Melbourne Graduate School of Education - Theses
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ItemLearning organisations and their educational impact in a corporate environmentSchell, Elizabeth E ( 1995)This thesis is a study of learning organisations and their educational impact in a corporate environment. It provides an overview of the theory of organisational learning, and of learning organisations and describes several models of learning organisations. The important principles of holism and explicitness are established. Examples of learning organisation practices in overseas enterprises are compared with two case studies of Australian organisations which are aspiring learning organisations. These practices are then critically reviewed leading to the development of a new model for learning organisations, based upon 'empowered leadership', which explains holism and explicitness in detail. It concludes by addressing the issue of what learning organisations provide educationally, using the emerging prominence of 'life-long learning' as a focus.
ItemThe characteristics of exchange structure patterns of an adult low-level ESL classroom using a genre-based approach to the teaching of writing : a study of classroom discourseSuherdi, Didi ( 1994)This study is concerned with the characteristics of exchange structure patterns of an adult low-level English as a second language (ESL) classroom using a genre-based approach to the teaching of writing in an Australian context. To provide an appropriate system of analysis, Ventola's (1987; 1988h) system for analysing conversational structure in service encounter texts has been expanded to suit the characteristics of the data in the current study. Applying the expanded version of Ventola's system, the whole data have been segmented into exchanges. Two major categories of exchange structure patterns have been identified: non-anomalous, which comprises simple and complex exchanges, and anomalous, which comprises elliptical, defective, and broken exchanges. Using this exchange categorisation as a basis, the characteristics of the interactional patterns, the shifts of roles of information supplier, and the variability of language use in a genre-based approach classroom have been identified and explicated. Exchange structure patterns dominant in certain sub-stages vary in accordance with the variation of other factors. In conjunction with the shifts of roles of the information supplier, for example, in Sub-stage 1, in which the students were cast to serve the function of information supplier, B-event exchanges were dominant, Only a small number of A-event exchanges occur in this sub-stage. In contrast, in Sub-stage 2 and Rehearsal where the teacher served the function of information supplier, A-event exchanges were dominant.
ItemComing, ready or not! : predicted growth in participation in adult education over the next decadeWhyte, Elizabeth Ann ( 1989)This report identifies the expectations the adult education sector has of school leavers if a system of lifelong education is to be achieved in Australia, and predicts strong growth in participation in lifelong education. It finds that young people need to have a positive attitude towards learning throughout life and it explores how the number of students who leave school with a negative attitude towards learning might be reduced. In exploring problems with schooling it became apparent that changing schools alone would not achieve the desired outcomes. Thus the report also looks at the likely demand by adults for lifelong education and some of the policy and legislative changes as well as changes in the workplace that are necessary if lifelong education is to be a reality for all who wish to participate. The material for the report was gathered from a joint Australian Teachers Federation and Commission for the Future project and associated inquiries. This was combined with ideas and strategies outlined in a number of major recent. Australian reports to develop predictions about participation in lifelong education over the next decade. Two of the inquiries used a modified Delphi technique to achieve concensus about expectations of schooling and strategies to reduce the number of students who leave school with inadequate basic skills and a negative attitude towards learning. Ancillary material about the kind of skills adults think they will need in the next ten years was collected from simple interviews with 52 members of the general public. To predict likely demand for adult education the research combines demographic data with enrolment statistics and value segment analysis. Value segment analysis describes the population in terms of its values and has been used because of the relationship between motivation and participation in adult education. Overall the project is a descriptive piece of research developed through selective survey methods involving interviewing groups and individuals and combining this data with ideas identified through a literature review. The numbers of people involved in the two Delphi inquiries and interviews are so small that the findings can only be treated as indicative of the public's views rather than as finite statements. The report concludes by predicting a strong growth in participation in lifelong education caused by increased educational expectations in the community generally the ageing of the population increased need to continually learn and update skills for work and personal life and a growing concern generally about our social and physical environments.
ItemTeachers as cultural workers in TAFESenior, Kim Ann ( 2004)In democratic, plural societies teachers and educational institutions play a key role in the socialisation and development of the collective, cultural consciousness of students. If the goal of such development is a civil and democratic society, pedagogical practice has implications not only for student outcomes but also for the broader community. Technical and Further Education (TAFE) delivers post-compulsory education to more than a million students at secondary schools, TAFE campuses and workplaces across Australia. Historically homogeneous, TAFE institutions and teachers are expected to prepare students for, and teach in, an increasingly heterogeneous environment. This qualitative study set out to investigate at one TAFE institute: # what TAFE teachers know or understand about cultural diversity and its impact on their classrooms; # the ways in which TAFE teachers believe they address the issues arising from cultural diversity; and # effective professional development to support teachers. The study found that teacher understanding about cultural diversity and its impact on classrooms was predominately limited to discussion about international students. Teachers described strategies that focused on student needs and attitudes that promote positive relationships with students as the means by which they address cultural diversity in the classroom. The study also found that while most teachers had engaged in reflective practice in dealing with tensions within the classroom environment, some felt ill prepared for changes to their teaching environment. Finally, the study has identified the need for professional development that will develop teachers' cultural awareness beyond an explanation of 'other' and provide opportunity for collaborative pedagogical discussion.
ItemLive and learn: a plan for an educated citizenryCumming, Ian ( 1946)The creators and improvers of Attic prose, the chief literary and most elegant language of ancient Greece, were the Sophists, who flourished in the latter half of the 5th century B.C. They were really a class of teachers or popular lecturers which met the demand for education among the people in those days. It is extremely doubtful if they had any common philosophical doctrine. Grote has disproved the traditional view of the Sophists that their intellectualism was characterised by scepticism and ethical egoism; this charge is still made against adult educators: Whatever criticism might be made of the Sophists - Socrates and Plato opposed them - they made a definite contribution to culture. Adult education had its genesis with them. They introduced the people to a wide range of general knowledge, they led their listeners into discussions, they investigated history, poetry, mathematics and science. The fact that they received fees for their courses and made a livelihood out of their teaching did not commend itself to the Greece of that time. It is strange how history repeats itself; even today there is a reluctance on the part of some individuals to pay teachers in order that they might make a livelihood: From the time of the Sophists, philosophers of all hues have agreed on the point that education is a lifelong process. It is no matter for congratulation that today we are far from applying that fact. When the franchise was extended greatly during the last century and politicians decided that, in their own interests, their masters should be educated, the education provided was confined to childhood. Some years ago H. G. Wells surprised a complacent world by declaring that we must choose between education and catastrophe. We know now which prevailed. But because we have suffered a world catastrophe, the primary and secondary schools are not to be castigated. The children could have done nothing to avert this conflict; the older generation, the adults, with parochial prejudices, should have served this world better. It should be the supreme aim of a democratic state to have an informed and intelligent citizenry; democracy is sustained by education. (From Introduction)
ItemAccommodation and resistance: the adult and community education sector response to competency-based training 1985-1995Gillespie, Ross M. ( 1996)The thesis examines the Adult and Community Education (ACE) sector response to Federal Government vocational education and training reforms, and particularly Competency-Based Training, during the period 1985-1995. The government, motivated by its inability to meet a burgeoning demand for vocational training, has courted ACE authorities and adult educators to gear more of their educational effort to meeting workforce needs as a partner in a generously funded national reform process. The characteristics which define ACE as a separate sector and the rationale for, and claimed benefits of, the vocational education and training reforms are documented. It is shown that much of the reform process and CBT, in particular, is at odds with the ideologies, purposes and education traditions of ACE. These differences and the manner in which the reforms have been imposed, have kindled a massive debate and polarization of opinion about educational philosophy and practice in Australia. Obstacles to the successful implementation of reform are examined from an ACE perspective. These include: a perceived lingering ignorance and prejudice about ACE within government and other education and training sectors, the deliberate avoidance of criticism and debate about CBT by government agencies, a shifting new training discourse which has displaced valued language in education, and a perceived inadequate economic rationale for the CBT approach to education. In addition, a number of claims about the value of the CBT doctrine are challenged and discussed, including its unsuitability for all curriculum, the inadequacies in the notion of 'competence' and finally, the view argued by CBT proponents, that there is no difference between education and training. Evidence is also offered to demonstrate the substantial successes and benefits of the VET reform process, including those for ACE students. However, although the ACE sector has accommodated many of the changes, it has continued to oppose CBT, in particular, seeking a more holistic approach to curriculum. One response to this, which is described in the thesis, was the development of a Competency-Based Learning model between 1992 and 1994, which, for hundreds of adult educators, accommodated their concerns about CBT, in that it provided options, flexibility, a defined holistic description of learning and most of all, it respected the key tenets of adult education ideology.
ItemPrivate and public providers in the open training marketAnderson, Damon ( 1994)This thesis examines the nature, role and significance of private training provision from an intersectoral perspective, and in the context of the emerging training market in Australia. In so doing, it explores and charts the terrain of a hitherto neglected sector of post-secondary vocational education and training (VET). The report begins by examining the historical and policy context in which private providers have assumed unprecedented importance. It traces the emergence of the 'open training market' (OTM) as the central organising principle of the National Training Reform Agenda, and defines the underlying principles and forces shaping its development. This analysis establishes the link between the OTM and the rise to prominence of private training providers and argues that the OTM is transforming the structure and balance of the post-secondary VET sector. The lack of prior research on private training providers and the private/public interface in the VET sector is highlighted in a review of relevant international and Australian literature. Various taken-for-granted assumptions about the nature and contribution of private providers are identified. Major gaps are identified in our knowledge about private training providers and the development of training markets. The nature and extent of private training provision is then examined on the basis of information collected via national surveys of training authorities. A detailed comparative analysis of the structure, culture and educational profile of private and public providers is undertaken on the basis of six major case studies of commercial and TAFE colleges. This analysis provides the basis for identifying the distinguishing characteristics of private and public provision. It examines their relative positions in the training market, factors affecting their growth and development, and major trends in the training market. The views and perspectives of providers and clients on the private/public alternatives and barriers to the effective implementation of the training market are explored. A series of key policy issues are identified and the implications of adopting a market-based approach to the provision of VET are examined. The thesis concludes that a parallel private training sector is undergoing formation in Australia. It argues that while certain key differences persist, the roles and relationships of private and public providers are being altered in some fundamental ways by the transition to an OTM, and that the nature of VET itself is being redefined in the process. In view of these trends and the potential implications of the shift to a fully fledged market paradigm, serious questions are raised about the current directions of government VET policy.