Faculty of Education - Theses
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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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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.
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ItemMaking the transition : cultural reproduction in the market-place( 1985)This work relates to the cultural, economic and behavioural characteristics of two groups of young people who have recently left school and, either embarked upon a career pathway via tertiary education or on to long-term unemployment. Theories of cultural reproduction and anomie were examined in an attempt to account for the pathways that the two groups had taken. Two anomalies were discovered; students from migrant or working-class backgrounds who were succeeding in higher education and some working class unemployed young people who were beginning the slide into the under class. Cultural reproduction theory was found not to exactly or accurately account for outcomes and life chances whereas anomie theory was found to be a reasonable explication for the state of malaise of a number of those young people interviewed.
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ItemSport, femininity and feminism( 1985)This thesis explores the culture of sport from a feminist perspective. It reviews the masculine nature of sport and the apparent incompatibility between female athleticism and the traditional femininity; and indicates feminists' concerns with the existing sports culture. The details of interviews with ten university sports women in an interactive setting are set out, covering both sporting and non-sporting areas. Many of the women report experiencing the conflict between their athletic involvement and the demands of traditional femininity but resolve the conflict in favour of sport in an individualistic way. Their feminist awareness and feeling of sisterhood appear to be comparatively undeveloped. Finally, some options for increasing the attractiveness of sport for girls and women are suggested, including not only easier access to the existing culture, but the development of alternatives based specifically on women's physiology and lifestyle.
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ItemAccountability and professionalism in education reflected in community opinions on teacher assessment( 1985)This study takes place at a time when there is a widely-canvassed philosophy which states that the degree of accountability required by individuals in the community will come only through their more direct personal involvement in all stages of the education process. Accountability, (the visible attempts to demonstrate responsibility for a process), is said to be the concern of everybody connected with education, either as parents, taxpayers, employers or teachers and not, as in the past, restricted to the occasional external measures of performance carried out by Education Department hierarchy. We now need to know whether the education community expects a different type of accountability, if teacher assessment still forms a major part of that accountability requirement and whether teachers are still accorded the same professional status as they were. Until our knowledge in this area is improved, we will not understand whether the changes that are occurring in the Victorian education system are the result of a demand for change by the community, or political/economic expediency, or a belief that people should become involved in functions that were once considered government responsibilities. Thus this study arises from the need to understand whether changes in education are reflecting the expectations of education communities. As education communities will have a multitude of expectations, this study concentrates mainly on their expectations in respect of teacher assessment. Accountability is a demonstrable responsibility to the public through a variety of measures. Historically, assessment of teacher performance has been one of the main measures of the quality of a teacher's contribution to education, so concentration on this issue will provide much needed information on perception of accountability today. Teacher assessment is that process of gauging the quality of a teacher's performance. This process has three major functions: (a) to measure the comparative ability of teachers for promotion; (b) to maintain standards of teaching and (c) to provide a measure of accountability to the public as an indication of competency and money well spent. This case study examines the opinions of a small sample of members of state high school communities to the issue of teacher assessment and, through their opinions, provides an insight into their perceptions of professionalism and accountability in education. The sample is of five nominated persons of the education communities in each of six state high schools in the Western Metropolitan Region of the Victorian Education Department. Several happenings in Victorian education over the last five years indicate that this study is of vital importance. Firstly there has been a gradual decline in the proportion of students attending state post-primary schools. Secondly, there has been far greater involvement expected of local communities in the policy-formulation and organization of schooling with a resulting 'democratization' of processes in education. Thirdly,' there has been a gradual withdrawal of many forms of external control over secondary school teachers either through teacher assessment, student external examinations or centrally-imposed courses of study. As these happenings involve redefining the functions of state education and the teacher's role in these functions, it seems logical that a corresponding redefining of professionalism and accountability is also taking place within the community. If a shift in definition of these key concepts is not taking place within school communities, it would seem impossible for state education authorities to justify the profound changes they are demanding.
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ItemConflict resolution among pre-adolescents( 1985)There is considerable research available on psychological-moral development in general, based largely on cognitive developmental theory. There appears to be, however, little experimental work on conflict-resolution at the pre-adolescent level. Most studies in conflict-resolution are based either on post-adolescent or adult conflict (in the industrial and management arena). This study was an attempt to measure more definitively conflict-resolution behaviour patterns occurring among primary-school age children. The theoretical and research literature on this area is discussed including studies on aggression and conflict, verbal behaviour and social relationships and sex-difference as it relates to general conflict behaviour. The subjects of this study were 560 children from preparatory grade (age 4 1/2) to grade six (age 12) in a large primary school in Western Suburban, Melbourne. The study investigated children's self-initiated responses to a hypothetic dyadic conflict. As the responses in the upper grade levels were more verbally based a test of general verbal ability (the TOLA 4 and 6) was given to all grade 4 to 6 children to ascertain correspondence between general verbal ability and stated, preferred, means of resolution in dyadic conflict. The hypothetic conflict was dyadic, pragmatic and well within the child's normal play experience. The subjects were invited to nominate their preferred mode of conflict resolution. These preferences, for resolution, were classified into resolution modes. The survey and testing provided support for the hypotheses that reasoning-based resolution characteristics is correlated with age, that boys are more likely to select aggressive resolutions to conflict than girls, while girls will be more likely to select verbally based behaviours.
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ItemWho pays the piper? : government funding of private schools in the United States, the United Kingdom and Australia in the 1980s( 1985)The study identifies trends and analyses policies relating to the government funding of private (non-government) schools in the United States, the United Kingdom and Australia in the 1980s. Six trends are considered: Intersectoral shifts; Calls for new initiatives for aid to private schools; The renewed debate; The effects of laicization of catholic school teachers; The regulation of private schools in receipt of aid; The evaluation of the role of federal (central) governments in aiding private schools. A final chapter deals with the insights into the Australian trends gained from the study.
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ItemPlanning in the School of Mechanical Technology, TAFE sector, Royal Melbourne Institute of Technology( 1985)The purpose of this study was to examine the mutual relationship between the realities of corporate planning in the School of Mechanical Technology, TAFE Sector, Royal Melbourne Institute of Technology, and Austen's (1981) model for normative planning, and to then determine, within the context of normative planning, the actions which the School would need to take so as to enable it to anticipate and adapt to future conditions. Austen's (1981) model for normative planning and its application to corporate planning at the RMIT was reviewed. In recognizing that collaborative decision-making between the managerial and technical levels is the key to effective implementation of normative planning, the writer elaborated on the principles of collaborative management and, in turn, identified the kind of strategy and structure which would facilitate normative planning. According to Austen (1981), normative planning fosters the development of an organizational environment in which the desires of all members of the organization and its task environment are identified, individual ideals are transformed into organizational norms, and the technological function of the organization is subordinated to the learning function. Within this context, collaboration between the managerial and technical levels in the decision-making processes of the organization ensures that the creativity and ingenuity of individuals and their ability to input to planning are acknowledged, and that, as a consequence, the psycho-social benefits of planning are shared by all members. The deployment of a participative self-regenerative strategy was viewed as being an appropriate means by which normative planning could be implemented and the organization's capability for engaging in continuous problem-solving and self-regeneration could be enhanced. The structural form relevant to this strategy was identified as being one in which adaptive change can be nurtured by the establishment of a dual organizational process - namely, a planning system which is concerned with desired ends and means (i.e. strategic planning) and a resource-conversion system which is concerned with on-going ends and means (i.e. operational planning). A description of the dynamics of the School's evolving corporate-planning process was achieved by conducting a series of interviews with key people, who were involved with that process, and by accessing information from relevant documents in the School. A range of axioms for effective planning were identified. These provided the writer with a basis upon which to conduct a critical analysis of the School's corporate-planning process, to delineate the essential characteristics of that process, and to establish the relationship between those characteristics and the features of normative planning. In inter-relating the characteristics of Austen's (1981) model for normative planning with those of the School's evolving corporate-planning process, the writer concluded that the establishment of an operational-planning process in the School was distinguished with the significant features of Austen's (1981) model and that, as a consequence, the School was well positioned to proceed with the implemention of that other dimension of corporate planning - namely, strategic planning. More specifically, the writer found that the head-of-school had provided ample opportunity for senior staff to further their understanding of the theoretical and practical aspects of learning how to plan and how to manage the complexities of planning; participative decision-making was accepted as being the organizational norm upon which could be developed an organic approach to planning; the planning process was understood generally as being a collaborative venture in which the head-of-school, senior staff, and the teaching and non-teaching staff would continue to share their expertise and to work together in formulating, implementing and monitoring their plans; and it was accepted that as the School moved into strategic planning then greater attention would need to be given to expanding the School's environmental surveillance activities.
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ItemProblems with power, problems with Foucault : a political analysis of class, knowledge and history( 1985)The primary focus of the thesis is power analysis. The thesis is divided into four parts. The first part is an appraisal and critique of Michel Foucault's theory of power, involving an argument that power (and politics) should be understood only in specific sites. The second part, power and class, involves an argument that the concept of class is of little value for specific power analysis. The third part, power and knowledge, involves an argument that the politics of knowledge should be understood only at the specific points of the production and reproduction of particular knowledges. This part also involves an argument that the category intellectuals is of little value for specific analyses of the politics of knowledges, that those agents often referred to as intellectuals are better understood in their specific form(s) at the specific points of the production or reproduction of particular knowledges. The fourth part, power and history, involves an argument that the politics of history should be understood only at the specific points of the production or reproduction of particular histories. This part also involves an argument that the politics of particular histories can usefully be analysed in a way similar to that some recent literary theory suggests as a productive way of analysing the politics of particular literary texts.