Faculty of Education - Theses
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ItemTeachers' storytelling techniques and comprehension of narratives in Singaporean preschool children( 2004)There is growing body of evidence supporting the many connections between competent comprehension of narratives and the effective use of storytelling strategies. This study d?fines the cluster of concepts related to storytelling and narrative comprehension in young children and synthesizes the research on the role of storytelling in children's language development, in this case, the development of narrative comprehension. A critical review on storytelling beliefs and practices of preschool teachers in Singapore revealed that the espoused theories of the benefits of effective storytelling have not been distinguished from their own practices in the classrooms. This is due to a set of mitigating circumstances. The study notes the teachers' changing attitudes towards the use of more engaging storytelling techniques as emerging evidence suggest that a more engaging storytelling approach facilitates children's perspective taking and later abstract thought. This research also notes that there is a need for an inclusion of a more comprehensive storytelling course in the present Early Childhood training programme, thus identifying implications for understanding preschool teachers' development as storytellers. This study provides direction for further research in children's responses to storytelling.
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ItemMicroWorlds programming, mathematical problem solving and teaching for transfer : a year long classroom study( 2000)This thesis is based on research conducted to investigate the effects of computer programming on cognitive and affective outcomes in two upper primary classes. The subjects of the research comprised two classes of eleven to twelve year old students at the same school in Melbourne, Victoria. The aims of the research were to establish whether a particular type of methodological intervention, which reinforced strategies developed in a programming context, could improve the likelihood that problem-solving strategies acquired through programming would be transferred to mathematical problem-solving. In addition, the research set out to investigate whether programming affected individuals with differing personality traits in different ways. Students worked over a twelve-month period with the programming software MicroWorlds. In the first term they learned basic semantics and syntax of the programming language and thereafter completed five tasks that were research assignments from a range of key learning areas. These tasks were called Lap-T tasks and as part of the overall curriculum were completed and presented for evaluation. Pre and post-tests in maths problem solving which sought evidence of ability to obtain correct answers, identify appropriate strategies and articulate strategies used, were administered at the beginning and end of the year. In addition, students completed a questionnaire at the beginning, middle and end of the year to establish attitude change to aspects of learning with computers and learning through programming. Other data was obtained through the Rosenberg Self Esteem Test and the Eysenck Personality Inventory. Students kept journals in which they reflected on their programming experience. A series of class lessons for highlighting strategies developed in programming, called strategy training was directed towards one group only, the Strategy Training Group or STG for a total of 18 hours. The other group, the Independent Learning Group, was not assisted to make connections beyond those automatically acquired while programming. The findings of the research were an affirmation for the value of the strategy training for improving the likelihood that strategies acquired during programming would transfer to other problem-solving contexts. In addition, there was confirmation that programming is a valuable addition to an upper primary curriculum, contributing to students' perceptions of control of their own learning and providing challenge and satisfaction while developing transferable problem-solving skills. The research indicates that strategic use of programming in the primary school curriculum can be utilised in the development of improved use of mathematical problem-solving strategies.
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ItemPredictors of performance in arithmetic in the middle years of primary school( 2002)While the amount of research into difficulties in mathematics has increased markedly over recent years there continues to be a need for more research into mathematics in the middle years of Primary School. The present study examined the extent to which performance on various maths related processing tasks (e.g. reading numbers, reading number statements, mental arithmetic) and measures of maths understanding (e.g. numeration and counting) predicted maths computation ability as determined by performance on typical Year 3-5 un-timed pen and paper arithmetic tasks. Analysis consisted of a stepwise regression for each of the three year levels. Some of these tasks were found to be highly predictive of achievement in arithmetic. The multiple regression was not only significant at each of the three year levels but accounted for a substantial proportion of achievement criterion variance: Year 3: 61%, Year 4: 59.8% and Year 5: 61.5%. Achievement in arithmetic was best predicted by a combination of factors at each year level with some similarities occurring across levels. The most striking of these is Mental Arithmetic: multiplication which was found to be a predictive factor at all three levels. Other significant predictive factors included Mental Arithmetic: subtraction (Year 3), Numeration: tens of thousands (Years 3 & 4), Processing of 4-digit numerals (Years 4 & 5), and Mental Arithmetic: addition (Year 5).
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ItemThe Problems of verbal interaction for victims of warfare trauma in the ESL classroom( 1995)This thesis identifies and investigates the difficulties surrounding the participation in verbal interaction by victims of warfare trauma in the ESL classroom. The literature reviewed falls into three main categories; The Problems of Refugee Resettlement, Motivation and Anxiety in Language Learning and The Importance of Verbal Interaction in Second Language Learning. Case Study research methodology was chosen as the most appropriate framework on which to base this thesis and three ESL students were chosen as subjects. The findings of the research suggest that the problems associated with resettlement and prior experiences may have been contributing factors in the lack of motivation and high levels of anxiety experienced by each of the case study subjects. This in turn, may have affected their participation in verbal interaction in the classroom and ultimately, their acquisition of English.
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ItemPerceptions of transformation in Mohini?ttam : an educational perspective( 1996)This study focuses on transformation in the classical Indian dance style of Mohiniattam. Mohiniattam is embedded in the ancient traditions of classical Indian dance. Perceptions of transformation in Mohiniattam, as performed, taught and learnt in Natya Sudha, a classical Indian dance company in Melbourne, Australia, were the focus of this study. Using a qualitative approach perceptions of transformation in Mohiniattam were gathered from the dancers through unstructured, in-depth interviews. Interviews took place over twelve months from June 1993 to May 1994. The generated narrative was then analysed for meaning using techniques derived from phenomenology, hermeneutics and case study. Transformation was found to be a multi-faceted phenomenon of the inner world of the dancers, their personal and cultural connections to the dance, and the external form and setting of MohinTattam. The inner world of the dancer involved an internal integration of physical, mental, emotional and spiritual states; a high state of concentration; and a sense of enjoyment in dancing. The external form, that is, the world of MohinTattam, was achieved through various pathways and stimuli that included the educational domain of Natya Sudha, and the performance experience. An interface between the inner world and the outer world, that is, where the dancer meets the dance, was described which incorporated a cultural and personal connection to Mohiniattam.
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ItemIdentity formation in Australian young adult books( 1996)This paper considers the way in which adolescent protagonists are depicted in nine books which were the winners of the Children's Book Council Book of the Year : Older Readers Award, from its introduction in 1987-1994. All of the books in this study deal with the realisation and acceptance of change. As adolescents prepare for adulthood, their perceptions of the world and the demands it makes upon them also change. Inexperience makes it very easy to believe that the problem they are grappling with is unique to them, and to encounter it vicariously in a book can be both a pleasure and a relief. Books which provide readers with the opportunity to observe how the problem is faced and overcome by someone very similar to themselves can prove a very revealing experience. Discussion of Young Adult books has tended to focus on the problems, or situations which their adolescent characters must face. This study will examine the formation 'of identity in these books. Identity formation is based on the psychosocial theory of development formulated by Erik Erikson and further developed by James Marcia. Erikson wrote that the fifth stage of development, adolescence, is ultimately to affirm and be affirmed by society. Identity itself, of course, cannot be seen or measured, but the behaviours which indicate its achievement can be. These may be manifested in .a number of ways, such as stability of attitudes, values and personality traits. Families and friendship groups play an important part in helping an adolescent achieve identity formation. Research studies have indicated that having, a supportive and communicative family is likely "to provide a climate within which the adolescent is able to resolve crises and progress towards identity achievement" (Heaven 1994, p.54) . Identity formation, however, cannot be fully achieved until the adolescent is independent from his family. Friendship groups play an important part in an adolescent's identity formation. They provide acceptable role models and set boundaries for behaviour. In each of the book, character development, with particular regard to relationships, is explored. The way the each protagonists relates to both families and friends has been used as a guide to ascertain whether the character moves towards the formation of identity.
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ItemHawthorn Leadership Assessment Centre : a case study of assessors' perceptions( 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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ItemEpistemological beliefs and practice in a preschool setting( 2002)The aim of this case study was to determine whether the level of espoused epistemological beliefs of a qualified teacher and unqualified assistant were implicit in each Teacher's individual practice. The study was undertaken in a privately operated preschool in Victoria. Two participants were chosen on their identified preference to work and be recognized by co-workers, parents and children, as a team of two teachers working side by side. For this reason, the participants were referred to as Teacher A and Teacher B. Data were collected using five different methods of inquiry: preliminary interview; audio transcripts during planning and preparation sessions; copy of the written teaching plan; video recordings of Teacher interactions; and video stimulated debriefings. These methods set out to investigate: the epistemological beliefs of each Teacher; what beliefs held by each Teacher about knowledge, learning, child development and teaching practices were similar or dissimilar; the levels of epistemological development in each Teacher's espoused beliefs; the consistency between each Teacher's espoused beliefs with their individual practice; and whether each Teacher's level of epistemological development was implicit in their individual practice. The research indicates that Teacher A and Teacher B generally held varying beliefs about the nature of knowledge, learning, child development, and teaching practice. Despite dissimilarities, the comparison of each Teacher's espoused beliefs with Belenky et al's (1986) Women's Ways of Knowing Model revealed each had the same level of espoused epistemological development, which was subjective knowledge. Comparisons between Teacher A and Teacher B's espoused beliefs with individual practice revealed that each Teacher's beliefs were predominantly inconsistent with their practice. The results also revealed inconsistencies between practice and particular recollections by each Teacher. Although the comparative analyses of each Teacher's beliefs and practice revealed inconsistencies, the comparative analyses of each Teacher's espoused epistemological development with each Teacher's practice revealed Teacher A and Teacher B's espoused epistemological development were implicit in their individual practice.
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ItemThe relationship between academic self-concept, cognitive engagement and achievement( 1999)Much research has documented the influence student self-perceptions of ability have on school achievement. Published literature has been investigating the mechanisms through which these self-perceptions affect performance. This research sought to determine the effect academic self-concept has on cognitive engagement, thereby identifying a possible mechanism through which self-perceptions of ability influence academic performance. After reading published literature in the areas of motivation, goals, academic self-concept, self-efficacy and cognitive engagement, an intervention was designed that aimed to alter student perceptions of their ability, improve their motivation levels and increase the effectiveness of their learning strategies. A self-description questionnaire was used to measure the academic self-concept and cognitive engagement of 221 secondary school science students. Repetitive administration of this questionnaire over a two month period allowed investigation of the relationship between changes in academic self-concept and changes in cognitive engagement and achievement levels of students. In addition repetitive administration of the questionnaire allowed the effectiveness of the intervention in altering academic self-concept and cognitive engagement levels of participants to be measured. Correlation analysis found academic self-concept to have a significant relationship with the cognitive engagement of the students and their test performance and was consistent with the following: 1) a negative correlation existed between academic self-concept and superficial engagement 2) a positive correlation existed between academic self-concept and active cognitive engagement, and academic self-concept and achievement 3) test mark had a positive correlation with active cognitive engagement and a negative correlation with superficial engagement, and 4) a positive correlation existed between measured changes in academic self-concept and changes measured in active cognitive engagement. One hundred and seventy-seven students participated in the intervention sessions. Students who participated in all of the required intervention sessions reported an increase in the use of active cognitive engagement strategies and a decrease in the use of superficial engagement strategies. The control group of students did not report these changes in cognitive engagement. ANOVA revealed the differences between the cognitive engagement of the experimental group and the control group to be statistically significant. The intervention did not significantly improve the academic self-concept of participating students.