Melbourne Graduate School of Education - Theses

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    A cross-age comparative investigation of students' attitudes towards computers as a tool to support learning in years 7-12 science classes
    Waddington, Carolyn ( 2000)
    This thesis documents a cross-age comparative investigation of students' attitudes towards computers as a tool to support learning in Years 7 - 12 science classes. The study was set at the secondary school campus of an independent girls' school in Victoria. The secondary school is broken into three relatively autonomous groups, the Junior Secondary School (JSS), the Middle School (MS) and the Senior School (SS). Data was collected by a survey administered to 1215 students in Years 7 -12 science classes. Results of the survey were analysed using Analysis of Variance (ANOVA) and post hoc Bonferonni analyses. This study aimed to investigate the ways computers are used in science classes. Word processing and the internet were the most common computer uses across the school. A comparison of students in JSS, MS and SS's preferred frequency of use of computers in science classes was undertaken. JSS students preferred to use their computers more frequently in science classes when compared to MS and SS students. An investigation of the uses of computers in science classes that students found beneficial to their learning of science concepts was undertaken and compared across the three school groups. Students' attitudes towards computers as tools to support learning in the science classroom was investigated. The majority of students in all school groups felt the computer was a beneficial support for learning when completing assignment work and was a beneficial tool for presentation. However, it depended on the number of years of computer experience in science classes as to whether students felt the computer was of benefit to their learning of theory or practical work. Aspects of computer use at school in general, that students liked or disliked was determined. The stage of the curriculum that students were currently in, was the major determinant for the students' attitudes towards the use of computers as a support for learning.
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    Vietnamese readers and English reading : a survey of students' beliefs about and attitudes towards English reading
    Nguyen, Thi Thanh Thuy ( 2000)
    This thesis deals with the beliefs about, and attitudes to, English reading of Vietnamese students in their first year at Australian universities. Data were collected using a questionnaire, based on a review of research on second language reading in relation to affective factors, and on the concept of attitudes as a multidimensional construct. Attitude in general or attitudes to English reading in particular cannot be directly observed or measured but can only be inferred from the manner in which a reader responds to questions related to beliefs, feelings and attention regarding English reading. The theoretical background on which this study was based regards second language (L2) reading as a socially situated process. Regarding the students in this study, their English may have been influenced (i) by the first language reading instruction they had received, (ii) by their own social and cultural background, (iii) by their attitudes to the target language, its culture and its native speakers, and (iv) by previous experiences of learning to read in a new language. The findings of the questionnaire reveal that most of the 27 respondents to the questionnaire chose the culture of the target language (English) as the main factor making them want to read in it. Three other hypothesized factors - Vietnamese language reading experiences, previous experiences of learning English in Vietnam, the target language and its native speakers - did not appear as important factors in their beliefs about English reading and attitudes to it. The most interesting findings were about their attention to English reading. Although on the whole they possessed positive attitudes regarding the English academic reading process, they showed only a low level of endeavor to improve their English reading. The fact that the number of participants was so small was one of the main drawbacks with the study. However, since affective factors have not gained as much attention as other areas in L2 reading, in a way this study was a first experience. From its results some recommendations have been made regarding current practices of English teaching and learning in Vietnam in the EFL context. Further research could be built on this study.
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    An investigation of change through one school's involvement in the early literacy research project
    Maine, Jane Lorraine ( 2000)
    This study closely monitored one small rural school's involvement in the Early Literacy Research Project (ELRP) in order to ascertain the critical players in effecting sustained change. The literature endorses the sustainability of change within systems if it is embodied within an effective design. The ELRP used the Hill & Crevola (1997) Whole-School Design for Effective Schooling as a framework for implementing changes in literacy teaching practice. This thesis investigated, through the collection of evidence, both quantitative and qualitative, the implementation of a structured classroom literacy program set within a design model, that predicted improved literacy outcomes. This study focused on three of the nine elements within the design model, namely the multi-dimensional approach to professional development, the professional learning team as a critical vehicle in maintaining the momentum of change and the impact of changed literacy teaching on improved student literacy outcomes. This thesis identified the structures, processes and people that combined to effect sustained change. This small case study produced a substantial quantity of research data that included interviews, reflective journals, observation and surveys. Importantly, this case study used the quantitative student performance data collated as part of the ELRP to support the finding of improved student literacy outcomes. The outcome of the investigation conducted within the context of a school literacy program, supports the proposition that successful and effective change recognises the multi-dimensional characteristics of organisational change management. This study used the nine dimensions of the Hill & Crevola whole-school design as a framework for discussing the change processes observed.
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    TIMSS : a question of validity
    Malatt, Dianne ( 2000)
    The Third International Mathematics and Science Study (TIMSS), the largest comparative study of its kind, was administered to approximately 500,000 students worldwide. In Australia, the results of this study are being used to compare our students and schools to other students and schools around the world. The results may also influence decisions about curriculum reform and allocation of educational funding within Australia. This thesis sets out to investigate the TIMSS test items for Population 2, with the objective of determining the degree of validity of these test items to Australian mathematics teachers and their students. By eliciting feedback from a sample of Australian mathematics teachers, their thoughts on the validity of the TIMSS test items were documented. This was achieved through a mail out questionnaire that included a representative sample of 32 TIMSS test items from population 2. Four review questions were developed to target teacher beliefs as to whether enough content had been taught to Australian students by the time TIMSS was administered, the validity of including such items in the TIMSS study, the usefulness of the TIMSS test items for ascertaining student competence, and student familiarity with the item styles used in TIMSS. The results from the questionnaire were used to establish the overall validity of the TIMSS test items to Australian Mathematics teachers and the students they teach. In total, 154 teachers, representing Government, Catholic and Independent schools, from around Australia replied to the questionnaire. The study found widespread variability in the type and amount of content taught by teachers to their Australian students. Consequently, differences in content validity of the TIMSS study were found to exist across Australia. These differences appeared to be more apparent between states and territories than between school sectors. Respondents also expressed concern about the general appearance and layout of the TIMSS test items. In particular, some of the language used in test items relating to Proportionality, appeared not to be used in Australian classrooms. In addition to this, teachers reported that the TIMSS test items were not particularly useful for ascertaining student competence. This casts doubt over the value of any inferences made from the results of TIMSS. Furthermore, this research found significant variability in student familiarity with the item formats used in the TIMSS study. Overall, students were found to be most familiar with the short answer format and least familiar with extended response and performance assessment formats. This is a particularly important result as the TIMSS designers placed great emphasis on the use of extended response and performance assessment formats.
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    Slave, master, tool, stalking horse or silver bullet? : the transformational potential of computers in English teaching
    Tellefson, Vivienne ( 2000)
    The study that follows is a 'down the track' case study of the impact on one teacher of the English/LOTE Unit of the professional development program Computers Across the Secondary Curriculum (CASC). Its aim was to examine the effect of learning technology on the teacher's pedagogic beliefs and practices. This was achieved by examination of the teacher's selection, planning, staging and scaffolding of learning and her metaphors for teaching and for technology. The effect of the introduction of the computer in the classroom on teacher student relationships was explored from the teacher's perspective. As the study developed it came also to examine the psychological relationship between teacher and computer, the potential of learning technologies to re-imagine the English curriculum and the role of human agency in transforming the structures and icons of the discipline. Data was collected through in-depth conversations and augmented by classroom observation, analysis of teacher curriculum materials, and teacher reflection. The study is highly situated. It does not seek to offer epistemic claims beyond its own setting. In this context it transfers focus from descriptive to normative research. It aims to add to the dialogue about what constitutes good English teaching through computers, and to advocate the importance of dialogic practitioner research within this quest. Finally it seeks to open a conversation to which others may choose to connect.
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    An examination of multicultural perspectives in art education, and their contribution to a just, tolerant and creative society
    Manger, Lee ( 2000)
    Contemporary art curriculum guidelines in Australia, both at national and state levels, state that study in the Arts must gives students access to the cultural diversity in their immediate community and the broader Australian and international context. As well, the principles of gender equity and equal opportunity for students from all ethnic, socioeconomic and cultural backgrounds have been incorporated. These statements appear to reflect multicultural perspectives, in promoting an equitable, harmonious, and innovative society (Stuhr, 1991; Sleeter and Grant, 1991). However, critics such as Rizvi (1994) contend that these directives are seldom reflected in the art program in most schools. In this thesis, I have examined the potential of art education to implement these aims, and assumptions regarding the desirability of this outcome. To this end, I have investigated the ideas that underpin this kind of multicultural awareness. These theories direct their focus towards democratic teaching methods, and recommend an art curriculum and teaching practices which encourage students to become active social critics through the arts. To this end, I discuss ways in which teachers and students might explore and analyse the ways in which the arts affect attitudes and relationships of power, and the contributions to be made by a study of Australia's diversity. 1 have also compared the proposals of the many educational theorists whose ideas have been explored with those in the CSF for the Arts. To assist this evaluation, I have also conducted a small field research study in a number of secondary schools in the south-eastern metropolitan area of Melbourne, to establish whether the art teachers interviewed understood and implemented the aims of multiculturalism. On the basis of this comparison, proposals have been outlined for a focus on social justice and appreciation of difference.
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    Perceptions of educational change: a case study of LOTE teachers in Catholic schools
    Malgioglio, Marilyn P. ( 2000)
    Change permeates every aspect of education. The objective of this study has been to investigate the multidimensional nature of educational change as perceived, experienced and managed by teachers of Languages Other Than English (LOTE) within the context of global school change. It was designed to gain insights into effective change processes and bring to the fore characteristics that challenge schools to become even better schools. The research undertaken is innovative as it targets teachers of Languages Other Than English (LOTE). Whilst the educational change literature has expanded over the last twenty years, LOTE teachers have been given little attention by researchers of educational change. This and the tentative nature of LOTE programs in schools acted as inspiration. The literature review focused on three dimensions of educational change relating to the individual, the curriculum and the organisation. These dimensions form the basis of the study and are discussed in relation to individual professional and personal experiences and reactions to change initiatives and to the impact of structural organizational changes on curriculum renewal. Particular emphasis has been given to curriculum development as an eclectic process. However, through the interaction of the three dimensions the process of change recultures, renews and transforms the learning community. This study draws on historical ethnography in a case study of a critical event. Through oral history, hindsight provided a more considered appraisal of results. It was evident in this case study that subjective and objective realities gave meaning to change. Participants shared their perceptions of educational change, and in particular how these influenced their professional lives and consequently how their personal lives influenced their work. The amalgamation of three schools was used as the vehicle of the research. It challenged teachers to rethink the way they went about teaching and learning. Values and beliefs were questioned imposing strain on self-confidence. New beliefs and values were embraced out of loss, grief and anxiety. Whether or not desired, real change brought with it uncertainty, ambivalence and contradiction. Yet, these very factors spurred growth and encouraged shared meanings in a myriad of change factors.
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    Learning styles and success in first year engineering
    Longley, Cherida ( 2000)
    This paper explores some of the problems facing engineering education in Australia today. It postulates that a solution to the decline in academic quality and increasing diversity of students entering Bachelor of Engineering programs may be found in the application of learning theory and changes to the learning environment designed to more adequately accommodate student learning preferences. A survey of first year engineering students at Monash University (Victoria) suggests that there may be a mismatch in several dimensions between student learning preferences and the predominant teaching style. A subsequent pilot study using the 4MAT Learning Type Measure to obtain more detailed student learning profiles, suggests that amongst students with similar tertiary entrance scores, those with mismatched learning preferences may be at greater risk of poor academic performance.
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    Japanese volunteer in a country school: maximising the benefits
    Bannister, Jennifer Florence ( 2000)
    This research arose from a need to understand the experience of Japanese Native Speaker Assistant volunteers (JNSAs) in Victorian country primary schools, so as to provide data on which all participants can draw in making improvements to the conduct and outcomes of future programs. The research questions are: 1. What is the experience? 2. How could it be made more valuable for all concerned? The research is centred on four Japanese women who volunteered to work in country schools for varying lengths of stay - 6 weeks to 9 months. The schools vary in size from 20 students to over 700 students and the volunteers vary in age and experience. A qualitative research framework was adopted incorporating on-site observations, questionnaires and interviews. Outcomes show that all programs were successful but some were more successful than others. Factors facilitating success are the setting of obtainable goals, a planned and integrated program, positive support from the Principal, acceptance into an active role throughout the school, and contact with many people. Finally, and most critically, there is the need for an energetic and capable mentor whom the volunteer can depend on for guidance and friendship.