Faculty of Education - Theses
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ItemInnovating as network building : a case study of the relational complexity embedding innovation in Australian schools(University of Melbourne, 2007)
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ItemWhat do 'at risk' boys say about their schooling experiences ? : creating agency for boys' views and feelings about school( 2008)The following discussion outlines the theory and operational methods that inform a general ethnographical study, designed to understand the views and perceptions of three 'at risk' boys relegated to a specialised Victorian state school. The methodology hopes to empower the male students taking part in the study by giving emphasis to the didactic importance of their views, opinions and experiences expressed during a series of interviews in which they participate. It is hoped that the boys will be able to identify areas of education that need improvement, and define real life problems within their own learning experiences, so genuine male learning dilemmas and insights are generated and debated in the research. However, Connell (1989, 1995) characterises boys as `inheritors of an all conquering hegemonic masculinity' and this classic feminist perspective seems to be preventing the evolution of a boys' paradigm in education by diverting attention away from boys' educational issues by asking `which girls' and 'which boys' are specifically disadvantaged. This generic ethnographical study attempts a pro-male research project which holds boy's views, opinions and experiences paramount in the research logic processes, and makes use of key foci descriptors conceptualised in recent government research and programmes to discover how young males experience and dialogue about their schooling lives.
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ItemParent professional partnerships in IEP development : a case study of a MAPS process( 2007)The practices, language and behaviours which professionals adopt when they meet with parents prior to Individual Education Program (IEP) planning may have a significant effect on the attitudes and capabilities families bring to the educational setting. During this case study the adult family members of a child with additional needs were observed as they addressed the developmental and programming needs of their child by participating in the McGill Action Planning System (MAPS) and a subsequent Program Support Group (PSG) meeting. Themes indicating attitudes or perceptions that empowered the family towards continued participation in collaborative teams for IEP development emerged in the observational data and were defined through the methods of informant diaries and semi-structured interviews. Less dominant quantitative methods were used to verify that the participant's ongoing attitudes towards parent professional collaboration corroborated with the final themes of flexibility, unification, satisfaction and function.
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ItemThe vertical curriculum meeting the needs of students of high intellectual potential( 2000)This pilot project investigated one Victorian Independent School's implementation of the vertical curriculum in Grades Five and Six in over a one-year period in 1998. The study sought to evaluate the effectiveness of the vertical curriculum model for students identified as intellectually Gifted, High (Gifted and Bright) and Mainstream (Average, Low Average and Low) students by reviewing the students' progress in mathematics. Using Progressive Achievement Tests in Mathematics at the beginning and end of the year the identified Gifted, Bright and Mainstream students' progress was monitored to track their mathematical development, consisting of - achievement or progress made. The cohort reviewed consisted of eighty eight students incorporating eleven identified intellectually Gifted students, thirty three Bright students and forty four Mainstream students, as identified by the Raven's Progressive Matrices. The findings indicated firstly that an advanced level of mathematical achievement was found for the identified Gifted students. Secondly, it was found that the vertical curriculum assisted the Mainstream students as they showed significant mathematical progress. The findings indicated that the vertical curriculum provided an equitable educational option for the identified intellectually Gifted, Bright and Mainstream students.
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ItemPaulo Freire : conscientization. the road to freedom( 1978)Freire's chief concern with regard to the oppressed in Brazil involved a view of education as a tool for social and political change. Conscientization is the - method by which he aimed to achieve change. His programme however, should be seen, not as an isolated effort to liberate the oppressed; it should be viewed in the context of other programmes that emerged in Brazil at the time. These were mainly inspired by radical Catholic action groups and characterised by the need to achieve the process of self-realisation along populist lines, that is without interference and indoctrination. Freire's programme came after exploring the traditional methods of adult literacy and rejecting them as bankrupt. His method involved a problematisation of the themes of the life of the oppressed and a representation of that problematic to them for their identification and critical analysis. This was achieved by means of dialogue and in the course of group meetings where co-ordinators and students held equal. status. Concurrently with dialogue, ABC literacy took place; words arising out of discussions of themes formed the basic material for the ABC course. Much depends on the co-ordinator for the success of the method. Generally Freire's critics focus their attention on him as a potentially manipulative agent and as such, no better than the cruel masters from whom he is attempting to rescue the oppressed. Freire's principles governing his theory and method however, are so clearly enunciated, so tightly knit together, that an internal unity emerges from the programme as a. whole, which in itself, acts as a deterrent to abuse and distortion. Finally, two questions arise from the study of Freire's conscientization: one is whether revolutionary action would naturally follow from it; the other is whether Freire's adherence to absolute authenticity is emphasised to the detriment of an essential aspect of the task, which is the mobilisation of the oppressed into an effective task force to bring about revolutionary change, Both questions are closely linked together. It may be more realistic to view Freirets programme, not as a task achieving revolutionary action itself, but as an effective preparation for it and as such an honest and therefore necessary part of it,
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ItemThe educational theory of G.H. Bantock in the context of British educational thought 1965-1975( 1990)The 1960s and early 1970s witnessed changes in many social values in Britain; the educational world was not immune to the turbulence of these years. The classifications of `traditionalist', `conservative', `progressive' and 'radical' were attributed indiscriminately to the wide spectrum of party affiliations. As a result, the characteristics of these `parties' became difficult to isolate amid the vague condemnatory generalisations and intense criticism of personalities which characterized the period. G.H. Bantock (b. 1914) was considered a prominent traditionalist of these times, and as such, attempted to swim against the tide of what he believed was an increasing, uncultured progressivism. This study attempts to present a summary of Bantock's principal concerns, and to offer a profile of the main thrusts of the arguments which he advanced in over eighty major publications. As a subsidiary theme, it considers the nomenclature of the period, particularly from the perspective of the traditionalist, and seeks to isolate the foundations of that philosophical stance. Part 1 is a summary of the main concerns which consumed Bantock's attention during his career. Part 2 considers the means by which Bantock believed the problems of contemporary education could be solved, and Part 3 presents the author's evaluation of the ideas outlined in the previous sections.
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ItemThe confused Frenchman : some considerations of 'freedom' in Rousseau's writings and its educational implications( 1987)The focus in this thesis is the concept of 'freedom' and, more specifically, how this concept is used by Rousseau. An attempt will first be made to clarify the meaning of 'freedom' and then Rousseau's discussions about it will be examined. Particular emphasis will be placed on an analysis of educational freedom and what Rousseau writes about it, especially in Emile. It will also be argued that the ideal political freedom that Rousseau proposes in The Social Contract is an extension of the freedom he talks about in Emile. Some critics have levelled the charge that Rousseau is not consistent in his definitions of what constitutes freedom and Max Rafferty has even referred to him as 'the confused Frenchman'. In this thesis it will be argued that this confusion is only apparent and not real. In this respect, the critical literature about Rousseau's theories on freedom will be analysed in an attempt to show that there is indeed an internal consistency of definition in Rousseau's works and that his view is of positive, rather than negative, freedom.
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ItemFrom the general to the particular : connecting international classroom research to four classrooms in Brunei Darussalam( 2009)This doctoral research project set out to investigate whether large-scale international classroom studies have the capacity to connect with and offer insights into the classroom practices of individual teachers in Brunei Darussalam (hereafter, referred to as Brunei). In this study, the categorising scheme and results of the 1998-2000 Third International Mathematics and Science Video Study (TIMSS-99 Video Study) were used to examine the practices of four Grade 8 mathematics classrooms in Brunei. The practices documented in the four Brunei classrooms were then compared with the practices identified in the seven countries that participated in the TIMSS-99 Video Study. The comparative analyses were made possible by the application of the analytical codes of the TIMSS-99 Video Study to the Brunei video data. Adapting the Learner's Perspective Study (LPS) data collection methods (lesson sequences, interviews and an additional questionnaire) in combination with the analytical framework of the TIMSS-99 Video Study, generated a substantial body of detailed data about each of those four classrooms, sufficient to characterise the practices of those classrooms using the TIMSS-99 Video Study coding scheme and to support comparison with the TIMSS-99 Video Study findings. Connecting the generality of the TIMSS-99 Video Study findings to the specificity of the four classrooms studied in Brunei revealed both similarities and differences between the patterns of practice evident in the international and local data sets. In addition, the study addresses the question of how these similarities and differences might be used to inform classroom practice among the four Brunei teachers. Certain characteristics were common to the 20 Brunei lessons analysed: (i) The consistent shortness of the Brunei lessons (about 22 minutes), (ii) The consistent use by the Brunei teachers and their students of short spoken public utterances (typically less than five words); and, (iii) The relatively high "connectedness" of the Brunei mathematics lessons in comparison with those lessons analysed in the TIMSS-99 Video Study. One reading of my findings is that between-teacher variations problematise the usefulness of national typifications of practice. On the other hand, studies such as the TIMSS-99 Video Study can offer us salient dimensions of practice that alert us to characteristics of familiar classrooms that might otherwise go unnoticed.
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ItemEducation in Papua New Guinea( 1951)Material advances in living standards over the whole area and throughout total communities are necessary to promote the social welfare and development of the native peoples of Papua New Guinea. The terms, Fundamental Education, Community Development and Mass Education, are more comprehensive than the traditional term, Native Education, and indicate a much wider field for the educational sociologist. The project in Fundamental Education in Papua New Guinea, which is an integrated plan of sociological and technological advance for the native people, is known as the New Order, and took form as the Japanese were driven from the territories. More than usually difficult tropical environments have retarded scattered groups of native people, of great ethnic variety, speaking different languages, using primitive and restricted technology and living in varying stages of physical debility, disease, superstition, ignorance, malnutrition and helplessness in the face of increasing westernization. The recent war increased welfare problems. Although the natives show unexpected adaptability and resilience, westernization, with absentee labour, 'bully beef economy' and introduced disease, has added to the poverty and weakness of the native societies. The natives need urgently basic techniques of living. Later, there will have to be considerable material and technological advances to enable these native people to take a full share in the development of their country. The educationists have two important tasks : (1) The task of designing the community projects and directing the practical, material enterprises towards desirable social development. In Papua New Guinea this task is the responsibility of the Administrator. The departmentalised form of organisation of the Administration of Papua New Guinea tends to conceal the share of the Director of Education and other heads of departments in this task. (2) We must not assume that the native people will acquire our ideas and attitudes or follow the course that we consider desirable. Material changes, and enrichment of native communities need changes in attitude and ideas on the part of the native. The techniques of Mass Education must be used to explain, cajole, coerce, persuade, enlighten and discipline the native people about the new materials and new methods. Universal primary education is the aim of long range plans for this purpose; but the present needs of the native people require these long range plans to be supplemented by all available means of propagation and mass conditioning. The present Director of Education is specially qualified to resolve disconformities of acculturation, from a psychological viewpoint. The evidence indicates that the natives react favourably to large scale and seemingly disruptive material change, and that psychological problems of westernization can be exaggerated. It is helpful to maintain the native's sense of security, and one of the ways of doing this is to preserve the dignity of native languages, ceremonies and cultural life. Voluntary bodies, the Christian Missions, have been engaged in the work of welfare and development of the native people for more than sixty years. With the advance of their civilising mission, they have been able to introduce refinements of method and have extended their range. Following the war, many of the missions have staged a brilliant recovery. They are progressive in educational method and take a large share in the social welfare and development of the native people. The diffusion of essential westernization and the propagation of desirable attitudes among the native people are very important aspects of education in Papua New Guinea. Particular attention is paid to formal and informal methods of diffusion, and mass communication. Films, broadcasting and publishing receive attention, for they seem to present efficient mechanical means of disseminating and humanising knowledge at a level that may be useful in the conditioning of illiterates. Diffusion, propagation and general and thorough dispersion to all the native people, of the new ways of living, is the task of education. Indeed, this is almost a definition of education. The present Director has boldly pioneered the use of films and broadcasting, and, as far as the preparatory organisation, has been most successful. There is no comparable achievement amongst retarded multilanguage groups anywhere. So far it has not been possible to establish rapport, nor to exploit the full possibilities of these and other media. Probably the best means of diffusion of the new techniques is that process herein called social learning and imitation, and left unanalysed. Successful enterprises, in which the natives themselves have taken part, and have shared in the benefits thereof, seem to be the best incentive to the spread of new techniques. A number of circumstances, including the departmentalised system of organisation of the Administration, have tended to restrict the Director of Education to a pedagogic role. There has been an unfortunate tendency to restrict the full sociological significance of important groups (for example, women - the education of women and girls) to a single aspect of their social development, namely, pedagogic institutions. The Director has not had directive control over the sociological aspects of the work of the various technical departments. An isolated school system could do much harm by educating for a non-existent economic situation. The Director has had to resist firmly the establishment of schools ahead of a careful programme of training for native teachers and leaders. At the same time he has encouraged experiments. There are a number of interesting new government schools. Among the many achievements of the present Director of Education has been the provision of schools for the children of the Europeans of the territories, and for the Chinese. The New Order is an enterprise in Fundamental Education worthy of favourable comparison with any oversea project. There is no doubt about the ultimate success. At present the Administration is at the transition stage between welfare work following the war and the preparatory work for development, and the implementation of overall plans for the development of the resources of the territory. The crucial question arises about education in Papua New Guinea. Having already spent, or earmarked for spending, �40 million in reconstruction, welfare and in preparatory organisation for development, will the Commonwealth Government continue to assist with increasing expenditure, without return, a social and economic developmental programme designed to increase permanently the resources of the territory, to enrich the native people and raise their standards of living, and at the same time, to leave them in full control of their government, their land and cultural and ceremonial life?