Melbourne Graduate School of Education - Theses

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    Relationships between extraversion, neuroticism, trait anxiety and trait curiosity
    Dickie, Barrie T. (University of Melbourne, 1977)
    Three personality scales measuring four constructs were administered to a group of 230 second year teachers' college students. The results of the testing were then submitted to correlational and factor analysis to investigate four hypotheses. These were: (i) that Trait Anxiety non-reversed items measured substantially the same construct as measured by E�senck's Neuroticism scale; (ii) that Trait Anxiety non-reversed items measured a different construct to that measured by Trait Anxiety reversed items; (iii) that Trait Curiosity non-reversed items measured a different construct to that measured by Trait Curiosity reversed items; (iv) that Trait Anxiety reversed was substantially the same construct as Trait Curiosity non-reversed. The analyses provided only equivocal support for hypothesis (i) and none at all, surprisingly, for the intuitively plausible hypothesis (iv). Hypotheses (i�) and (iii) received very strong support. The vexed question of the disappearance of the reversed item factors in the second order solution is raised. A case is argued that the phenomenon can be understood in statistical terms as an artifact of the analyses. Finally, a suggestion is made for a new relationship between personality theory and measurement.
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    The concept of accountability and some implications of educational accountability in the Karmel report
    D'Cruz, J. V. (University of Melbourne, 1975)
    The central themes dealt with in this thesis are, firstly, that the notion one has of educational accountability is partly derived from one's understanding of what education means; and, secondly, that two senses of accountability may be distinguished - - a restricted and largely quantifiable sense, and a more inclusive sense which embraces both those elements of education which' secure and those which elude the quantifiable. The central arguments in this thesis are, firstly, that the notion of accountability in terms of bureaucratic answerability of educat�rs, which is explicitly projected by the Karmel Report in Chapter 13, is too narrow to serve a concept of education that is complex and subtle; and, secondly, that more, not less, accountability of an enriched kind, expressed in implicit and muted tones in Chapter 2 of the Report, is required in education. The inclusive and enriched notion of accountability, argued for in this thesis, is one that demands of all the agents of education (e.g.,teachers, pupils, parents, the state, churches,) that they provide optimum conditions for worthwhile learning to occur and that they be accountable to one another for the provision of those conditions.
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    The dawn of the thousand year reich : the ascendancy of didactic and neo-classical architecture during the Third Reich
    Kapaufs, Norman R. R ( 1978)
    In the past, Nazi architecture has been a much maligned subject which most commentators, historians and writers have carefully neglected. This legacy has left a deplorable lack of information, especially in the English language. This laudable position becomes more absurd for the copious amount of books, art journals, articles that flourished under the Third Reich are today virtually non-existent. Often when cited, the architecture is used in a hysterical fashion, usually in association with some alleged atrocity, thus pushing even further into the background the original concepts for the architecture's being. Had it not been for recent publications and research, carried out in West Germany, this thesis would have not been possible.
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    Paulo Freire : conscientization. the road to freedom
    Sabto, Gina (1938-) ( 1978)
    Freire's chief concern with regard to the oppressed in Brazil involved a view of education as a tool for social and political change. Conscientization is the - method by which he aimed to achieve change. His programme however, should be seen, not as an isolated effort to liberate the oppressed; it should be viewed in the context of other programmes that emerged in Brazil at the time. These were mainly inspired by radical Catholic action groups and characterised by the need to achieve the process of self-realisation along populist lines, that is without interference and indoctrination. Freire's programme came after exploring the traditional methods of adult literacy and rejecting them as bankrupt. His method involved a problematisation of the themes of the life of the oppressed and a representation of that problematic to them for their identification and critical analysis. This was achieved by means of dialogue and in the course of group meetings where co-ordinators and students held equal. status. Concurrently with dialogue, ABC literacy took place; words arising out of discussions of themes formed the basic material for the ABC course. Much depends on the co-ordinator for the success of the method. Generally Freire's critics focus their attention on him as a potentially manipulative agent and as such, no better than the cruel masters from whom he is attempting to rescue the oppressed. Freire's principles governing his theory and method however, are so clearly enunciated, so tightly knit together, that an internal unity emerges from the programme as a. whole, which in itself, acts as a deterrent to abuse and distortion. Finally, two questions arise from the study of Freire's conscientization: one is whether revolutionary action would naturally follow from it; the other is whether Freire's adherence to absolute authenticity is emphasised to the detriment of an essential aspect of the task, which is the mobilisation of the oppressed into an effective task force to bring about revolutionary change, Both questions are closely linked together. It may be more realistic to view Freirets programme, not as a task achieving revolutionary action itself, but as an effective preparation for it and as such an honest and therefore necessary part of it,
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    An analysis of the logic of film criticism with special reference to film study courses in schools
    Murray, John Charles ( 1970)
    The distinctive concepts, relationships between concepts, criteria and procedures for judgement-making which constitute the logic of film criticism have been left largely unexplored. As a consequence, film critics and film teachers, lacking an understanding of the distinot body of concepts and procedures characteristic of this form of discourse, have been unable to offer convincing justifications for critical judgements on the one hand, and f o r the belief that film study i s properly an educational activity on the other. In each case, factors or principles extrinsic to the internal logic of film criticism have been offered as justifications. It is shown that the search for justifications for both aesthetic and educational judgements which appeal to necessary formal or moral principles, or to the consequences believed to follow from an experiencing of films, cannot withstand analysis. A critical scourse in the arts i s properly effected by presenting descriptions of the works, expressed i n terms of, and justified with reference to, those concepts and criteriadistinctive of the form of art i n question. It is argued that the work of the English film critic, Robin Wood, and some recent semiological studies on the nature of meaning i n films, represent the beginnings of a clarification of the logic of film criticism. The matter is of central importance to the form and purpose of film study courses. If, to be counted as educational, an activity must be concerned with judgements publicly testable for truth or appropriateness, and if such judgements can occur only within the logical structure of a form of knowledge or discourse, then film teaching can properly be termed educational only if film study courses are informed by an understanding of the logic of film criticism. It follows then that Robin Wood's criticism and the small body of semiological work at present available could well serve as the source of this understanding.
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    A study of the notion of role in relation to the behaviour of full-time mature students in a regional college
    Ryan, Yoni (1948-) ( 1979)
    The study seeks to analyze the motivations and performance of forty-five mature students in full-time courses in a regional college from the theoretical perspective of role. Role theory and empirical studies based on the literature are outlined and queried; a hypothetical model is set up, to ascertain the supposed behaviour of adults entering 'a re-socialization experience', and this is tested against findings from the study itself. The conclusion is that role theory has a limited validity as in explanation or predictor of adult behaviour, particularly in a complex society, and that many factors, environmental as well as philosophical, must be taken into account in assessing adult behaviour. Nevertheless, role behaviour can be seen as an element of behaviour, particularly the behaviour of older adults; it has less application to younger adults.
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    Geelong High School 1909-16 : a study of local response
    White, David Llewellyn ( 1978)
    The years 1909-16 saw the expansion of public secondary education within Victoria. It represents the working out of certain aims and policies for secondary schools between a centralised Education Department in Melbourne and the local communities that were financially involved in the provision of these facilities. This thesis will attempt to identify the forces shaping the development of Geelong High School. It will outline the aims and values of this community and evaluate the significance of their perception of what secondary education should be about. The study will look at the role of the Education Department - its director, its administrative philosophy and the attitude of the State Government towards the expansion of secondary education. The study will examine the interplay of these factors with the significant contribution of the school's educational leadership and philosophy. The main argument of the thesis is that the success of Geelong High School was to a large extent due to its support from a middle class. They saw in the school opportunities for their children resulting from an education that was financially beyond them at the prestigious fee-paying public schools. In responding to these needs the school would survive in spite of almost overwhelming odds in its early years. A comparative study with Colac Agricultural High School will be made to clarify the point that it was community support, and not legislation and regulations from the Department, that was to be the main reason for the success of Geelong High School.