Melbourne Graduate School of Education - Theses

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    What do 'at risk' boys say about their schooling experiences ? : creating agency for boys' views and feelings about school
    Ward, Michael ( 2008)
    The following discussion outlines the theory and operational methods that inform a general ethnographical study, designed to understand the views and perceptions of three 'at risk' boys relegated to a specialised Victorian state school. The methodology hopes to empower the male students taking part in the study by giving emphasis to the didactic importance of their views, opinions and experiences expressed during a series of interviews in which they participate. It is hoped that the boys will be able to identify areas of education that need improvement, and define real life problems within their own learning experiences, so genuine male learning dilemmas and insights are generated and debated in the research. However, Connell (1989, 1995) characterises boys as `inheritors of an all conquering hegemonic masculinity' and this classic feminist perspective seems to be preventing the evolution of a boys' paradigm in education by diverting attention away from boys' educational issues by asking `which girls' and 'which boys' are specifically disadvantaged. This generic ethnographical study attempts a pro-male research project which holds boy's views, opinions and experiences paramount in the research logic processes, and makes use of key foci descriptors conceptualised in recent government research and programmes to discover how young males experience and dialogue about their schooling lives.
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    Parent professional partnerships in IEP development : a case study of a MAPS process
    Morgan, Philippa Teresa ( 2007)
    The practices, language and behaviours which professionals adopt when they meet with parents prior to Individual Education Program (IEP) planning may have a significant effect on the attitudes and capabilities families bring to the educational setting. During this case study the adult family members of a child with additional needs were observed as they addressed the developmental and programming needs of their child by participating in the McGill Action Planning System (MAPS) and a subsequent Program Support Group (PSG) meeting. Themes indicating attitudes or perceptions that empowered the family towards continued participation in collaborative teams for IEP development emerged in the observational data and were defined through the methods of informant diaries and semi-structured interviews. Less dominant quantitative methods were used to verify that the participant's ongoing attitudes towards parent professional collaboration corroborated with the final themes of flexibility, unification, satisfaction and function.
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    Aims, men or money?. the establishment of secondary education for boys in South Australia and in the Port Phillip District of New South Wales - 1836 to 1860
    Noble, Gerald W ( 1980)
    Young children bring with them to school a certain amount of science knowledge gained from their everyday lives. What they "know", whether right or wrong, may be the result of interactions with family, television, computer programs, books, peers or visits to environmental locations, museums or science centres. In this study, children who have been at primary school for between two and three years are asked to describe their knowledge and their sources of information. The extent to which school factors are influencing their science knowledge is investigated. A survey was developed and protocols trialled before fifty-seven children aged eight and nine years at a provincial Victorian government primary school were surveyed to establish their home background and family interest in science, their own attitudes and feelings toward science and the efficacy of their science experiences at school. Interviews were carried out with nine students, selected to represent a broad range of attitudes to science, in order to gain more detailed information about their specific understandings of a number of topics within the primary school science curriculum and the sources of their information. The students' responses revealed that where they were knowledgeable about a subject they could indeed say from where they obtained their knowledge. Books were the most commonly cited source of information, followed by school, personal home experiences and family. Computers and the internet had little influence. Students who appeared to have "better" understandings quoted multiple sources of information. Positive correlations were found between enjoyment of school lessons and remembering science information, liking to watch science television or videos and remembering science information, and liking to read science books and remembering science information. Mothers were also linked to the use of science books at home, and the watching of nature TV shows at home. There are several implications for the teaching of science at early years level. Teachers need to be aware of powerful influences, from both within and outside of the classroom, which may impact on children, and which may be enlisted to help make learning more meaningful. The research indicates the importance of home background, parental interest and access to books, and notes the under utilisation of computers and lack of visits to museums and interactive science centres.
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    Establishing a multi-sited disposition for ethnographic research in the field of education
    Pierides, Dean Christian ( 2008)
    This thesis responds to the challenge of how educational research might be practised in a contemporary world that is no longer necessarily organised by nearness and unity. Focusing on ethnography, it argues for what a multi-sited disposition contributes to research in the field of education. By giving prominence to the notion of multi-sited ethnography. as it has been developed by the anthropologist George Marcus this thesis shows how ethnography conceived this way is now necessary in educational research. The study brings together recent concepts from anthropology with Australian educational ethnography, providing an analysis and reconstruction of how to go about doing ethnography in a world that is characterised by partial connections. To highlight the contributions to education of this research disposition, the final part of the thesis provides an exploratory account as an example of how to approach a specific research topic in this field. In sum, this thesis makes a unique contribution' to educational research by providing an ethnographic approach for the study of contemporary educational lives.
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    Another world like here : futures studies and early childhood education
    Page, Jane M (1963-) ( 1995)
    This thesis examines the discipline of futures studies and its potential for application in early childhood education. The need for an increased futures-orientation in education is established by a survey of the overwhelmingly negative commentaries of youths on the topic of the future. These comments, it is argued, point to a vacuum of understanding about the future which educators should seek to counterbalance. This task should be particularly emphasised by early childhood educators since they share a commitment to the central objective of laying foundations for life-long learning. Futures studies offers a useful methodology for this task. The thesis examines the major tenets of futures studies and its translation into primary and secondary educational settings. The applicability of futures studies to early childhood education is established by demonstrating the many principles which futures studies and early childhood education share in common. A futures-focused curriculum need not involve the educator in any radically new philosophical and educational frameworks. It, rather, provides a means of extending and re-articulating existing developmental objectives from the vantage point of new perspectives. The thesis resolves the issue of whether or not futures concerns are beyond the reach of four and five year olds by examining how pre-school children conceive time and the future. Young children are seen to possess many of the qualities which futures studies seek to re-instill in adults and older children. The educator should seek to capitalize on this by combining the positive aspects of children's innate perceptions of future time with the more abstract 'adult' understanding of time. A research project on pre-school children's attitudes towards the future sheds further light on their understandings of the future while also enabling their own opinions on the topic to be heard. The thesis then defines the principal objectives of a futures-focused curriculum and translates them into practical learning experiences. It concludes by exploring the implications of the findings contained in the thesis for early childhood education and by discussing some of the ways in which the educators themselves might come to terms with the issues articulated in this study.
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    Multicultural education : an account of the construction of an object of public knowledge
    Wolf, Edward ( 1982)
    This thesis examines major statements about Multicultural Education enunciated by Federal government bodies over the past decade. In doing so, it seeks to identify the ideological aspects of the knowledge thereby constructed and to determine the manner of that construction within an historical context. In particular, it is argued that, by almost entirely ignoring the issue of social class, and concentrating on ethnicity as the major issue to be addressed, Multicultural Education has become a means of ideological control in the education system of our society. An examination of models of Multicultural Education is also carried out, informed by concepts drawn from core curriculum theory. This leads to a model, presented in curricular terms, which avoids the inconsistencies that are identified in the analysis of the major statements.
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    The influence of Chinese sociocultural values about education on the educational outcomes of Chinese students in Australia
    Tsao, Roslyn ( 1996)
    This is a study into how Chinese sociocultural values attached to education have influenced the academic performance of Chinese students. The scope of this investigation is resident students of Australia whose parents have migrated to Australia. These students are largely educated in Australia. In the literature review reference is made to studies of Chinese cultural values including works by M. Bond, G. Hofstede, F. Hsu, D.T. Nakanishi and H.W. Stevenson. The methodology employed is appropriate to Chinese collective culture of small group bilingual interviews of parents whose children are 'excellent students. A proforma is used to collect profiles of the participating parents so that significant information about these participants can be taken into consideration when various factors are speculated and surmised. The study has focussed on a group of Chinese parents who are largely bicultural / bilingual, well educated and motivated to promote their children's opportunities to survive Australia where they lack social contact or capital. Underpinning and threading through this wish to see progress for their children is the undying cultural values attached to being, an educated person within the Chinese concept of "self".
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    A case study approach to the student at risk of leaving school early
    Vadala, Daniella T ( 2005)
    There are two components in this research. The first comprises identification of what characterises an at risk student using risk factors identified from the literature. The second comprises identification of the prevalence of these risk factors in one school and how this school identified and assisted these students in the context of the early school leaver literature. Fifty-two students from a Melbourne government high school and seven of their teachers participated in the research. Students were divided into three groups; at risk students who participated in an intervention program, at risk students who did not participate in an intervention program, and a low risk group. Both quantitative and qualitative data were gathered and analysed to investigate prevalence of risk factors and usefulness and relevance of the intervention programs. All students completed a 30-page survey consisting of a demographics page, the Academic Self-Efficacy Questionnaire, the Classroom Environment Scale (Real and Ideal Forms) and the Family Environment Scale (Real and Ideal Forms). The teachers completed the Teacher Report Form of the Child Behaviour Checklist. The at risk students participated in interviews and completed six monthly questionnaires. From these data, a profile of the at risk student was developed. At risk students are characterised as performing academically lower than low risk students, exhibiting more problem behaviours, are more likely to be male, to value friendships made at school, to find the work at school and the teacher relationships difficult, to hold aspirations to achieve year 12 and believe they are in control of their school experience. The students participating in an intervention felt it was valuable. The quantitative data revealed non-significant changes in these students' academic self-efficacy and trivial differences in their academic grades. It is clear that school aptitude results from as early as year 7, and student behaviours can help to identify students at risk. It is also clear that friendships formed at school serve as a buffer for these students. Significant events occurring in the nominated at risk students lives do not appear to influence their decision to leave school early. The results imply that schools have the necessary information to identify students at risk, but that intervention programs need to be designed specifically to target problem issues. Recommendations for the school are made in the hope that they can be communicated to educators and the broader community.
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    A philosophical analysis of the concept of education
    Ozolins, John Talivaldis ( 1989)
    The thesis critically examines some of the concepts involved In the elucidation of the concept of education developed by R.S. Peters who says that education Is a family of processes whose purposes are the development of desirable states of mind. In particular, it critically examines the concept of mind built into Peters' conception of education and argues that Peters is correct to imply that the mind cannot be reduced to brain states. Education, I .claim is a telological concept primarily concerned with the transmission of cultural values. The thesis begins by briefly looking at behaviourist views of mind, and introduces the Identity Theory as an attempt to provide a better explication of the nature of mind. Feigl's views on the nature of mind are examined, in particular, his attempted reduction of the mental to the physical. His rejection of the concept of emergence is challenged and what is meant by the reduction of one theory to another is elucidated. It is concluded that the mental cannot be reduced to the physical. The features of scientific explanation in general are explored. It Is found that scientific explanation is applicable largely in physical science contexts, and so is of limited use in explaining the concept of mind, and so the concept of education. Teleological explanations are examined, since it is apparent that education is a teleological explanation. The question of whether teleological explanations can be reduced to non-teleological explanations is considered. It is found that there are at least three forms of teleological explanation, (i) functional explanation, (ii) goal-directed explanation and (iii) purposive explanation. It is clear from an examination of these that education is explained in terms of purpose. An examination of the concept of intention and its relationship to action forms a major portion of the thesis. The problem of whether there can be several descriptions of one action is considered, as well as whether Intentions are entailed by desires. The relationship between actions and events is considered, discussing in particular the concept of cause. Five uses of the term "cause" are outlined. It is postulated that the causal power In agent causation is the "act of will", which forms part of the intention to act. The concept of a process, and some of the ways in which it may be defined, is examined. The concept of development is briefly considered in the light of the analysis of the concept of a process. It is concluded that education may be termed a super-process. As a process, education can never be completed, but continues throughout an Individual's life. The purposes of education and what might be meant by desirable states of mind are discussed. The primary purpose of education, it is asserted, is the imparting of values. The question of who decides what states of mind might be termed desirable is considered and it is concluded that it is society, or the community who decide what values are to be imparted.
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    Jewish secular humanist education in Australia
    Ruth, Julie ( 1997)
    The purpose of this thesis is to examine the nature, origins and implications of the recent development of Jewish secular humanist education in Australia; as represented by the establishment of the JSH School in Melbourne in 1992: the first of its type in Australia. This thesis explores the interactive relationship between three key concepts: education, identity and community. The study is set against five contexts: the development of the Jewish community in Australia, the development of Jewish education in Australia, the development of Jewish secular humanism as philosophy, issues of Jewish identity for individuals and community and the community/education interface in the wider society. In the light of these contextual insights, the reception, viability, implications and impact of this recent educational initiative on the Australian Jewish community is given close consideration. The findings suggest that although the reception of the JSH School in its first five years has been mixed to generally positive, the viability and future development of the School and similar enterprises looks promising. The author believes that the knowledge and insights gained from this research study offer readers and practitioners a substantial illumination of the subject as well as providing the author with considerable guidance in her professional educational practice, and may guide others working in the field of community-based education.