Faculty of Education - Theses
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ItemPeer tutoring in a tertiary institution( 1987)This thesis aims to explore and assess the potential of Peer Tutoring as a teaching strategy for student-teachers who need to improve their written language skills. Specifically it addresses students' attitudes to Peer Tutoring from an organisational perspective, and their attitude towards the effectiveness of the strategy to further develop written language skills. The study was conducted during 1986 with first-year English students enrolled in the Bachelor of Education (Primary) Course at Melbourne College of Advanced Education. In this study three research tools were used = formal interviews, two questionnaires, and an analysis of students' written work. Interviews were conducted with six students on completion of their Peer Tutoring program. Questions focussed on their attitude to Peer Tutoring as a teaching strategy, the success of the approach for them, problems they encountered with the approach and suggestions for more effective management of the program. Following the interviews, students completed a questionnaire designed to confirm and give data additional to that already collected. All first-year English students completed a four-item questionnaire, related to Peer Tutoring at the completion of the subject. These questions were designed to assess all students' attitudes to the effectiveness of Peer Tutoring as a teaching strategy, whether they were involved in the program or not, and to provide feedback for more effective program management. Assignments were collected at the completion of the program, and were analysed in terms of the student's attitude towards Peer Tutoring as a teaching strategy and the gains made in written language skills. The data clearly indicates the value of Peer Tutoring as a strategy for students in their first year of teacher-training, and major recommendations have emerged from student comment as to more effective program management in the future.
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ItemThe year co-ordinator in selected Victorian metropolitan independent schools : profile, practice and prospects( 1987)This study was designed to examine the position and role of the Year Co-ordinator in selected Victorian Metropolitan Independent schools. The principal objectives of the study were: (i) to discover what sorts of persons undertake this role and establish whether they have personal, academic and career characteristics in common; (ii) to look at the year co-ordinator's perception of the role; and (iii) to examine the career interests of year co-ordinators and, in particular, to gauge their opinions on how well their present role is preparing them for future responsibilities, such as Deputy Principal or Principal. A questionnaire was distributed to forty AHISA affiliated Independent schools in Victoria. Twenty eight valid responses were received. Six Principals returned their questionnaires stating that the position of year co-ordinator did not exist in their schools. The schools who did not reply were telephoned and it was established that year co-ordinators did exist in those schools.
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ItemCultural preservation : the Estonian experience in Australia 1947-1987( 1987)This study is based on an historical perspective which traces the origins and development of Estonian organisations which are viewed as representing the 'conscious' attempts to preserve Estonian culture in Australia. The organisational problems and strategies to preserve the culture are examined in terms of the relationship between strategies used by the Estonian community and those used simultaneously by the wider community in response to changes in social relationships and emerging government policies. A major source for research material has been through oral history sources in interviews and contacts with several ethnic Estonians(primarily immigrants),who have been actively involved with organised Estonian cultural life : extensive interviews were conducted in Melbourne,Sydney, Thirlmere,Adelaide and Canberra; the writer has also spent almost twelve months being actively involved in some of the Estonian organisations including the Melbourne Ladies' Choir, Festivals and concerts. Other important sources of information include the Eesti Paevad Albums(Estonian Festival Albums, 1954-1986),historical writings about Estonia and Estonian people,contemporary publications, research and other projects, an original questionnaire for second generation Estonians,and the writer's participation in the National Research Conference on Ethnicity and Multiculturalism at the University of Melbourne (May 14 - 16) in 1986. Part 1 introduces the underlying concepts of 'culture', 'community' and 'ethnicity',with a section on the relevant historical and geographical background of Estonia and Estonian immigrants. Aspects of the Estonian culture within the Australian context are examined using an adaptation of Raymond Williams' interpretation of culture this study stresses the importance of creating a balanced interpretation of Estonian culture at three levels,that is,the 'living community','recorded' culture and 'selective tradition' in the argument for developing strategies for preserving the Estonian culture through the process of mainstream education. Part 11 follows on from the foundations laid by the 'Old Estonians'(pre-World War ll),and outlines the changing role of major Estonian organisations such as the Festivals,Choirs, Estonian school,the press,and to a lesser extent the Church,in preserving the Estonian culture according to emerging trends within the Estonian community and the surrounding culture. Part 111 highlights the nature of the 'ageing' and diminishing Estonian community in Australia,with - the emergence of the younger generation of ethnic Estonians in Australia as the vehicle for the creation and transmission of Estonian culture. The intercultural context and the nature of contemporary social relationships provide evidence of the change from the ethnic exclusiveness of the earlier period,to the widening framework for Estonian ethnicity and interest in preserving the Estonian culture. Many of the current developments from within the Estonian community and its wider context are presented as evidence of trends which are moving towards the realization of crucial strategies which are needed to preserve the Estonian culture in Australia through the process of education.
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ItemAn analysis of education provision to older non-English speaking background youth with minimal or interrupted schooling in the Richmond/Collingwood area( 1987)This study is an analysis of educational provision in the Richmond/Coilingwood area for young people aged 16 to 24 years of age, of migrant or refugee background, who have a history of minimal or interrupted schooling. These students are mostly of Indo-Chinese or Timorese background , and face severe problems relating to their lack of literacy and poor English proficiency. Many of these students are unaccompanied refugees and face economic hardship in Australia. Educational programs running in five postprimary schools, two TAFE colleges and two language centres are examined in light of their relevance to the needs of these students. It emerges from this study that a small number of institutions provide responsive quality programs for this group. There are, however, general problems relating to the low status and marginalization of ESL programs in most of the institutions. These problems are compounded by a lack of funding, unsympathetic administration, ignorance of the issues and difficulties relating to accreditation. In some institutions, no provision at all is made for these students. Needs emerging from these issues may be summarized as follows. A greater awareness of the educational requirements. of this group must be developed. An informed collaborative approach must be adopted to respond to these needs in the form of appropriate ESL programs. Policy and administrative support must be forthcoming to assist in achieving these goals.
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ItemComputer-assisted instruction in history( 1987)The usefulness of computer-assisted instruction in the teaching of history is evaluated in this thesis. A number of evaluation schemes were reviewed and one, the MicroSift checklist, was applied in the assessment of some history programs used in schools in Australia. The MicroSift checklist was used within the context of Scriven's evaluation of software. Further evaluation of several of the programs was undertaken in two Melbourne Secondary Schools using Stake's Countenance Model. Questionnaires were administered to students and staff in both schools. Some evidence was found that the history programs had been well received in the schools. Comments have been made about the successfulness of employment of computers in Australian schools, and some recommendations offered for the development of appropriate software for South African use.
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ItemTeacher stress in day special schools for intellectually disabled students( 1987)The purpose of this study was three-fold to identify a) the sources of teacher stress b) the extent of teacher stress and c) the perceived health problems related to stress among 111 teachers in Victorian Day Special schools for intellectually disabled students. A confidential self report questionnaire based on the design context and measures of that used by Dr Rosemarie Otto was administered to teachers in six schools five of which were located in the Melbourne Metropolitan Area and one in a country town. Implicit to the design of the study was the assumption that teachers can provide reliable reports of their perceptions as to the sources of stress related to their work. The definition of stress used in this study was an alteration of physical and psychological homeostasis resulting from aspects of the teacher's job which are perceived as threats to the individual's well being and self esteem because they a) do not meet his/her needs or expectations or b) make demands which are beyond his/her resources to cope. There were four general findings. A significantly smaller percentage of teachers in Special schools perceive their job as 'highly stressful' (12/) when compared with the findings of Otto's studies of High Technical and Primary school teachers which consistently found more than 337. The major stressors for the Special Education teachers in this study were 1) disturbed and anti-social student behaviour 2) time and work-load pressures 3) problems related to the dual roles of work and home 4) negative community attitudes towards teachers and intellectually disabled students 5) a perceived alienation from the Ministry of Education and 6) aspects related to school administrative structures and staff tensions. The most commonly reported symptoms and medical conditions experienced (respiratory and throat) were closely aligned with those found by Otto. A small group (approximately 12/) of the Special educators perceived many aspects of teaching stressful and that these stresses occurred frequently The perceptions of this small group of teachers accounted for between a third and a half of all teacher reports of stress. Some aspects of being a Special Education teacher stress most teachers and should be alleviated Some teachers are stressed by most aspects of teaching and may well be advised to reconsider their vocation.
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ItemAdministrative decision making : a critical examination of H.A. Simon's and T.B. Greenfield's theoretical frameworks( 1987)In the thesis that follows, an examination of various trends in educational administration reveals distinctive claims and counterclaims regarding the process of decision-making. The current debate in this field centres around two key issues: firstly, the identification and isolation of the types of problems an educational administrator may encounter, and secondly, the proposition of a philosophical basis for action for the individual who seeks to solve these problems. It is argued in this thesis that administrators need not only to make decisions but to make the 'right' decisions. Consequently, the role played by the theoretical framework one assumes as a guide to action, becomes central. Once accepted and adopted, such a framework provides the very justification for decisions which allow for the distinction of correct or incorrect decisions in practice. Because of this insistence on the quality of a decision, the dichotomy between facts and values in the decision making process is both recognised and thoroughly investigated within the boundaries of two well-established schools of thought, namely the logical-positivists and the interpretivists. An overview of the basic tenets of logical-positivism and of an opposing school, represented here by T.B. Greenfield and his alternative theory, precedes the presentation of a hypothetical problem in educational administration. A consideration of this single problem of educational administration from these two different theoretical perspectives then follows. A critical examination of the contribution of each school of thought, in moving towards a solution to the stated problem, reveals fundamental contradictions which prevent the applied union of theory and practice. The realisation of the inadequacy of these frameworks as the sole guidance for the practising administrator extends to a projection of where administrative theory should now be directed if theory is to be aligned with the practice of educational administration.
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ItemConceptual development in science practical work( 1987)In an investigation of the effect of practical work upon the conceptual understanding of high school biology students the author employed concept maps as the primary research tool. Practical reports and responses to interview questions were also analysed. Misconceptions were identified in the concept maps, practical reports and interviews. The interviews appeared to reveal the greatest detail of the students' misconceptions. The component scores of the students' concept maps were substantially unaltered by the performance of a practical exercise selected from a year 11 biology course. If concept maps are reflectors of conceptual understanding then it appears that the conceptual frameworks of the students were stable over the duration of the practical exercise. Several component scores of the concept maps were found to be significantly correlated with either the students' exam results or their practical work assessment. Concept maps may have application as predictors of academic performance or be used to supplement or replace traditional measures of achievement.
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Item'Ten years after' : equality and the disadvantaged schools program( 1987)In 1973 the Interim Report of the Schols Commission was published providing a blue print for educational policy and planning for the 1970's and 1980's. In particular, the report focussed on the notion of equality in its educational context and the means for the achievement of its expressed ends through specific programs. One such program is the Disadvantaged Schools Program. A full decade of implementation has taken place. This thesis attempts to examine: the theoretical and political warrants of the notion of equality expressed in the Karmel Report, and the effectiveness of its translation into action through the Disadvantaged Schools Program. The focus of the thesis is that the Karmel Report was fundamentally inconsistent in its expression of the concept of educational equality. It examines the contradictions and ambiguities in the Report and the implementation of the Disadvantaged Schools Program against original goals and intentions. The Disadvantaged Schools Program, it is argued, has been undermined by these conceptual inconsistencies, by grants to non-government schools and by the way in which the Program itself came to be administered.
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ItemComputer education and instructional television : a case study( 1987)Computing literacy training is an essential prerequisite for studies in economics, business and accounting. This type of training is characterized by a need to provide 'hands-on' instruction. This is time-consuming as it involves individual tuition. However Faculty staff with appropriate skill are limited and university education is geared towards large-group instruction. In response to the training needs of computing literacy and these constraints the Faculty of Economics and Commerce of the University of Melbourne created a series of instructional television (ITV) programmes. This project was successful in enabling students to develop basic skills in computing and some competence in the use of computers. The ITV programmes were evaluated by a survey of viewers via questionnaire and by teacher observation. The cost of the ITV project was estimated and the cost-effectiveness of the use of ITV in computing literacy training was established. In addition the cost-benefit ratio of the computing literacy ITV project was determined.