Faculty of Education - Theses
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ItemThe effect of the employment of an overwhelming majority of lay persons as staff members on the teaching mission of the Sisters of the Faithful Companions of Jesus at Genazzano F.C.J. College, Kew( 1988)This paper will show how the teaching mission of the Sisters of the Faithful Companions of Jesus (F.C.J.) has been influenced by the laicization of staff since the advent of Commonwealth funding following the establishment of the Schools Commission in 1972 and will document the ways in which structures have changed and the composition of staff has been altered.
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ItemPeer tutoring in a tertiary institution( 1987)This thesis aims to explore and assess the potential of Peer Tutoring as a teaching strategy for student-teachers who need to improve their written language skills. Specifically it addresses students' attitudes to Peer Tutoring from an organisational perspective, and their attitude towards the effectiveness of the strategy to further develop written language skills. The study was conducted during 1986 with first-year English students enrolled in the Bachelor of Education (Primary) Course at Melbourne College of Advanced Education. In this study three research tools were used = formal interviews, two questionnaires, and an analysis of students' written work. Interviews were conducted with six students on completion of their Peer Tutoring program. Questions focussed on their attitude to Peer Tutoring as a teaching strategy, the success of the approach for them, problems they encountered with the approach and suggestions for more effective management of the program. Following the interviews, students completed a questionnaire designed to confirm and give data additional to that already collected. All first-year English students completed a four-item questionnaire, related to Peer Tutoring at the completion of the subject. These questions were designed to assess all students' attitudes to the effectiveness of Peer Tutoring as a teaching strategy, whether they were involved in the program or not, and to provide feedback for more effective program management. Assignments were collected at the completion of the program, and were analysed in terms of the student's attitude towards Peer Tutoring as a teaching strategy and the gains made in written language skills. The data clearly indicates the value of Peer Tutoring as a strategy for students in their first year of teacher-training, and major recommendations have emerged from student comment as to more effective program management in the future.
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ItemThe year co-ordinator in selected Victorian metropolitan independent schools : profile, practice and prospects( 1987)This study was designed to examine the position and role of the Year Co-ordinator in selected Victorian Metropolitan Independent schools. The principal objectives of the study were: (i) to discover what sorts of persons undertake this role and establish whether they have personal, academic and career characteristics in common; (ii) to look at the year co-ordinator's perception of the role; and (iii) to examine the career interests of year co-ordinators and, in particular, to gauge their opinions on how well their present role is preparing them for future responsibilities, such as Deputy Principal or Principal. A questionnaire was distributed to forty AHISA affiliated Independent schools in Victoria. Twenty eight valid responses were received. Six Principals returned their questionnaires stating that the position of year co-ordinator did not exist in their schools. The schools who did not reply were telephoned and it was established that year co-ordinators did exist in those schools.
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ItemAn analysis of education provision to older non-English speaking background youth with minimal or interrupted schooling in the Richmond/Collingwood area( 1987)This study is an analysis of educational provision in the Richmond/Coilingwood area for young people aged 16 to 24 years of age, of migrant or refugee background, who have a history of minimal or interrupted schooling. These students are mostly of Indo-Chinese or Timorese background , and face severe problems relating to their lack of literacy and poor English proficiency. Many of these students are unaccompanied refugees and face economic hardship in Australia. Educational programs running in five postprimary schools, two TAFE colleges and two language centres are examined in light of their relevance to the needs of these students. It emerges from this study that a small number of institutions provide responsive quality programs for this group. There are, however, general problems relating to the low status and marginalization of ESL programs in most of the institutions. These problems are compounded by a lack of funding, unsympathetic administration, ignorance of the issues and difficulties relating to accreditation. In some institutions, no provision at all is made for these students. Needs emerging from these issues may be summarized as follows. A greater awareness of the educational requirements. of this group must be developed. An informed collaborative approach must be adopted to respond to these needs in the form of appropriate ESL programs. Policy and administrative support must be forthcoming to assist in achieving these goals.
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ItemLegislation in the making : Work Life Preparation Program, Morwell( 1988)This study deals with the Work Life Preparation Program in Morwell, Victoria. The major objectives of the program are: - the enhancement of social and independent living skills - the enhancement of open employment skills for young people (16 - 21 y.o.) who have a mild intellectual disability. Since its inception in 1981 the program has attracted a great deal of interest and praise both locally and at State and Federal Government levels, however funding has always been on an ad hoc basis from one year to the next. This study highlights the survival of the program because it is achieving its objectives. There is a demonstrated need for the program and the local community believe it should continue and that it should come under the umbrella of the Disability Services Act of the Federal Government. The first Chapter documents the history of the Program, paying particular attention to the funding issue and the move to Demonstration Project status. Chapter two covers the aims and objectives, and details of the operation of the Program. Chapter three describes client outcomes in relation to the various aspects of the program - Formal Personal, Social, Independent Living and Occupational Skills Training. Chapter four highlights specific issues which require comment - Resources, Program Staff, Housing of Trainees, Cost Effectiveness and Evaluation of Trainees. The conclusion in Chapter five is a summary of the positive outcomes of the Program.
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ItemA contract with education : Alice Hoy, 1893-1976( 1988)This is a biographical approach to the personal and intellectual development of Alice Hoy, a development which in turn shaped her contribution to teacher education in Victoria. The period I have covered does not go beyond Hoy's retirement from the Education Department and is concerned with her professional life during that time. Her work as a committee woman on various educational boards and councils is not included. Hoy was a pupil at the private University High School in the first decade of this century; in her first degree, a BA at Melbourne University, her major study was History which she continued with her MA, and later study of Law confirmed a natural tendency towards logical argument and gave her an LLB. After taking her Dip.Ed., Hoy became a teacher with the Education Department at the old University Practising School, and from there was invited to do Method lecturing at the School of Education at the University of Melbourne. Her early contribution to teacher education was made through her lectures at the School of Education and at the Melbourne Teachers' College as well as through the practical work at UHS, while her textbook on civics was used widely in schools. Her appointment is the first Principal of the Secondary Teachers' Training Centre was the high 'point of her career. She began the Centre, which became the Secondary Teachers' College, in 1950, and remained Principal until her retirement at the beginning of 1958.
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ItemIntegration in Victorian primary schools : a study of the role of the Victorian Teachers' Union in the creation of public policy( 1988)The thesis is a descriptive analysis of the role played by a pressure group, in this case the Victorian Teachers' Union (VTU), in the creation of public policy. It argues that the VTU did not play a significant role in the creation of the Labor Government's policy to integrate children with disabilities into regular primary schools. As occurred overseas, parent organisations were instrumental in placing the issue on the political agenda and pressuring the government to implement an integration policy. The VTU's decision to formulate its own policy on integration was a reaction to this pressure. There are several reasons for the VTU's lack of success in influencing government policy on integration. The VTU accorded primary importance to industrial issues with the result that its decision to develop an integration policy was reactive and belated. Policy development began only a few months before the establishment of the Ministerial Review of Educational Services for the Disabled. Consequently the Union came to the Review without any clearly defined or detailed policy. Moreover there was no strong commitment on the part of the membership to the concept of integration. In fact the reverse was true. Union policy had been developed by an active minority and the leadership had failed to communicate effectively its policy to the membership. When the membership became aware of the implications of the government's integration policy its reaction was so hostile that, in order to maintain membership support, the VTU leadership was forced to repudiate sections of the Report of the Ministerial Review which it had signed unconditionally. The VTU was then forced into negotiations with the government at the implementation stage of the policy-making process.
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ItemRegionalisation and organisational effectiveness in state education in the mid 1980s : a study in the evolution to the mid 1980s of an organisational form( 1989)The purpose of this study was to investigate the perceptions held by incumbent Regional Directors in the mid 1980s about the contribution of the regionalisation process to the organisational effectiveness of the then Education Department of Victoria. Regionalisation practice since its introduction in 1971 was reviewed in order to demonstrate that the process was an evolving one in terms of its scope and complexity and to frame a focus question to direct the overall direction of the research to be undertaken. The literature relevant to the key concepts perception and organisational effectiveness was reviewed extensively to secure a specific conceptual framework to underpin the research project and its instruments of investigation. The instrument selected was a semi-structured interview schedule administered to the twelve Regional Directors and the Executive Director (Schools). Conceptually, the instrument's design was based upon the work of Lawrence Mohr (1973) The perceptions of the thirteen respondents were schematically arranged and the research focus question was then analysed in depth. No attempt was made to test the perceptions of the respondents about the organisational effectiveness of the Education Department against some assumed objective reality. A number of additional discoveries were discussed in detail. The theory and practice of regionalisation were reviewed in depth in the light of the research outcomes. Particular attention was paid to the predictions of the respondents as to the amount of "thrust" the regionalisation process would be able to effect for itself in the period 1985-88. The actual development of this thrust in the context of the re-organisation of the Education Department of Victoria into the Ministry of Education was compared with the respondents' predictions. The vehicle for this final and extra piece of analysis was an additional preface and retrospect annexed to the body of the thesis. A brief analysis of the rationale for regionalisation as practised in 1989/1990 was essayed at this point.
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ItemTeacher stress in day special schools for intellectually disabled students( 1987)The purpose of this study was three-fold to identify a) the sources of teacher stress b) the extent of teacher stress and c) the perceived health problems related to stress among 111 teachers in Victorian Day Special schools for intellectually disabled students. A confidential self report questionnaire based on the design context and measures of that used by Dr Rosemarie Otto was administered to teachers in six schools five of which were located in the Melbourne Metropolitan Area and one in a country town. Implicit to the design of the study was the assumption that teachers can provide reliable reports of their perceptions as to the sources of stress related to their work. The definition of stress used in this study was an alteration of physical and psychological homeostasis resulting from aspects of the teacher's job which are perceived as threats to the individual's well being and self esteem because they a) do not meet his/her needs or expectations or b) make demands which are beyond his/her resources to cope. There were four general findings. A significantly smaller percentage of teachers in Special schools perceive their job as 'highly stressful' (12/) when compared with the findings of Otto's studies of High Technical and Primary school teachers which consistently found more than 337. The major stressors for the Special Education teachers in this study were 1) disturbed and anti-social student behaviour 2) time and work-load pressures 3) problems related to the dual roles of work and home 4) negative community attitudes towards teachers and intellectually disabled students 5) a perceived alienation from the Ministry of Education and 6) aspects related to school administrative structures and staff tensions. The most commonly reported symptoms and medical conditions experienced (respiratory and throat) were closely aligned with those found by Otto. A small group (approximately 12/) of the Special educators perceived many aspects of teaching stressful and that these stresses occurred frequently The perceptions of this small group of teachers accounted for between a third and a half of all teacher reports of stress. Some aspects of being a Special Education teacher stress most teachers and should be alleviated Some teachers are stressed by most aspects of teaching and may well be advised to reconsider their vocation.
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ItemA comparison of the difficulties of algebra, fractions and decimals for Year 9 students( 1989)Skills tests in arithmetic and algebra were administered to 222 Year 9 students in two schools in Melbourne. Students, who were given one of four test papers, attempted twelve core questions, and three pairs of questions, the second of which was a j ump in difficulty from the first. These jumps in difficulty were expressions of the difference between working with fractions or decimals as opposed to whole numbers, and algebra as opposed to arithmetic. The results for the paired questions were firstly analysed using McNemar's test for changes. It was found that there is a jump in difficulty when moving from settings not involving fractions and decimals to settings where operating with fractions and decimals is necessary. Although the situation involving the addition of algebra is not as clear, it appears as well that the movement of a question from are arithmetic to an algebraic setting poses difficulties for students. Rasch analysis was used to give a measure of difficulty for all items, and the differences in difficulty for each of the paired questions calculated. The Newman-Kuels procedure was used to test if there was a difference in the difficulty jumps for the three areas. It was found that the jump in encountering fractions or decimals as opposed to whole numbers is significantly greater than the jump in coping with algebra as opposed to arithmetic. It is suggested that emphasis on acquiring a thorough conceptual, knowledge of rarional number needs to continue through the junior years of secondary school.