Faculty of Education - Theses

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Type: Masters Research thesis × Subject: curricula ×

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    The senior high school in western suburban Melbourne: a feasibility study
    Tomkins, Maxwell Robert ( 1980)
    The purpose of this study was to explore the feasibility of establishing a Senior High School in the Western suburbs which would enable the Education Department to offer the widest possible range of subject options to a large group of students rather than a series of restricted groups of subjects to small groups of students in a particular area of Williamstown-Altona. Collection of data was undertaken by the application of questionnaires to the students, parents and staff at give high schools, the students and parents being drawn from grades 10-12. Data were analysed by schools and across schools. The major findings were: 1. That a Senior High School needed to be accessible to the community in that continuing education should be readily available. 2. Technical and vocational subjects should be offered as well as the traditional academic curriculum. 3. Social science subjects were seen to be important to the overall development of students. 4. External examinations were considered less acceptable than internal continuing assessment. 5. There was a general belief that a Senior High School with its Junior High School complement would encourage greater student maturity. 6. Greater flexibility of organisation would result from the separation of junior and senior school levels. 7. The greater number of students at the Senior High School would permit a wide range of subject spheres. Based on the findings, several implications for practice were delineated.
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    Financial literacy and competency
    Steer, Robin Wayne ( 1993)
    This study attempts to identify and prioritise the knowledge, skills and attitudes which will equip secondary school students to become financially literate and financially competent in their future personal money management. A theoretical profile of financial literacy and competency is developed in light of relevant literature, a selective review of curriculum documents and textbooks, and a context analysis. The profile forms the basis for a questionnaire survey in which bank managers, financial counsellors and investment advisors were asked to rate the importance of sixty-nine items. Based on the perspectives of the financial practitioners completing the survey, thirty-eight items were identified as having a strong or very strong claim to be included in financial literacy and competency education. Items involving skills and attitudes were seen to be more important than those focused on knowledge. Highest priority was given to those items centred on an informed and responsible use of credit. In addition, high priority was attached to items related to realistic consumer spending, contracts, financial advice, saving, consumer ethics, consumer protection laws and budgeting.