCE remained intact, despite other changes. These tenets were that the VCE remained a single certificate and that a breadth of subject choice for students was available. Factors which hindered the successful implementation were the lack of professional development, funding, resources, support and consultation, while at the same time teachers were expected to carry a significantly increased workload. The public debate over the introduction of the VCE, set in the context of an impending election, was a major influence in causing changes to some aspects of the VCE. Changes which occurred in consultation with teachers tended to aid implementation while other imposed changes tended to hinder or slow implementation. An unpredicted outcome of the introduction of the VCE was that the work requirement approach to teaching was accepted as a valuable process and was incorporated into lower levels in schools.