Faculty of Education - Theses
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ItemThe selection and categorisation of aircrew in the Royal Australian Air Force, 1939-45(University of Melbourne, 1938)
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ItemExperiment at Cowra : a critical examination of an Australian Army school for educationally backward soldiers(Publisher not identified, 1948)
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ItemThe air training corps in Australia(University of Melbourne, 1946)
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ItemA qualitative study of developing problem solving competence in students of a food technology diploma course( 2000)This thesis is a qualitative study of developing students' problem solving competence or ability in a Technical and Further Education (TAFE) Diploma course. The problem solving ability has been identified as highly desirable by the Australian food processing industry. Its development in students has been specified in the Course Aims Statement as a requisite learning outcome of the Food Technology Diploma course. The thesis research aimed to explore the situation if the development of problem solving ability happened as envisaged by the major stakeholders of the course and how it was accomplished in the classroom. To facilitate the thesis research, ethnographic methods, including observation, interviews and document analysis were used. Activities of teaching and learning in classrooms and laboratories were observed and recorded on videotapes. Semi-structured interviews with stakeholders including Industry Representatives, Course Designers, Course Administrators, and Module Teachers were conducted. Document analysis included review of approved Accreditation Submissions for the course (accredited by the Food Industry Training Accreditation Board in the Victorian Department of Education), review of students' written work of practical reports and answers to test questions. From the interviews, two divergent views emerged that might be regarded as 'aspirant' and 'practitioner' stances. The 'aspirant' stance represented the views of industry representatives, course designers, and course administrators, whereas the practitioner stance those of the module teachers. The 'aspirant' view concurs with the industry's desire and expectation of developing Diploma students' problem solving ability in the classroom. It did not however stipulate to what standard or level this development should attain. The practitioner side on the other hand maintained that the development of problem solving ability is not their job but it belongs to other educators including teachers of degree courses in higher education. Also the practitioner side maintained that as bona fide TAFE teachers, they know what and how the course should be taught. The TAFE teachers in this particular case believed what they do is appropriate because there has not been any complaint from the industry regarding the quality of the Diploma graduates that they produced. In terms of improving students' problem solving ability, the official stance in the approved Accreditation Submission is that the Diploma course should be delivered in a manner consistent with the constructivists' problem based and situated learning approaches and presented in a holistic, integrated manner based on predetermined learning objectives. In their classroom practice, the Diploma course teachers in this particular case simply delivered what they considered necessary in a ' teaching as telling ' mode, without attending to the recommendations described in the approved Accreditation Submission or an objective-based plan, which incorporates strategies for developing students' problem solving ability. There was no apparent modeling or benchmarking by the teachers of attitudes and dispositions, attributes acknowledged to be required for superior problem solving ability, including reflection, metacognition, self-directedness in learning and construction of individual meaning from knowledge learned, as well as thinking critically or creatively. On the contrary, their delivery and assessment of learning was tuned down, encouraging students to learn in a 'surface approach'. The teachers' practice thus affected adversely the quality of students' reports of experiments. The review of students' reports of the three applied science modules, Food Chemistry, Food Technology, and Microbiology, established that students (1) did not understand the theoretical bases of the experiments, (2) did not show critical reflection or objectivity on the conduct of the experiments or the validity of the results obtained, (3) tended to exert minimal effort in the reporting, and (4) were generally unable to articulate and communicate their thoughts and knowledge. Another parcel of data supporting the conclusion of students' poor state of professional knowledge and inability to apply it came from their answers of test questions. Review of their answers showed that they did not understand the knowledge. Although the test questions of the three applied science modules did not really test them for the application of knowledge in resolving some industry-related issues that is solving industry related problems, the students' answers demonstrated that it was highly unlikely they could do so because of their lack of understanding of the fundamental concepts and theories underlying many of the current or contemporary industry problems/issues. The triangulation of the data from three sources, that is observation, interviews, and document analysis, converged to illuminate this particular situation showing (a) the teachers did not teach in a manner conducive to the development of students' problem solving ability and (b) students did not learn effectively to improve their problem solving ability. In explaining the occurrence of this situation, it has been rationalised in terms of teachers' low expectation of their students, the teachers' inadequacy to teach problem solving skills, and the failure of those in authority to properly communicate this specific course aim to all those who need to know, the students and teachers in particular. Based on this explanation, this thesis made the suggestion whereby improvement in the development of students' problem solving ability can be effected for the Diploma course in the short term by attending immediately to the teachers' practice in the classroom.
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ItemRater consistency and judgment in the direct assessment of second language writing ability within the certificates in spoken and written English( 1998)The introduction of competency-based models of language and literacy education in Australia has, to a large degree, coincided with an increased emphasis on direct assessment as the most common means of evaluating second language writing ability within the Adult Migrant English Program. The key problem in directly assessing writing ability is having two or more raters arrive at a similar judgment or rating for the same piece of writing. While there is a long tradition of research on rater consistency and judgment in the holistic assessment of writing ability, similar research on the direct assessment of second language writing ability within the context of competency-based language and literacy education is almost non-existent. This study aims to determine the degree to which the performance criteria designed to assess second language writing ability within the Certificates in Spoken and Written English can ensure acceptable levels of rater consistency, and to describe the decision-making behaviours and strategies used by raters when reading for the purposes of assessment. The think-aloud verbal reports of six experienced ESL raters assessing three texts written by intermediate level adult ESL learners were transcribed and subjected to a rigorous interpretive analysis. In terms of rater consistency, analysis of raters verbal reports indicated that while there was generally a high degree of rater consistency at the overall performance or text level there was considerably tess agreement at the level of individual performance criteria. Analysis of the data revealed that raters adopted distinctive styles or approaches to reading for the purposes of assessment and that raters interpreted and applied the performance criteria statements in a range of different ways. These findings have significant implications not only for the development of competency-based assessment procedures but also for the training of raters. v11
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ItemDefining the characteristics of a good middle school teacher in an Australian setting( 1995)The purpose of this study is to. identify the characteristics of a middle school teacher that define that teacher as a good teacher in the eyes of their Australian colleagues. A model of the good middle school teacher was developed from the North American literature. This formed the basis for interviews with Australian teachers who have been identified as good middle school teachers by their school community. This has led to the establishment of a model based on the responses from the Australian teachers. The focus centred on the characteristics of the teacher but at times has included reference to curriculum and other structures within the school. The report's results reflect the Australian teacher's approval for child centred teaching but with a subject focus. The teachers feel a need for teachers to retain a passion for a subject area in order to inspire and enthuse their students, but doing this within a context of a curriculum focussed on young people and their needs. This study clearly suggests the strong link between teaching philosophy and curriculum and the need to cater towards the needs of both the staff and students in order to educate successfully.
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ItemEthnocentricity in The school paper, 1896-1939( 1985)This thesis explores the nature of the ethnocentric focus of the School paper from its inception in 1896 to the commencement of World War II in 1939. Although the School Paper was first published in response to an expressed government request that colonial reading material be provided to Victorian pupils, School papers from 1896 to 1907 are dominated by a powerful British influence extending to moral, economic, patriotic and military spheres. The monarchy is the imperial focus. Although proud Australian nationalism is a gradual development, there is already consciousness of a distinct, unique social and environmental milieu. The period is marked by profound respect for Britain, a sense of kinship with America and tolerance for the Arab world; 'coloured' races, including Australian Aborigines, are depicted as being inferior to whites. The years 1908 to the commencement of World War I in 1914 are marked by the strength of the Empire Movement; imperialist propaganda was actively disseminated by the School paper. There is growing awareness of Australia as native land, with its own individual identity, yet still with a filial link to Britain. The School paper. reflects the preparation of children for the coming war. America is looked on with favour and Germany is regarded with some reservation. Coloured races continue to be scorned, except for the Australian Aborigines who, at this time, are accorded a significant degree of respect and sympathy. Australian nationalism was crystallised during the war years from 1915 to 1918, and the Anzac legend became enshrined, assisted by School Paper promotion. Patriotism was both engendered and used by the School paper to raise money for the war effort. From this period there is a decline in the strength of British focus in the School Paper and a shift to imperialism. Although attitudes to white races are generally tolerant, with much forbearance towards Turkish and German enemies, there is coolness towards America, a general disregard of Australian Aborigines, and a persistence of prejudice towards other 'coloured' races. The post-war decade, 1919-1929, marks a flowering of Australian nationalism, with School Papers cultivating pride in Australian literature, art, history, and sporting heroes. Anzac Day and Armistice Day commemorative issues recount for new generations the honour that Australia achieved in war. Although the imperial theme is promoted less aggressively, Australia is still depicted as daughter of the Mother Country, and the Royal Family is regularly presented as both head and symbol of the Empire. Tolerance is extended to Europeans, Irish and Americans, but is witheld from Maoris, American Indians, Africans and Australian Aborigines. School Papers during the Depression years from 1929 to the commencement of World War II reflect a diminution of active Australian nationalism and of British martial content. Concomitantly, imperial sisterhood and internationalism are fostered. The pacifist tone of School Papers of this time sits oddly with the continued promotion of Anzac Day and Armistice Day. Contradictory School Papers messages at this time validate respect and tolerance for other races, yet show quite vicious intolerance of non-whites, including Australian Aborigines. By 1939 the School Papers demonstrate a continued pride in British ethnocentricity, superimposed on which is an Australian nationalism that waxes and wanes in intensity. There is tolerance of a broader range of races, but there remains a cruel arrogance towards the alleged inferiority of 'coloured' peoples; the School Papers was a powerful force in the transmission of these attitudes.
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ItemStudent expectations of the future( 1992)Specific aims of the study To investigate how present-day students view the future and their place in the workforce of the future. To establish whether or not students regard their present educational experiences as an adequate preparation for their future work. To investigate acceptance of unconventional futures scenarios as possible futures.
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