Faculty of Education - Theses
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ItemUneasy lies the head : the repositioning of heads of English in independent schools in Victoria in the age of new learning technologies( 2004)This study explores the discursive practice of six Heads of English in Independent Schools in Victoria during a period of major cultural change. This change has been associated with huge public investment in New Learning Technologies and shifting perceptions and expectations of cultural agency in communities of practice such as English Departments in Schools. In this social milieu tensions exist between the societal rhetoric of school management and marketing of the efficacy of NLTs as educational realities and discursive practices at a departmental level, embodying and embedding academic values and attainments. In their conversations with the author, the Heads of English reveal much about themselves and the nature and distribution of their duties and responsibilities within the local moral order of their schools and with their individual communities of practice. A model is developed of the dual praxis of the Heads of the Heads of English, mediated by autobiography and historically available cultural resources in a community of practice. As agents concerned to both maintain and transform their local culture of English teaching, and consequently the whole school culture, the Heads of English account for themselves as responding to their own `sense of place' in their own community of practice, but also the `structure of feeling' of the period by which their achievements and standing are known. This study of the persons of the English co-ordinators draws upon both Positioning Theory and critical realism to reveal the dynamic nature of both their identity and the social organization of English teaching in schools.
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ItemThe morning after : a novella based on a study of a drama performance exploring young people's views of teenage pregnancy( 2004)This thesis is in two parts. Firstly I describe my research, which centred on a Drama performance devised for the 2002 Monash Schools Drama Festival. The performance project was coordinated by myself, as the school Drama teacher, and involved twelve students from Years 9 and 10. The performance focused on the theme of teenage pregnancy and explored some of the difficulties a young girl encounters when faced with an unplanned pregnancy. The story created for the performance project then became the basis for the second part of this thesis, a novella - 'The Morning After'. As a practitioner teacher-researcher, I collected data through interviews with my students and observations of their work in drama as they created the storyline and constructed the performance for the Monash Drama Festival. Through the process of discussion and improvisation, students revealed their perceptions, life experiences, questions and concerns around the issue of teenage pregnancy. These insights were reflected in the play and then this data was analyzed, organized into themes, interpreted and transformed into the novella - The Morning After'. This study reveals a need for more effective forums for discussing sex education and teenage relationships and pregnancy with young people in schools. The Morning After' aims to preserve the story at the heart of the students' play by offering it in fictional form to other young people.
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ItemArticulating the theatre experience : ways in which students respond to the theatre experience, individually, collectively & within the context of the curriculum( 2005)This thesis investigates how a class of senior Drama students experience the event that is theatre performance. The theatre experience is at the very heart of this study, both as a personal one, and as it is framed within the parameters of the Victorian Certificate of Education (VCE) Drama Curriculum. Five themes emerge from the study: the role of cultural contexts; the role of prior experience; knowing versus not knowing measuring the theatre experience; and the impact of curriculum and assessment criteria on student responses. The findings of the study suggest that the subject of Drama provides entry into an aesthetic world that is not necessarily accessible through other subjects. It indicates that a range of cultural contexts and prior experiences create a frame through which students experience new theatre performances. The study indicates that the immediate and transient nature of a performance text is inherently difficult to measure but rather, relies on the measuring of the memory of that experience. Finally, the study suggests that there is a gap between the process through which students make meaning from their experiences, and the process by which the curriculum asks them to respond to the aesthetic experience that is theatre. The implications of this investigation are that the teaching of theatre text and the design of curriculum documents needs to more carefully acknowledge the cultural framing, prior experiences, and personal aesthetics that students bring to that experience. Further, it asks Drama educators to consider whether aesthetic experiences are indeed assessable and, if so, how that can be achieved in ways that acknowledge the complex nature of responses to a text that exists only in the memory of those who have seen it.
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ItemRelationships between modernism, postmodernism, new technologies and visual culture in Victorian secondary visual arts education( 2001)This study investigates relationships between computer technologies, modernism, postmodernism, visual culture and visual arts education. The literature research focuses on relationships between modernism and new technologies, modernism and postmodernism, postmodernism and new technologies and art education and computer technologies. The field research consisted of three 'semi-structured interviews with secondary visual arts teachers in metropolitan Melbourne, Victoria. I investigated selected teachers' perceptions of the extent to which they addressed computer technologies, modernism, postmodernism and visual culture in their visual arts curricula. Initially I aimed to discover the extent that they included computer technologies and postmodern theories into their visual arts curricula. I used a combination of research methods when undertaking this study and in particular when analysing the field research findings. The deductive method of Orientational Qualitative Inquiry was combined with the inductive method of grounded theory. Whilst investigating relationships between postmodernism and new technologies using Orientational Qualitative Inquiry I found that modernism impacted upon both postmodernism and computer technologies. I then used grounded theory to document the interrelationships between modernism, postmodernism, visual culture, new technologies and arts education. This study was limited by several factors, including the following. Firstly, I limited the investigation to only three participants. Secondly, there were flaws inherent in the combination of inductive and deductive research methods. Most significantly, I was limited by the fact that the three interviewees worked in modern institutions. The relationships between modernism and new technologies encountered in section 2.1 were echoed by the interviewees' comments, particularly in sections 4.1 and 4.2. The interviewees held strong modern values such as a belief in progress and the importance of originality. The investigations surrounding postmodernism and visual culture in sections 2.2 and 2.3 were less well established in the field research. However, these were still present, especially in section 4.3. Finally, the traditions of the incorporation of computer technologies established in Australian and American visual arts education in section 2.4 were continued by all three participants in chapter four and summarised in section 5.1. By exploring relationships between modernism, postmodernism, visual culture and new technologies in visual arts education I found that modernism and postmodernism are not mutually exclusive but rather deeply interconnected.
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ItemIssues of curriculum transition from secondary to tertiary drama education( 2005)This case study aims to explore issues of curriculum transition for those students moving from secondary to tertiary study in drama and theatre studies. Its purpose is to examine the relationship between first year tertiary drama and theatre studies courses and VCE Drama/Theatre Studies, and whether these tertiary courses are meeting the needs of those students who have this particular VCE study as their foundation. As a means of investigating this issue, a group of first year tertiary students was selected as participants after they had enrolled in the unit Body, Text and Performance offered by the School of Creative Arts at the University of Melbourne through the Theatre Studies stream. Other participants included the coordinating lecturer, as well as the tutors delivering the practical component of the curriculum. This qualitative study seeks to examine the nature of this unit through the responses and attitudes of both students and staff. As a secondary drama teacher, VCAA Examiner and Auditor, the researcher has witnessed directly the marked improvement in senior drama education since the introduction of VCE in 1991. This study seeks to ascertain to what extent tertiary courses have responded to these changes in the VCE and whether curriculum at this level is informed by students' previous experiences, knowledge and learning from their secondary senior schooling.
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ItemUse of computers in mathematics teaching and learning : transition from grade 6 to year 7( 2001)Over the past ten years computer resources within Victorian schools have improved. Adequate level of facilities and resources has enabled teachers and students to use computers in the teaching and learning of mathematics. However it appears that computer skills acquired during primary years are not always the basis for further and continuous development of skills in the early years of secondary schooling. Research shows that during transition from grade 6 to year 7 there is need for stability and a sense of continuity in the adolescents' education and this applies to the area of mathematics as well. To gain further insight, this research investigated the use of computers in mathematics in a group of feeder primary schools and their linked secondary school. The study initially investigates whether the computer skills introduced in primary schools were known or built upon in secondary schools. The research then makes recommendations to the network of schools involved concerning continuity in teaching and using computer skills in the teaching and learning of mathematics during the transition years. This study was qualitative and involved parents, students and teachers. Questionnaires, interviews and classroom observations were used to obtain data. Recommendations include the need for continuous communication between grade 6 and year 7 mathematics teachers to form and maintain links regarding the development of computer skills, the need to develop a common goal for all grade 6 teachers in terms of teaching computer skills to prepare students for secondary school and finally, the need to increase computer literacy of primary and secondary mathematics teachers and make hardware and software available and accessible to all.
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ItemNew tools for an old craft : introducing information and communication technologies to Victorian schools( 2001)Many teachers in Victorian schools are using information and communication technologies (ICT's) in their teaching. This study investigates the relationship between the use of ICT's and teachers' work practices. The first part of the thesis (sections one and two) outlines the prevailing stories associated with ICT's and the various perspectives on technology. Different perspectives of technology are explored to show how they influence what we believe can be achieved with the use of ICT's in the classroom. The second part of the thesis (sections three and four) uses actor network theory (ANT) to build a local network of teachers and machines. The aim is to show that the relationship between teachers and ICT's may be better conceived as a 'sociotechnical' network of people and technical objects. The work concludes by examining the political implications of a sociotechnical network on the practices of teaching and explores the available opportunities for teachers to re-fashion their craft.
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ItemWhat is a quality rubric? : curriculum design, state frameworks and local assessment of secondary science( 2009)In explicating Science the science teacher is likely to say, 'I have reached Chapter 9!' Bureaucracy has its own logic and State curriculum writers have pushed for results that looked rational: results that could codify, sort and explain to their masters. The schools and universities have responded. The rubric has recently entered the teacher lexicon as a quasi professional tool for instructional planning and student assessment in the public domain as a response to central accountability requirements in relation to mandated curricula and standards of student and teacher performance. The rubric is characteristically a grid which defines any piece of instruction, a list of anticipated educational attainments, stated as criteria, against levels or standards of attainment, stated as descriptors. The rubric has become a public statement, a quasi contract written by groups of teachers in a school that identifies what can be expected in terms of teaching behaviours and student learning, in the name of a school or the state. But how would the quality of a rubric be discussed or assessed in relation to science education? The study explores the use of rubrics to support situated cognition and social constructivist science teaching. This thesis does not investigate the question of educational 'quality' per se. It does not set out to prescribe or stipulate ideals. Nor does it recommend how teachers ought to use rubrics to measure or assess such ideals. Rather it is an ethnogenic study of the judgements made about the qualities of the rubrics designed and used by science teachers and a particular group of students in an inner urban secondary school. The students in this study are enrolled in the Select Entry Accelerated Learning program at Hill View Secondary College which seeks to engage them in higher levels of educational involvement and attainment.
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ItemProblem based learning and information and communications technology: can problem based learning improve year 9 students' motivation to learn ?( 2009)This study investigated the use of Problem Based Learning (PBL) as a teaching and learning strategy in Year 9 (15 year olds) Information and Communications Technology (ICT) classes. Researchers (Ahlfeldt, Mehta & Sellnow, 2005; Hmelo-Silver, 2004; Colliver, 2000; Albanese & Mitchell, 1993) claim that PBL improves the educational motivation of tertiary students through its use of small groups working collaboratively to solve a real problem. Researchers also claim that PBL requires a high level of maturity (Drinan, 1997) and that secondary school students lack the necessary social skills to work effectively in a team (Achilles & Hoover, 1996). It is reported that Year 9 students have a low rate of engagement with their learning and a decreased level of motivation to learn (Cole 2006, Weiss, 2003; Johnson, Crosnoe & Elder 2001, Woods, 1995; Lumsden, 1994). Hence, this study was undertaken to see if PBL could be used at Year 9 level to motivate students while maintaining the required curriculum outcomes. Student motivation was assessed by administering Martin's Student Motivation Scale (SMS) (Martin, 2002) at regular intervals throughout the year in two Year 9 ICT classes. These two classes were run using different mixes of traditional teacher-directed classrooms and PBL classrooms. Additional attitudes and activities, considered important to students' motivation to learn, were assessed using the Samford Attitudes and Activities Assessment Scale (SAAAS). This study found that PBL was a teaching and learning strategy that enabled the required educational standards to be addressed. Results from the SMS and SAAAS showed that the introduction of PBL into these Year 9 ICT classrooms led to improvements in student Motivation, Learning Attitudes and Learning Activities as measured by the SMS and SAAAS while achieving the required curriculum outcomes for Year 9 ICT. This study also found that the use of PBL over an extended period of time maintained these positive effects.
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ItemHide and seek: examining the relationship between student understanding and the drama devising process through the development of three senior secondary ensemble performances in drama( 2007)This thesis examines how a student's understanding of their world can be informed through the development of an ensemble performance in drama. It is a qualitative study that presents the findings of three groups in three comparative case studies in a single site. The teacher-researcher observed a year eleven drama class preparing a group performance task at the end of Unit Two Drama in the Victorian Certificate of Education. The research explored the development of student understanding through the ensemble performance by addressing connections with personal understanding, expression through drama understanding, the refining of understanding through the drama process and interaction with other group members and the teacher's contribution. It also uncovers the tension for the teacher in evaluating student outcomes in terms of VCE criteria at the expense of learning gained through process. This study suggests that student understanding can be expanded through making personal connections to stories from everyday life, opinions and beliefs and influences from the student world. The research explains that the group can build on these personal understandings using different interactive methods and formulates a 'toolkit' to assist the individual to participate effectively in the cultural context of the drama ensemble. Developing understanding through drama-making is described in terms of the movement between play, the common aesthetic and art; and through the benefits of expressing ideas in practice and embodied understanding. The final performance product is shown to contribute to the development of student understanding in two ways: through student considerations of the audience in their performance-making; and through the ways in which performance elements were employed by the students for expression and communication. The final performance was a culmination of the knowledge and skills that each individual had offered and the decisions of the group as it expressed a group understanding through dramatic form.