Faculty of Education - Theses
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ItemLink between teacher-student relationship, student emotional wellbeing, coping styles, classroom engagement and peer relationships( 2007)This research explored the link between teacher-student relationship, student emotional wellbeing, coping styles, peer relationship and classroom engagement of year 8 students. The participants were Catholic school students and the focus was limited to English class and teacher. The data sources were a Student-Survey (SS) and the Adolescent Coping Scale (ACS) (Frydenberg & Lewis, 1993). The first component of the research was scale development, to validate the hypothetical categorization of items in the scales; the second was the testing of the hypotheses. Teacher-student relationship was highly correlated with classroom engagement and coping style-solving the problem. The correlation between other variables was positive but not significant.
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ItemInterpreting thinking routines : identifying and encouraging thoughtful action( 2008)This research explains how thinking routines encourage thoughtful actions in middle school students. Thinking routines involve doing significant things with knowledge. The regular use of thinking routines assists students individually and collectively, to experience patterns of inquiry. Using these routines in the classroom invites students to explore and manage their thoughtful actions. The method of this study used action research to extend knowledge of dispositions found in the literature. Dispositions are acquired patterns of behavior. Therefore, being strategic in your thinking is under one's control, as opposed to being automatically activated. Dispositions were renamed learning attitudes. Attitude is closely associated with behavior and control over what one does. A learning attitude is more easily identifiable within a student's. personal lexicon. An iterative sequence was then used to analyze and report on key words which represented learning attitudes found in student work. Distinctive features were interpreted by the researcher to emerge from this sequence grounded in work samples. Understanding these distinctive features empowers teachers to make constructive judgements. Without good judgement it is difficult to encourage thoughtful and reflective actions. Reflective thinking enables us to act in a deliberate and intentional manner. Deliberate actions provide power of control over knowledge.
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ItemAn exploratory study of the Japanese concept of self( 2005)The purpose of this study was to identify the structure and the components of the Japanese concept of self. In order to complete this, the Concept Mapping method and two Questionnaires were administered. Thirty young Japanese adult participants who had lived in Australia for more than three months participated in the preliminary study. They were instructed to sort cards and answer the questionnaire. The questionnaire consisted of three traditional Japanese selfconcept theories (amae, jiko fukakujitsuse, and kanjin-shugi). The results of the analysis of the data indicated that the outline of the Japanese concept of self has four dimensions. Each traditional Japanese self-concept theory occupied one dimension, except the concept of amae (dependence). The amae concept was scattered throughout four dimensions. It also was found that the fourth dimension was occupied by an unknown concept. This unknown concept was hypothesised as the concept of kojin-shugi (individualism). Based on the findings of the preliminary study, a translated Western made questionnaire (Marsh's SDQ III) was introduced to ninety-two Japanese university students who had lived in Japan for more than ten years. From analysing the results, it was found that the Japanese concept of self consisted of three main factors and thirteen sub-domains. It was also found that some of these thirteen sub-domains were different from the original Western concept of self From the results of the preliminary study, a new measurement (questionnaire) of the Japanese concept of self was created. This new questionnaire was administered to the same ninety-two Japanese university students. These data were analysed by Reliability Test and Exploratory Factor analysis. The results revealed that the Japanese concept of self had a two layered structure, four main factors and in total ten sub-factors. These main factors were found to be different from those of the translated Western questionnaire. These findings are discussed and conclusions drawn about the different structures revealed. It is maintained that translations of Western materials are unlikely to cover all important aspects of the Japanese concept of self.
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ItemAbsenteeism amongst international students( 2000)International students are a significant factor in contemporary Australian education. However, despite the good efforts of the many stakeholders, a number of these students do not succeed. One major element common among many who fail is absenteeism. While there have been attempts to remedy the problem, most have not succeeded. One reason for this has been the lack of information sought on how students viewed their own experience and behaviour. The present study attempts to redress this lack by investigating the views and experience of a group of long-term absentee students from Indonesia and Thailand who were enrolled in a Diploma of Business at a private commercial provider of TAFE. The findings reveal a habit of absenteeism in the majority of participants which preceded their entry to Australia. Indeed, this pattern was not infrequently the catalyst for parents to send the student abroad in the hope that it would develop self-reliance and ensure academic achievement. In reality, the move not only did little to change old habits, but actually exacerbated feelings of low self esteem which, coupled with the loneliness and difficulties with study in a foreign city, tended to turn participants more and more to socialising with compatriot groups, increasing their alienation from local society and study, even to the point of turning to substance abuse. The study concludes that, as with all students with social difficulties, help in developing the attitude and skills needed to engender self-esteem and self-reliance, as well as open and frequent communication between students, parents, support staff and significant peers, are essential if any improvement is to be made in the situation.
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ItemMusic performance skill development : student perspectives( 2003)For musicians of all capability levels the continued development of skills in music performance is crucial. Performance skill development is a key area of study within music performance subjects at Victorian Certificate of Education (VCE) level. In Units 3 and 4 Music Performance subjects, 75% of assessment relates to performance skill development outcomes. Given that such significant value is placed on the development of performance skills, it is relevant to examine student perspectives of the processes in which they are involved as they develop as performers. Exploring perspectives of students engaged in the development of music performance skills as part of VCE Music Performance studies was the key focus of this investigation. Student perspectives were investigated within a single VCE Music Performance class of eight students that I taught, using qualitative research techniques that allowed the personal narrative perspectives of students to be illuminated. Data collection methods included interviews, videotaped performances and student reflective activities. A theoretical perspective for the study was gained from music cognition and performance research and musical skill development literature. In exploring the perspectives of students whom I taught, I hoped to give a broader audience to the voices of students, as student perspectives are under represented within performance skill development literature. Through investigating the personal narrative perspective of individual participants, the complex nature of the development of performance skills for the individual became apparent. Participating students' perspectives of performance skill development incorporated elements that are valued within the structure of the VCE, together with past, present and future motivations. Student perspectives also valued intangible elements such as humour and friendships. The findings indicate that because of the personal nature of the process of performance skill development, it is crucial that teachers are aware of the perspectives of students. For music educators, gaining an understanding of the process of performance skill development from a student perspective should allow educators to better facilitate the process of performance skill development among student musicians as individuals.
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ItemPerceptions of students and young working adults on their experience learning the English language: case studies in Singapore( 2007)The standard of English in Singapore has been a recurring issue of debate for the last 30 years. This study seeks to understand the language situation in Singapore through the perceptions of six students and young working adults describing their experience learning English in Singapore. The study proposes another perspective to examining the language situation - the language situation is a phenomenon. Two factors are integral in this phenomenon: the distinctive development in the English language worldwide with the appearance of the English variants, the New Englishes, at the macrolevel and the acquisition of English in the multilingual society of Singapore at the microlevel. This study set out to explore this using a phenomenological approach. It involved in-depth interviews with participants who would have been affected by language instruction and policy decisions of the last 20 years. These interviews provide participants' "lived" experiences. While the study looked at how English was acquired in a multilingual setting, Singlish, or Singapore English, was referred to consistently by the participants as a language used frequently in informal settings. Findings indicate that Singlish, which is often considered as the poorer form of these variations, is regarded as a language of its own with contributions from the variety of languages which represent the major ethnic groups in Singapore. Singlish has also been seen as an identity marker.
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ItemAdopting portfolios: a tool for ongoing explicit collaborative reflective learning and teaching( 2000)This thesis explores, analyses and evaluates the use of portfolios in improving learning through enhanced reflection and, in particular, improving students' responsibility for, and control of their learning through explicit discussion and reflection. The researcher has critically reviewed the research literature relevant to the area. Many conference papers, journal articles and books relating to portfolio assessment have been critically viewed and various issues noted. Whilst experiencing the process of reading, examining, reviewing and reflecting, the researcher's goal was to cultivate some of the issues and questions underpinning this research study. The research study involved a group of six middle primary students who had varying capabilities and knowledge of portfolios. A comprehensive case study was chosen primarily because of the indepth descriptive and qualitative methodological nature of the information needed from students, parents and the teacher. There was a need to understand and explain the meaning of social phenomena with as little disruption to the natural setting as possible. This study examines what portfolios are and how they can be used to link children and teachers with different ways of knowing and thinking. For students, the emphasis was on the potential learning power of them becoming more reflective; and for teachers the emphasis was on informing them of the effectiveness of the arrangements they are making to support student learning. The study employed observation, discussion and interviews to investigate student and teacher reflective practices as the students used portfolios over a duration of six months. In addition to this, parent observation and comments regarding the impact of portfolios on their children's ability to reflectively discuss their learning were obtained through the use of a structured questionnaire. Final analysis of the data provided understandings of the nature of the portfolio process by revealing a number of significant findings upon which effective teaching and learning was dependent. It demonstrated how measures to increase student self-reflection and assessment takes time and effort by all stakeholders. Of specific interest was the nature of the relationship between the stakeholders as revealed through discussion of the findings.
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ItemSelf-perception and academic performance in mathematics: a study of a group of normal technical (nt) students in a girls' school in Singapore( 2008)Self-perceptions of students are determinants of healthy psychological development and school success. Research on the associations between students' self-perceptions and their academic performance is of great importance in the educational realm. There have been limited studies investigating students' self-perceptions in Singapore. Hence, this study aims to examine students' perceptions of Mathematics, academic and general self. It sought to provide insights in relation to how these self-perceptions correlated with each other, and academic achievement with particular focus on Mathematics. Students' sentiments on the Normal Technical stream were also explored. A mixed methods approach was used for data collection. Quantitative data were derived from a questionnaire and students' Mathematics and overall academic results. The self-perception scores were measured by Self-Description Questionnaire - II (SDQII) to yield three scores: Mathematics, Academic-school and General Self-perceptions. Qualitative data was obtained from a group interview using semi-structured questions. The study involved thirty-seven students from the Normal Technical stream in a girls' school in Singapore. Eight students were involved in the group interview. Insights were gained about how students perceived Mathematics, academic school, general self and streaming. Firstly, the study found that Mathematics self-perception correlated strongly with Mathematics performance. Secondly, statistical evidence indicates that students had higher means for self-perceptions than academic achievements. Thirdly, evidence suggests that students' perception of academic-school is strongly correlated to their general self-perception. Finally, students resented the stigma that is attached to the Normal Technical stream, which regarded them negatively. Implications for practice and further research in the three areas of self-perception and academic achievement are also discussed.
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ItemEnhancing self-concept in an educational setting: the effect of an educational program( 2007)The new Victorian Essential Learning Standards includes a teaching and learning wellbeing strand. As a result schools are now required to choose programs that develop student wellbeing. Many programs are available, however not all aim to develop self-concept, the core of student wellbeing, nor do they possess the nine program qualities identified by Nation et al. (2003), as effective in supporting student wellbeing. The aim of the current study was to evaluate the effectiveness of the You Can Do It! Education program (YCDI Education program). Methodologies of previous studies identified as bringing about positive changes in self-concept, and the related self-constructs of self-attributions and self-talk were employed in this study. During a year-long investigation one primary school implemented the YCDI Education program, and a second school acted as a comparison school. Seventy-five students drawn from Year 3, 4, 5 and 6 classes participated. Data was collected at the beginning and end of the 2005 school year. The Self-Description Questionnaire-I was used to measure various aspects of self-concept. The Modified Sydney Attribution Scale was used to measure various aspects of self-attributions, and positive and negative self-talk was measured using The Self-Talk Inventory.
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ItemImproving learning outcomes: a case study of international and local students in a tertiary finance subject( 2001)This research project evaluates a first stage finance subject at Swinburne University of Technology in Semester 1, 2000. Banking and Financial Markets (B&FM) was introduced as a first stage finance subject in Semester 1, 2000. A substantial proportion of international students were studying finance subjects at Swinburne University of Technology, and yet subject evaluations had not previously analysed the difference between the views and performance of international and local students. The main aim of this study was to test the extent to which the content, delivery and assessment used were suitable for both groups. The internal consistency of the subject was also tested. The major findings from the study were to reaffirm that international and local students do not consistently adopt different approaches to learning. There are however, many issues identified in this investigation on which they have very different views, values and preferences in the way and what they learn. Recommendations include the adoption of teaching techniques and assessment tasks that are conducive to deep learning to enable all students to maximize learning outcomes.