Faculty of Education - Theses
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ItemRemediating the elementary mathematics of prospective primary school teachers( 1980)Three areas are reviewed: the knowledge of prospective primary teachers of basic mathematics, remediation programs in mathematics and the use of calculators as a learning aid in mathematics. A remediation program is described involving a diagnostic pre-test and consequent assignment to one of three treatments: self-study, group tutorials or individual tutorials. The purpose of the 10 week program is to help prospective primary teachers meet a competency requirement in mathematics which is mandatory for progress beyond the third semester of a six-semester course of primary teacher training at a Victorian university. The program covers understanding and knowledge of place value, whole number decimals and fraction operations, percentages, averages and measurement including metrics. The group tutorials were given one of two treatments: the use of calculators during the remedial program, or the same program without calculators. Seven hypotheses related to the effects of the program are described. Post-testing after the 10 weeks of the program showed very large gains by each of the three groups. However the calculator group showed no difference from the non-calculator group, a finding consistent with the literature. Discussion of the results and pointers for future study conclude the study, with one recommendation being that mathematics specialists be appointed to primary schools.
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ItemLanguage and thinking in action: how one primary teacher supports her students to enact and articulate their thinking( 2007)This study investigated how one teacher facilitates dialogue with and between primary-aged students, to assist their thinking, at a time when the introduction of a new curriculum in Victoria is placing explicit demands on teachers to meet rigorous standards in students' thinking. Its aim was to identify exploratory (Mercer 2002) or dialogic interactions (Wells 1999) in the context of problem-based or inquiry learning, so that educators will better understand how language-based techniques and prompts promote students' thinking and learning. A review of the current and relevant literature revealed that classroom-based research focusing on the relationship between language, thinking and learning as theorised by Lev Vygotsky and Michael Halliday, emphasises the important role of the teacher in challenging and extending students' thinking. A qualitative case study of the language generated by the teacher working mainly with a small group of her students was undertaken and discourse analytic techniques were applied to the data. The main findings of the study relate to (i) the teacher's use of some dialogic techniques that supported students' thinking and learning and (ii) alternatively the teacher's under-exploitation of teachable moments to fully promote students' thinking and learning using exploratory language.
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ItemTeachers and technology: experiences and perceptions of professional development( 2001)This study investigated professional development to support teachers' use of information and communication technologies in one primary school setting. It explored teachers' attitudes and feelings towards information and communication technologies and their perceptions about professional development to support them in this area. The ways in which this group of teachers are currently utilising information and communication technologies to assist teaching and learning processes were also investigated. Current practice and professional development experiences were explored to discover links, and to investigate participants' perceptions of effective types of professional development to support their use of information and communication technologies. Other support such as access, technical assistance and support from management were also explored to discover their impact on teachers' use of information and communication technologies. An exploratory case study approach was taken and both qualitative and quantitative methods utilised to cater for the richness of the context. Data were collected from three sources; documents relating to professional development for information and communication technologies, a survey of teachers' technology skills and use, and a semi-structured interview. Data management and analysis were computer assisted. The study aimed to discover the types of professional development and the modes of presentation of this professional development that would be most effective in assisting this group of teachers with their use of information and communication technologies. This 'human dimension' is the key to appropriate use of technology, as illustrated by a working party for the Directorate of School Education: �The Working Party considers that attention should be directed to the human dimension, which promises to provide the key to more successful implementation of information technology in schools. It believes the issue should be addressed through structured professional development programs based on information technology and an understanding of such matters as learning, change and the factors that affect school culture.� Directorate of School Education, Victoria (1994, p. 2)
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ItemThe attitudes of teaching college students to the role of primary teacher( 1978)The particular problem chosen here was one of 'normative consensus': to what extent were 150 second year students in the State College of Victoria at Geelong in agreement as to the forms of behaviour which could be regarded as appropriate when acting the role of primary teacher? More specifically in this case how much consensus was there regarding the role of the primary teacher in given situations as seen through the students' eyes, and as they perceived the college lecturers and the practising teachers to view this role? The students were asked to complete a set of four role-norm inventories developed by Foskett (1969). Each inventory contained 45 identical questions which examined four main areas of teaching, attitude to pupils (15 items) attitude to colleagues (10 items), attitude to parents (10 items) and 10 items concerning the teacher's attitude to the community. The students answered the inventories from four points of view: - R.N.I. 1 as they thought they ought to behave; R.N.I. 2 as they intended to behave when they began teaching; R.N.I. 3 as they thought the college lecturers would like them to behave and R.N.I. 4 as they thought practising teachers would behave. The norms and expectations were measured on a 5 point Likert-type scale. The data from the inventories were used to obtain the mean and standard deviation for each item. The means were then compared, item by item, to see if significant differences existed between the various role-setting at .01 level of significance. There was one item of significant difference between R.N.I 1 and R.N.I. 2, 12 between R.N.I. 1 and R.N.I. 3 and 21 between R.N.I. 1 and R.N.I. 4. The results indicated that students tended to identify with their college lecturers and to be opposed to the way they perceived teachers to behave, especially in the area of classroom interaction. Various weaknesses of the research methods employed were examined but nonetheless the evidence that the process of teacher training might serve to produce conflict between the novitiate teacher and the school was considered strong enough to warrant further investigation.
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ItemThe structuring of school teaching careers: a study of state primary teacher participation in the Professional Recognition Program( 1999)The Professional Recognition Program (PRP) was introduced to Victorian state school teachers as a new career structure during the early 1990s. The focus of this research project is one that looks at teachers' perceptions of the newly introduced PRP and career structuring. What are their views based on recent experiences? How well does the PRP meet their needs and aspirations? In order to explore this focus it was decided that the methodology of qualitative research, specifically the case study was appropriate. A single school site was chosen and permission gained from the principal, according to Department of Education requirements. Face-to-face interviewing was selected as a method that would achieve detailed and in-depth revelations. Five teachers who were currently experiencing the PRP were selected. The process involved the taperecording of interviews with each teacher, followed by transcription and analysis. The results consisted of a wealth of information showing an array of similar and contrasting perceptions held by the teachers. The most overwhelming reflection about the new PRP structure was in reference to the significant workload accompanying the new promotion positions. In fact this seemed to be the most significant deterrent for teachers seeking promotion. However, teamwork was seen by most participants to be promoted by the PRP because of the measures that had been put in place. The contingency factor of familial status, in particular the consideration of offspring, was found to influence career outlook. Both horizontal and vertical forms of mobility were valued but it appeared that family commitments were a determining factor over choice of mobility. This study showed support for the PRP, with advantages outweighing disadvantages. It is interesting to note that whilst the goals of the PRP were generally praised, the implementation process was questioned. Further studies that examine the effectiveness of selection criteria, processes of annual review and teacher workload may be of value. By examining such areas the positive features of career structures, such as the PRP, may be multiplied.
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ItemAn investigation into one experienced mainstream classroom teacher's implementation of the early years literacy program( 2004)Within the last decade in Australia, there has been an increased commitment to improving literacy standards with subsequent focus towards enhancing literacy education in the early years of schooling. This has led to the development of classroom-based literacy programs designed to meet the needs of all learners, including ESL learners. The Early Years Literacy Program (EYLP), a Victorian literacy initiative, was developed and is currently used by early years educators in all Victorian Government Primary Schools as a resource to plan for a strategic and comprehensive approach to early literacy achievement in the first five years of schooling (DET 2002). The study reported in this thesis investigates how one experienced mainstream classroom teacher, who does not have ESL training or receive ESL support, caters for the needs of a group of ESL learners within the Early Years writing program. An aim of this study is to build on the existing limited body of scholarship and identify areas of future research concerning the ways in which the writing component of the EYLP can be implemented to cater for the learning needs of primary ESL learners. As such, this research investigation is significant as it specifically examines the implementation of the writing component of the EYLP and explores the needs of Year One and Two primary ESL learners who entered school with limited English. This is in contrast to recent research that has focussed attention primarily on the reading component of the EYLP and young ESL learners in the early years of schooling. This investigation adopts a case study approach that allows for an in-depth exploration of one mainstream classroom teacher's implementation of the writing component of the EYLP and the detailed investigation of the needs of a group of ESL learners. As part of this study, the mainstream classroom teacher's teaching practice was observed during ten one-hour writing sessions. Other sources of data included a semi- structured interview, stimulated recall notes and samples of ESL students' written texts produced over a ten week data collection period. The findings of the study suggest that while the teacher was able to identify her ESL students areas of weakness in relation to writing, and whilst she recognised some of her students' needs, she often struggled to cater fully and effectively for her ESL students' learning requirements within the daily one hour writing program of the EYLP.
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ItemApproaches to learning mathematics in pre-service primary teachers( 1991)This study, about approaches to learning mathematics in pre-service primary teachers, sought to determine their quality of learning and to what extent their performance in mathematics could be shown to correspond with perspectives of mathematical knowledge. From the main sample of 92 First Years, data was collected on attitudes to mathematics, performance in other areas and mathematical workings. Error analysis and a system of indicators was used to determine quality of learning, using Saljo's scale (1984) and to relate the workings and attitudes to two schemes of perspectives on knowledge. These were Perry's Scheme (1968) and that of Belenky, Clinchy, Goldberger and Tarule (1986). The workings, approaches to learning and perspectives of two students who were interviewed, were used to relate the main sample findings to the schemes. The mathematical workings and explanations of these two students, who had failed the First Year mathematics unit, were related to Perry's 'dualist' and 'multiplist' perspectives and Belenky et al.'s 'Received Knowledge'. Many of those who failed the unit and some who had passed, appeared to have similarly low level perspectives on mathematical knowledge. Many responses of the passing students appeared to be associated with higher level learning and perspectives.
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ItemInclusion competencies of primary public school teachers in Iloilo city, Philippines: training needs( 2004)This study was undertaken to investigate the competencies necessary for primary public school teachers in Iloilo City, Philippines to work effectively in inclusive classrooms. The aim of the study was to find out the current competencies of the teachers, their perception of the importance of the competencies, their likely training needs and the relationship of the measures of their background variables with their training needs. To determine the training needs of the teachers, a needs assessment approach adapted from Witkin and Altschuld (1995) and Kauffman, Rojas, and Mayer (1993) was employed. A four-part self-assessment questionnaire - Scale of knowledge and Skills for instruction and Management of Students with Disabilities - Philippines Context (SKSIMSD-PC) was used to collect the data from 606 general classroom teachers. T-tests and analysis of variance were utilized to determine the significance of differences between the means. Correlation coefficient were also used to explore inter-relationship between variables. The major findings of this study were: 1. Almost all knowledge and skill competencies were rated by the teachers as significantly of high importance for them to be able to work effectively with children with disabilities in the regular classroom. 2. Teacher participants perceived themselves as moderately competent to teach in an inclusive classroom despite their extremely limited training and low level of exposure to children with disabilities. 3. Generally, a low to low-moderate level of training need was indicated by teachers on the competencies in which they perceived themselves as least competent. In . particular, their priority training needs are in the following competencies. (i) ways in which technology (assistive technology) can assist with planning and managing the teaching and learning environment; (ii) techniques for modifying instructional methods specific to the needs of the child (e.g., providing specific and appropriate accommodations); and (iii) administering, interpreting and using assessment data (from medical, psychological, and diagnostic reports) for instructional planning and, using verbal and nonverbal communication techniques (e.g. communication picture, sign language). 4. The teachers' pre-service and in-service training variables were found to be significantly negatively correlated with the six categories of training needs. There were no statistically significant correlations between training needs and the rest of the teachers' background variables. Most .of these correlations tended to be negative rather than positive. From these results it was argued that training in inclusion practices was a high priority for teachers in Iloilo City, Philippines.
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ItemBeginning languages other than English (LOTE) primary teachers: their professional development needs( 1990)The study concentrates on the investigation of the professional development needs of beginning Languages Other Than English (LOTE) teachers in Victorian government primary schools. It seeks to formulate system responses which would meet those needs. The literature on the professional education of teachers makes distinctions between induction, training and professional development. During the induction phase a process of professional socialisation is entered into and is an important aspect of this phase. A questionnaire was developed to explore the professional development needs of these teachers from two perspectives: firstly, to define their needs and secondly to identify system responses which would meet those needs. The questionnaire, administered to all LOTE primary teachers currently employed in government schools achieved a response rate of 62%. The background data identify three types of beginning LOTE primary teachers who considered other LOTE teachers in the school, principals and LOTE consultants to be the major source of assistance for them in their first year. Highly supported and appreciated induction activities are: programs designed for the LOTE primary beginning teacher and the informal assistance given by other LOTE teachers at the school. In terms of the identification of professional development needs of LOTE teachers in their first year, responses indicate that the need for information took precedence over the need for opportunities for skill development. This reflects the difference between meeting short term and long term needs. Responses from the questionnaire enabled the development of a list of needs ranked in order of importance. This was then matched with the sources of assistance which were identified by respondents and a checklist was devised. The checklist attempts to guide those interested in the professional development of beginning LOTE primary teachers towards identifying their needs. It also highlights the importance, of a co-ordinated approach by both school-based and non-school-based personnel towards the professional education of beginning LOTE primary teachers.