Melbourne Graduate School of Education - Theses
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ItemA taxonomy of community intervention practice( 1982)This thesis identifies an overall heuristic taxonomy of Community Intervention Practice, which is intended for use by students, lecturers and field staff. The taxonomy is divided into five approaches, namely the Organisational Approach; the Extension Approach; the Developmental Approach; the Action Approach and the Control Approach. The taxonomy is iconic in natures and is a simplification of the complex reality observed in community intervention practice. The thesis is divided into three sections. Part I seeks to explore the nature and complexity of the concept of "cornmunity", and the nature of community intervention practice. Part II, which forms the bulk of this study, defines and describes the five approaches which make up the heuristic taxonomy. Part III applies the taxonomy to two differing agencies, one being a government Community Development Office project for squatter resettlement in West New Britain; the other applying the taxonomy to various projects run by an Australian Community Health Centre. Throughout, use is made of tables and figures to illustrate the concepts described. In particular, concise summary tables are provided for the taxonomy. itself. These tables are printed on coloured paper, to assist. in easy location and reference, and are intended - to be a summary to facilitate conceptualisation in the hands of a student or field worker.
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ItemEthnocentricity in The school paper, 1896-1939( 1985)This thesis explores the nature of the ethnocentric focus of the School paper from its inception in 1896 to the commencement of World War II in 1939. Although the School Paper was first published in response to an expressed government request that colonial reading material be provided to Victorian pupils, School papers from 1896 to 1907 are dominated by a powerful British influence extending to moral, economic, patriotic and military spheres. The monarchy is the imperial focus. Although proud Australian nationalism is a gradual development, there is already consciousness of a distinct, unique social and environmental milieu. The period is marked by profound respect for Britain, a sense of kinship with America and tolerance for the Arab world; 'coloured' races, including Australian Aborigines, are depicted as being inferior to whites. The years 1908 to the commencement of World War I in 1914 are marked by the strength of the Empire Movement; imperialist propaganda was actively disseminated by the School paper. There is growing awareness of Australia as native land, with its own individual identity, yet still with a filial link to Britain. The School paper. reflects the preparation of children for the coming war. America is looked on with favour and Germany is regarded with some reservation. Coloured races continue to be scorned, except for the Australian Aborigines who, at this time, are accorded a significant degree of respect and sympathy. Australian nationalism was crystallised during the war years from 1915 to 1918, and the Anzac legend became enshrined, assisted by School Paper promotion. Patriotism was both engendered and used by the School paper to raise money for the war effort. From this period there is a decline in the strength of British focus in the School Paper and a shift to imperialism. Although attitudes to white races are generally tolerant, with much forbearance towards Turkish and German enemies, there is coolness towards America, a general disregard of Australian Aborigines, and a persistence of prejudice towards other 'coloured' races. The post-war decade, 1919-1929, marks a flowering of Australian nationalism, with School Papers cultivating pride in Australian literature, art, history, and sporting heroes. Anzac Day and Armistice Day commemorative issues recount for new generations the honour that Australia achieved in war. Although the imperial theme is promoted less aggressively, Australia is still depicted as daughter of the Mother Country, and the Royal Family is regularly presented as both head and symbol of the Empire. Tolerance is extended to Europeans, Irish and Americans, but is witheld from Maoris, American Indians, Africans and Australian Aborigines. School Papers during the Depression years from 1929 to the commencement of World War II reflect a diminution of active Australian nationalism and of British martial content. Concomitantly, imperial sisterhood and internationalism are fostered. The pacifist tone of School Papers of this time sits oddly with the continued promotion of Anzac Day and Armistice Day. Contradictory School Papers messages at this time validate respect and tolerance for other races, yet show quite vicious intolerance of non-whites, including Australian Aborigines. By 1939 the School Papers demonstrate a continued pride in British ethnocentricity, superimposed on which is an Australian nationalism that waxes and wanes in intensity. There is tolerance of a broader range of races, but there remains a cruel arrogance towards the alleged inferiority of 'coloured' peoples; the School Papers was a powerful force in the transmission of these attitudes.
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ItemThe relationship between the intellectual biorhythm cycle and academic performance( 1985)The problem presented in, this study was the investigation of the existence of a 33-day intellectual cycle. The study was designed to answer two questions. First, does evidence exist to indicate a 33-day intellectual cycle in which an observable difference occurs in academic performance on the Progressive Achievement Test in Mathematics as administered on ascending critical, descending critical, lour point and peak point days? Secondly, does evidence exist to indicate a relationship between a 33-day intellectual cycle and a sex of subject difference which is reflected in the measurement of academic performance as measured by the Progressive Achievement Test in Mathematics? The data were then subjected to two methods of analysis. First, analysis of variance was carried out on Test 2A and Test 2B respectively. Secondly, analysis of covariance was carried out. The analysed data consisted of 104 pairs of test scores.- These scores were obtained from 104. Year 7 and 8 students from Mildura High School who completed two parallel forms of the Progressive Achievement Test in Mathematics. Hypotheses pertaining to the intellectual biorhythm cycle, sex of subject, and their two-way interaction were formulated and each was tested at the 0.05 level of significance. Six hypotheses were examined, Analysis of variance was employed to test the first three null hypotheses, and analysis of covariance was employed to test the three other hypotheses. In summary, five of the six null hypotheses were accepted at the 0.05 level. No evidence was found in this study to support the theory that a relationship existed between the intellectual biorhythm cycle and academic performance. Similarly, no evidence was found to support the theory that a relationship exists between the two-way interaction of sex of subject and biorhythm phase with respect to academic performance. In contrast to these results, a significant relationship was observed between the sex of subject and academic performance as measured by the Progressive Achievement Test in Mathematics. This relationship was then. examined over two testing sessions by analysis of covariance. No significant response by sex to change in biorhythm phase were found to exist. On the basis of this study, several recommendations for future research. on biorhythm theory were given. These recommendations considered the collection of data and research design. Finally, it was pointed out that the validity of the biorhythm theory is open to debate and that future studies be scientifically rigorous.
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ItemMethodological issues in the calculation of enrolment retention rates( 1982)This study examines the methods used in calculating age- and grade- retention rates for secondary schools in the Victorian education system. It focusses on the methodology' used to obtain these statistics rather than on applications of the generated statistic. However, the administrative uses for which retention rates are calculated have been considered. As a consequence of applications of the retention statistic being diverse and requiring considerable detail to be fully understood, their discussion will be reserved to a separate appendix (see Appendix I, The Collection and Use of Enrolment Data in the Victorian Education Department). The use of school data to calculate retention may be regarded as an attempt to overcome the problems faced in collecting individual pupil data. The latter would necessitate the tracing of all individuals in each age-cohort separately over that time, a task requiring data-collection methods which are yet to be made available. ''Apparent" retention rates, as they are usually called, are used on the assumption that they are unlikely to differ from "exact" retention rates, those rates obtained when individual data is used, at least in the case of aggregates greater than the individual school level. Any errors resulting from this assumption can possibly be reduced by altering the method of calculating apparent retention rates. This thesis investigates a number of different approaches of calculating retention rates with this aim in view. This thesis does not attempt to reveal anything new about the factors which affect retention. However, it is clear that in exploring new methods of calculating retention, the influence of these factors must be kept in mind. Such factors may be of long-term rather than short-term influence or they may be an aggregate one rather than one which is exhibited at a particular school. The literature on the subject is equivalent to much of the work on social differences in educational achievement, since retention rates are in one respect the most rudimentary index of school achievement, the length of schooling. Thus, no attempt has been made to offer a review of the general literature. Instead, monographs or reports most relevant to the methodological aspects are cited in the footnotes at the appropriate points, or discussed within the text when necessary.
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ItemThe semantic structure of written narrative : an application and evaluation of the analytical framework for narrative produced by William Labov and Joshua Waletzky( 1982)Narrative, as one means of processing life experience through language, is a significant human act. Its fuller understanding holds practical meaning for education too, in that teachers can structure language situations around narrative, it being acquired by children before their entry to primary school. Various perspectives on narrative have been taken, their focus of attention often being broad functional aspects of narrative, approached through the understandings of psychology, anthropology, rhetoric, literary criticism and philosophy. These perspectives have produced analytical schemes for insight into narrative as genre, with greater or lesser degrees of emphasis being placed on the internal organisation of narrative and on linguistic aspects of its structure. It is from a linguistic perspective that narrative has been studied in this work, the primary purpose of the study being to apply and evaluate a particular paradigm structure for narrative analysis. 'The framework for narrative analysis generated by Labov and Waletzky in 1967 was applied to written narratives collected from Australian-English users and evaluated for its usefulness. Chapters 4 and 5 of this work report both formal and functional analyses of these written narratives toward establishing the semantic structure of the collected stories. The patterns of meaning for the written narratives were found largely to match the categories provided by Labov and Waletzky, their framework being a useful one for the study of autobiographical written narrative. Evaluation emerged as the most significant element in the construction of effective narrative, a narrator's capacity to take a multiple perspective on the reported events being central to his evaluative ability. A secondary concern of this study was with exploring comparisons between intuitive understandings of narrative and their adequacy for its description and interpretation with the more formal tools of linguistic analysis. It was found that intuitive and formal indices of quality narrative overlap in the information they give about narrative, the only difference between them being that formal insights are more explicit.
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ItemThe public education enterprise of the Port Phillip conservation movement 1965-75( 1984)The Franklin River Battle of the early 1980s made conservation of wilderness into a substantial national issue. However, throughout Australia in the preceding decade and a half mini-conflicts of a similar nature had occurred. Before conservation of wilderness versus hydro-electricity development in South-West Tasmania took over the front pages of newspapers and a multitude of television programmes, a climate of opinion had already been formed. The hearts and minds of a significant number of citizens had been captured by the vision of a rejuvenating area of beauty which they could enjoy themselves and 'pass on' to their descendants. Politicians have recognized that the new conservation consciousness encompasses a significant number of young people, though it is by no means confined to them, and that it crosses traditional political divides. In the Port Phillip conservation movement such citizens have played a role in a variety of local battles, establishing a climate of opinion in which conservation matters became public issues, significant in policy-making and legislation. Port Phillip conservationists attempted to prevent developments perceived as harmful, to see that improved practices were substituted and new policies formed. Efforts were also made to dispel ignorance and provide information about the degradation of landscape, pollution and the need for conservation policies in the local area and also on a world scale. By 1970 several important conflicts had emerged. One of the significant conflicts was over plans to construct a marina below the Beaumaris cliffs at the north end of the City of Mordialloc, the other over a projected car-park in a valued section of bushland on the Black Rock foreshore. In both cases, conservationists were successful. The need to evaluate and express their affection for the environment of tea-tree, coast wattle, banksia and she-oak, to which they became committed, led to important developments, both within themselves and in the community. New local associations were formed and established ones enlarged their membership and re-defined their aims. The Port Phillip Conservation Council was formed and became a co-ordinating body and focus of policy-making and public relations. An examination of the history of that organization and of the local groups reveals conscious and significant efforts to change and re-form public opinion. At the same time, a study of the issues, personalities and developments within one area, the City of Sandringham, provides an insight to the methods used in the achievement of objectives and particularly in efforts made to educate or re-educate those in power and the general public. Port Phillip Bay has played a vital role in the growth, of the metropolis of Melbourne, initially, through providing a port and waterway. Its foreshores have been valued for their charm and interest and for recreation. In some parts they provide a delightful environment of regenerating semi-natural bushland which is a living link with old Australia and a pleasure for the present population. It is a "green belt' between the world of houses, shops, factories and roads and the sea-shore. The Port Phillip movement began in the context of an interest in the Australian environment which was taking shape in the colonies in the last half of the nineteenth century. To some extent it ran parallel to movements overseas: the national parks development in the United States is an important example. Furthermore, in the 1960s and 1970s, certain problems apparent in the life-support systems of the earth were publicised widely and dramatically. Survival became an issue for a substantial number of men and women, and for girls and boys at school. Two seminal books aroused consciousness of some of the issues. One was Rachel Carson's Silent Spring, the other, The Great Extermination, edited by the Australian, Jock Marshall. To this movement, and in particular to its modus operandi, this thesis addresses itself. It addresses the question of how the Port Phillip Conservation movement developed, and examines what conscious efforts were made to educate the public, particularly during the significant years of the early seventies.
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ItemThe origins, development and influence of Ursuline pedagogy( 1984)Much of what was taught in Roman Catholic convent schools, and many of the methods used, may be traced to the influence of a religious order of women, the Ursulines, who find the origin of their pedagogical inspiration and a pattern of religious spirituality in the Company of St. Ursula, established by Angela Merici at Brescia some four hundred and fifty years ago. However, religious congregations devoted to the education of women, and those who have been educated by them would be, for the most part, unaware of this influence. Similarly, standard texts of educational history give no more than a passing acknowledgement, if any, of the singular contribution of this religious order, and the significance of this for a comprehensive perspective of general educational history. The object of this study is to present a description of the development of Ursuline pedagogy, with a concentration on the French tradition, illustrating its consolidation as it provided a distinctive intellectual, moral and religious process of formation for young women, and then tracing the different kinds of influence that it exerted, especially as it became a model for later educational initiatives within other religious orders of women. Initially, this thesis explores the circumstances conditioning the emergence of the Primitive Company of St. Ursula, examining the cultural and religious setting of the Italian Renaissance in which it first developed, and for which it was primarily intended as an agent of a perceived necessary transformation of women in that society. It investigates the writings of Angela Merici with an eye to those elements of her thought which have a specific pedagogical importance. It will demonstrate that Angela Merici believed in utilising the home atmosphere and its natural influences as the best means of giving a religious and moral formation, as well as ensuring basic intellectual and social development. Where this would not be possible, she, with her companions, would provide an environment as close as possible to the ideal, promoting a mother-daughter relationship between the member of the Company of St. Ursula and the individual children in her care. The pre-eminently personal quality of her thought is revealed to be in keeping with all the best Renaissance standards. Her "Arricordi"(Counsels) indicate her enthusiasm for focussing attention on the individual, using certain insights of feminine psychology to provide a thorough preparation of each for responsible motherhood and authentic Christian citizenship. A synoptic survey of the educational philosophies of Jean. Jacques Rousseau, Johann Pestalozzi, Johann Herbart and Friedrich Froebel serves to show how the thought of Angela Merici compares with that of each of these writers, emphasising the pedagogical status of her work, and indicating that she ought attract more universal recognition as a significant contributor to the evolution of pedagogical theory. The thesis traces the development of the Company after the death of the foundress, and how it was forced to clarify and modify its constitutions and form of government to meet the requirements of adaptation to new ecclesiastical and societal circumstances. These were occasioned by the impact of the Protestant Reformation, as well as the Catholic reaction to it, culminating in the reforms of the Council of Trent, and further complicated by political and territorial conflicts at both local and national levels. The influence of significant churchmen of the period is also examined. Leading reformers such as Cardinal Charles Borromeo, Cardinal Francois de Sourdis and Archbishop Alessandro Canigiani took initiatives which impinged on the process of adaptation through three successive stages, and which contributed to a clarification of the distinctive apostolate of the Company. The development of the Company in France at the turn of the seventeenth century, and the progress towards the adoption of monastic status whilst maintaining an apostolate of education as its principal "raison d'etre", is given detailed. analysis. It represents the elementary base for the theoretical and methodological structure from which a more highly developed Ursuline pedagogy would take its shape. Foremost among those who brought the Ursuline communities to this stage is Francoise de Bermond, assisted by two influential Provencale priests, Cesar'de Bus and Jean Baptist Romillon, who had already developed catechetical and general elementary educational programmes of their own. Later, Madame de St. Beuve and Madame Acarie introduced the Ursulines to Paris, engaging Francoise de Bermond to instruct the first members of that community in the implementation of the Ursuline Rule, and to form them according to the spirit of Angela Merici. Whilst acknowledging similar developments in various other centres such as Bordeaux, Toulouse and Tulle, the educational tradition of the monastery of Paris has been selected for special study because of the availability of the 1705 reprint of the first edition in 1652 of the Reglemens of Paris. This work, a collection of three small manuals which enshrine Ursuline educational principles and provide a precise methodology to be followed in the monastery schools, allows the student of educational history to reconstruct a vivid picture of the educational practice of a vast network of such monasteries throughout France during the Ancien Regime. It reveals details of the organisation of two separate educational establishments within the monastic complex, a "pensionnat" (boarding school), and a free day-school for poor students. An overview of the Jesuit tradition of education, which developed at the same time, allows for a comparative study of the Reglemens with the Ratio Studiorum. This highlights the unique quality of the former, demonstrating that, although there is evidence of assimilation of influences from a variety of sources, the Ursuline . method is not a mere imitation of the Jesuit system. This study concentrates on the precise nature of Ursuline education until the time of the suppression of the religious orders during the French Revolution. It describes the expansion of the influence of the Paris monastery as it became a prototype for other "f iliated" Ursuline monasteries, and as aspects of its tradition were adopted by other pre-Revolution foundations, such as the "Maison Royale de St. Cyr", and the Irish. Congregation of the Presentation. In the post-Revolution period, the re-emergence of the tradition within in reconstituted Ursuline communities and in other newly founded religious communities devoted to the education of women is treated. The task of tracing the continuing influence of Ursuline pedagogy through the plethora of nineteenth century congregations of teaching women is beyond the scope of this work. I have avoided detailed presentation of the more specifically religious elements of the regimen of Ursuline life except where it serves to illuminate the motivation of the members of the communities in their educational work. It is hoped that this study will provide clearer insight into the phenomenon of Ursuline pedagogy, and its contribution to the extensive educational enterprise of the Roman Catholic Church which, in turn, has its influence on the total intellectual and moral formation of the individual in society.
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ItemAn analysis of how an innovation is disseminated by using the origins of the vertical curriculum concept in Victorian State Secondary Schools( 1985)The purpose of this investigation was twofold. One aim was to discover the origins of the vertical curriculum structure that has made a considerable impact on state secondary schools in the last decade. The other aim was to establish how the idea spread throughout the system and why schools made this major change away from the horizontal curriculum. Three research methods were used in this study. Firstly, Education Department Secondary School Handbooks were studied to identify the vertically structured schools in 1975 and 1982. Secondly, a telephone survey was undertaken in order to find more information about each of the forty-four vertical models discovered in the 1983 Handbook. This survey also enabled the original innovative schools to be identified, key individuals to be established and communication links between schools to be drawn up. Finally, the key carriers of the concept were interviewed to gain in depth information on the innovation. The outcome from the data collected should assist in the understanding of how a major curriculum change can disseminate throughout the schools in an education system. These implications should apply to educational systems outside of both Victoria and Australia.