Faculty of Education - Theses
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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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ItemReflective practice in the early childhood practicum( 1999)There is much evidence in the current literature to indicate a movement towards a restructuring of teacher education, which emphasises reflection (Campbell-Evans & Maloney, 1996). University courses in teacher education are moving away from the technical model of teacher evaluation towards a reflective approach to teaching and learning which focuses on assisting pre-service teachers to develop reflective practices (Fairbanks & Meritt, 1998). The early childhood practicum is increasingly seen as an opportunity for students to engage in critical reflection with journal writing, frequently used as a tool for reflection. This project studied the practicum journals of nine final year Melbourne University Bachelor of Early Childhood Studies students. Analysis and interpretation of the reflective journals focused on two aspects. The first aspect related to the issues, which the students reflected about. The second aspect related to the cognitive processes the students engaged in when reflecting. The investigation found that students reflected in complex ways on complex issues throughout the practicum. The process of reflection, however, did not empower students to reflect in their own way about their own concerns. The study found that for this group of early childhood students, it was the location of power in student - supervisor relations that functioned to empower students to reflect in their own way about their own concerns or to disempower students by silencing them.
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ItemImprovement and accountability, perceptions and emotion: some tensions within an appraisal of department heads at an inner south-eastern school( 1999)This thesis presents a naturalistic descriptive case-study approach to an appraisal of Heads of Departments in a medium sized boys school in the inner South- Eastern suburbs of Melbourne. The language of 'tension' and 'paradox' is used to explore some of the built in contradictions which seemed to characterise this appraisal cycle. Its intention is to make explicit several 'tensions' which arose during the process: tensions between the intentions of the administrative leadership in the school and the participants in the appraisal, between the intended and actual outcomes, and between the nature of the appraisal itself and how this was perceived to relate to the daily work of those appraised. The process of the appraisal is described, as is its context and history in the school. Particular attention is given to ambiguities in the perceptions of key actors in the appraisal, which it is claimed were often unperceived or unstated. The experience of certain individuals is followed in order to explore this dimension further. In this thesis I find that there were significant benefits from the process that was conducted, but that it was also flawed in focussing almost exclusively on the administrative dimension of Department leadership, and also caused pain and discomfort to several of the people involved. The emotional dimension of appraisal is thus also considered. While many of the tensions discussed are seen as inherent in the process, changes in the process are suggested to make it more relevant to this particular group when an appraisal is run at the school again.
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ItemA study of the social and play interactions of kindergarten children from long day care and home care backgrounds( 1999)Some kindergarten teachers have expressed concern that a combination of regular attendance at both kindergarten and day care programs has a disruptive effect on four year old children. They report a higher incidence of non-compliance and aggressive behaviour in children who move between child care and kindergarten programs on a regular basis. Many kindergarten teachers question whether dual attendance really meets the needs of children or whether it puts them under undue stress, resulting in high levels of disruptive behaviour. This study compared the behaviours of ten children who regularly attended both kindergarten and long day care programs ('day care' children) and ten children who only attended a sessional kindergarten for a half day program and were cared for by their parents for the rest of the day ('home care' children). The behaviour of these children was observed during free play time in the kindergarten program, using a variety of formal and informal observational techniques. These observational techniques included Parten's scale of social participation and a modified version of the Piagetian Smilansky scale which measures social and cognitive dimensions of socio-dramatic play behaviours. Non-compliance and aggressive acts were also recorded as were the play themes in the dramatic play. The data is supported by field notes taken during the observations. Data was analysed after each observation session throughout the research using the coding scales and the field notes. Further data was gathered via interviews with some kindergarten teachers in the community about their perceptions of the behaviour of the children who attend both day care and kindergarten. Interviews were also held with the kindergarten teachers and child care workers who implemented the programs which the study children attended. The results of the study indicated that there is a general perception amongst kindergarten teachers that the 'day care' children do not assimilate well into the kindergarten setting; that they are rougher and more aggressive in their play and are less compliant. This was not the case for the 'day care' children in this study. In regard to these children, there was almost no evidence of aggressive acts; the children were generally compliant and were co-operative during routines. The 'day care' children did mix with 'home care' children attending the centre; yet the 'home care' children tended to make fewer social contacts with the 'day care' children. There was variation in the types of play in which 'day care' and 'home care' children engaged. 'Home care' children spent considerably more time engaged in non play than the children who attended kindergarten and day care. The play of 'home care' children was mostly constructive, solitary or parallel play; while the play of 'day care' children consisted mainly of associative and cooperative dramatic play. It was found that the variation between the amount of dramatic play between the two groups was significant.