Faculty of Education - Theses
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ItemStudents, computers and learning : a conversation with the cognitive apprentices and their learning tools( 1998)Wertsch (1991) asserts the mind "extends beyond the skin", that is, it is socially distributed and is a function of activity involving cultural tools. From this perspective the mind is unlimited in the sense that it is developed and inseparable from tools of mediation of which the computer is a corporeal thing that extends out into the material world. The computer as a means of mediation can be invisible yet powerfully influential in shaping thought and communication.. In this small-scale case study in an academic independent school a representative focus group of year 9 students suggests to the Author, their school's computer specialist, that their teachers are not to be providing mediated learning with computers. The students who are the metaphoric "cognitive apprentices" feel the school as an institution has not 'grasped the idea.' Bryson and De Castell (1994, 215) observed that " ... the divisive playing field of educational technology is populated by various teams who are telling altogether different 'true stories,' each having different settings, characters and plots ..." The new age believers and the non believers were not listening to the users. Hargreaves (1996) offered a parallel critical assessment, after Plummer (1983) and Wood (1991), of the use of "voice" in contemporary educational research. He stressed the need for active participant voices outside conventional conversations, from different contexts, different positions and particularly the marginalised. In both educational practice and research, student's voice has frequently been considered " a nuisance; literal noise in the instructional system" (Cazden 1986, 448). However, if teachers and schools as agents of parents and society are to embrace computers as cognitive tools, and accept them into the educational context as a means to gaining one or more educational ends, then there is need to research the voices of the cognitive apprentices on their learning with computers. The collaborative nature of the ethnographic research was grounded in the mutual regard of the researcher and the practitioners (students) as change agents in their own school. Central to the research was the development and exploration of a clue structure to understand how student practitioners saw computers being used in their classrooms. The initial core questionnaire asked the students to position their opinion of the school's , and their teachers' use of computers in the provision of the curriculum on a continuum between; "Are computers instructional tools used by teachers to impart knowledge to you", or, "Are computers used as cognitive tools to afford students' opportunities to construct representations of their knowledge and understandings of the concepts being taught ?
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ItemThe ideas of covariation and rate of change in introductory calculus( 1996)This thesis is a formative evaluation of a new curriculum which has evolved at a Victorian secondary school, with the aim of better preparing students for introductory calculus than has traditionally been the case. The new curriculum focuses on the ideas of the rate of change of the dependent variable and the covariation of the variables using tables of values to examine and emphasise the way that the function changes, before moving to the graphical and algebraic representations. This approach is in contrast to the more traditional curriculum where families of functions are introduced using the algebraic representation, and where the central ideas of change and covariation may be obscured. Because of inherent limitations of this study, it was not possible to produce conclusive evidence; however, the results gave a strong indication that the new approach shows promise for an improved understanding of students studying introductory calculus.
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ItemAn evaluation of a short, intensive mathematics program( 1999)This thesis evaluates a short intensive mathematics program for primary and secondary students that was conducted at the University of Melbourne in April 1997. The methodology of the evaluation can be described as action-research: a collaborative investigation where researchers, teachers and students cooperate in order to gain insights into a specific learning environment. This process is conducive to various improvement and modifications that the participants can apply to their respective practices. The primary aim of the thesis was to explore factors affecting the success of such programs and the learning which results. The findings suggest that while mathematical self-esteem is closely associated with mathematical achievement actual changes in mathematical self-esteem might not be easily detectable in programs of such short duration. The strength of the Program seemed to be the 'learning atmosphere' fostered by the instructors as well as in the choice of non-routine tasks. A possible weakness was the lack of clear focus regarding the pedagogical aims of the Program.
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ItemGhost stories : an ethnographic journey( 1998)This is an ethnographic study of a school theatre project, 'Ghost Stories'. The study explores what the role and nature of extra curricular theatre is in an independent boys' school. The concept of 'school theatre' is defined as an aesthetically rich, extra curricular event. The study argues that a teacher of 'school theatre' creates learning experiences for students that empower and challenge the politically or economically sanctioned educational culture. The value of school theatre, the role of the teacher, the development of students' artistic and personal skills and the relationship between school theatre and the dramatic heritage is investigated. The study argues that a believable, trustworthy account of the school theatre event needs to incorporate the variety of participant voices. The report is written in the form of a narrative and is told by the drama teacher responsible for the performance project, a male and female student, a teacher assisting in the performance project and a senior member of the administration. The narrative traces the participants' motives in becoming involved in the 'Ghost Stories' performance project, the various perceptions of the value of student devised performance texts, the conflicts within this educational context, culminating in the final night's presentation ceremony. The 'Ghost Stories' performance event challenges the conduct of teaching and learning in this educational context. The study contends that a teacher of 'school theatre is engaged in 'critical pedagogy'.
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ItemA study of religious education in Catholic secondary schools : attitudes of students, content, methodology and gender issues( 1999)The subject of Religious Education (RE) is the one feature distinguishing Catholic Schools from Government Schools. It is a unique subject because its impact on students' lives is long-lasting and important. The factors influencing students' attitudes and perceptions of RE are examined in this study. Two of the main factors researched here include the content of Religious Education lessons and the methodology employed by teachers, as perceived by students. Marked differences in the gender responses of students were observed to be very significant and these are discussed and explored. Recommendations for possible ways of addressing these disparities are also included.
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ItemLearning geometry : Cabri-geometre and the van Hiele levels( 1998)The relationship between the van Hiele levels of learning geometry and pupils' use of the dynamic geometry tool, Cabri-geometre, was investigated using a case study approach. Twelve Year 7/8 students explored aspects of the geometry curriculum using Cabri in conjunction with structured worksheets. Pupils were divided into two groups on the basis of van Hiele pre-tests. Group I comprised students who were at Level 0 or 1, or in transition to Level 2, on most of the concepts: Parallel lines, Rectangles, Right-angled triangles and Isosceles triangles. Group II comprised the remaining students, who were at Level 2 on most of the four concepts. On completion of the worksheets, Group II pupils were required to construct drag-resistant shapes: rectangle, parallelogram, right-angled triangle and isosceles triangle. Following completion of their designated Cabri activities, each student was given a van Hiele post-test. Selected Group H pupils were then given further construction tasks. Students' constructions were documented by means of their saved Cabri files and tape-recorded conversations. The history facility of Cabri enabled the retracing of the students' construction steps. After six lessons for Group I students and seven or eight lessons for Group it students, eleven of the twelve students had progressed a level in two or three concepts. This may be compared with the 20 lessons to take pupils from Level 1 to Level 2, and 50 lessons for progress from Level 2 to Level 3, reported by Dina van Hiele-Geldof. Group II students generally commenced their Cabri constructions by eye but progressed to Level 3 thinking in some constructions. The use of the Cabri menu items enhanced the students' use of appropriate geometric language and there was some evidence that Cabri influenced students' ability to recognise geometric figures in non-standard positions.
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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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ItemLaptops and literature : a constructivist approach to teaching English through multimedia( 1999)Staff in the English faculty at Central College are part of a laptop program, but are reluctant to make use of the laptops for anything except word processing. In this thesis I propose that staff need models for using laptop computers in a Secondary English classroom. Using an Action Research (Kemmis and McTaggert 1982) approach, the author researched learning styles, multimedia and subject English to develop a model for use in a novel-based classroom. The first model was developed, created and used in class. Student reactions were collected and analysed, and a second model created in response to this data. Students' reactions were collected and the models, along with student responses were presented to staff. Conclusions and recommendations drawn from this project were two-fold: that multimedia resources for student laptops are best designed and created by classroom teachers; and that the development of these resources are time intensive, so schools should support staff in the development of these resources with time and training.
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ItemArt and the art of coping( 1998)Consider the conscious not as a purely passive but as an independent active factor... artistic forms not as a facade but as an extremely important mechanism and technique... and include in its sphere of investigation the sum total of human life... Art is the social technique of emotion, a tool of society which brings the most intimate and personal aspects of our being into the circle of social life. (Vygotsky, 1971, p. 249). This thesis reports how young adolescents increased their awareness of themselves and their coping skills experientially through the arts in the context of a teacher/student relationship. Through a series of art sessions the students become aware of significant issues in their lives. The unfolding of meanings occurred in relationship with a teacher or in collaboration with peers. The relationship became a key to self-understanding: this key is called 'intersubjectivity'. Facilitating students' shift in awareness and uncovering the meaning made by the students of their experiences was grounded in the methodology and procedures of existential, experiential phenomenology. This thesis is a study of three case studies. In these case studies the students communicated metaphorically through the arts their feelings and thoughts about concerns and how they cope with these concerns. This communication occurred in the context of a relationship with a teacher and/or peers. The students explored their lived-experience, concerns and ways of coping with concerns through the arts, that is in drawing, painting, pottery, movement, dialogue and written form. Students explored their coping skills also by completing the Adolescent Coping Scale (Frydenberg & Lewis, 1993) and reflecting on their experiences of coping through the arts. The next level of the experience for the student involved them reviewing their art and text and describing themes and the essence(s) of their experiences, this was mostly a creative and reflective process in the arts. This study illuminates the processes that facilitate the development of awareness and coping skills. It marks arts expressions as modes of inquiry and validates the significance of the intersubjective relationship in developing young people's awareness of themselves and their coping skills. The intersubjective relationship in this study was empathic, didactic and encouraging; the teacher reflected student's expressions, and encouraged and taught skills, while maintaining a focus on coping.
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ItemThe construction of art in the secondary classroom: an investigation of the theories of Pierre Bourdieu( 1996)This thesis examines aspects of the theories of Pierre Bourdieu as they apply to art education. The study investigates whether Bourdieu's theories are supported by the real life histories of teachers and students. The research utilises the life history approach to investigate three factors which Bourdieu argues are significant in determining a student's chances of success in art education. The three factors are the socio-economic background of the student, the way in which art education tends to construct correct ways of making art and viewing art, and the values of art and schooling as reproduced through the family. This thesis shows how complex the structures are which construct what is taught in schools, and argues that altering the way teachers teach art does not necessarily alter what is valued by the teacher within the art classroom. The thesis discusses the way boundaries are constructed for students and that these boundaries influence the way students make and talk about art. This thesis argues, therefore, that for students to be successful within art education they must adhere to the parameters set by the teachers and the school.