Faculty of Education - Theses
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ItemThe educational theory of G.H. Bantock in the context of British educational thought 1965-1975( 1990)The 1960s and early 1970s witnessed changes in many social values in Britain; the educational world was not immune to the turbulence of these years. The classifications of `traditionalist', `conservative', `progressive' and 'radical' were attributed indiscriminately to the wide spectrum of party affiliations. As a result, the characteristics of these `parties' became difficult to isolate amid the vague condemnatory generalisations and intense criticism of personalities which characterized the period. G.H. Bantock (b. 1914) was considered a prominent traditionalist of these times, and as such, attempted to swim against the tide of what he believed was an increasing, uncultured progressivism. This study attempts to present a summary of Bantock's principal concerns, and to offer a profile of the main thrusts of the arguments which he advanced in over eighty major publications. As a subsidiary theme, it considers the nomenclature of the period, particularly from the perspective of the traditionalist, and seeks to isolate the foundations of that philosophical stance. Part 1 is a summary of the main concerns which consumed Bantock's attention during his career. Part 2 considers the means by which Bantock believed the problems of contemporary education could be solved, and Part 3 presents the author's evaluation of the ideas outlined in the previous sections.
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ItemThe politics of curriculum( 1999)This thesis seeks to document the development, establishment and subsequent demise of Victoria's first independent regulatory body of senior secondary curriculum and assessment, the Victorian Institute of Secondary Education. Analysis of the origins of VISE helps reveal the implicit social conflicts at work within the senior secondary curriculum. The thesis investigates the response of policy makers to the shift in senior secondary education from an 'elite' system to a 'mass' system in light of this conflict. The thesis argues that these responses in general, and VISE's in particular, while significantly expanding school control over the curriculum and pedagogical autonomy, failed to moderate social patterns of success and failure by not challenging the implicit rationale behind the curriculum hierarchy - the needs of the university for selection - and by failing to base curriculum policy on a wider understanding of the origins of such patterns.
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ItemAnother world like here : futures studies and early childhood education( 1995)This thesis examines the discipline of futures studies and its potential for application in early childhood education. The need for an increased futures-orientation in education is established by a survey of the overwhelmingly negative commentaries of youths on the topic of the future. These comments, it is argued, point to a vacuum of understanding about the future which educators should seek to counterbalance. This task should be particularly emphasised by early childhood educators since they share a commitment to the central objective of laying foundations for life-long learning. Futures studies offers a useful methodology for this task. The thesis examines the major tenets of futures studies and its translation into primary and secondary educational settings. The applicability of futures studies to early childhood education is established by demonstrating the many principles which futures studies and early childhood education share in common. A futures-focused curriculum need not involve the educator in any radically new philosophical and educational frameworks. It, rather, provides a means of extending and re-articulating existing developmental objectives from the vantage point of new perspectives. The thesis resolves the issue of whether or not futures concerns are beyond the reach of four and five year olds by examining how pre-school children conceive time and the future. Young children are seen to possess many of the qualities which futures studies seek to re-instill in adults and older children. The educator should seek to capitalize on this by combining the positive aspects of children's innate perceptions of future time with the more abstract 'adult' understanding of time. A research project on pre-school children's attitudes towards the future sheds further light on their understandings of the future while also enabling their own opinions on the topic to be heard. The thesis then defines the principal objectives of a futures-focused curriculum and translates them into practical learning experiences. It concludes by exploring the implications of the findings contained in the thesis for early childhood education and by discussing some of the ways in which the educators themselves might come to terms with the issues articulated in this study.
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ItemCurricula skills valued by parents of students attending special developmental schools( 1999)This study was undertaken to investigate the values placed on specific curricula skills by parents of intellectually disabled children. The study also examined the relationship between these values and selected background variables. In addition, this study identified the parental preferred length of time that should be spent on particular skills each week in the educational programs of their children. A two part questionnaire was used to collect the data. It consisted of items relating to the background characteristics of the respondents and curriculum items that parents of children with intellectual disabilities were asked to rate. Eighty-six parents in the Northern Metropolitan Region of Victoria provided data for this study. Space was provided for parents to indicate other skills which they felt would be important for their children to learn. Items were spread across four curricula domains: functional life, academic, social/friendship and 'other' skills. T-tests and analysis of variance were employed to determine the significance of differences between means of ratings on the variables. Several findings emerged from the study. Parents were found to prefer independent functional life skills and integrating social/friendship skills throughout their child's school life, while academic skills were consistently rated last. Consistent with these ratings was the further observation that self-help or independent living skills, communication and social skills, were categories highly valued by parents. Significant difference was found related to the age and gender of the children of parents making the ratings. No significant differences were identified for parent age or parent educational level. Independent functional life skills were rated higher for older children, particularly for boys while integrating social/friendship skills rated higher for older girls than for older boys. Recommendations for parent involvement in curriculum decision-making are included.
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ItemIntegration : an investigation in post-primary schools( 1993)This study presents an account of integration policies and the integration of students with disabilities into mainstream post-primary schools in Italy and Victoria and other selected educational systems. A small number of case studies illustrates how some schools have reconciled their own policies to fall in line with their national educational policies. The organisational structures of secondary schooling and, within them, the provision of programs for the disabled and atypical students both overseas and in Victoria are examined and outlined. Comments are made about particular strengths and weaknesses of the various implementations of similar policies. The thesis concludes by providing a fist of areas which need to be addressed in planning further developments in integration.
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ItemSociological aspects of service provision for people with intellectual disabilities in Victoria( 1993)This study examines relevant principles within the context of changing values and social structures, that underline the policy initiatives to support people with intellectual disabilities. It contains information about the system of service delivery in Victoria, its history, functions, developments, strengths and weaknesses. It investigates the effectiveness of service delivery to adults with intellectual disabilities by Adult Training Support Services (ATSS) within both the private and government sectors. Differences are drawn in the approach and understanding of normalisation and integration principles between the three selected ATSSs. The study measures the degree of success made by the implementation and outcomes of their respective programmes. This reflects the way the whole service system operates. Finally the service provision system was examined in terms of the minimum conditions necessary for a social system to function.
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ItemBringing children to school, bringing schools to children : partnerships and perceptions of change in ethnic minority education in Vietnam( 1998)This research study examines the nature of curriculum development and change currently taking place in the area of ethnic minority education in Vietnam. The Multigrade and Bilingual Education Project, a UNICEF and World Bank funded initiative administered by the Vietnamese Ministry of Education and Training. aims to provide Universal Primary Education for children from Vietnam's 53 ethnic minority groups. Teacher training, the professional development of teachers, and the design of specialised curriculum for use in Multigrade schools are major funding priorities. Since 1991, the Multigrade and Bilingual Education Project has vastly increased ethnic minority children's school participation rates, has expanded its scope country wide, and has committed extensive resources towards the professional upgrading of teachers. Through the development of a series of teacher training modules, the Project has devised pedagogical structures for the introduction of localised curriculum. and appropriate methodology and resources for the teaching of ethnic minority language and culture. It has also actively encouraged a renovation of teaching methods to incorporate active learning and mixed ability grouping within Multigrade classrooms. These changes are a significant departure from past practices, and have been undertaken using collaborative structures not previously explored in the Vietnamese educational context. Given that these curriculum initiatives mark a distinct departure from the hitherto highly centralised and teacher-centred Vietnamese National Curriculum, deeper investigation of this phenomenon is needed. This research focuses on perceptions of educational change, as observed by a broad range of key players in the Multigrade and Bilingual Education Project. The researcher, experienced in teaching in multicultural settings in Melbourne, became interested in exploring the innovative nature of this Project when he was contracted by UNICEF to assist with the development of teacher development modules in Vietnam in 1995 and 1996. The research study draws on data gathered through surveys. document analysis and semi-structured interviews, and explores factors perceived as assisting or impeding the provision of a quality education to Vietnam's ethnic minority children. The nature of partnerships in fostering educational change, how this can be achieved in difficult circumstances, and the role of outside facilitators in this process are also examined.
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ItemThe influence of Chinese sociocultural values about education on the educational outcomes of Chinese students in Australia( 1996)This is a study into how Chinese sociocultural values attached to education have influenced the academic performance of Chinese students. The scope of this investigation is resident students of Australia whose parents have migrated to Australia. These students are largely educated in Australia. In the literature review reference is made to studies of Chinese cultural values including works by M. Bond, G. Hofstede, F. Hsu, D.T. Nakanishi and H.W. Stevenson. The methodology employed is appropriate to Chinese collective culture of small group bilingual interviews of parents whose children are 'excellent students. A proforma is used to collect profiles of the participating parents so that significant information about these participants can be taken into consideration when various factors are speculated and surmised. The study has focussed on a group of Chinese parents who are largely bicultural / bilingual, well educated and motivated to promote their children's opportunities to survive Australia where they lack social contact or capital. Underpinning and threading through this wish to see progress for their children is the undying cultural values attached to being, an educated person within the Chinese concept of "self".
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ItemChange management for teachers in the restructuring of Victorian education( 1995)The subject of this thesis is change management for teachers in the restructuring of Victorian education. The introduction outlines the restructuring policies for Victorian education and consequent changes in the past decade. Chapter One, the Literature Review, looks at some of the literature written about policies, the nature of change, the place of values and vision in the change process, professional development, leadership and the devolution of power and resourcing. This literature forms the basis for the questionnaire asked of D.S.E. participants to obtain data. Chapter Two, methodology, discusses the nature and implementation methods and questions for collection of data from personnel. Chapter Three states the findings of the data collected from the questions asked of D.S.E. personnel. Chapter Four consists of an analysis and discussion of the findings referred to in Chapter Three in light of the literature discussed in Chapter One. Chapter Five is a discussion of conclusions drawn in light of the Literature Review, questionnaire responses and the analysis of these. Overall, the thesis concludes that given the time frame of the restructuring implementation, resourcing for Professional Development, planning and implementation needs to be reassessed.
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ItemAn investigative model for implementing the Certificate of General Education for Adults( 1995)The study is concerned with the implementation of the competency-based credential, the Certificate of General Education for Adults at two different education providers in Victoria, Australia. It establishes one model of implementation derived from theoretical research into educational change management and from selected documentation of competency-based credentials in the UK and Australia in the period 1988 to 1994. The model is tested at the Study Sites, for acceptability to teaching and co-ordinating staff, using selected variables. It is also used to collect data on the implementation experiences of the respondents. Data collected confirms the acceptability of the model to respondents at the two Sites and the statistical insignificance of differences in the responses. Interpretation of the qualitative data on implementation provides information on the characteristics of the change itself and the roles and influences of associated parties, including teachers and management and external policy makers. It identifies some themes of successful change management, notably the importance of monitoring implementation processes, collaboration among parties involved and the value of initiative taking. Evidence of the organisational and pedagogic impact of the implementation, at the study sites, is assessed. The role, content and focus of an encompassing professional development program, which emphasises collegiality, partnership and flexibility, as an essential adjunct to successful implementation, is explored.