Melbourne Graduate School of Education - Theses

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    Vision and practice in Catholic schools
    Purdey, Carmel M ( 2000)
    This research examined the way in which a group of principals, teachers and parents from three Catholic primary schools in the Archdiocese of Melbourne perceive the translation of vision into practice in their schools. This paper provides an account of the background literature examined, the methodology used, the data collected and conclusions drawn.
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    The impact of writing for different kinds of audience on a group of year 11 students' writing proficiency at an inner city secondary college in Victoria
    Rozimela, Yenni ( 1993)
    This study was carried out with the purpose of finding out the influence of audience on the students writing proficiency It was carried out with the help of forty students who were studying at Year 1 1 at an inner city secondary college. The students belonged to three different classes or three intact groups. Each student produced three pieces of writing one of which was for no audience the second one of which was for an imaginary audience and the third one of which was for a real audience. Since the sequence of tasks could be a compounding variable in this study it was decided to give the three groups of students the tasks in three different orders. The students writings were assessed by three raters using a multitrait method of scoring. The components of writing and scales used were derived from those proposed by Hamp Lyons (1986). For any large discrepancy a fourth rater was invited to rate the specific samples of writing again. The data was analysed by ANOVA and F comparison. The results of the study reveal that audience has a significant impact on the students writing proficiency. However when the students wrote for an imaginary audience their writing was rated as less proficient than when they wrote for no audience. The most interesting result was the one relating to students writing for a real audience In this case students proficiency was judged by the raters to be greater than for the other two types of audience. This research has provided some interesting insights for teachers and composition and direct writing assessment researchers.
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    Learning literacy : a case study of the development of English literacy skills in two adult ESL students
    Rao, Usha ( 1997)
    This minor thesis reports on the findings of a study done of two adult international students of English as a Second Language. The study attempts to outline the issue of difficulties experienced by these students while learning to write in English in preparation for tertiary studies in Australia. The main aim of the study was to attempt to illustrate that international students need to be instructed by their teachers in how to write in the genre required for tertiary study. An attempt was made to measure the language level of the two students to determine how thoroughly prepared they were in the genre they were mainly required to write in their tertiary study. For these two students, this genre was business report writing. It was realised that although the two students had received practice in responding to General English writing tasks, they had not been taught how to write business reports. This conclusion was drawn through the study in which qualitative techniques of research and text analysis were used. Firstly, the students were given a series of reading and writing tasks to perform to determine their levels of English at the start of the study. At the end of the study there was a similar set of tasks for the students to perform. Secondly, the students and two of their teachers were interviewed. The students tried to reveal their perception of what their English Language intensive courses had taught them. The teachers who had taught these students attempted, through their responses to the interview questions, to outline the objectives of the courses they had delivered Thirdly, the students' attempt at writing report genres in their tertiary study was commented upon. At the end a short business report was selected as the target text and this was analysed. Systemic functional grammar was drawn upon to analyse the target text. The analysis of this model text was used to compare the analyses of the responses of the students to business report writing tasks. A summary of the findings is presented in this thesis and comparisons made in order to come to a conclusion that there does exist a need for overseas students intending to go on to further tertiary study to be taught explicitly through deconstruction of model texts by the teacher. The genre of the model text has to be directly related to the tertiary course of study that the students are going to follow. The students need to be provided with close guidance by their teachers, and constant practice of the genre is required.
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    Evaluation of a Cancer/Palliative Nursing Care subject and a comparison of processes and outcomes for traditional classroom and distance education teaching modes of delivery
    Pittman, Elizabeth ( 2000)
    This Evaluation is concerned with the educational outcomes of a postgraduate subject, 'Cancer/palliative care nursing 1'. The subject is taught in the classroom as well as by distance education in the print medium and, as well as considering the outcomes for the subject per se, the Evaluation also compares the outcomes for each teaching mode. The questions addressed in the Evaluation are: a) does the delivery of the subject (regardless of the method used) have the outcomes that might be expected of a postgraduate diploma level subject? and b) are students taught by distance education mode disadvantaged by comparison with students who are taught by traditional classroom methods? There is an abundance of literature on distance education, most of which uses, explicitly or implicitly, classroom teaching as a largely unexamined exemplar by which distance education is judged. This thesis critically examines the distance education literature and identifies factors salient to a comparison of these two methods of teaching. The Evaluation method is based on the theory-driven approach advocated by Chen (1990) and incorporates an adaptation of the program logic framework put forward by Funnell (1996). It incorporates two methods of evaluation: the subject's outcomes measured against a prescription; and, a comparison of the distance education outcomes with classroom teaching outcomes. A prescription of how the subject should be delivered and the outcomes that should be expected was developed from stakeholder interviews, informed by a critical review of the distance education literature and the evaluator's knowledge of the discipline. A method of measuring the actual delivery of the subject against the prescription (regardless of the teaching mode) was devised and a minimum acceptable standard of success established. Substantive methods used include both qualitative and quantitative data gathered by questionnaires, interviews, classroom observations and a content analysis of the study guide used by distance education students. The Evaluation findings are that on most, but not all, outcome measures the subject met the set standard of success. One outcome unspecified in the prescription (although implied) was the increased clinical confidence engendered by undertaking this subject. Students taught by the traditional mode gained from classroom interaction although the degree of interactivity was found to depend on the personal qualities of lecturers and students and the structure of teaching sessions. Distance education students were not disadvantaged by this teaching mode and on some measures, such as being able to study at their own pace or the grades they achieved, could be said to be advantaged.
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    Hawthorn Leadership Assessment Centre : a case study of assessors' perceptions
    Mitchell, Paul W ( 2001)
    The implementation of the National Association of Secondary School Principals (NASSP) Assessment Centre at Hawthorn Leadership Assessment Centre (HLAC) is a part of The University of Melbourne s post-graduate syllabus. At the completion of an assessment centre assessors were interviewed. Their perceptions indicate that H LAC is an effective professional development activity for participants and assessors alike. This finding emerged through the implementation of a semi structured interview schedule. The study also found that assessors believed a more culturally relevant model reflective of local practice be explored or incorporated into the franchised NASSP model.
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    Searching for a fair assessment
    Skubiszewski, Lesley ( 1995)
    The full implementation of the VCE in 1992 represented significant changes to senior secondary schooling in Victoria. These changes were strikingly evident in the new assessment methods and procedures of the Art test CAT. The difference between the HSC Art Appreciation examination process and the 1992 VCE Art test CAT assessment was more than a difference in practices and methods. The ideological foundations of the two examination systems were vastly different. The HSC system served to rank students so that universities could select the best candidates. The BOS promoted the VCE as more 'equitable', 'accountable' and 'inclusive 'than the HSC. These concepts derived from the recommendations of the Blackburn Report (1985) which advocated major reform of the senior curricula and assessment. I interviewed five experienced Art Appreciation examiners in order to acquire a perspective of the two examination systems during' a time of change (1987-92) and ultimately focused upon the fairness values that were evident in the examination process. I compared published policy statements regarding fairness and equity with the examination practices that the five examiners described and analysed during our interviews. The theories of Foucault and Bourdieu enabled me to understand that examinations are part of a systematic social selection process. How can 'fairness' be defined and embodied in examination practices if examinations inherently represent a form of social power? Bourdieu and Foucault nourished this type of reflection. The Blackburn Report, the views of the five examiners and the social theories of Foucault and Bourdieu led me to consider the Art test CAT (1992) as a representation of the equity values that were defended by the BOS. Fullan's theories revealed that disorder usually accompanies educational change and added -another dimension to this investigation of 'fairness and justice' in the Art Appreciation examination (1987-92). In addition, this research study evaluates the practice of the BOS policy regarding equity and fairness, as evident in the VCE Art test CAT assessment process (1992), because the Board promoted the view that the VCE would provide greater equity and fairness to all Victorian students than the HSC.
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    The use of program clarification to support policy development and implementation
    Teng-Kerrison, Jenny L.S ( 2000)
    Program development through program clarification is an emerging field for evaluators committed to developing responsive and clear program designs. In this study, the use of program clarification approaches, designed to assist implementation of a major policy change, was explored at a policy and service level of an organisation. A new service delivery program (SDP) was the focus of program clarification, which was conducted in two phases. In Phase I (policy level), the main aim was to make the essential features of the SDP explicit to those responsible for system level change. This was achieved through evaluability assessment, during which document analyses, 12 semi-structured interviews with senior managers, and a group interview with service site managers were conducted. This resulted in the development of a clear, policy level, program logic model. Phase I revealed a need for the policy level program to be translated at the service sites. Phase II (service level) was conducted to assist managers at one service site in the development of a SDP implementation and monitoring plan, through the use of program logic and participatory approaches. Reflective practice and a small-scale study conducted by the researcher revealed that the program clarification approaches were useful, especially at the service site level where a high degree of stakeholder participation was achieved. This study focused on one organisation and one service site, thus, its findings cannot be generalised. Nonetheless, this study is one of very few which has attempted to apply program clarification techniques at both system and delivery levels, and to link the findings at these levels.
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    A program theory of the Bushfire blitz program
    Rhodes, Alan ( 2001)
    Program theory has become increasingly prominent in evaluation in recent years. The thesis explores the notion of program theory by examining the writings of several evaluators and attempts to distill the key elements of a comprehensive model of program theory from a realist perspective. This model of program theory is used as a basis to develop a program theory of the Bushfire Blitz program, a community-based education and advice program intended to increase residents' preparedness to deal with the bushfire risk. The thesis reviews literature in the fields of risk perception, risk communication and the adoption of precautionary behaviours. Several evaluation studies of Bushfire Blitz are also considered. The findings from the literature review and the review of evaluation studies are synthesised to develop a program theory of Bushfire Blitz. The thesis examines how individuals and communities respond to risk, the nature of preparedness for the bushfire risk and decision making processes in response to risk. Examination of these aspects is essential in order to understand how the Bushfire Blitz program can bring about change in both individual and community response to the bushfire risk. The program theory developed in the thesis highlights the importance of several crucial aspects of realist approaches to evaluation such as the role of psychosocial mechanisms, the nature of program effects at both micro and macro levels, and the effects of contextual complexity on the program. The program theory provides guidance for program improvement and the basis for on-going evaluation of Bushfire Blitz and similar programs to address the risk from natural hazards.
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    New tools for an old craft : introducing information and communication technologies to Victorian schools
    Sestito, Raymond ( 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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    What is a quality rubric? : curriculum design, state frameworks and local assessment of secondary science
    Stewart, Jen ( 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.