Melbourne Graduate School of Education - Theses

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    The discipline of comparative education : some reflections on the nature of the discipline with particular respect to its status as a science
    White, Douglas C. (University of Melbourne, 1973)
    The discipline of Comparative Education is not well defined either in the area of its study, or in its methodology. In recent years those who have found a clearer approach to methodology in the methods of social science have brought these into Comparative Education. However, these are not new to Comparative Education. The foundations of social science lie in the positivist philosophy of post-Revolutionary France, and this philosophy had its effect on educational theory of the time, notably in the work of Jullien of Paris. Two broad traditions in educational, and related social, thought can be traced; that which begins with Jullien and is characterized by belief in science; and that which begins with Matthew Arnold, and which stresses cultural analysis. For all their differences, both have originated and been used in an effort to understand or achieve social order. The means of attaining social order have varied. The 'scientific' and 'cultural' approaches to Comparative Education need to be studied in their contexts to be understood, although both approaches have intellectual appeal and use outside this context. The historical development helps us understand the present state of the discipline. An analysis of the comparative method, as a part of the process of cognition, shows some of its possibilities and allows some criticism of the method as used in Comparative Education. Comparison is necessary in cognition, and its study increases our understanding of the manner in which comparison is used to divide perceived experience into categories. Since the categories made are dependent upon the culture of those who make them, comparative study of other cultures may make more conscious the manner in which this is done; comparative study may also show that apparently similar categories are, in different cultures or sub-cultures, not as they appear. Science is often regarded as a reliable means of obtaining objective knowledge. Closer examination shows that science cannot be seen as a method, for any of its methodologies are linked to concepts, meaning and assumptions. Further, science does not produce objective knowledge, but does produce agreed knowledge. It is necessary therefore to study the manner in which this agreement is reached, which means the study of science as a particular cultural formation. Often this is not understood by those who call upon the name of science to give legitimacy to their particular approach; one of the major uses of science is as ideology. Following the historical study of Comparative Education, the examination of some possible and actual uses of the method of comparison, and a study of the meaning of science, some attempt at, a methodology of Comparative Education is made. The work of a number of writers is examined, as are also a number of categorizations of methodology. A widely held position is that a search for functional relationships between tightly specified variables is the important characteristic of a scientific comparative method. The argument which arises from the study of comparison and of science however is that the important problems are those of the formation of categories, the means by which these categories are filled out or varied, and the nature of the relationship between the category maker, those whose education he studies, and those who read and act upon his work. Finally an analysis is made of the chief writings of the comparativists Edmund King and Harold Noah. These are taken as main representatives of the traditional cultural and scientific approaches to Comparative Education. Both writers are criticized, but King's work comes closer to the methodological position developed in this thesis.
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    Validation of the state-trait distinction in curiosity
    Rawlings, David ( 1976)
    To further validate the state-trait distinction in the study of curiosity, the present experiment aimed to investigate the effects of situational variables on a measure of state-curiosity. Introductory chapters contain a discussion of the historical background to contemporary research and theory on curiosity, and a rationale for the specific hypotheses put forward in the study. A group of 177 student subjects were given three tasks assumed to produce high, medium, and low levels of state-curiosity. Four measures of C-State were taken during the task: after instructions, after five minutes, after ten minutes, and after debriefing. Measures of C-Trait were administered two weeks before and two weeks after the testing session. Results were analysed using both a product moment correlation and a two-way analysis of variance with repeated measures. It was concluded that situational variables influence both overall levels of state-curiosity between tasks and over the duration of each task. Specific predictions were only partly confirmed.
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    Computer-based learning in an Australian setting : a study of the development and use of a foreign language vocabulary program at the University of Melbourne
    McDougall, Anne (1945-) ( 1976)
    This thesis is the first Australian study of the use of computer-based learning by non-Science students. It begins with a review of research and developments in computer applications in education overseas, and looks in particular at the use of computers in the teaching of foreign languages. It then examines the development, use and evaluation of a foreign language vocabulary practice program for students in first year undergraduate Swedish courses at the University of Melbourne. Since non-Science students might be expected to be more wary of technological innovations, student attitudes to the program and to the computer as a learning medium were of particular interest in this study. As had been reported in overseas studies, a majority of students showed very favourable attitudes to computer-based learning, largely because of their opinion that the program ensured thorough learning of the material presented. A smaller group were found to have strongly negative attitudes to the technique. The proportion of students who made a great deal of use of the program was quite small. This was attributable mainly to the limited aim of the program, acquisition of vocabulary, although inconvenience due to unsuitability of the available computing facilities for educational applications was also a contributing factor.
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    Influences on engineering education in Australia
    Zorbas, Nicholas ( 1976)
    This thesis is concerned with the identification and examination of the various types of influences on professional engineering education in Australia. It commences with a study of what a professional person in general, and a professional engineer in particular, should be, and describes the functions and characteristics of such a person. This is followed by an examination of curriculum design, and how the curricula of professional courses are controlled by professional societies. The various influences on engineering curricula are then considered in detail in four broad categories, namely historical influences, formal influences, informal influences, and societal influences within each of these categories, various tapes of influences are identified, and their method of application, and relative effectiveness, discussed. Apart from the chapters on terminology and historical influences, which have been researched from existing publications, the content of the thesis is original, and, as far as can be ascertained, is the first attempt to examine the subject of Australian engineering education in a sociological context.
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    A comparative study of primary school social studies in three Australian states : Victoria, New South Wales and Western Australia, 1952-1975
    Reed, R. L (1943-) ( 1976)
    This study is concerned with the way in which Primary school Social Studies curricula have been revised, organized and developed from 1952 to 1975 in three Australian States - Victoria, New South Wales and Western Australia. As few commercially produced Social Studies courses, or indeed Social Studies units, have been forthcoming in these States, coverage in this thesis concentrates on those syllabus revisions which have been produced by Revision Committees organized by the respective Education Departments in these States. Underlying factors which have been instrumental in Social Studies revisions and their final outcome - a Social Studies Syllabus - have been analyzed by considering those constraints which form a part of the Curriculum Materials Analysis System (1967). The constituent six part cluster questions have been used in horizontal analysis to highlight features of Social Studies courses in the 1950's as compared to those of the 1960's, and the most significant changes which have occurred in the most current revisions. From courses which presented a high degree of uniformity in their emphasis on facts, social living and citizenship, have emerged State revisions which, though differing in format and degree of inclusiveness, reflect attributes commonly associated with 'new' Social Studies.
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    An assessment of the educational value of a computer simulation policy game in the teaching of higher school certificate economics
    Trewartha, Graeme Edward ( 1975)
    The use of computer simulation games in the teaching of the subject Economics represents a comparatively recent development in Australian educational practice. The original purpose of this research exercise was to examine the accuracy of the contention that participation in a computer simulation game on economic policy would improve Higher School Certificate economics students' understanding of government monetary and fiscal policy. To prove the accuracy of this hypothesis students from the economics classes of two high schools were subjected to a series of evaluation procedures. The exercises failed to provide a clear indication of a measurable gain in student understanding of the relevant topic area. However they did provide further evidence to the effect that computer simulation games represent a very successful means of motivating students.
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    The transition from concrete to formal operational thinking : some aspects of Piaget's theory of cognitive development
    Power, Paul G ( 1974)
    The theoretical and research literature related to the transition from concrete operational to formal operational thinking was critically reviewed. The numerous unresolved issues were discussed. Within this contextual framework a study was proposed to investigate one of the issues needing clarification. A test of memory span for digits from the Wechsler Intelligence Scale for Children (Wechsler 1949), a non-verbal test of general ability Raven s 1938 Progressive Matrices (A C E R 1958), and a test of formal operational thinking the test of the Oscillation of a Pendulum (Inhelder & Piaget 1958) were administered to 30 subjects from Grade 6 at a Melbourne suburban primary school. The sample contained equal numbers of boys and girls whose ages ranged from 10 10 to 12 3. The main aim of the study was to investigate the hypothesis proposed by McLaughlin (1963) that there is a significant relationship between short-term memory ability, as measured by a test of digit span and level of thinking as evidenced on a Piagetian test of formal reasoning ability. It was further hypothesised that this relationship is independent of general ability as measured by a conventional intelligence test. Both these hypotheses were supported by the results. Discussion centred on an attempted explanation of the findings in the light of otner evidence on their implications for further research and on a number of questions raised by aspects of this study.
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    The attribution of open-mindedness : the effects of education and age instructions on responses to the balanced dogmatism scale
    Thorneycroft, Peter William ( 1976)
    The theoretical and research literature related to . authoritarianism and dogmatism, and their relationship with educational level and age level, was reviewed. A study dealing with the attributions by schoolteachers of open-mindedness to students at different educational levels, and the implications of this study concerning self-fulfilling prophecies in education, was critically reviewed, and some unresolved issues were discussed. Within this contextual framework a study was proposed to investigate one of the issues needing clarification. Differently prefaced Balanced Dogmatism Scales were administered to 57 male and 103 female teachers/ college students, approximately between the ages of 19 and 23 years. The testing took place during late 1974 and early 1975. The main aim of the study was to investigate the hypothesis that the age and education instructions prefacing the Balanced Dogmatism Scale would be confounded in subjects attributions, and would therefore be reducible to one another. This hypothesis was only partly supported by the results. For: the two lower levels of age and education instructions, that is, 12 year old and first-form 'students, and 17 year old and sixth form student, the instructions were confounded. For the two upper levels, that is, 21 year old and university undergraduate, and 19 year old and teachers P. college student, the instructions were found to be independent of one another. Since the confounding occurred only in part, there was an overall lack of interaction between the age and education instructions. Because of the insignificance of this interaction effect, a post-hoc analysis was carried out on the main effects of age and educational level instructions. It was found that increased open-mindedness was attributed both as a function of educational level, and as a function of age level, and that the direction and form of these attributions were similar. Discussion centred on an attempted explanation of the findings in the light of other evidence, and on their implications for further research.
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    The effects of schools on achievement in science
    Owen, John M (1943-) ( 1975)
    The study sought to identify factors which were based in schools which affected the performance of sixth form students in science in Victorian schools, In order to identify school effects, allowance was made using multiple regression analysis for factors which were shown to contribute to academic performance but were those over which the school had no control. Use was made of information collected during a. study of science achievement by the International Association for the Evaluation of Educational Achievement (IEA). A sample of 37 schools was used the probability of selection of the school was proportional to its enrolment. Within each school, a random sample of students in the sixth form was made to select the students to take part in the testing program. Information collected enabled a predicted score for each school to be made and this was compared with the actual score obtained by averaging the scores of each student in the sample. Two groups of five schools were then selected for comparative study; one group which had performed better than expected and the other which had performed below expectations. The comparison of the two groups of schools to identify school factors was achieved by the study of the responses of teachers, students and school principals on survey instruments. In addition a visit was made to each school to gather further information. These procedures enabled the identification of school characteristics which were seen as contributing factors to the performance of students on tests of science achievement.