Faculty of Education - Theses
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ItemInfluences in curriculum change, a case study : the introduction of P.S.S.C. physics in Victoria(University of Melbourne, 1988)
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ItemConflicting demands affecting the development of secondary education in Victoria, 1910-1970(University of Melbourne, 1971)
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ItemSOTF principals' roles and preparation(University of Melbourne, 1995)
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ItemCitizenship, democracy and full-service schooling integrated services(University of Melbourne, 1998)
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ItemSlipping through the net : an investigative case study of the educational progress of newly-arrived non English speaking background immigrants in a state secondary school(University of Melbourne, 1996)The present study is an evaluation of ESL provision to newly-arrived NESB migrants in a state secondary school. The students in the target group had spent less than seven years in Australia. The case study was undertaken in a school with a high concentration of newly arrived NESB migrants. It attempts to establish whether the ESL assistance these students receive enables them to have equal access to curriculum options, and whether their retention and success rates at VCE are comparable to those of their Australian-born peers. The study is divided in six chapters. Chapter 1 outlines the history of ESL provision nationally and on a state level. It examines the policy documents to establish what the aims of the program were, and how these aims have adapted to the changing needs of successive migrant intakes. It examines the implementation of the program, and the theoretical framework within which it takes place. Evaluation theoreticians are consulted to place the program in an evaluative context. Chapter 2 provides the theoretical framework for the ESL program as well as for the case study and outlines how the methodology takes shape on both levels. It gives information about the community setting, the school and the student population. Finally it gives information about the questionnaire that was administered in the school, and explains what, why and how the data were gathered. Chapter 3 presents, mainly in a quantitative format, the information as derived from the questionnaire. It gives information about the students' ethnicity, linguistic background, English tuition prior to coming to Australia. It pays particular attention to the fragmented nature of their education and the disruption to their academic development prior to arrival. It also examines their first experiences in the Australian education system. The information analysed in Chapter 4 is extracted from school and other official documents pertaining to subject choices, the students' ability, (or inability, as the case may be) to access curriculum options at the start of their VCE years. Year 11 and 12 enrolments are examined, as well as success and failure rates in the different subject areas. Statistics on school retention and attrition rates at senior level complete the school data. Chapter 5 is given over to the students' voices. Four in-depth interviews of VCE students are followed by comments to open-ended questions from students in the entire ESL cohort surveyed. In Chapter 6 the information gathered in the preceding chapters is discussed. The obstacles that prevent ESL students from achieving either equality of access or equality of outcome are analysed in the light of relevant research. The conclusion contains some considerations for further action.
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ItemThe teaching strategies employed by year seven level teachers in the teaching of information skills(University of Melbourne, 1995)The development of independent , lifelong learners has been an expressed goal of education, internationally and within Australia, over the last fifteen years. The introduction of the Victorian Certificate of Education, which has a strong focus on independent research by students, has had an impact on the structure of schooling within Victoria. This thesis sought to ascertain whether there has been a discernible emphasis on the development of information skills in the teaching style of teachers and whether the VCE has had an influence on this teaching. Teachers at a government, postprimary school were surveyed using two self administered questionnaires. Information on the current practice in the school, regarding the teaching of information skills at the year 7 level was collected. The survey also tried to establish whether a relationship existed between the teaching of information skills and teachers who teach at the VCE level. The findings indicate that there is a general recognition of the importance of information skills by VCE and non-VCE teachers. However this importance is not reflected in the explicit teaching practice of those teachers sampled. An understanding of the components of the research process and teaching approaches needed to foster information skills within that process does not appear to be strongly developed in either VCE or non-VCE teachers. in the evaluation criteria used to assess student work organisation, planning and higher order thinking skills are deemed necessary, though again this is not supported by the teaching approaches adopted by the teachers. Teacher librarians who have expertise in the area of information skills are rarely involved in the planning of assignments with teachers.
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ItemSurvivors : a theatre in education project(University of Melbourne, 1991)The function of this kit is to accompany the performance of the play "Survivors" with follow up material for classroom use. It is designed for senior secondary students, between the ages of fifteen and eighteen years. The purpose of this material is : 1) To provide historical information about the Holocaust which will give the students a factual context with which to consider the events of the play. 2) To provide exploratory dramatic experiences which will enhance their understanding of the issues raised in the play. The specific aim of the kit is to extend the experience of the play "Survivors" so that the students have the opportunity to consider the content of the play in more depth. The material and dramatic experiences included in the kit aim 1) to build empathy and identification by working from the students own feelings. 2) to encourage further research and documentation in the area of Holocaust studies. 3) to encourage the examination of prejudice in contemporary society in the context of the play. 4) to further develop the students understanding of dramatic process.
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ItemMore than the noise of shoes on asphalt : a history of the Advisory Council for Children with Impaired Hearing(University of Melbourne, 1990)This history of the ACCIH spans twenty years from 1969-1989 - from its inception by a small group of formidable women to a large organisation run by a council of more than twenty people; catering for the education of children, both hearing impaired and normally hearing, teachers of the deaf and audiologists. Its main thrusts have been in the areas of early intervention, pre-school and post-graduate education and the provision of physical facilities in which to pursue these. It has had a significant impact on education of the hearing impaired and forms an important part of its growth and increased educational standing. The growth in strength of the ACCIH has been dependent on the hard work of many individuals - including parents and family of hearing impaired children, teachers and other professionals concerned with the deaf - who have held honorary council positions and in paid capacities. Its development was also aided by the fortunate meeting of the founding members of the Council; the Council's careful financial husbandry and its funding policies; as well as technological improvements and increased social respect for the needs and rights of individuals with impairments. The background to this history comes from several people who were, and continue to be, personally involved in education of the hearing impaired and in the foundation of the ACCIH. This study also relies on the more general information available about the past twenty years contained in some educational histories, writings of professionals involved in deaf education, unpublished theses and various general references which pertain to certain idiosyncratic features of the ACCIH.
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ItemComputer-assisted instruction for the mildly mentally retarded child : a case study(University of Melbourne, 1986)This study examines how a computer-based delivery system of instruction can be reconciled with the special needs attending the training and education of mildly mentally retarded children. The single-case approach is adopted and involves Sarah, who is a mildly mentally retarded seventeen year old girl. Computer programs dealing with "survival" skills such as money handling, telling time and basic reading were tested on Sarah using a microcomputer in her home under parental supervision. To assess the effectiveness of these programs, pre- and post-treatment baselines were established by means of a diagnostic test (KeyMath) and a devised test specifically intended to mirror the concepts treated by the programs. It was found that most of the programs' objectives were not realised, although the null hypothesis of an equality between the pre- and post-treatment test means was rejected. It is concluded that the methodology adopted should have made greater allowance for the single-case nature of the study and the child's individuality. The recommendation is for replication studies or a study embracing fewer parameters.
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ItemImplications of the relocation of basic nursing education from hospitals to colleges of advanced education : a pilot study(University of Melbourne, 1986)Nursing in Australia is a system in change. The role, function and place of practice for the nurse has expanded, and basic nursing education is being relocated from hospitals to Colleges of Advanced Education. A comparative analysis was made of the views that members of the general public and nursing profession hold regarding the image, role and function of contemporary nursing, together with the implications of the relocation of nursing education. Data was collected via a questionnaire. The main findings indicate that (1) the general public hold a traditional view of nursing; (2) nursing is viewed as a profession; (3) the meaning of nursing is influenced by the professionals' work or study environment; (4) an increased number of males are entering nursing via the college-based system; (5) 'practical competency' was the overriding reason for preference of nurse to give personal care; (6) although all groups except hospital students believe that nurses should be prepared in tertiary institutions, there was lack of evidence to justify this move due to lack of support for the arguments that nurses will be better educated, that the standard of delivery of nursing care will be higher, and that tertiary education will enhance the professional development of nursing.