Faculty of Education - Theses
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ItemGirls can do science!!! : a personal history of professional development(University of Melbourne, 1992)
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ItemThe investigation into the application of chaos theory and fractal geometry as a cross-curricular enrichment theme for highly able students(University of Melbourne, 1994)Chaos theory and fractal geometry is investigated as an interdisciplinary enrichment theme for gifted students. A literature search revealed the recommendation that this topic be introduced into secondary schools, but no references could be found to a suitable course. Hence an action research group of highly able secondary school students aged from twelve to seventeen was established to help develop just such a course. It was found to be necessary to divide the emergent curriculum into seven streams to satisfy the individual needs of the students. The streams were mathematics, science, programming, software, history and philosophy, communications and art. The mathematics stream formed the basis introducing concepts such as iteration, deterministic systems, iterated function systems, complex numbers, the Cantor, Mandelbrot and Julia Sets, The Koch curve, fractal dimensions, period doubling and phase space. Some students programmed the mathematical procedures in both Quick Basic and Turbo Pascal. The applications in science, including weather forecasting, dissecting lungs, chemical reactions, astronomy, population dynamics and magnetic pendulums were investigated using practical methods wherever possible. Software packages were explored as were the historical, philosophical, sociological and artistic questions which arose during the action research phase. Modern communications were used to gain programs and information over Internet. Links with people of similar interests around the world were established. Through these activities, a final course of eighty work sheets and supporting reference sheets was developed. This course is presented in Volume Two. Students and the candidate maintained journals and these, along with a questionnaire and other documentary data, were analysed using a grounded theory methodology. As a result, chaos theory and fractal geometry was shown to be a suitable and stimulating theme for cross-curricular enrichment of highly able students.
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ItemThe school production : a study in four parts( 1991)An academic introduction to relevant material and an overview of the major philosophical themes and debates in Drama in Education over the past fifty years. This also provides important background information to the rest of the study, placing the school production, Drama, the teachers and the curriculum development work in a broader context.
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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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ItemA.S. Neill and the Russells : theory and practice in English progressive education( 1990)This essay examines the theory and practice of both Summerhill and Beacon Hill within the context of the Progressive Movement in education in England during the inter-war period. It attempts to see both schools as the manifestation of all influences which had culminated in the development of educational theory as expressed by A.S. Neill and Bertrand Russell, before and while these schools were in operation. Evidence is used to demonstrate that while these two schools were widely regarded as being on the extreme libertarian wing of the progressive movement, and in fact shared many features, they were in fact quite fundamentally different in their aims and in the practical manifestation of them.
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ItemThe impact of the zone based professional development program, "Skill review and professional development", on knowledge, understanding and practice within selected school communities( 1995)While engaged in documenting a retrospective account of a zone based professional development program, Skill Review and Professional Development, which aimed to support school communities in the implementation of skill review and professional development according to the Tripartite Agreement on School Development Planning, I reflected on a statement by Harwayne (1992): 'We take courses. We attend workshops. We read books, We get lots of information. But the really important information comes later on. It comes when we take that seed information back to our classrooms, when we experiment and innovate and invent, when we make it our own. The story really is 'to be continued' (p.337 ). This reflection led to the following questions which drove my investigation: # has the 'seed information' collected during the program been taken back to the school level?; # have school communities been able to 'experiment', 'innovate' and 'invent' in order to make skill review and professional development their own?; and, # in what areas has the zone based professional development program, Skill Review and Professional Development, impacted at the school level? The information gathered to discover the answers to these questions was qualitative in nature and comes from those involved directly with the delivery and implementation of the program. The information draws on what happened at the zone level and what is now happening at the school level. The gathered data took the form of words: written and anecdotal; record and document observations; and transcripts of discussions and interviews, as words captured the spirit of the happenings. The writings of Joyce and Showers (1987), Joyce and Weil (1992), Fullan and Stiegelbauer (1991), Hargreaves (1992), Fullan (1993), Johnson (1993), Guskey (1994) and others have helped make sense of the impact of this program at the school level.
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ItemThe tale of one teller : one woman's journey into storytelling( 1994)Using the methods of narrative inquiry the writer discusses the nature and functions of story and the role of the storyteller in performance. Guided by the principles of writers such as Eisner, Bruner, Connelly and Clandinin, she investigates the integrity and abuse of story. Schon and Van Manen provide models of investigating lived experience, and fiction writers, Le Guin and Winterson, inform her questions about the polarization of fact and fiction. Re-visiting the stories that have formed part of her early repertoire as a storyteller, the writer explores this role in terms of the reflexive relationship between the audience, the story and the teller. The works of feminist educationalists and philosophers provide a critique of the underlying cultural constructs of gender, class and ethnicity alongside her developing understanding of the role of the artist as a cultural worker.
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ItemThe evolution of concepts of decimals in primary and secondary students( 1994)This thesis studies children's conceptions about ordering decimals. It builds upon previous work which established three commonly used systematic errors in children's understanding as they encounter decimal notation. Students were categorised according to erroneous rule usage. This work includes a small longitudinal study which showed little change over twelve months in rule usage by an Australian sample of 50 secondary students. The categorising tests were redeveloped to make them suitable for primary students and to have increased reliability. The main study traced the use of rules from Year Four to Year Ten in a sample of 379 students and showed how students with different rules performed on other decimal tasks. It was found that one of the rules, called the whole number rule (in comparing two decimals that with more decimal places is chosen as the larger) was important in earlier years but disappeared with time. The second rule, called the fraction rule (the decimal with fewer decimal places is chosen as the larger), persisted in worrying proportions well into the secondary years and it was shown that significant gaps in knowledge of decimal notation existed which had not corrected themselves with time. The third rule was shown to be not important. Further investigation of a longitudinal nature to examine how individuals actually make the transition to mastery of decimal notation is encouraged by this study.