Melbourne Graduate School of Education - Theses

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    From port to resort : Queenscliff 1850-1900
    Goodwin, Graeme C. (Melbourne State College, 1980)
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    Les Blakebrough : the development of Australian ceramics
    Dumergue, Peter (Melbourne State College, 1980)
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    Children's comprehension of mathematical language
    Dudley, Alan Geoffrey. (University of Melbourne, 1980)
    Various characteristics of 216 grade 5, 6 children and then teachers were compiled from schools in the Bendigo area. The children were then examined on 56 short mathematical problems which were found �in textbooks commonly used in primary schools in Victoria. Each of the problems used 10 or less words or numerals. The steps used in solving a problem were assumed in this study to include the ability to: (i) select the operation necessary to solve the problem; (ii) write an equation that satisfies the condition expressed in the problem; and (iii) correctly solve the problem. Canonical correlation techniques were used to determine the influences of the predictor set of. variables on the criterion set of steps used in solving the problem. The first significant canonical-variate was related to reading ability, word knowledge and mathematical vocabulary in the predictor set and with all the variables in the criterion set. Both variable sets could be interpreted as measuring intelligence. The second canonical variate was directly related to all aspects of division in the criterion set of variables and could be measuring a factor of Skill in Division. This skill is directly related to knowledge of mathematical vocabulary, sex of teacher and attitude to myself but inversely related to attitude to reading. The third canonical variate exhibited characteristics of a chance factor that may well have occurred from a small subgroup of the sample. Two division criterion variables were associated with the third canonical variate. Five predictor variables, Sex of student, Grade level, Sex of Teacher, Attitude to Reading and Attitude to My Teacher, were all directly associated with the third canonical variate. Rasch analysis techniques were applied to the problems for those subjects who did not attend disadvantaged schools as well as for those who did. A significant difference was shown to exist between these two subgroups on their performance on the mathematics test. The items in the mathematics test were then examined for bias against students attending disadvantaged schools. No item bias against disadvantaged children was found. This result supports the deficit theory in language development. By using the item difficulties as scores, a one-factor analysis of variance, with unequal frequencies was conducted to compare the four operations. Items with more than one keyword were excluded from this in order that comparisons between the operations could be made. No significant difference was found. All the problems were then categorized by operation and whether only one keyword or more than one keyword was used in the problem. A 4 x 2 analysis of variance, with unequal cell frequencies was used to test the significance of the type of operation, the number of keywords and their interaction. Significant differences were found between operations at the 5% level and at the 0.1% level for the number of keywords. There was no significant interaction indicating that the difficulty may well lie in the structure of the problem. If more than one keyword was used the problem was more difficult than if only one keyword was used. Such a result has implications in the classroom as well as for authors of textbooks.
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    A taxonomy of community intervention practice
    WARNER, IAN N.C ( 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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    Ethnocentricity in The school paper, 1896-1939
    Taylor, Betty Isabel ( 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.