Faculty of Education - Theses
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ItemA contract with education : Alice Hoy, 1893-1976( 1988)This is a biographical approach to the personal and intellectual development of Alice Hoy, a development which in turn shaped her contribution to teacher education in Victoria. The period I have covered does not go beyond Hoy's retirement from the Education Department and is concerned with her professional life during that time. Her work as a committee woman on various educational boards and councils is not included. Hoy was a pupil at the private University High School in the first decade of this century; in her first degree, a BA at Melbourne University, her major study was History which she continued with her MA, and later study of Law confirmed a natural tendency towards logical argument and gave her an LLB. After taking her Dip.Ed., Hoy became a teacher with the Education Department at the old University Practising School, and from there was invited to do Method lecturing at the School of Education at the University of Melbourne. Her early contribution to teacher education was made through her lectures at the School of Education and at the Melbourne Teachers' College as well as through the practical work at UHS, while her textbook on civics was used widely in schools. Her appointment is the first Principal of the Secondary Teachers' Training Centre was the high 'point of her career. She began the Centre, which became the Secondary Teachers' College, in 1950, and remained Principal until her retirement at the beginning of 1958.
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ItemProfessional development of teachers and its contribution towards creating a learning community: a case study( 2002)This thesis examined the professional development programs available for teachers in service at a Victorian independent school and the contribution of these programs towards creating a learning community. A learning community was described for the purpose of this thesis as a successful shape of an organisation that is continually expanding its capacities. In order for schools to achieve that, transformation in teachers' perceptions of their own learning and professional growth must occur, and professional development of teachers should be embedded in their practice and anchored in their day-to-day life. Through a qualitative case study approach, the investigation explored teachers' attitudes and perceptions towards their learning, the professional development programs available to them and the contributions of these to the development of the school as a learning community. The research was concerned with identifying what is an effective professional development program from the perceptions of participants, and the characteristics of the school as a learning community. The study aimed at informing both the implementation of appropriate professional development programs and future policy formulation at the school under study, as well as challenging teachers' perceptions of their learning and role. Participants from the case study were interviewed using open-ended interview questions. The analysis of responses showed that participants perceived themselves as lifelong learners, understood their role as educators in a rapidly changing environment and preferred professional development programs that were embedded in their daily life to meet their needs and those of their students. Findings also showed that the school's leadership role had a significant impact on the learning that occurred at personal, interpersonal and organisational levels.
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ItemThe motivations of youth work students in formal education: implications for instructional design and teacher/student support( 2008)Each year within Technical and Further Education (TAFE) institutions across Victoria, individuals apply to study a myriad of Community Services courses. Anecdotally, educational facilitators have suggested that many individuals undertake these courses of study for personal reasons rather than for vocational outcomes. This project explored the reasons why individuals seek enrolment into Certificate IV in Youth Work or equivalent courses, and whether these courses meet the expectations of students. Two Victorian Technical and Further Education institutions agreed to participate in the research, and students enrolled in the Certificate IV in Youth Work were invited to take part. Constructivist Grounded Theory methodology was used to explore why individuals chose to study the Certificate IV in Youth Work. Questionnaires, interviews, and follow up questionnaires were used to engage with two groups of students throughout their year of training. At the beginning of the year 64 novice youth work students were asked to complete a questionnaire that explored their reasons for enrolling in the course, their understanding of youth issues and their perception of youth work as a career. Later in the year four students participated in follow up interviews and another seven individuals who had been unable to participate in interviews, completed open ended questionnaires to explore themes that emerged out of the initial questionnaires more deeply.
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ItemConfucian confusion: a western analysis of the efficacy of contemporary workplace training methods in a multicultural environment( 1999)This research investigated the extent to which experiential training techniques are appropriate for use with multicultural groups by testing an assumption that a dissonance exists between the perception of training efficacy assumed by "Western" adult education methods, and the concomitant perceptions of training participants of Asian/Confucian background. Data relating to the research question was collected through a process of interpersonal interviews with adult educators working in Victoria and from focus groups involving people of Confucian background who have participated in workplace based training. The responses of the two groups were compared and contrasted. The research found that significant difference of perception exists between the two groups. The research identifies opportunities to render training programs more culturally inclusive through adaptations to program structure, processes, attention to learning styles, the level of interpersonal interactivity and the training environment. The research proposes that we are often unaware that our accepted notions and most ethically based intentions are often blinkered by our subconscious cultural socialisation. The implications of these findings are significant for those who have the responsibility to design, implement and coordinate workplace education and training. The research concludes with suggestions for changes in practice and recommendations for future research.
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ItemUsing computers in grade two: a case study of two teachers( 2001)The purpose of this study is to examine how a small group of Grade Two teachers are using computer technology with children in their classes. Computer technology has become a major focus as well as an integral part of teaching and learning within the Primary School. However, current studies into how teachers of junior primary grades are using computers in the classroom are scarce with the emphasis of research tending to be more concerned with the effects on the students. This study is based upon a series of interviews and observation sessions in which the participants reflected upon their beliefs about computer technology and its place within a junior primary classroom. The study identifies that teachers are aware of the importance of exposing their students to computer technology and are attempting to meaningfully embed the use of computers into the curriculum by planning activities that are relevant to the learning that is taking place within the classroom. It also identifies, however, that such use of computers is heavily dependent on the individual teacher. There is a need for a professional development program to be implemented that will assist the teachers to use computers to supplement and extend their students learning experiences.