Melbourne Graduate School of Education - Theses

Permanent URI for this collection

Search Results

Now showing 1 - 10 of 17
  • Item
  • Item
  • Item
    Thumbnail Image
    A qualitative study of developing problem solving competence in students of a food technology diploma course
    Yu, Richard Shue-Tak ( 2000)
    This thesis is a qualitative study of developing students' problem solving competence or ability in a Technical and Further Education (TAFE) Diploma course. The problem solving ability has been identified as highly desirable by the Australian food processing industry. Its development in students has been specified in the Course Aims Statement as a requisite learning outcome of the Food Technology Diploma course. The thesis research aimed to explore the situation if the development of problem solving ability happened as envisaged by the major stakeholders of the course and how it was accomplished in the classroom. To facilitate the thesis research, ethnographic methods, including observation, interviews and document analysis were used. Activities of teaching and learning in classrooms and laboratories were observed and recorded on videotapes. Semi-structured interviews with stakeholders including Industry Representatives, Course Designers, Course Administrators, and Module Teachers were conducted. Document analysis included review of approved Accreditation Submissions for the course (accredited by the Food Industry Training Accreditation Board in the Victorian Department of Education), review of students' written work of practical reports and answers to test questions. From the interviews, two divergent views emerged that might be regarded as 'aspirant' and 'practitioner' stances. The 'aspirant' stance represented the views of industry representatives, course designers, and course administrators, whereas the practitioner stance those of the module teachers. The 'aspirant' view concurs with the industry's desire and expectation of developing Diploma students' problem solving ability in the classroom. It did not however stipulate to what standard or level this development should attain. The practitioner side on the other hand maintained that the development of problem solving ability is not their job but it belongs to other educators including teachers of degree courses in higher education. Also the practitioner side maintained that as bona fide TAFE teachers, they know what and how the course should be taught. The TAFE teachers in this particular case believed what they do is appropriate because there has not been any complaint from the industry regarding the quality of the Diploma graduates that they produced. In terms of improving students' problem solving ability, the official stance in the approved Accreditation Submission is that the Diploma course should be delivered in a manner consistent with the constructivists' problem based and situated learning approaches and presented in a holistic, integrated manner based on predetermined learning objectives. In their classroom practice, the Diploma course teachers in this particular case simply delivered what they considered necessary in a ' teaching as telling ' mode, without attending to the recommendations described in the approved Accreditation Submission or an objective-based plan, which incorporates strategies for developing students' problem solving ability. There was no apparent modeling or benchmarking by the teachers of attitudes and dispositions, attributes acknowledged to be required for superior problem solving ability, including reflection, metacognition, self-directedness in learning and construction of individual meaning from knowledge learned, as well as thinking critically or creatively. On the contrary, their delivery and assessment of learning was tuned down, encouraging students to learn in a 'surface approach'. The teachers' practice thus affected adversely the quality of students' reports of experiments. The review of students' reports of the three applied science modules, Food Chemistry, Food Technology, and Microbiology, established that students (1) did not understand the theoretical bases of the experiments, (2) did not show critical reflection or objectivity on the conduct of the experiments or the validity of the results obtained, (3) tended to exert minimal effort in the reporting, and (4) were generally unable to articulate and communicate their thoughts and knowledge. Another parcel of data supporting the conclusion of students' poor state of professional knowledge and inability to apply it came from their answers of test questions. Review of their answers showed that they did not understand the knowledge. Although the test questions of the three applied science modules did not really test them for the application of knowledge in resolving some industry-related issues that is solving industry related problems, the students' answers demonstrated that it was highly unlikely they could do so because of their lack of understanding of the fundamental concepts and theories underlying many of the current or contemporary industry problems/issues. The triangulation of the data from three sources, that is observation, interviews, and document analysis, converged to illuminate this particular situation showing (a) the teachers did not teach in a manner conducive to the development of students' problem solving ability and (b) students did not learn effectively to improve their problem solving ability. In explaining the occurrence of this situation, it has been rationalised in terms of teachers' low expectation of their students, the teachers' inadequacy to teach problem solving skills, and the failure of those in authority to properly communicate this specific course aim to all those who need to know, the students and teachers in particular. Based on this explanation, this thesis made the suggestion whereby improvement in the development of students' problem solving ability can be effected for the Diploma course in the short term by attending immediately to the teachers' practice in the classroom.
  • Item
    Thumbnail Image
    MicroWorlds programming, mathematical problem solving and teaching for transfer : a year long classroom study
    Walta, Caroline J ( 2000)
    This thesis is based on research conducted to investigate the effects of computer programming on cognitive and affective outcomes in two upper primary classes. The subjects of the research comprised two classes of eleven to twelve year old students at the same school in Melbourne, Victoria. The aims of the research were to establish whether a particular type of methodological intervention, which reinforced strategies developed in a programming context, could improve the likelihood that problem-solving strategies acquired through programming would be transferred to mathematical problem-solving. In addition, the research set out to investigate whether programming affected individuals with differing personality traits in different ways. Students worked over a twelve-month period with the programming software MicroWorlds. In the first term they learned basic semantics and syntax of the programming language and thereafter completed five tasks that were research assignments from a range of key learning areas. These tasks were called Lap-T tasks and as part of the overall curriculum were completed and presented for evaluation. Pre and post-tests in maths problem solving which sought evidence of ability to obtain correct answers, identify appropriate strategies and articulate strategies used, were administered at the beginning and end of the year. In addition, students completed a questionnaire at the beginning, middle and end of the year to establish attitude change to aspects of learning with computers and learning through programming. Other data was obtained through the Rosenberg Self Esteem Test and the Eysenck Personality Inventory. Students kept journals in which they reflected on their programming experience. A series of class lessons for highlighting strategies developed in programming, called strategy training was directed towards one group only, the Strategy Training Group or STG for a total of 18 hours. The other group, the Independent Learning Group, was not assisted to make connections beyond those automatically acquired while programming. The findings of the research were an affirmation for the value of the strategy training for improving the likelihood that strategies acquired during programming would transfer to other problem-solving contexts. In addition, there was confirmation that programming is a valuable addition to an upper primary curriculum, contributing to students' perceptions of control of their own learning and providing challenge and satisfaction while developing transferable problem-solving skills. The research indicates that strategic use of programming in the primary school curriculum can be utilised in the development of improved use of mathematical problem-solving strategies.
  • Item
    Thumbnail Image
    Deepening Australian democracy: what can schools do?
    Wise, Rodney R. ( 2000-11)
    The term, ‘civic deficit’, has been used to describe a situation in which a significant proportion of Australian citizens display low levels of knowledge and understanding of, and low levels of engagement with, Australian political and constitutional arrangements. This civic deficit has attracted increased attention by governments, policy makers, and the broad educational community within Australia in recent years. The Report of the Civics Expert Group (1994) identified school education as a major site in which to address this deficit, and the past decade has seen increased emphasis on civics and citizenship education in Australian schools. The thesis critically examines the role of civics and citizenship within Australia secondary schools. It does this, not purely from an educational perspective, but from within the broader context of the contemporary Australian political system. This thesis regards citizenship as inherently a political concept, and develops the notion of democratic citizenship as the most significant element of this. It is argued that democratic citizens are more than merely knowledgeable about their nation’s democratic traditions, government institutions and constitutional arrangements. While these elements of civics and citizenship education have a role, democratic citizens are genuine members of their political community. It is argues that they are inquisitive participants in that community.
  • Item
    Thumbnail Image
    Who's crying now? Chosen childlessness, circumstantial childlessness and the irrationality of motherhood: a study of the fertility decisions of Australian and North American women
    CANNOLD, LESLIE ( 2000-06)
    Interviews were conducted with thirty-five Australian and North American women who were fertile, childless and aged between twenty-eight and forty-two. The goal was to investigate how childlessness was experienced and understood by women for whom childbearing was a “live” issue. A key area of concern was whether women described their childlessness as “chosen” and if so, whether that description was a good “fit” with everyday understandings of choice. (For complete abstract open document)
  • Item
    Thumbnail Image
    Critical inquiry in arts criticism and aesthetics: strategies for raising cognitive levels of student inquiry
    Wilks, Susan Elizabeth ( 2000-06)
    In 1995 an Aesthetics and Arts Criticism substrand was included in The Arts Curriculum and Standards Framework document for schools in Victoria, Australia. The researcher believed that in order to implement the new curriculum requirements and cope with the complexities that accompanied the emergence of postmodern art, teachers would need to alter their practice and find strategies for encouraging greater student participation and critical thinking in art room discussions. Research of the literature and classroom practice led the researcher to believe that a teaching method called philosophical inquiry, together with a range of strategies inspired by art education theorists and philosophers would assist teachers. The extent to which philosophical inquiry was grounded in existing practice in the art classrooms and whether teachers were employing the content of the aesthetics component of The Arts CSF (1995) was sought through case studies involving observation, transcript analysis and interviews. In order to monitor existing discussion content, the Flanders' Interaction Analysis system (1970) was modified and used to categorise the content of the observed discussions. Specific focus was on the teachers' approaches to discussions and the subsequent student contributions in class. Following the analysis of the observed sessions, an intervention program was designed. Approaches believed to facilitate inquiry in arts criticism and aesthetics and improve the cognitive levels and quantity of students' verbal contributions during discussions were modelled. The teacher participants were again observed and transcripts of discussions analysed. A method called "Texting" was devised to compare the data which emerged from the comparison of pre- and post-intervention classroom sessions. It revealed substantial changes in verbal interaction patterns as well as the presence of aesthetic content, philosophical inquiry approaches and postmodern perspectives. Teachers, when interviewed, were able to describe the changes that had occurred as a result of the relatively short, but precisely designed, intervention program.
  • Item
    Thumbnail Image
    The learning strategies of adult immigrant learners of English: quantitative and qualitative perspectives
    Lunt, Helen ( 2000)
    This study examines the use of language learning strategies by a group of adult immigrant learners of English attending government-funded classes in Australia. It attempts to identify the language learning strategies reported by the learners and the particular factors which are influential on their use. The study gathered both quantitative and qualitative data on language learning strategy use. The quantitative data comprised the responses of 154 learners to the Strategy Inventory for Language Learning (SILL) (Oxford, 1990), while protocols such as classroom observation, stimulated recall and think-aloud protocols, and individual and group interviews with the investigator were employed to gather qualitative data on strategy use from nineteen of the original 154 learners. The subjects’ response scores to two of the six SILL subscales, Compensation and Affective, were discarded after analyses of reliability revealed that those quantitative data were not reliable. The remaining four subscales were then analysed using SPSS. Coding and analyses of the qualitative data were conducted using the computer software Non numerical Unstructured Data Indexing Searching and Theory-building (NUD*IST). Results of the analysis of subjects’ responses to the SILL indicated a ‘high-medium’ use of the majority of SILL items and an overall preference for the use of Social strategies. Little effect was found for independent variables on reported strategy use. Analysis of the qualitative data, using NUD*IST, confirmed some of the SILL responses and also revealed additional strategies and factors, particularly of motivation, which were important and influential to the language learning of the immigrant adult subjects. The conclusion is reached that, in the case of the immigrant ESL learners involved in the study, the use of strategies is an individual choice and is consequent on the motivation which the learner brings to the learning situation. This motivation had been shaped by interacting internal and external factors, by the learner’s past experience and current life context. The thesis discusses the significance and limitations of the study, together with the theoretical, methodological and pedagogical implications which arise from the findings and suggests areas for further research.
  • Item
    Thumbnail Image
    Australia's online censorship regime: the Advocacy Coalition Framework and governance compared
    Chen, Peter John ( 2000-04)
    This study assesses the value of two analytical models explaining particular contemporary political events. This is undertaken through the comparative evaluation of two international models: the Advocacy Coalition Framework and Rhodes’s model of Governance. These approaches are evaluated against an single case study: the censorship of computer network (“online”) content in Australia. Through comparison evaluation, criticism, and reformulation, these approaches are presented as useful tools of policy analysis in Australia. The first part of the thesis presents the theoretical basis of the research and the methodologies employed to apply them. It begins by examining how the disciplines of political science and public policy have focused on the role of politically-active “interest”, groups in the process of policy development and implementation. This focus has lead to ideas about the role of the state actors in policy making, and attempts to describe and explain the interface between public and private groups in developing and implementing public policies. These, largely British and American, theories have impacted upon Australian researchers who have applied these ideas to local conditions. The majority of this part, however, is spent introducing the two research approaches: Paul Sabatier’s Advocacy Coalitions Framework and Rod Rhodes’s theory of Governance. Stemming from dissatisfaction with research into implementation, Sabatier’s framework attempts to show how competing clusters of groups and individuals compete for policy “wins” in a discrete subsystem by using political strategies to effect favourable decisions and information to change the views of other groups. Governance, on the other hand, attempts to apply Rhodes’s observations to the changing nature of the British state (and by implication other liberal democracies) to show the importance of self-organising networks of organisations who monopolise power and insulate the processes of decision making and implementation from the wider community and state organs. Finally, the methodologies of the thesis are presented, based on the preferred research methods of the two authors. The second part introduces the case serving as the basis for evaluating the models, namely, censorship of the content of computer networks in Australia between 1987 and 2000. This case arises in the late 1980s with the computerisation of society and technological developments leading to the introduction of, first publicly-accessible computer bulletin boards, and then the technology of the Internet. From a small hobbyists’ concern, the uptake of this technology combined with wider censorship issues leads to the consideration of online content by Australian Governments, seeking a system of regulation to apply to this technology. As the emerging Internet becomes popularised, and in the face of adverse media attention on, especially pornographic, online content, during the mid to late 1990s two Federal governments establish a series of policy processes that eventually lead to the introduction of the Broadcasting Services Amendment (Online Services) Act 1999, a policy decision bringing online content into Australia’s intergovernmental censorship system. The final part analyses the case study using the two theoretical approaches. What this shows is that, from the perspective of the Advocacy Coalition Framework, debate over online content does not form a substantive policy subsystem until 1995, and within this three, relatively stable, competing coalitions emerge, each pressuring for different levels of action and intervention (from no regulation, to a strong regulatory model). While conflict within the subsystem varied, overall the framework’s analysis shows the dominance of a coalition consisting largely of professional and business interests favouring a light, co-regulatory approach to online content. From the perspective of Governance, the issue of online content is subject to a range of intra- and inter-governmental conflict in the period 1995-7, finally settling into a negotiated position where a complex policy community emerges based largely on structurally-determined resource dependencies. What this means is that policy making in the case was not autonomous of state institutions, but highly dependent on institutional power relations. Overall, in comparing the findings it becomes apparent that the approaches lack the capacity to fully explain the role of key sovereigns, defined here as those individuals with legal authority over decision making in the policy process, because of their methodological and normative assumptions about the policy process. By showing these individuals as part of wider networks of power-dependencies, and exploring the complex bundle of real, pseudo, symbolic, and nonsense elements that make up a policy, the role of Ministers as “semi-sovereign sovereigns” can be accommodated in the two approaches.
  • Item
    Thumbnail Image
    The self-concept and verbal academic achievement of primary and secondary student teachers
    Smith, Kenneth H. ( 2000-03)
    Theoretical models, based on cognitive-behavioural and perceptual psychology tenets, were proposed in an attempt to understand direct and indirect effects of self-concept, test anxiety, and family social status on the verbal academic achievement of 260 primary student teachers and 159 secondary student teachers.