Faculty of Education - Theses
Permanent URI for this collection
Search Results
1 - 10 of 18
-
ItemSeeing you seeing me : constructing the learners and their target language speakers in Korean and Australian textbooks( 2006)To be successful in real-life communication with their target language (TL) speakers, language learners need to develop a sound knowledge of modern-day target language society, and an understanding of the beliefs and values most commonly shared by TL speakers. Such knowledge forms the basis of what Clark (1996) calls 'common ground', and is essential for interlocutors to exchange meanings. Removed from natural settings, textbooks are one of the principal resources for foreign language learners to construct a conception of their TL speakers in relation to themselves. This project examines the constructs of the learners' TL speakers provided in, respectively, a Korean language textbook for Australian beginner learners and an English language textbook for Korean beginner learners. By analysing how each presents the other set of people in terms of the attributes the other group assigns to itself in its own books, this study assesses how well each book assists their local learners to begin constructing sound common ground with their TL speakers. Analysis is made of the verbal and visual texts in each whole book with respect to topic and attributes; as well, using Gee's discourse analysis framework, close analysis and comparison is made of the information about the TL speakers and the learners themselves in the first three chapters of each book in relation to the three major beginner learner topics: Self-introduction, family and school. While there are a number of similarities in representation of the TL speakers by both sides, even this small examination shows glaring omissions and contradictions in the construct of the TL speakers proposed for the learners of each language compared to how their actual TL speakers project themselves. Furthermore, these differences would easily lead to confusion over meanings if used in real life. If such mismatches persisted over years of language learning, it can be predicted that learners would fail to create some elements of 'common ground' essential for them to understand what their TL speakers mean in interaction and be understood themselves.
-
ItemPhenomenal robotics! : so what are students' perceptions about the robotics experience?( 2006)Robotics as a learning experience is becoming very popular in Australian schools and is being offered to students at primary and secondary level. It is considered to be a valuable integrated unit particularly in the areas of science and mathematics but also provides an ideal environment for students to engage and learn via constructionist principles. But what do young students perceive to gain from participating in a robotics experience? This investigation looks at the lived experience of doing robotics through the eyes of a group of students who were of mixed ages but had participated in the robotics' experience when they were in grade six as 12 year olds. The students were interviewed regarding the effect of the robotics experience on their learning during and after the experience ended. Students reflected on the phenomenon and made strong connections with the social value of the program. Their emphasis was not so much on academic skills gained but on the sense of self and its relationship to the group. The robotics experience provided an environment that allowed the students to feel valued and motivated to strive for goals, without realising they were gaining valuable information and skills as well as enjoying themselves.
-
ItemEvaluating a peer mediation program : the perspectives of key stakeholders( 2006)Peer mediation has developed as a popular means of responding to and managing conflict in schools. Advocates of peer mediation assert that it is an effective method of encouraging students to resolve conflict constructively and can encourage responsible citizenship. This study emerged as a result of the researcher's involvement in a peer mediation program in a large regional girls' secondary college. The study explored the perspectives of key stakeholders (students, teachers and parents) on the impact of the peer mediation program and sought to establish what benefits, if any, were derived from the existence of the program. Specifically, the research focused on whether the program was supported, accepted and used by the school community and whether the perceptions of the program were congruent amongst different stakeholder groups. The study also investigated what outcomes were experienced by the trained mediators themselves. Factors which might encourage or limit students' use of the program were also explored. Data was collected prior to the training of a specific cohort of mediators and in the following year from key groups: the trained students, other students within the school setting, staff and parents. The findings indicate that the presence of a peer mediation program was seen to have a considerable positive effect on school climate by teachers and parents and that, in many cases, it produced positive outcomes for students. The most meaningful outcomes of the specific study, however, appeared to be the benefits for the trained mediators themselves, in terms of the development and enhancement of self confidence and life skills. The implications of the findings for the peer mediation program in the case study school and for other schools implementing peer mediation programs are discussed in this report.
-
ItemTrial of a standards referenced framework for the defining and measuring of the manutention competency( 2004)Manutention is the skills training component of an integrated approach to manual handling risk reduction. Based of the work of Paul Dotte, Manutention training courses are delivered in Australia through the auspice of the Australian Association of Manutention Practitioners (AAMP). The assessment and reporting of training outcomes is hampered by the lack of industry standards for manual handling trainers. In part this is due to the lack of recognition of manual handling as a skill, although there is ample evidence in the literature to suggest that, as a psychomotor skill, it can be taught, learnt and with practice, levels of expertise can be achieved. Standards referencing is considered a form of criterion referencing where levels of performance are defined along a continuum of increasing competence. Using this, framework the Manutention competency was defined and descriptive standards were articulated for each level. The aspects of performance and associated quality indicators that contribute to the competency were written as scoring rubrics. This study used item response theory to investigate whether the Manutention competency could be empirically validated using a standards referenced framework. It also investigated whether the scoring rubric could be applied to inform judgements of competence at varying levels. The finding supported the use of a standards referenced framework as a best practice assessment model for AAMP and lent weight to the argument that manual handling is a skill.
-
ItemCaught in the middle : teachers' perceptions of the usefulness of the Record of oral language when used with ESL students( 2004)In the present educational context, large-scale literacy reform has been hotly debated in the media by various stakeholders while on the other hand the " voice that has been largely absent from these debates has been that of teachers". This study attempts to correct this imbalance by reporting on a study of teachers' perceptions of the usefulness of the ROL as a testing tool for students learning English as a second language. It was designed to offer the researcher, the participants and other stakeholders great insight into the current complexities that teachers face when assessing the oral competence of students learning English as a second language. Teachers were given the opportunity to critically examine their own assumptions, beliefs and practices about oral language learning and assessment and challenge the current use of the ROL in the Children's Literacy Success Strategy (CLaSS) program. A qualitative case study approach was selected to allow the voices of the participants and the researcher to be heard in a familiar setting. Thirty minute semi-structured interviews were conducted separately so that teachers could speak freely thus enabling the researcher to follow individual trains of thought and obtain in-depth responses. The study concluded that the usefulness of the Record of Oral Language as a testing tool for students from language backgrounds other than English was not the central issue. Research findings instead highlighted the difficulties faced by mainstream teachers expected to effectively assess the oral language skills of students for whom English is a second language without effective Professional Development support. The central issue that has emerged in this study is the place of teacher professional knowledge for these teachers of ESL students. Not only are ESL students disadvantaged in the current educational climate but so are the mainstream teachers. Teachers' responses to this study reaffirm the need for Professional Development in ESL pedagogy as a way to effectively support the Oral Language and Literacy Learning of ESL which was valued pre Literacy Advance.
-
ItemValues and the teaching of history to junior secondary school students( 2006)Entitled 'Values and the teaching of history to junior secondary school students' this thesis aims to explore the value of history as a subject for study by junior secondary school students and the role of values in the teaching of history. A focus on the types of knowledge that teachers bring to their professional practice forms part of the groundwork for the study. Professional knowledge is considered as pedagogical knowledge and content knowledge (Darling-Hammond, 1999; Shulman, 1986, 1987). These branches of a teacher's knowledge are discussed in relation to the teaching of history. History is broadly identified as a field of knowledge (Carr, 1961; Hexter, 1971; Leinhardt, 1994; Marwick, 1983), a discipline for study (Ang, 2001; Collingwood, 1946; Leinhardt, 1994; Levstik, 2000; Marwick, 1983; Rogers, 1984; Skilbeck, 1979) and a subject within the school curriculum (Board of Studies, 2000; Foshay, 2000; Macintrye, 1997; Mays, 1974; Victorian Curriculum and Assessment Authority (VCAA), 2004, 2005). The value of teaching history to junior secondary school students is broadly considered in terms of the knowledge and understanding that can be developed through the study of history as a school subject. The embedded nature of values within teaching is acknowledged and distinctions drawn between social/community values, general educational values taught through history and more specific values associated with the study of history. The research is situated within the qualitative paradigm (Denzin & Lincoln, 2000, 2005; Flick, 2002; Strauss & Corbin, 1990) and involved a case study (Bassey, 1999; Denzin & Lincoln, 2000; Merriam, 1988; Stake, 1995, 2000, 2005; Stenhouse, 1985; Yin, 2003a, 2003b) conducted at the junior secondary level that included the participation of the researcher, three other history teachers and students from Year 7 and Year 8 history classes. The methods used to collect data included an initial session with the teacher-participants and, at the conclusion of the study, a debriefing focus group with the teacher-participants, lesson observation and post lesson small-scale student discussions. The data gathered from this investigation is presented as a number of narratives (Bage, 1999; Bruner, 1986; Clandinin & Connelly, 2000; Connelly & Clandinin, 1990; Freebody, 2003; Mishler, 1986; Stake, 2000). The researcher contributes to these narratives as a teacher of history. The study affirms the value of teaching history to junior secondary students, recognizing an association with broad educational values (Department of Education, Science and Training (DEST), 2005; Gilbert & Hoepper, 1996, 2004) and subject specific values, such as, sharing knowledge about the past (Fitzgerald, 1977). Values that are imparted through the study of history are categorized as general and specific and are closely linked to skills. The study is premised on the beliefs that thinking about practice (the past and the present) may enlighten future history teaching and learning (Schtin, 1996) and that 'mindfulness' (Leinhardt, 1994) is an essential characteristic of history teaching that engages both the teacher and student in the learning process.
-
ItemAssessing critical reading performance in an EAP classroom( 2003)A widespread perception among EAP teachers and course designers in Australia is that Asian university students need some formal training in text analysis and critical thought. To be more precise, Asian students are often portrayed as victims of Asian education, where students are taught to rote learn and memorise, rather than question and analyse as they might be taught in Australia. EAP classes often rest on generalisations about cultural differences, constructing critical reading tasks on the assumption that the problems students encounter in completing critical reading tasks relates to the way they read rather than how they respond to what they read (that is, their familiarity and ability to reproduce arguments in acceptable and culturally expected ways). While EAP researchers have spent considerable energy on improving critical reading methodologies, there has been very little research on the assessment of critical reading in EAP classes. In particular, very little research has offered any explanation of what might constitute evidence of learning to read and respond at a high level. In this thesis, I develop a criterion-referenced critical reading performance rubric, informed by Ballard and Clanchy's (1984; 1988; 1997) research on critical analysis and Toulmin's (1958; 1972; 1984) theories on reasoning and argumentation, to examine the clarity, evidence and logic (CEL) of students' critical reading responses and the influence of text selection on student reasoning skills. Secondly, I explore with students some factors they perceive as affecting their reading performances including text selection. The findings of this research reveal that there are distinct patterns in critical reading performances characterising low, medium and high level students, and that subject matter may be less significant to students' reading performances than they seem to believe. In discussing critical reading performances with students, they identified several factors such as a lack of subject knowledge, a lack of time and a misunderstanding of their purpose in completing the task which significantly affected their performance. Additionally, students perceived their future performances could be improved by choosing texts with subject matter more closely aligned to their academic field. The findings also reveal that most students feel that critically examining topics relating to Australian social issues are not helpful to the overall development of their critical reading skills.
-
ItemNo common view: Chinese students and Australian graphic design education( 2007)Graphic design relies on the use of visual elements to communicate and transfer messages to a predetermined audience. The effective implementation of graphic design solutions is consequently highly dependent on the societal and cultural influences that have shaped our understanding of the world. International students and local teachers often do not share this knowledge and as a result outcomes produced by international students in post-secondary graphic design education programs often do not meet teacher expectations. This research project used a qualitative approach; it employed the field methods of interview and visual analysis to gather data. The study followed three Chinese international students and their Australian teachers through the realisation of individual design projects. The cases were selected from three different post-secondary settings, using three course specific projects. This allowed for variation in actual situations to be observed, thus increasing project scope and depth. Chinese students were selected because they form the largest minority of international student in each of the environments. All participants in each case were interviewed at three stages: after the brief presentation, after the first critique and at project completion. The project aimed to track the processes of teacher and student alike, observing mismatch in expectations, processes and decision-making. The data collected provided the opportunity to identify points of choice and variation between study pairs, as they occurred. This data then allowed analysis of the complex, multilayered differences that influenced misalignment in practical outcomes. To achieve this, interview data was analysed to extract, review and align processes to final design outcomes. The visual data, in the form of the project design solution, revealed how the misalignment was manifest in the student's work. These two data sources provided insight into attitudes and beliefs of both teacher and student. The research has revealed variation in teacher and student visual meaning and design processes from the outset of the project. This variation is manifested in the final design outcome and visually reveals how meaning and aesthetic values are shaped by socio-cultural knowledge. The study shows that the misunderstanding between teacher and student is not a simple linguistic matter, but stems from differences in underlying assumptions. The need for open and transparent discussion of these assumptions in the highly subjective domain of graphic design is evident.
-
ItemLaying the foundations for surgical excellence: strategic alignment of questions in program evaluation( 2006)The question of how to prioritise program evaluation questions in the best way is an important issue for evaluation practice. This is because the prioritisation of evaluation questions can determine how resources are allocated to the program evaluation effort. Obviously, if critical questions are not addressed, then the information obtained may not be the most useful in terms of program improvement. In the area of Program Theory Evaluation (PTE), prioritisation of questions, emerging from a program theory, has been highlighted as a need. This thesis used case study methodology to investigate a novel method of prioritising evaluation questions in a program theory evaluation, with the intention of creating a strategically-aligned evaluation plan. The case study concerned the Basic Surgical Training (BST) program of the Royal Australasian College of Surgeon (RACS). The thesis set out first to develop the program theory for the BST program, and to construct a balanced score card (BSC) with respect to education within the RACS. Subsequently, the aim was to develop a strategically aligned evaluation plan for BST using the BSC as a quality framework of reference. Multiple data collection methods were used including document analysis, focus group interviews, and individual interviews. The findings from the data analysis were used as a basis for both the BST program theory and the BSC, termed the "RACS Education Quality Framework". The application of the BSC to the program theory then resulted in an evaluation plan for an aspect of the BST program, which was considered to be a priority by the RACS. The outcomes of this thesis illustrate the utility of this approach in prioritising evaluation questions in program theory evaluation. There are, however, a number of caveats that relate primarily to the commitment needed to develop the BSC and the complex program theory. Despite this, a number of recommendations relating to evaluation within the RACS, evaluation practice in medical education settings, and evaluation practice more widely have been made. Finally, the processes and outcomes described in the thesis provide the basis for further exploration of prioritisation of questions in program theory evaluation, and the concepts explored should have wider applicability to evaluation practice. Further work in other case settings would assist in defining the utility of this approach.
-
ItemMulticultural education: medical practitioners' experiential perspectives( 2006)This is a qualitative study exploring the experiences of medical practitioners in conducting consultations where the patient is from a non-English-speaking background. The purpose of this study is to present an overview of the medical practitioners' experiences in conducting culturally diverse consultations and their perception of their preparedness. This is to develop an understanding of their needs and their suggestions for training to ensure a high quality service is available for all. It was found that the combination of four levels of investigation into this subject was not in available literature. Data was collected from current medical practitioners, undergraduate medical students and their pedagogy team, prescriptive documents of the students' education, plus two affiliated observers. Questionnaires, interviews and document exploration were the data tools. The survey focused on the training of undergraduate students and their perceptions of their professional preparedness. Current practitioners, the undergraduate medical pedagogy team, a medical interpreter service manager, and a hospital unit manager were all interviewed. The prescriptive documents included the university handbook, the appropriate curriculum components and the Medical Council's Guidelines. Analysis of the data revealed a dichotomy between the prescriptions of multi-cultural education and the perceptions of the medical professions' preparedness in the subject. It also revealed that they believed they needed more preparation for multi-cultural consultations and provided suggested solutions. It is concluded that the medical practitioners require ongoing education, pre and post-registration, in cross cultural awareness and sensitivity. This is to ensure the same quality of care is available for the English-speaking background patients and the non-English speaking background patients. It is established that further investigation is required in order to determine the cause of the disparity between the prescribed education and the practitioners' preparedness.