Faculty of Education - Theses
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ItemTaking social capital into account when implementing educational policy : implications of the Kirby report for social capital in Ironbark( 2002)There is a growing body of research around the concept of social capital that suggests that there are connections evident in relation to successful educational achievement and employment, and high rates of social capital. Social connectedness - one of the outcomes of having social capital - is held to be very important for young people of post-compulsory school age, particularly in the current economic climate. This exploratory study will examine the problem: What can social capital mean in post-compulsory education policy, and in the manifestation of that policy?' This study examines The Ministerial Review of Post Compulsory Education and Training Pathways in Victoria, commonly referred to as The Kirby Report. Kirby takes the view that the links are strong between community and social values, the economic future of the state, and educational outcomes for young people. Within this report and its recommendations, the concept of social capital and its contribution to building community values is deemed to be one of the broad requirements of the community in relation to young people and their experiences in education and training. The concept of social capital and the effects of the growth or reduction of social capital within rural communities is also examined, and it is the links between social capital, the implementation of the recommendations of a report such as Kirby, and the ramifications of these links for a rural town in North-East Victoria of 2,500 residents, that provide the framework for this study.
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ItemValues and the teaching of history to junior secondary school students( 2006)Entitled 'Values and the teaching of history to junior secondary school students' this thesis aims to explore the value of history as a subject for study by junior secondary school students and the role of values in the teaching of history. A focus on the types of knowledge that teachers bring to their professional practice forms part of the groundwork for the study. Professional knowledge is considered as pedagogical knowledge and content knowledge (Darling-Hammond, 1999; Shulman, 1986, 1987). These branches of a teacher's knowledge are discussed in relation to the teaching of history. History is broadly identified as a field of knowledge (Carr, 1961; Hexter, 1971; Leinhardt, 1994; Marwick, 1983), a discipline for study (Ang, 2001; Collingwood, 1946; Leinhardt, 1994; Levstik, 2000; Marwick, 1983; Rogers, 1984; Skilbeck, 1979) and a subject within the school curriculum (Board of Studies, 2000; Foshay, 2000; Macintrye, 1997; Mays, 1974; Victorian Curriculum and Assessment Authority (VCAA), 2004, 2005). The value of teaching history to junior secondary school students is broadly considered in terms of the knowledge and understanding that can be developed through the study of history as a school subject. The embedded nature of values within teaching is acknowledged and distinctions drawn between social/community values, general educational values taught through history and more specific values associated with the study of history. The research is situated within the qualitative paradigm (Denzin & Lincoln, 2000, 2005; Flick, 2002; Strauss & Corbin, 1990) and involved a case study (Bassey, 1999; Denzin & Lincoln, 2000; Merriam, 1988; Stake, 1995, 2000, 2005; Stenhouse, 1985; Yin, 2003a, 2003b) conducted at the junior secondary level that included the participation of the researcher, three other history teachers and students from Year 7 and Year 8 history classes. The methods used to collect data included an initial session with the teacher-participants and, at the conclusion of the study, a debriefing focus group with the teacher-participants, lesson observation and post lesson small-scale student discussions. The data gathered from this investigation is presented as a number of narratives (Bage, 1999; Bruner, 1986; Clandinin & Connelly, 2000; Connelly & Clandinin, 1990; Freebody, 2003; Mishler, 1986; Stake, 2000). The researcher contributes to these narratives as a teacher of history. The study affirms the value of teaching history to junior secondary students, recognizing an association with broad educational values (Department of Education, Science and Training (DEST), 2005; Gilbert & Hoepper, 1996, 2004) and subject specific values, such as, sharing knowledge about the past (Fitzgerald, 1977). Values that are imparted through the study of history are categorized as general and specific and are closely linked to skills. The study is premised on the beliefs that thinking about practice (the past and the present) may enlighten future history teaching and learning (Schtin, 1996) and that 'mindfulness' (Leinhardt, 1994) is an essential characteristic of history teaching that engages both the teacher and student in the learning process.