Melbourne Graduate School of Education - Theses
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ItemThe vertical curriculum meeting the needs of students of high intellectual potential( 2000)This pilot project investigated one Victorian Independent School's implementation of the vertical curriculum in Grades Five and Six in over a one-year period in 1998. The study sought to evaluate the effectiveness of the vertical curriculum model for students identified as intellectually Gifted, High (Gifted and Bright) and Mainstream (Average, Low Average and Low) students by reviewing the students' progress in mathematics. Using Progressive Achievement Tests in Mathematics at the beginning and end of the year the identified Gifted, Bright and Mainstream students' progress was monitored to track their mathematical development, consisting of - achievement or progress made. The cohort reviewed consisted of eighty eight students incorporating eleven identified intellectually Gifted students, thirty three Bright students and forty four Mainstream students, as identified by the Raven's Progressive Matrices. The findings indicated firstly that an advanced level of mathematical achievement was found for the identified Gifted students. Secondly, it was found that the vertical curriculum assisted the Mainstream students as they showed significant mathematical progress. The findings indicated that the vertical curriculum provided an equitable educational option for the identified intellectually Gifted, Bright and Mainstream students.
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ItemAn exploration of the preparation and training of Samoan secondary school principals for leadership( 2000)This study is an exploration of the preparation and training of Samoan Senior Secondary Principals for leadership in school. The study utilised a qualitative methodology as the perspective of the principals was sought. The particular research instrument used were semi-structured interviews. These interviews were audio taped and fully transcribed. This raw data was complemented by a form which was used to establish background material on each principal. The themes that were identified, with the aid of a grid which displayed the data, raised a number of issues facing Samoan leaders. The literature review set the context for current Samoan education, by giving an historical view of the development of education since the arrival of Europeans in Samoa in the 1830s. This historical perspective revealed that many of the issues that affect Samoan Education today have had a long standing impact in Samoa. The context in which principals exercise their leadership is both complex and problematic. The analysis of results used the verbatim quotes of participants to highlight the issues. A key issue is the appropriateness of the transfer of models of leadership training from a Western perspective in Samoa. The conclusion reached in this study is that the range of issues that face a leader in a Samoan Secondary school, require an approach to preparation and training for leadership that is not currently occurring. Samoan principals in this study have not received a level of training for leadership that specifically addresses the concerns faced as leaders in their schools.
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ItemWhere are they now ? : an investigation into the vocations and lifestyles of the University High School Acceleration Program 1988 cohort( 2000)This study investigated the current vocational and lifestyle situations of the 1988 intake cohort of the University High School Acceleration Program (UHS AP) in Melbourne, Australia. There were three main. reasons: to ascertain whether the participants' current situations were predicted by the literature in gifted education; to ascertain whether the current outcomes were predicted by the stated aims of the UHS AP and to invite respondents to reflect on their secondary schooling. A target cohort of 22 from the 1988 AP intake was selected after consultation with the co-ordinator of the UHS AP. The investigation sought factual information such as current occupation and personal circumstances and also ascertained current attitudes to particular aspects of their accelerated secondary schooling. This was done using a self-administered questionnaire incorporating a variety of question formats. Seventeen members of the cohort completed the questionnaire, providing information about: their current vocational status and influential factors for this; their current personal circumstances and feelings about these; their proudest achievements; their plans for the future and their current feelings about their experience in the UHS AP. This study is a follow up based on Dr Betty Murphy's 1994 thesis, which studied the first ten cohorts of the UHS AP. Her findings were employed in the analysis of the results. Vocational and lifestyle circumstances varied, as predicted by the literature. Reported satisfaction with their experience of acceleration was high, although suggestions for improvement in both curriculum and counselling were made. An attempt was made to link matters raised in the responses with the initial aims and objectives of the UHS AP. While there was a good correspondence between these objectives and reported outcomes, the objectives do not emphasise the same aspects of acceleration which the participants valued - namely the strong friendships they developed and the chance to be themselves.
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ItemA nationwide educational knowledge and information system for China : is it likely to be adopted?( 2000)The researcher contrived a new strategy for the dissemination of educational knowledge -- a conceptual model of an Educational Knowledge and Information System (EKIS), based on a literature review. The focus of the research is to find out that whether, and under what conditions, the EKIS is likely to be adopted in China. The researcher interviewed some Chinese educational policy-makers to elicit their opinions on the EKIS model and on the possibility of the EMS development. The respondents perceived the EMS as a useful system, because it would have the potential to solve some of the current information problems. Their attitudes towards the EKIS development are positive, but with caution. The findings show consistency with the literature on innovation adoption. The importance of human factors in an innovation process is explicitly reflected in the findings. The respondents also indicated some elements that could hinder the adoption, development and utilisation of the EKIS in the setting of China, such as the influence of information policies, the impacts of educators' existing information dissemination and access conventions, and the lack of coordination among different government departments.
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ItemMaking connections from the classroom to professional context : using problem-based learning to enhance engineering education( 2000)Problem-based learning (PBL) is presented as an educational reform that is particularly relevant for professional education programs. This study investigated the use of PBL to enhance the quality of students' learning in Professional Skills, a first year engineering subject at Swinburne University of Technology. The major aims for Professional Skills are to develop students' communication skills and to provide them with an introduction to the engineering profession. PBL was selected because of the use of a professional context to demonstrate the relevance of learning and the approach to developing students' abilities for self-directed and life-long learning. PBL requires different understandings and approaches to teaching and learning than are typical of existing practices in engineering education. An action research method was used to guide the development of curriculum and teaching practices because of the role of action research in providing support for teachers to improve their educational understandings and practices. The study examines two action research cycles of curriculum development, teaching and learning during 1995. Qualitative research methods were used to investigate teachers' and students' experiences of teaching and learning to inform the progressive curriculum improvement and evaluation. The findings from the study provide insight into both the characteristics of PBL that enhance the quality of students' learning and strategies that contribute to an on-going process of supporting change and improvement in curriculum and teaching practices. Students identified four thematic issues that were central to their motivation and engagement in learning. These issues were: being able to see the relevance of their learning to their future careers, collaborative learning in class and their project teams, their opportunities for active involvement and input into learning decisions, and a supportive learning environment in which they received guidance and feedback on their progress. Teaching and learning in the PBL curriculum was a new and challenging experience for both engineering teachers and students. The collaborative action research process assisted teachers to develop the skills and confidence to utilise new approaches to teaching and learning. The relevance of these findings to achieving the cultural change advocated by the 1996 Review of Engineering Education (lEAust 1996) is examined.
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ItemThe accuracy of functional gain and insertion gain measurement in pre school children( 2000)To ensure that children with impaired hearing have optimal access to spoken communication, the amplification of sound to the child's ear canal is provided through the use of a hearing aid. To maximise the benefits of the hearing aid, the methods used to assess the amount of amplification provided to the child's ear must be accurate. Two methods used to assess the amount of amplification are functional gain and insertion gain. The real ear gain was measured in seventeen preschool children using these techniques. The study aimed to determine whether these measures were equivalent and to assess the accuracy of each measure in this preschool population. The results indicated that overall the two measures of real ear gain provided equivalent results. However when the differences between functional gain and insertion again were compared in individuals, a high level of variability between the measures were observed. Examination of the components of the test procedures suggested that insertion gain was a less variable, and hence a more accurate measure of real ear gain in preschool children.
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ItemRegular primary teachers' perceptions of their involvement in the program support group process( 2000)The placement of students with disabilities into regular schools has occurred with the support of both government and education department administrative initiatives. The Victorian Education Department cemented its commitment to educating students with disabilities in 1995 by producing Program Support Group Guidelines for Students with Disabilities and Impairments to be followed by all teachers, professionals and parents involved in educating students with disabilities. Regular education teachers have been expected to be willing and prepared to work with students with disabilities. The changing school population resulted in their roles and responsibilities being dramatically altered. As members of the Program Support Group (PSG) group, they are required to take part in group decision making, implement recommendations made at the meetings and work closely with other professionals and parents. The dynamic status of this evolving partnership with parents and professionals has created a constant need for teachers to develop skills in group decision making, time management, clarity of roles, goal oriented planning and program development. Education departments must become aware of these needs and respond to them accordingly. The purpose of this study was to examine regular primary teachers' in the Western Metropolitan Region perceptions of their involvement in the PSG process. A mail survey was used to measure teachers' participation in and satisfaction with their role in the PSG process. Training and experience variables were examined to determine the relationship with participation and satisfaction. The factors identified and examined were: clarity of roles, clarity of goals, allotted time and in-service training. The final section of the questionnaire invited comments and recommendations from participants which might assist them with participating further in the process and in becoming more satisfied with the process. The data obtained was analysed using multiple regression analysis. Several findings emerged from the study. The results of the analysis were in keeping with the related literature examined. Firstly, many of the survey respondents had zero hours in-service training pertaining to group/team decision making and planning and implementation of the PSG process. Many of the written comments stressed the need for more in-service training. Secondly, multiple regression analysis established that as more time is allotted for decision making, teachers become more involved and satisfied with the PSG process. The importance of time in implementing the PSG process was also very clearly expressed in the written comments. Thirdly, the analysis revealed that when PSG goals are clearly explained satisfaction with the PSG process increases. Lastly, both the statistical data and the qualitative data indicate that support services are a necessary component in the successful execution of the PSG process.
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ItemTaking charge: a pilot study of the effect of an assertiveness program on assertiveness and locus of control orientation of young adolescents with specific learning difficulties: a qualitative case study of a small group of young adolescents( 2000)In response to emerging evidence that self-regulation and internal locus of control is conducive to academic and other success, and is an important element in prognosis for students with specific learning difficulties, an assertiveness program was trialed with a pilot group of five year seven and eight students who have specific learning difficulties. To facilitate generalisation to students' lives, the assertiveness program included affective, cognitive and behavioural elements, and emphasised each student's personal assertiveness goal. Data were collected on the effectiveness of this assertiveness program in increasing both assertiveness and internality of locus of control orientation. Data collection included: a pre-and post locus of control test and role-play assertiveness assessment; pre and post teacher, parent and student interviews; and a field diary kept by the researcher. Data were coded and analysed. This qualitative approach has provided a different perspective from previous quantitative studies in the area, including new information with regard to the optimum content of an assertiveness program for the population of students with specific learning difficulties. There was some evidence from several data sources of an increase in assertive skills by some students involved in the assertiveness program, but results with regard to effect of the assertiveness program on student locus of control orientation were inconclusive. Discussion focuses on the effect of the sample size on the locus of control orientation results, and measurement tools and assertiveness course implementation and content, as possible causes of some successful generalisation of assertive skills. Further research, using the suggested modifications to the assertiveness program and involving a larger and more diverse group of students, is recommended.
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ItemThe relationship between teacher professional development and the ability to teach academically gifted children: a multiple case study( 2000)The launch of the Bright Futures policy and Australia's gifted education history suggest a need to study Victorian gifted teacher professional development outcomes. The literature implicates the utility of professional development in building identification skills, instructional expertise and positive attitudes towards gifted children. A few studies in gifted education also converge with the general literature to suggest the provision of environmental support together with professional development. There is a dearth however, of accompanying research and theoretical models in gifted education relevant to professional development outcomes. Research in general education has located a new paradigm combining both aspects of professional development and environmental support. In this study the same paradigm was used to examine the results of professional development under the Bright Futures policy. Reflective of the policy's lack of structure in implementing professional development, there were variations in outcomes. It also was found that unsuccessful outcomes often were linked to elements of professional development and/ or environmental support which tell short of the paradigm's recommendations. Similarly, successful cases closely reflected the paradigm's recommendations for professional development and environmental support. The overall findings would therefore support the adoption of the study's paradigm in gifted education. The application of findings as applied to research and future professional development practice are also discussed.
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ItemThe role of early intervention in the educational management of hearing impaired children( 2000)It has been reported that early intervention is an important aspect in the early educational management of hearing impaired children. Early intervention programs are designed to enhance development, minimize potential delays, prevent further deterioration in children and promote adaptive family functioning. The present study examined the effectiveness of an auditory/oral early intervention program for the educational management of hearing impaired children. This program highlighted best practice in its management of hearing impaired children. This program emphasized the integration of the hearing impaired children with their hearing peers, conversational interaction to promote auditory/oral skills, family centered practice and collaboration of professionals in its interdisciplinary approach. The high level of satisfaction responses from the families in relation to the services provided by the program indicated that clearly this program is one that uses best practice for the hearing impaired children and families.