Faculty of Education - Theses
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ItemEgan's stage theory : an exploratory study of its use in the analysis of science textbooks( 1985)Kieran Egan (1979) has challenged educationists to consider the need for a Theory of Development which is specifically Educational. Such a need is discussed and examined in the context of science teaching. Egan's Theory was applied to the selection of science text material for a group of eleven and twelve year old students. The students' responses to the materials were compared with Egan's descriptions of certain developmental stages, particularly of his Romantic Stage. The author concluded that Egan's theoretical proposition assisted in interpeting certain student behaviour and preferences. Possible classroom uses of Egan's theory are discussed, implications for text usage and design are outlined, and some areas of research are suggested.
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ItemWord processing training in Perth, Western Australia: a comparative study( 1985)This thesis, entitled "Word Processing Training in Perth, Western Australia: A Comparative Study", aims to identify and analyse the range of training options available in Perth for secretarial personnel who wish to pursue careers in the word processing field.
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ItemTransition from primary to secondary school maths retention( 1985)In the last decade, a great deal of educational interest has centred on the transition of secondary pupils into post-secondary education or the workforce. This research project undertook an examination of the transition of primary pupils from their current school to be relocated in a nearby secondary school. The basic question addressed by the study was : Does a primary student transferring to a nearby secondary school suffer significant reduction in his mathematical skills within the first two weeks in the new school ? The testing was completed by using a twenty item mathematics test and administered to pupils in year 5 and year 6 in the primary schools in December. The same test was again given the same pupils, now in year 6 and year 7, in the February of the following year. It was because of the potential bias of items being relatively more difficult for the younger group, that the Rasch latent trait model was used to calibrate sample free item difficulties for the two groups of students. Items in the test were then given an estimate of their difficulties and each pupil was given an ability estimate depending on the total number of successful items on the test. It was with these ability estimates that the major questions of this study were examined. The study used a three way analysis of covariance to determine if a significant set back in mathematics skills had occurred during the transition. The major factors were the different year groups, sex differences and schools. Consideration was also taken for the ethnic population in the study. The results suggest a reduction in mathematical skills in the first two weeks in high school, and that this applies equally for male and female students. However an interactive influence can occur due to school differences.
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ItemA strategy for the development of internal audit education in Australia( 1985)My interest in internal audit education first developed when I was given the responsibility for developing and conducting the Graduate Diploma in Internal Auditing which commenced at RMIT in 1981. Since then, I have had many opportunities to meet internal audit practitioners, to seek their views and to reflect on the needs of, and developments in, internal audit in Australia. My observations gave me the impetus to undertake, with a colleague, a major research survey of internal audit in Australia. This survey, recently published under the title, "A Profile of Internal Audit in Australia", has been a major influence in developing my thoughts on this thesis topic. In attempting to devise a strategy for internal audit education in Australia, it is necessary to review the whole field of internal audit in terms of its nature, professionalism, past experience, the various influences affecting internal audit education and a possible educational framework. In this respect, this thesis aims to be a comprehensive document. However where possible, supportive detail has been incorporated into Appendices rather than the main body of the thesis. I am hopeful this thesis will provide a framework for those organisations and individuals who can provide the leadership and resources to implement effective internal audit education in Australia.