Melbourne Graduate School of Education - Theses
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ItemFocus on form in a Thai university English course( 2006)This thesis reports on an investigation about the application of new pedagogy to the teaching of English grammar to the first year English major students in a Rajabhat University in Bangkok, Thailand. This study sought to explore the effectiveness of an indirect explicit instruction approach on improving students' motivation and attitudes towards learning English grammar. This study was conducted in a normal grammar classroom of thirty three students for sixteen two-hour weekly sessions. Kemmis and McTaggart's (1988) action research cycle method was adopted, involving two cycles of teaching-learning activity. Each cycle was regulated into steps of developing a unit of work, implementing an instruction for six weekly two-hour sessions, observing and reflecting. The data obtained consisted of teacher/researcher's journal, students diaries and interviews and students' self-assessment questionnaires. The teacher's journal provided information about how students were responsive to the new teaching approach whereas students reflected on their new learning experiences in their diaries. Moreover, self-assessment questionnaires using a 5-point Likert scale were employed to obtain a clearer picture on students' attitudes, activities provided and their perceived improvement in learning English grammar. The results of this study reveal that indirect explicit grammar instruction had a great impact on students' motivation and attitudes. Effective learning atmosphere and cooperative learning led to significant changes of students' learning behaviours. Students showed their eagerness to participate in the learning process. They became more self-confident and expressed their willingness to take risks in learning in the language classroom. It could be argued that students' attitudes had improved and they, therefore, were motivated to learn English grammar. However, the students' grammatical knowledge had not significantly developed since the study was undertaken over a short period of time. The study proposes some factors that the teachers should carefully take into consideration in adapting indirect explicit approach to their teaching. Of greater significance were contributions made by the study regarding the advantages of developing own instructional materials that respond to the learners' needs over commercial materials and the value of employing action research to investigate problems arising from teaching practice. Finally, it is suggested that a longitudinal study is worth trying in order to establish the applicability of the indirect explicit approach in teaching English grammar in EFL contexts.
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ItemCreativity in literacy : making meaning in the middle years( 2004)Literacy is often described as either a social phenomenon or a functional one - it is rarely viewed as an imaginative or creative phenomenon. Yet the processes involved in the development of literate identities are akin to roleplay; readers and writers try on different stances as they engage in various ways with diverse texts, and this requires a capacity for imaginative projection. A `creative age' has been proclaimed in Western societies. Creativity and high levels of literacy are prized for their perceived capacity to fit people for the anticipated rapidly changing circumstances of the future. However, while vast resources are devoted to developing literacy in education, aspects of schooling may discourage creativity, and, indeed, the kind of literacy (or 'literacies') required for this new era. This thesis argues that much might be gained by reconsidering imagination and creativity for educational purposes. It recounts psychological approaches to studying creativity, which, despite limitations, have led to a model that is useful for identifying the `locus of creativity' - a systems model of creativity (Feldman, Csikszentmihalyi & Gardner, 1994). This model is re-evaluated so as to theorise a systems model of student creativity. The term `literacy' has come to signify many different things in education, and the complexity of the phenomenon is discussed to show how imagination and creativity are integral to it. An acknowledgment of their role offers exciting possibilities for middle years curriculum in particular. This investigation into the place of imagination and creativity in literacy involved the analysis of `official' curriculum documents and of two case studies - one Year 9 and one Grade 5/6 teacher and their English/literacy classes. This permitted observations of the ways in which curriculum is enacted in classrooms. The fieldwork revealed data about common constructions of creativity, and where it inheres in literacy.
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ItemA qualitative study of developing problem solving competence in students of a food technology diploma course( 2000)This thesis is a qualitative study of developing students' problem solving competence or ability in a Technical and Further Education (TAFE) Diploma course. The problem solving ability has been identified as highly desirable by the Australian food processing industry. Its development in students has been specified in the Course Aims Statement as a requisite learning outcome of the Food Technology Diploma course. The thesis research aimed to explore the situation if the development of problem solving ability happened as envisaged by the major stakeholders of the course and how it was accomplished in the classroom. To facilitate the thesis research, ethnographic methods, including observation, interviews and document analysis were used. Activities of teaching and learning in classrooms and laboratories were observed and recorded on videotapes. Semi-structured interviews with stakeholders including Industry Representatives, Course Designers, Course Administrators, and Module Teachers were conducted. Document analysis included review of approved Accreditation Submissions for the course (accredited by the Food Industry Training Accreditation Board in the Victorian Department of Education), review of students' written work of practical reports and answers to test questions. From the interviews, two divergent views emerged that might be regarded as 'aspirant' and 'practitioner' stances. The 'aspirant' stance represented the views of industry representatives, course designers, and course administrators, whereas the practitioner stance those of the module teachers. The 'aspirant' view concurs with the industry's desire and expectation of developing Diploma students' problem solving ability in the classroom. It did not however stipulate to what standard or level this development should attain. The practitioner side on the other hand maintained that the development of problem solving ability is not their job but it belongs to other educators including teachers of degree courses in higher education. Also the practitioner side maintained that as bona fide TAFE teachers, they know what and how the course should be taught. The TAFE teachers in this particular case believed what they do is appropriate because there has not been any complaint from the industry regarding the quality of the Diploma graduates that they produced. In terms of improving students' problem solving ability, the official stance in the approved Accreditation Submission is that the Diploma course should be delivered in a manner consistent with the constructivists' problem based and situated learning approaches and presented in a holistic, integrated manner based on predetermined learning objectives. In their classroom practice, the Diploma course teachers in this particular case simply delivered what they considered necessary in a ' teaching as telling ' mode, without attending to the recommendations described in the approved Accreditation Submission or an objective-based plan, which incorporates strategies for developing students' problem solving ability. There was no apparent modeling or benchmarking by the teachers of attitudes and dispositions, attributes acknowledged to be required for superior problem solving ability, including reflection, metacognition, self-directedness in learning and construction of individual meaning from knowledge learned, as well as thinking critically or creatively. On the contrary, their delivery and assessment of learning was tuned down, encouraging students to learn in a 'surface approach'. The teachers' practice thus affected adversely the quality of students' reports of experiments. The review of students' reports of the three applied science modules, Food Chemistry, Food Technology, and Microbiology, established that students (1) did not understand the theoretical bases of the experiments, (2) did not show critical reflection or objectivity on the conduct of the experiments or the validity of the results obtained, (3) tended to exert minimal effort in the reporting, and (4) were generally unable to articulate and communicate their thoughts and knowledge. Another parcel of data supporting the conclusion of students' poor state of professional knowledge and inability to apply it came from their answers of test questions. Review of their answers showed that they did not understand the knowledge. Although the test questions of the three applied science modules did not really test them for the application of knowledge in resolving some industry-related issues that is solving industry related problems, the students' answers demonstrated that it was highly unlikely they could do so because of their lack of understanding of the fundamental concepts and theories underlying many of the current or contemporary industry problems/issues. The triangulation of the data from three sources, that is observation, interviews, and document analysis, converged to illuminate this particular situation showing (a) the teachers did not teach in a manner conducive to the development of students' problem solving ability and (b) students did not learn effectively to improve their problem solving ability. In explaining the occurrence of this situation, it has been rationalised in terms of teachers' low expectation of their students, the teachers' inadequacy to teach problem solving skills, and the failure of those in authority to properly communicate this specific course aim to all those who need to know, the students and teachers in particular. Based on this explanation, this thesis made the suggestion whereby improvement in the development of students' problem solving ability can be effected for the Diploma course in the short term by attending immediately to the teachers' practice in the classroom.
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ItemMicroWorlds programming, mathematical problem solving and teaching for transfer : a year long classroom study( 2000)This thesis is based on research conducted to investigate the effects of computer programming on cognitive and affective outcomes in two upper primary classes. The subjects of the research comprised two classes of eleven to twelve year old students at the same school in Melbourne, Victoria. The aims of the research were to establish whether a particular type of methodological intervention, which reinforced strategies developed in a programming context, could improve the likelihood that problem-solving strategies acquired through programming would be transferred to mathematical problem-solving. In addition, the research set out to investigate whether programming affected individuals with differing personality traits in different ways. Students worked over a twelve-month period with the programming software MicroWorlds. In the first term they learned basic semantics and syntax of the programming language and thereafter completed five tasks that were research assignments from a range of key learning areas. These tasks were called Lap-T tasks and as part of the overall curriculum were completed and presented for evaluation. Pre and post-tests in maths problem solving which sought evidence of ability to obtain correct answers, identify appropriate strategies and articulate strategies used, were administered at the beginning and end of the year. In addition, students completed a questionnaire at the beginning, middle and end of the year to establish attitude change to aspects of learning with computers and learning through programming. Other data was obtained through the Rosenberg Self Esteem Test and the Eysenck Personality Inventory. Students kept journals in which they reflected on their programming experience. A series of class lessons for highlighting strategies developed in programming, called strategy training was directed towards one group only, the Strategy Training Group or STG for a total of 18 hours. The other group, the Independent Learning Group, was not assisted to make connections beyond those automatically acquired while programming. The findings of the research were an affirmation for the value of the strategy training for improving the likelihood that strategies acquired during programming would transfer to other problem-solving contexts. In addition, there was confirmation that programming is a valuable addition to an upper primary curriculum, contributing to students' perceptions of control of their own learning and providing challenge and satisfaction while developing transferable problem-solving skills. The research indicates that strategic use of programming in the primary school curriculum can be utilised in the development of improved use of mathematical problem-solving strategies.
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ItemRater consistency and judgment in the direct assessment of second language writing ability within the certificates in spoken and written English( 1998)The introduction of competency-based models of language and literacy education in Australia has, to a large degree, coincided with an increased emphasis on direct assessment as the most common means of evaluating second language writing ability within the Adult Migrant English Program. The key problem in directly assessing writing ability is having two or more raters arrive at a similar judgment or rating for the same piece of writing. While there is a long tradition of research on rater consistency and judgment in the holistic assessment of writing ability, similar research on the direct assessment of second language writing ability within the context of competency-based language and literacy education is almost non-existent. This study aims to determine the degree to which the performance criteria designed to assess second language writing ability within the Certificates in Spoken and Written English can ensure acceptable levels of rater consistency, and to describe the decision-making behaviours and strategies used by raters when reading for the purposes of assessment. The think-aloud verbal reports of six experienced ESL raters assessing three texts written by intermediate level adult ESL learners were transcribed and subjected to a rigorous interpretive analysis. In terms of rater consistency, analysis of raters verbal reports indicated that while there was generally a high degree of rater consistency at the overall performance or text level there was considerably tess agreement at the level of individual performance criteria. Analysis of the data revealed that raters adopted distinctive styles or approaches to reading for the purposes of assessment and that raters interpreted and applied the performance criteria statements in a range of different ways. These findings have significant implications not only for the development of competency-based assessment procedures but also for the training of raters. v11
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ItemAn analysis of the logic of film criticism with special reference to film study courses in schools( 1970)The distinctive concepts, relationships between concepts, criteria and procedures for judgement-making which constitute the logic of film criticism have been left largely unexplored. As a consequence, film critics and film teachers, lacking an understanding of the distinot body of concepts and procedures characteristic of this form of discourse, have been unable to offer convincing justifications for critical judgements on the one hand, and f o r the belief that film study i s properly an educational activity on the other. In each case, factors or principles extrinsic to the internal logic of film criticism have been offered as justifications. It is shown that the search for justifications for both aesthetic and educational judgements which appeal to necessary formal or moral principles, or to the consequences believed to follow from an experiencing of films, cannot withstand analysis. A critical scourse in the arts i s properly effected by presenting descriptions of the works, expressed i n terms of, and justified with reference to, those concepts and criteriadistinctive of the form of art i n question. It is argued that the work of the English film critic, Robin Wood, and some recent semiological studies on the nature of meaning i n films, represent the beginnings of a clarification of the logic of film criticism. The matter is of central importance to the form and purpose of film study courses. If, to be counted as educational, an activity must be concerned with judgements publicly testable for truth or appropriateness, and if such judgements can occur only within the logical structure of a form of knowledge or discourse, then film teaching can properly be termed educational only if film study courses are informed by an understanding of the logic of film criticism. It follows then that Robin Wood's criticism and the small body of semiological work at present available could well serve as the source of this understanding.
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ItemThe holistic nature of literary knowledge : a perspective of authorial meaning and legitimate significance as a unique aesthetic experience( 1986)Literary knowledge represents the state of affairs in the holistic nature of literature. Within the scheme of co-ordinates that constitute the holistic nature of literature, legitimate aesthetic experience cannot occur unless a valid interpretation of meaning is considered as the probable intention of the author. Understanding meaning initiates legitimate aesthetic experience as opposed to an aesthetic awareness that inadvertently distorts authorial intention to satisfy wishfulfilment gratification of the audience. Validity in interpretation implies satisfying the conditions of knowledge, in that agreement in .judgements about literature is possible. Yet, though meaning may satisfy the conditions of objectivity, each legitimate aesthetic experience is peculiar to the individual's empathic relationship to the valid interpretation. . The significance of the text may be an ineffable aesthetic experience which is a self-evident form of knowledge. The synthesis of Hirsch's theory of 'meaning and 'significance' with Hirst's belief that literature is ? 'unique form of knowledge' gives a dual nature to, and foundation for, the epistemological status of literature. Consequently, there is justification for teaching literary knowledge in texts and procedural knowledge for construal of valid interpretation. Interpretation and criticism have different functions. One attempts to give coherence and objectivity to textual meaning, while criticism imbues a valid interpretation with a 'unique' knowledge that is relative to the dynamic of history and the dialectic of criticism. If students are to perceive in some degree the holistic nature of literary knowledge, then trainee teachers ought to be familiar with the synthesis of Hirsch and Hirst which is a primary principle both in the construal of textual meaning and in the attempt to express legitimate aesthetic experience.
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ItemThe political ramifications of changes in the delivery of nursing education in Victoria( 1993)The purpose of this research was to determine; whether, between 1974 and 1987, undergraduate Nursing education in the Colleges of Advanced Education tended to politicize the new recruits to the profession via curricula. whether those asked to participate in the research believed that there was a level of information being provided during their Nursing course which they considered to be political in nature. whether those asked to participate in the research believed that this level of information that they considered to be political in nature influenced their subsequent participation in activities which could be considered in turn to be political in nature. what constraints in the workplace were identified by those asked to participate in the research, which may have adversely effected any political activity they may have been involved in, or influenced by. whether there were any other real or conceptual factors not identified or not specifically addressed in the research which could have impacted on the research participants, and possibly influenced their responses, and thus, research outcomes. Subsequent to the research, the information obtained would be scrutinized for possible outcomes, ramifications and commented on. This process is more formerly addressed in the methodology.
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ItemThe teaching of French in New South Wales and Victoria 1850-1958( 1958)This thesis is a study of the development of the subject French at the Universities of Sydney and Melbourne and in the schools of New South Wales and Victoria. It seeks to show why French was taught in this land so far from France, by what methods it was taught, to whom and by whom it was taught. It was impossible to discover the answers to these questions without studying the growth of the two Universities and in particular the changes of curriculum in their Faculties of Arts, the relationship between the Universities and the schools and the influence of the University Departments of French on French in the schools, the growth of secondary education and the public examination system, and the reforms in the curriculum of the secondary schools in the twentieth century as a result of changes in educational theory and philosophy. Only against this background is it possible to understand the rise and fall of one particular subject.