Faculty of Education - Theses
Permanent URI for this collection
Search Results
1 - 10 of 92
-
ItemCreativity in literacy : making meaning in the middle years( 2004)Literacy is often described as either a social phenomenon or a functional one - it is rarely viewed as an imaginative or creative phenomenon. Yet the processes involved in the development of literate identities are akin to roleplay; readers and writers try on different stances as they engage in various ways with diverse texts, and this requires a capacity for imaginative projection. A `creative age' has been proclaimed in Western societies. Creativity and high levels of literacy are prized for their perceived capacity to fit people for the anticipated rapidly changing circumstances of the future. However, while vast resources are devoted to developing literacy in education, aspects of schooling may discourage creativity, and, indeed, the kind of literacy (or 'literacies') required for this new era. This thesis argues that much might be gained by reconsidering imagination and creativity for educational purposes. It recounts psychological approaches to studying creativity, which, despite limitations, have led to a model that is useful for identifying the `locus of creativity' - a systems model of creativity (Feldman, Csikszentmihalyi & Gardner, 1994). This model is re-evaluated so as to theorise a systems model of student creativity. The term `literacy' has come to signify many different things in education, and the complexity of the phenomenon is discussed to show how imagination and creativity are integral to it. An acknowledgment of their role offers exciting possibilities for middle years curriculum in particular. This investigation into the place of imagination and creativity in literacy involved the analysis of `official' curriculum documents and of two case studies - one Year 9 and one Grade 5/6 teacher and their English/literacy classes. This permitted observations of the ways in which curriculum is enacted in classrooms. The fieldwork revealed data about common constructions of creativity, and where it inheres in literacy.
-
ItemRater consistency and judgment in the direct assessment of second language writing ability within the certificates in spoken and written English( 1998)The introduction of competency-based models of language and literacy education in Australia has, to a large degree, coincided with an increased emphasis on direct assessment as the most common means of evaluating second language writing ability within the Adult Migrant English Program. The key problem in directly assessing writing ability is having two or more raters arrive at a similar judgment or rating for the same piece of writing. While there is a long tradition of research on rater consistency and judgment in the holistic assessment of writing ability, similar research on the direct assessment of second language writing ability within the context of competency-based language and literacy education is almost non-existent. This study aims to determine the degree to which the performance criteria designed to assess second language writing ability within the Certificates in Spoken and Written English can ensure acceptable levels of rater consistency, and to describe the decision-making behaviours and strategies used by raters when reading for the purposes of assessment. The think-aloud verbal reports of six experienced ESL raters assessing three texts written by intermediate level adult ESL learners were transcribed and subjected to a rigorous interpretive analysis. In terms of rater consistency, analysis of raters verbal reports indicated that while there was generally a high degree of rater consistency at the overall performance or text level there was considerably tess agreement at the level of individual performance criteria. Analysis of the data revealed that raters adopted distinctive styles or approaches to reading for the purposes of assessment and that raters interpreted and applied the performance criteria statements in a range of different ways. These findings have significant implications not only for the development of competency-based assessment procedures but also for the training of raters. v11
-
ItemThe holistic nature of literary knowledge : a perspective of authorial meaning and legitimate significance as a unique aesthetic experience( 1986)Literary knowledge represents the state of affairs in the holistic nature of literature. Within the scheme of co-ordinates that constitute the holistic nature of literature, legitimate aesthetic experience cannot occur unless a valid interpretation of meaning is considered as the probable intention of the author. Understanding meaning initiates legitimate aesthetic experience as opposed to an aesthetic awareness that inadvertently distorts authorial intention to satisfy wishfulfilment gratification of the audience. Validity in interpretation implies satisfying the conditions of knowledge, in that agreement in .judgements about literature is possible. Yet, though meaning may satisfy the conditions of objectivity, each legitimate aesthetic experience is peculiar to the individual's empathic relationship to the valid interpretation. . The significance of the text may be an ineffable aesthetic experience which is a self-evident form of knowledge. The synthesis of Hirsch's theory of 'meaning and 'significance' with Hirst's belief that literature is ? 'unique form of knowledge' gives a dual nature to, and foundation for, the epistemological status of literature. Consequently, there is justification for teaching literary knowledge in texts and procedural knowledge for construal of valid interpretation. Interpretation and criticism have different functions. One attempts to give coherence and objectivity to textual meaning, while criticism imbues a valid interpretation with a 'unique' knowledge that is relative to the dynamic of history and the dialectic of criticism. If students are to perceive in some degree the holistic nature of literary knowledge, then trainee teachers ought to be familiar with the synthesis of Hirsch and Hirst which is a primary principle both in the construal of textual meaning and in the attempt to express legitimate aesthetic experience.
-
ItemThe political ramifications of changes in the delivery of nursing education in Victoria( 1993)The purpose of this research was to determine; whether, between 1974 and 1987, undergraduate Nursing education in the Colleges of Advanced Education tended to politicize the new recruits to the profession via curricula. whether those asked to participate in the research believed that there was a level of information being provided during their Nursing course which they considered to be political in nature. whether those asked to participate in the research believed that this level of information that they considered to be political in nature influenced their subsequent participation in activities which could be considered in turn to be political in nature. what constraints in the workplace were identified by those asked to participate in the research, which may have adversely effected any political activity they may have been involved in, or influenced by. whether there were any other real or conceptual factors not identified or not specifically addressed in the research which could have impacted on the research participants, and possibly influenced their responses, and thus, research outcomes. Subsequent to the research, the information obtained would be scrutinized for possible outcomes, ramifications and commented on. This process is more formerly addressed in the methodology.
-
ItemPredictors of performance in arithmetic in the middle years of primary school( 2002)While the amount of research into difficulties in mathematics has increased markedly over recent years there continues to be a need for more research into mathematics in the middle years of Primary School. The present study examined the extent to which performance on various maths related processing tasks (e.g. reading numbers, reading number statements, mental arithmetic) and measures of maths understanding (e.g. numeration and counting) predicted maths computation ability as determined by performance on typical Year 3-5 un-timed pen and paper arithmetic tasks. Analysis consisted of a stepwise regression for each of the three year levels. Some of these tasks were found to be highly predictive of achievement in arithmetic. The multiple regression was not only significant at each of the three year levels but accounted for a substantial proportion of achievement criterion variance: Year 3: 61%, Year 4: 59.8% and Year 5: 61.5%. Achievement in arithmetic was best predicted by a combination of factors at each year level with some similarities occurring across levels. The most striking of these is Mental Arithmetic: multiplication which was found to be a predictive factor at all three levels. Other significant predictive factors included Mental Arithmetic: subtraction (Year 3), Numeration: tens of thousands (Years 3 & 4), Processing of 4-digit numerals (Years 4 & 5), and Mental Arithmetic: addition (Year 5).
-
ItemVedic education (Gurukula) in a contemporary context : considerations for a Krishna conscious thinking curriculum( 1997)This thesis presents the Vedic system of education (Gurukula) in a contemporary context. By means of a detailed description and analysis of the essential characteristics underlying the rationale of Vedic education, the Gurukula system is defined from within the tradition it has evolved. I examine the social dimension of Vedic education and consider the importance of a supportive culture. The organisation of society according to varna-asramadharma is described within this thesis and the original intent of its conception defined. Education is described in terms of its purposive nature, the goal being to develop consciousness. Krishna consciousness is described as a state of reality which enables the soul to identify as spiritual, and in that capacity discriminate between spirit and matter. Individuality in this analysis is defined as the constitutional position of the soul. The sanctity of the individual is maintained throughout human life by recourse to the proper use of intelligence. The Gurukula endeavours to provide a framework within which its members can develop the capacity to cultivate a level of consciousness suitable for participation in the culture represented by the Vedic world-view. I have argued a case for developing appropriate curriculum, which enhances both the culture and the process. The educational implications of teaching children to discriminate within a religious framework, while at the same time maintain their independence and power of critical thinking is a challenge. An appropriate program for providing children with the power of discrimination is considered an essential element of education in this thesis. The Philosophy for Children program established by Lipman and colleagues provides educators with a process for encouraging better thinking in the classroom. An essential element in this program is the development of "the community of inquiry". Religious education delivered according to the philosophical inquiry model is recommended in this thesis. This research specifically aims to assist the development of primary curriculum.
-
ItemAssessing the writing of Chinese as a second language learners( 2005)This thesis is concerned with the assessment of Chinese as a second language in the Language Other Than English (LOTE) program in Victoria schools. In particular, its purpose is to investigate how Victorian secondary Chinese teachers carry out a common assessment of Chinese Second Language (CSL) students and Chinese Second Language Advanced (CSLA) students. The study explores how eight VCE Chinese teachers differentiate their assessment between five CSL students and five CSLA students' performance in a writing test. Teachers adopted the official criteria to assess the written samples, including holistic scales and analytical scales. The results indicate that there is little stable agreement within the teachers of how to differentiate between the two levels. Moreover, lacking a training process prior to assessment, teachers' judgements are mainly based on their own expectations and their interpretations of official criteria are heavily influenced by their various experience and backgrounds.
-
ItemInvestigating the growth of teacher knowledge on teaching reading through a professional development program( 2007)This thesis is an investigation of the growth and development of teacher knowledge on teaching reading to students with reading difficulties. The effect of a professional development program was examined to achieve the aim of this study. Thirty preschool and elementary school teachers volunteered and attended a 10-day professional development seminar that focused on understanding the processes in learning to read, identifying and remediating reading difficulties. The teachers' subject matter knowledge and pedagogical knowledge were tested using two separate tasks, before and after the professional development seminar. The data were analysed using both quantitative and qualitative data analyses procedures. The results indicate that a professional development seminar can significantly raise both teachers' subject matter and pedagogical knowledge on teaching concepts and procedures that research had earlier identified as essential for teaching reading. The results of investigating subject matter knowledge at pre-testing showed that there are clear gaps in what teachers know from what they should know. Particular concepts were identified to form part of what teachers know and concepts that are unknown to the teachers. The investigation of the growth of this knowledge showed that there are concepts that are more readily learned compared to others. The audit of teachers pedagogical knowledge at pre-testing revealed that teachers knew procedures that are consistent with the recommended teaching procedures for teaching literacy to students with literacy learning difficulties. The investigation of the growth of this teacher knowledge showed that there are teaching procedures that teachers have effectively learnt from the seminar. The investigation of the relationship between how teachers learn concepts for subject matter knowledge and procedures for pedagogical knowledge showed no relationship using statistical analyses. However, through qualitative analyses, the evidenced showed that the terms that teachers used on the instrument for investigating pedagogical knowledge revealed a strong relationship with subject matter knowledge growth. The teachers at post-testing showed a tendency to use concepts in literacy learning that they did not know at pre-testing. The evidence from this study lends support to notion that teachers learn new subject matter knowledge and pedagogical knowledge in an integrated manner. From this study, recommendations for the development and implementation of professional development programs for teaching reading are drawn. The value of a solid knowledge base for such recommendations is underscored. Recommendations are also made with regards to improving efforts to investigating teacher knowledge as a means to improve educational practice.
-
ItemHow does teacher questioning influence the verbal responses of Asian background ESL learners?( 1999)This thesis is a case-study of two English as a Second Language (ESL) teachers working with one class of tertiary level students from Asian backgrounds in a large English language centre. The thesis seeks to explore the types and frequencies of teachers' questions and the extent to which the length of student responses is affected by those questions from both a quantitative and a qualitative perspective. Teachers' and students' attitudes towards questions are examined as well. In relation to the form of questions, the study found that the two teachers asked significantly more X-questions than nexus and alternative questions, which was congruent with their preference for question types. However, in terms of the function of questions, one teacher asked more referential questions while the other teacher asked more display questions (Long and Sato, 1983). The study found that statistically, topics, in general, did not influence teachers' selection of questions and students' responses. On average student answers to either kind of questions were short, though individual differences did exist. However, through a close examination of the transcripts of these individual lessons, the conclusion was the opposite. Topics did affect the formation and function of the teachers' questions and students responses as well. When talking about topics with which students were familiar and which required less vocabulary, teachers' tended to use X- questions and they were usually referential. Those questions triggered longer student utterances. Display questions, on the other hand, were often used to check knowledge, and students' responses to these were short. This suggests that referential-like X-questions are powerful in the certain circumstances where students are familiar with the topics they are talking about. Teachers' appropriate application of such questions might trigger longer students' utterances and gradually facilitate the development of learners' oral competency.
-
ItemAn investigation of Australian OECD Pisa trend results( 2009)This thesis investigates a range of equating-related issues for the Australian data collected under the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA). The implications for Australia's reported trend results are considered in detail. Following the exploration of differential item functioning (DIE) and dimensionality of the Australian PISA scales, a single scale, over all three PISA cycles (namely 2000, 2003 and 2006) for each major PISA domain (namely Reading, Mathematics and Science) was constructed. Previous published PISA results have employed a common reporting scale across all cycles for Reading, however scales common to all cycles have not been utilised for Mathematics or Science. Two further classes of equating issues are considered in this paper. First four different approaches to equating were used - two different treatments of missing data as well as two different item sets (all items and link items only) were estimated for each scale - and for each approach the implications for trends were discussed. Second, the equating approaches studied here used item parameters which are set at the country level rather than at the international level, thus allowing an examination of the impact of country DIF on the Australian trend results. Australian PISA trends were first explored in terms of means and standard deviations, and then in terms of the overall shape of the estimated performance distribution. This was achieved through the use of Q-Q (Quantile-Quantile) plots. Where applicable, comparisons were made with published trends. While results showed many similarities between models and published results, some differences were found. Australian PISA Reading means were statistically significantly lower when treating all omitted (or missing) responses as not administered at the item calibration stage compared to treating embedded omitted responses as incorrect and trailing omitted responses as not administered in PISA cycles 2003 and 2006. Between 2003 and 2006, published Australian Mathematics means were significantly lower than those found in this study. The published results showed a decline in means between 2003 and 2006, whereas the results reported here showed no change in the Australian means between these two cycles. Published Australian Reading distributions reported a decline from 2000 to 2003 and 2003 to 2006 in the number of Australian students located at the top end of the performance distribution. Between cycles 2000 and 2003 there was a decline from around the 70th percentile onwards and between cycles 2003 and 2006, the decline was even more severe; the higher the ability group the higher the decline from around the 20th percentile onwards. These estimated changes in the distribution shape were not replicated here, where the Australian data is analysed independently of the international data. The reanalysis undertaken here found a decline between the first two PISA cycles, but remarkably in the bottom 15 per cent of the distribution only. Between cycles 2003 and 2006 an almost constant decline across the whole proficiency distribution was found and not a decline that was limited to the top end of the distribution. The reported results highlight some of the potentially important differences that can occur when different analysis methods are used.