Melbourne Graduate School of Education - Theses

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    Supporting student learning in 'high risk' university subjects and the interrelationships to effective subject teaching : an analysis of a peer tutoring experience
    Clulow, Valerie Gayle. ; The University of Melbourne. Centre for the Study of Higher Education (University of Melbourne, 1998)
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    SOTF principals' roles and preparation
    Mbuye, E. A. (University of Melbourne, 1995)
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    Citizenship, democracy and full-service schooling integrated services
    Downey, Leah. (University of Melbourne, 1998)
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    Citizenship, democracy and full-service schooling integrated services
    Downey, Leah. (University of Melbourne, 1998)
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    Clinical teaching : an exploration in three health professions
    Edwards, Helen Massie. (University of Melbourne, 1996)
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    Clinical teaching : an exploration in three health professions
    Edwards, Helen Massie. (University of Melbourne, 1996)
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    Slipping through the net : an investigative case study of the educational progress of newly-arrived non English speaking background immigrants in a state secondary school
    Dodd, Christiana Magda (University of Melbourne, 1996)
    The present study is an evaluation of ESL provision to newly-arrived NESB migrants in a state secondary school. The students in the target group had spent less than seven years in Australia. The case study was undertaken in a school with a high concentration of newly arrived NESB migrants. It attempts to establish whether the ESL assistance these students receive enables them to have equal access to curriculum options, and whether their retention and success rates at VCE are comparable to those of their Australian-born peers. The study is divided in six chapters. Chapter 1 outlines the history of ESL provision nationally and on a state level. It examines the policy documents to establish what the aims of the program were, and how these aims have adapted to the changing needs of successive migrant intakes. It examines the implementation of the program, and the theoretical framework within which it takes place. Evaluation theoreticians are consulted to place the program in an evaluative context. Chapter 2 provides the theoretical framework for the ESL program as well as for the case study and outlines how the methodology takes shape on both levels. It gives information about the community setting, the school and the student population. Finally it gives information about the questionnaire that was administered in the school, and explains what, why and how the data were gathered. Chapter 3 presents, mainly in a quantitative format, the information as derived from the questionnaire. It gives information about the students' ethnicity, linguistic background, English tuition prior to coming to Australia. It pays particular attention to the fragmented nature of their education and the disruption to their academic development prior to arrival. It also examines their first experiences in the Australian education system. The information analysed in Chapter 4 is extracted from school and other official documents pertaining to subject choices, the students' ability, (or inability, as the case may be) to access curriculum options at the start of their VCE years. Year 11 and 12 enrolments are examined, as well as success and failure rates in the different subject areas. Statistics on school retention and attrition rates at senior level complete the school data. Chapter 5 is given over to the students' voices. Four in-depth interviews of VCE students are followed by comments to open-ended questions from students in the entire ESL cohort surveyed. In Chapter 6 the information gathered in the preceding chapters is discussed. The obstacles that prevent ESL students from achieving either equality of access or equality of outcome are analysed in the light of relevant research. The conclusion contains some considerations for further action.
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    The teaching strategies employed by year seven level teachers in the teaching of information skills
    Fankhauser, RaeAnn. (University of Melbourne, 1995)
    The development of independent , lifelong learners has been an expressed goal of education, internationally and within Australia, over the last fifteen years. The introduction of the Victorian Certificate of Education, which has a strong focus on independent research by students, has had an impact on the structure of schooling within Victoria. This thesis sought to ascertain whether there has been a discernible emphasis on the development of information skills in the teaching style of teachers and whether the VCE has had an influence on this teaching. Teachers at a government, postprimary school were surveyed using two self administered questionnaires. Information on the current practice in the school, regarding the teaching of information skills at the year 7 level was collected. The survey also tried to establish whether a relationship existed between the teaching of information skills and teachers who teach at the VCE level. The findings indicate that there is a general recognition of the importance of information skills by VCE and non-VCE teachers. However this importance is not reflected in the explicit teaching practice of those teachers sampled. An understanding of the components of the research process and teaching approaches needed to foster information skills within that process does not appear to be strongly developed in either VCE or non-VCE teachers. in the evaluation criteria used to assess student work organisation, planning and higher order thinking skills are deemed necessary, though again this is not supported by the teaching approaches adopted by the teachers. Teacher librarians who have expertise in the area of information skills are rarely involved in the planning of assignments with teachers.
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    Slipping through the net : an investigative case study of the educational progress of newly-arrived non English speaking background immigrants in a state secondary school
    Dodd, Christiana Magda (University of Melbourne, 1996)
    The present study is an evaluation of ESL provision to newly-arrived NESB migrants in a state secondary school. The students in the target group had spent less than seven years in Australia. The case study was undertaken in a school with a high concentration of newly arrived NESB migrants. It attempts to establish whether the ESL assistance these students receive enables them to have equal access to curriculum options, and whether their retention and success rates at VCE are comparable to those of their Australian-born peers. The study is divided in six chapters. Chapter 1 outlines the history of ESL provision nationally and on a state level. It examines the policy documents to establish what the aims of the program were, and how these aims have adapted to the changing needs of successive migrant intakes. It examines the implementation of the program, and the theoretical framework within which it takes place. Evaluation theoreticians are consulted to place the program in an evaluative context. Chapter 2 provides the theoretical framework for the ESL program as well as for the case study and outlines how the methodology takes shape on both levels. It gives information about the community setting, the school and the student population. Finally it gives information about the questionnaire that was administered in the school, and explains what, why and how the data were gathered. Chapter 3 presents, mainly in a quantitative format, the information as derived from the questionnaire. It gives information about the students' ethnicity, linguistic background, English tuition prior to coming to Australia. It pays particular attention to the fragmented nature of their education and the disruption to their academic development prior to arrival. It also examines their first experiences in the Australian education system. The information analysed in Chapter 4 is extracted from school and other official documents pertaining to subject choices, the students' ability, (or inability, as the case may be) to access curriculum options at the start of their VCE years. Year 11 and 12 enrolments are examined, as well as success and failure rates in the different subject areas. Statistics on school retention and attrition rates at senior level complete the school data. Chapter 5 is given over to the students' voices. Four in-depth interviews of VCE students are followed by comments to open-ended questions from students in the entire ESL cohort surveyed. In Chapter 6 the information gathered in the preceding chapters is discussed. The obstacles that prevent ESL students from achieving either equality of access or equality of outcome are analysed in the light of relevant research. The conclusion contains some considerations for further action.