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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ItemIdeology critique and the production of meaning : a critical approach to selected urban education material( 1989)Ideology critique, when applied by educational research to the ideational content of curriculum materials, has evoked negative connotations of partiality and bias, mis-representation of social reality, and ultimately, of untruth. This thesis attempts to assert a more positive sense of "meaning production" for curriculum critique and shift emphasis away from representation towards signification. Part 1 reviews the management of questions of ideology and education by the sociology of school knowledge and curriculum research. I argue in Chapter 1 that strategies of ideology critique, along structuralist and culturalist lines of difference, have inadequately addressed issues of critical subjectivity, hegemony, and social transformation that is posed by radical education. Four curriculum studies of text book analysis are discussed in detail, in terms of their attachment to the sociology of school knowledge and in terms of the "bias and balance" discourses that they produce. Meaning production is used to enhance, rather than displace, practices of ideology critique, in ways that the case study analysis seeks to develop. The urbanism kit that is analysed in Part 2 is undertaken as a means to ground these issues, rather than to render a consummate curriculum analysis. Critical reading of the case study materials in Chapter 2 is enabled by the urban theory of Manual Castells. His ideology critique of urbanism and reformulations of urban system, urban planning, and urban social movements, are utilised to the extent that theoretic productions of the case study materials in Chapter 3 are analysed in terms of their constitutive discourses, rather than in terms of determinations about whether they are biased or ideological. Chapter 4 examines this process of signification further. Our inquiry shows that not only are understandings about "the city" produced, but, discourses about knowledge-production and about individual subjects are set up at the same time. Analysis of the case study material also indicates that balance is not necessarily built-in as a result of a commitment to provide diverse expert opinion. This has implications for those practices of curriculum criticism and curriculum construction which attempt to locate and redress bias as well as promote critical thinking. The directions suggested here are disposed towards problematising categories of analysis, especially categories such as "society" and the "individual", and towards opening up questions about what is produced as knowledge.
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ItemStarting age at primary school and subsequent retention rates, behavioural and learning difficulties, and academic achievement in the middle and upper primary school( 1989)A study of 1380 grade 3, 4, 5, and 6 primary school children at four metropolitan schools was undertaken to examine the relationship between school starting age and retention rates, referral rates (for behavioural, learning, behavioural and learning difficulties, individually or aggregated), and performance on a range of achievement tests. Six different entry age group categories were identified according to entrance age in the child's preparatory grade year. These were underage starters (younger than 4 years 6 months), younger-entering starters (4 years 6 months to 4 years 9 months), normal-entering starters (4 years 10 months to 5 years 1 month), older-entering starters (5 years 2 months to 5 years 5 months), and overage starters (older than 5 years 5 months) . The last category was split into two separate groups comprising those who had repeated kindergarten, and those who had been held back at home and had not attended kindergarten. These groups were used in computation, though some of these groups were amalgamated subsequently in some chi square analyses because of low expected cell numbers. The youngest entrants (underage and younger-entering children) were found to be significantly more likely to have been retained for a year at primary school than their normally older classmates. Risks of retention dropped with increasing age on commencement, except in the case of overage entrants who had not attended a kindergarten. Preparatory grade, grade 2 and grade 3 were the most common grades chosen for retention. The academic achievement of children retained in Preparatory grade to grade 6 was significantly lower than that of the nonretained children at grades 4, 5, and 6. There was no significant difference at grade 3 level. Retained younger-entering, underage children and girls were found to be significantly more likely to be referred for learning difficulties, and retained younger-entering and underage children had significantly higher rates of referral for aggregated (multiple) causes than other entry age groups. Significant differences between older-entering and younger-entering children were not found with respect to academic achievement as measured on a range of achievement tests. However, significant differences favouring overage starters who had repeated kindergarten and other entry age group children were observed at all grade levels and in a variety of achievement tests, though not in a uniform manner. Younger-entering children were significantly more likely (across the whole sample) to be referred for learning difficulties and aggregated referral rates than other entry age groups. This applied to both girls and boys. Significant differences were also observed for aggregated referral rates with the underage and younger-entering students, and overage starters were also more likely than other entry age groups to have been referred for behavioural or learning difficulties, or both. Boys were significantly more likely to be referred for behavioural difficulties, behavioural and learning difficulties, and aggregated referral rates than girls. When children who had been retained were removed from the calculations, it was found that children who had repeated kindergarten had significantly better achievement in the range of tests utilized in the study, than all other entry age groups. This held across the four grades though not in every test with every entry age group. There were no significant differences between nonreferred children and those referred but who had not repeated a year, in any of the referral categories. Suggestions are made for future research.
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ItemInfluences at work on the shaping of a Catholic girls' secondary school( 1989)1988 is the twenty-fifth year of the existence of Ave Maria College, a girls' Catholic secondary school at West Essendon, established in 1963 by the Franciscan Missionaries of Mary. This thesis endeavours to trace the forces which shaped it - the sociological, religious, political and economic forces which influenced its growth. It examines the background and development of the College under the guidance of the Franciscan Missionaries of Mary, the handing over of the College to the the Catholic Education Office on the departure of the sisters in 1975, the subsequent administration by an Interim Board of Management and its eventual development as an autonomous College within the Catholic Education system, and the laitization of the College which is a feature of many Catholic secondary schools of the 1980's.
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ItemThe confused Frenchman : some considerations of 'freedom' in Rousseau's writings and its educational implications( 1987)The focus in this thesis is the concept of 'freedom' and, more specifically, how this concept is used by Rousseau. An attempt will first be made to clarify the meaning of 'freedom' and then Rousseau's discussions about it will be examined. Particular emphasis will be placed on an analysis of educational freedom and what Rousseau writes about it, especially in Emile. It will also be argued that the ideal political freedom that Rousseau proposes in The Social Contract is an extension of the freedom he talks about in Emile. Some critics have levelled the charge that Rousseau is not consistent in his definitions of what constitutes freedom and Max Rafferty has even referred to him as 'the confused Frenchman'. In this thesis it will be argued that this confusion is only apparent and not real. In this respect, the critical literature about Rousseau's theories on freedom will be analysed in an attempt to show that there is indeed an internal consistency of definition in Rousseau's works and that his view is of positive, rather than negative, freedom.
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ItemThe holistic nature of literary knowledge : a perspective of authorial meaning and legitimate significance as a unique aesthetic experience( 1986)Literary knowledge represents the state of affairs in the holistic nature of literature. Within the scheme of co-ordinates that constitute the holistic nature of literature, legitimate aesthetic experience cannot occur unless a valid interpretation of meaning is considered as the probable intention of the author. Understanding meaning initiates legitimate aesthetic experience as opposed to an aesthetic awareness that inadvertently distorts authorial intention to satisfy wishfulfilment gratification of the audience. Validity in interpretation implies satisfying the conditions of knowledge, in that agreement in .judgements about literature is possible. Yet, though meaning may satisfy the conditions of objectivity, each legitimate aesthetic experience is peculiar to the individual's empathic relationship to the valid interpretation. . The significance of the text may be an ineffable aesthetic experience which is a self-evident form of knowledge. The synthesis of Hirsch's theory of 'meaning and 'significance' with Hirst's belief that literature is ? 'unique form of knowledge' gives a dual nature to, and foundation for, the epistemological status of literature. Consequently, there is justification for teaching literary knowledge in texts and procedural knowledge for construal of valid interpretation. Interpretation and criticism have different functions. One attempts to give coherence and objectivity to textual meaning, while criticism imbues a valid interpretation with a 'unique' knowledge that is relative to the dynamic of history and the dialectic of criticism. If students are to perceive in some degree the holistic nature of literary knowledge, then trainee teachers ought to be familiar with the synthesis of Hirsch and Hirst which is a primary principle both in the construal of textual meaning and in the attempt to express legitimate aesthetic experience.
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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.