Australian Curriculum Theses 1980
ACT | |
"Bannister, B. (1980). Bilingual education in the Northern Territory as an experiment in curriculum development. Canberra ACT, Canberra College of Advanced Education." | |
| MEd | |
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"The bilingual education program in the Northern Territory is examined in terms of its achievements as a curriculum enterprise. The rational, or objectives model of curriculum which constitutes a significant aspect of the total approach to this examination, suggests a number of shortcomings in the program which are singled out for special attention. Reference to the various historical, political, and social factors which form the basis of such a program provides some indication of the range of problems confronting the dual activities of development and evaluation. In focussing on selected aspects, it is possible to review the operation of the program's aims, rationale, practical implementation, and evaluation strategies. The alleged lack of clarity and control over such matters on the part of the educational planners has given rise to problems not open to easy solution. It is seen that long term solutions lie in comprehensive reappraisals of what a bilingual education program might realistically achieve in a context of considerable cultural and linguistic diversity, such as exists in the Northern Territory." | |
"Chapman, L. E. H. (1980). A case study of curriculum change, Hawker College, ACT. Canberra ACT, Canberra College of Advanced Education." | |
| MEd | |
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"The Report of the Working Committee on College Proposals for the Australian Capital Territory (Campbell Report, 1972) led to far reaching changes in senior secondary education. Hawker College, opened in 1976, is one of eight resulting government secondary colleges. The writer, a member of the Committee, has been Assistant Principal (Curriculum) at Hawker since its inception. This field study examines the dynamics, nature and achievements of curriculum change at Hawker, from the planning year in 1975, to 1980. Data includes student surveys and interviews; discussions with teachers, administrators and counsellors; college curriculum documents and the writer's own observations. The Campbell Report's educational philosophy was eclectic, and 'progressive'. Strengths and weaknesses of the Working Committee's analyses and recommendations are assessed. Seven curriculum aims 'clusters' are synthesized: four concerned with individual development, and three with the student as an effective, contributing member of society. Hawker has had significant success in promoting students' individual development. It has been markedly less successful in preparing students to function within, and contribute to, society." | |
"Coates, J. (1980). Open education: a definition and an exploratory survey of some ACT teachers and parents attitudes. Canberra ACT, Canberra College of Advanced Education." | |
| MEd | |
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"Open education is defined operationally in terms of the Roland Barths (1971) open education scale plus Bob Young's curriculum scale based upon Basil Bernstein's classification of educational knowledge (collected versus integrated codes). Young's scale on the organization of curriculum knowledge is considered to make explicit ideas partially implicit in the Barth Scale as well as adding a new dimension. This definition of open education has three unifying closely related principles: (i) respect for students as persons; ( ii) a view of knowledge being in part a personal construct; (iii) the extent by which the contents of the curriculum stand in open relation to each other. The limitations of the study and its relevance to ACT schools are stated, and it was indicated from a survey conducted that there is a need to further develop the Barth - Young scale. The literature on open education is reviewed and criticism is examined. The most important writers on open education influencing the development of the authors ideas were Roland Barth, Tinsley Beck, Basil Bernstein, Hugh Petrie, Herbert Walberg and Susan Christie Thomas, and Bob Young." | |
"Green, P. A. (1980). The analysis of junior secondary science curriculum materials. Canberra ACT, Canberra College of Advanced Education." | |
| MEd | |
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"The study was based on the assumption that the analysis and evaluation of curriculum materials was an appropriate activity to be undertaken by practising teachers. Other studies indicated that teachers perceived a need for objective analyses of curriculum materials and for procedures suitable for use by the practising teacher which could generate information on which rational decisions concerning curriculum material could be made. A variety of previously published analysis schemes were reviewed. The Sussex scheme (Eraut et al, 1975) was subsequently chosen as a basis for a scheme designed for the analysis of junior science curriculum materials" | |
"Hewat, P. (1980). Coping in an open plan high school: a comparative study. Canberra ACT, Canberra College of Advanced Education." | |
| MEd | |
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In this study an attempt was made to consider the behaviour of students in a new open plan high school and a research project involving a comparison of coping and noncoping students is described. Significant differences in scholastic behaviour between the two groups of students at the end of the first term indicated that: 1. The coping group tended to have a more internal locus of control that the non coping group. 2. The students of the coping group tended to plan for professional careers whereas those of the non coping group tended to plan for non professional careers. 3. On the whole the coping group tended to have realistic career aims in terms of their general ability. 4. The students of the coping group tended to have higher I.Q. scores than those of the non coping group. There were no significant differences between the coping and non coping groups in terms of their attitude towards the high school nor in terms of the attitude of their parents. | |
"Hine, A. (1980). Open education: identification and illustration of the concept. Canberra ACT, Canberra College of Advanced Education." | |
| MEd | |
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"The main aim of this field study is to review, analyse and interpret the research literature on open education. The study also attempts to define and illustrate the concept open education. In addition the study has aimed to produce a set of resource materials which illustrate open education, namely, what it is and how it is manifested in schools. From the analysis and discussion of the relevant research literature, it would appear that it is not only plausible but possible to define the concept of open education. The defining characteristics of open education are identified through: ( i) the degree of openness of a school program; (ii) the focus on spatiality and openness in architecture; (iii) the philosophical goals, assumptions and beliefs intrinsic in the concept of open education; (iv) the observable characteristics and criteria manifested by open education. Open education can therefore be defined by assessing the extent to which a specified set of criteria are present or absent. An aspect of the curriculum may then be ranked with respect to those defining characteristics of open education. Even though the content may vary, the specified set of criteria remain intrinsic and inherent in the concept." | |
"Lane, R. J. (1980). The development and implementation of the ACT Schools accreditation system. Canberra ACT, Canberra College of Advanced Education." | |
| Med | |
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"When ACT secondary colleges opened in 1976 they constituted the first government senior secondary system in Australia to design their own curricula and assess their own students under the general direction of their own college boards and within broad system guidelines. An Accrediting Agency was set up to approve the courses of study devised by the colleges, determine assessment procedures, arrange certification of students' attainments and negotiate acceptance of students' qualifications with tertiary institutions and employers. All but one of Canberra's private schools teaching to senior secondary level also joined this accreditation system. This field study traces the genesis and development of the ACT schools accreditation system, and looks in detail at its implementation at system and college level. Although this study analyses the accreditation system in some detail, it is intended to be descriptive rather than evaluative. Information was obtained mainly from primary sources: official reports; studies and papers written by participants, surveys conducted in the colleges and original documents. Interviews were conducted but were used mainly as a check on written information." | |
"Moran, B. (1980). The establishment of a national curriculum centre. Canberra ACT, Canberra College of Advanced Education." | |
| MEd | |
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"This study examines the establishment of the national curriculum centre and the historical, political, social and educational factors which contributed to the decision of the Minister for Education on the recommendation of the Australian Education Council, to establish such a centre. This study looks at the historical background which resulted in states' responsibility for education, at the Australian Constitution which avoids any mention of education but which allows Commonwealth support for education through grants to the States. It briefly traces the development of an increasing Commonwealth involvement in education, notes the very significant inquiries at national level into areas of need resulting in reports such as the Murray, Martin, Karmel and Kangan recommending Commonwealth funding for specific areas of education. This study supports the view that the Curriculum Develoment Centre, established under a 1975 Act of Parliament by that name, is a unique step in the development of a national view of education and an example of a cooperative model of development of curriculum at a national level. The role of the Australian Education Council, the Commonwealth Department of Education, the Australian Council for Educational Research and two major Unesco conferences are examined as significant influences. This study identifies other influences, political, social, educational and financial which were significant in the decision by the Government of the day to establish a national curriculum centre, and the persons and institutions which influenced that decision, and worked to achieve its establishment. The process of change is examined and the rational, reeducative and power coercive strategies used by those seeking to effect a change in school curriculum in Australia and to establish a national centre for curriculum development, are identified." | |
"Nevin, T. J. (1980). The aesthetic order of design, as a unifying concept for an educational programme. Canberra ACT, Canberra College of Advanced Education." | |
| MEd | |
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The aim of this field study is to examine the following problem: To what extent has education operated on a limited and narrow perception of design principles and if so how could the implementation of the missing principles be achieved. The field study is composed of an analysis and an educational model incorporating three levels of education. In the analysis the aesthetic principles of design are investigated in relation to natural design to find out what constitutes good design. Then these design principles are used to reflect on modern social values and socioeconomic behaviour. The insights gained from the socioeconomic sphere are then used for analysis of education curriculum planning to see whether the principles presently used can be improved upon. Finally the Educational model using aesthetics as its central value is expressed as a possible answer to the problem. | |
"Scrivener, J. G. (1980). An evaluation of the use of a simulation game to teach a specific topographic map reading skill. Canberra ACT, Canberra College of Advanced Education." | |
| MEd | |
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"The field study examines the effect of the simulation game Battle Squares modified from Battleships, on the learning of the map reading skill of grid reference determination by Year 7 students. The effect of ability level and sex differences on the acquisition of grid referencing skills were also examined. Modifications produced the major features of the grid system used on Australian Survey Map sheets without substantially altering the characteristics of the game Battleships. Two treatment groups played the simulation game, one group having experienced both a pre test and a post test and the other group only the post test. A third treatment did the pre test and post test without experiencing the simulation game. Students in both treatment groups which experienced the simulation game showed significant gains in the learning of grid referencing skills. Students in upper ability level groups gained significantly better scores on the post test than students in lower ability level groups. Both upper and lower ability level groups showed significant gains. Girls performed significantly better than boys on the post test. Both boys and girls showed significant gains as a result of the simulation game experience. Ability level was a more important moderating variable than sex difference in producing variations in performance on the post test of grid referencing skills." | |
"Steel, J. (1980). Teaching English as a second language to children in primary schools in the Canberra Queanbeyan area. Canberra ACT, Canberra College of Advanced Education." | |
| MEd | |
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"The specific aim of this field study is to observe and analyse the teaching of English as a second language (ESL) in Narrabundah Primary School, administered by the Autralian Capital Territory Schools' Authority. There is an important need to find out what is happening in primary schools following English as a second language ( ESL) programs and if all children requiring ESL instruction are receiving it. Such a question may be answered by: (i) an examination of all resources available to primary schools with ESL programs; (ii) learning what methods are used to select children for ESL instruction; (iii) reviewing the qualifications and expertise of the ESL teachers; (iv) identifying the difficulties found in meeting the needs of ESL pupils; (v) studying the ESL curriculums and evaluation techniques used in the school with ESL programs. The purpose of this field study is to explore and report on the current approaches, methods, materials available and the curriculum being used in the teaching of ESL in primary schools within the Canberra / Queanbeyan area." | |
NSW | |
"Adams, J. (1980). Moral education in the primary schools: on what bases? North Ryde NSW, Macquarie University." | |
| MEd | |
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"The cognitive development approach to morality was evaluated as a basis for primary moral education through a critical literature review and a local school case study. As part of the study, similarly structured moral education programmes, differing only in degree of conflict orientation were presented weekly to 45 Year 4 and 49 Year 6 children in a NSW metropolitan primary school for 5 and 10 weeks respectively. Predictions were for: (1) Qualitative differences in moral judgements between Years 4 and 6 in the predicted Kohlberg stage / sequence. (2) The conflict instruction groups to demonstrate significantly more stage movement than direct instruction and control groups. (3) Ability and participation to relate positively to moral judgement. (4) Boys and girls to use similar moral judgements. The major data gathering instrument was an experimenter developed, group 'test', scored from derived Kohlberg stage criteria. Supplementary data were also gathered using other techniques and instruments. The efficacy of the conflict approach was not conclusively demonstrated, though other predictions were confirmed." | |
"Alcorta, F. X. (1980). Bilingual education in the Northern Territory. A study of a linguistic and cultural imposition. Armidale NSW, University of New England." | |
| MEd | |
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"The bilingual education programme in the Northern Territory was initiated on the 14th December 1972. The analysis will be divided into four parts. The first examines briefly the historical and cultural context of the Northern Territory as well as the comparative methodology to be used in the dissertation. The second introduces some Third world case studies and the North American experience in bilingualism as background for the bilingual education programme in the Northern Territory. It also looks at lingustic concepts with reference to bilingualism in terms of literacy acquisition, compensatory theories in language learning and the dynamics of culture in a bilingual situation. The third part analyzes the establishment of the bilingual education programme under the central theme of cultural imposition. Finally the fourth part looks at the specific development of bilingual education in the Northern Territory and suggests some future options. There are two main concepts that will be developed through the dissertation. One of them is that Aboriginal society has for a long time been the recipient of western culture, western ideas and western values. The other is that education, whether it is bilingual or not, has been and is part and parcel of that massive cultural transfer." | |
"Blomberg, D. G. (1980). The development of curriculum with relation to the philosophy of the cosmonomic idea. Camperdown NSW, University of Sydney." | |
| PhD | |
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"This thesis is concerned primarily with the philosophical foundations, and particularly the epistemological foundations, of a Christian approach to the school curriculum. The problems to be investigated are introduced by an examination of the forms of knowledge theory of Paul H Hirst. Hirst's position is onesided oriented to theoretical scientific knowing, and this distorts his treatment of other, nontheoretical ways of knowing. The thesis contends that it is the underlying religious motivation that is crucial. A theory which is consciously and critically rooted in a Christian confession is advocated such as that found in the philosophy of the cosmonomic idea. An investigation is made of the religious roots of knowledge, and of everyday experience. Guidelines for the construction of a Christian curriculum are formulated. A curriculum is developed for the senior secondary years of schooling, in which the demands of a theoretically oriented matriculation examination must be taken into account, but in which nonetheless the Christian confession concerning the character of life and of education must, it is accepted, always lead the way." | |
"Bromser, C. (1980). Pilot evaluation of the 2 Unit A Science Syllabus in NSW. Camperdown NSW, University of Sydney." | |
| MEd | |
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"Assessment and evaluation have been an integral part of any learning model. Testing in education is part of the process of acquiring, processing, and interpreting information that may be used in making an evaluation of the ends, means and conditions of education. All teachers of science carry out testing programmes of some kind; this study hopes to extend the view of testing and evaluation beyond that of the quick 10-minute quiz, or achievement test set at the end of a course to evaluate pupils' knowledge of the course. The major emphasis lies in curriculum evaluation, an area which has been neglected for too many years in science teaching in NSW. Curriculum evaluation is beginning to share equal importance with pupil evaluation as greater responsibility is given to the classroom teacher in choosing courses and materials. The first part of this study is a review of the origins of the 2 Unit A Science Course in NSW and an analysis of its congruence with the aims of secondary education. The development of evaluation is then discussed in terms of preparative, formative and summative evaluation and the potential roles each of these might play. Chapter II gives the details of the setting of the pilot evaluation, in terms of procedure followed, hypotheses and results from tests and questionnaires." | |
"Campbell, B. (1980). An integral approach to education. Camperdown NSW, University of Sydney." | |
| MEd | |
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"The aim of this essay is to consider the humanistic perspective on education as an initial step to approach the developing of the total human being through an Holistic approach to life. This needs to be considered in the social context of educational needs and the evolving state of being that the learner has to first encounter on the journey towards a meaningful education and consequent existence. In applying transpersonal psychologies to an educational development program where the curriculum and the student are treated as interrelated, and yet whole entities, the values of centeredness in both verbal and nonverbal areas are expanded into intuition and fantasy, as well as meditation, relaxation and mind body integration. Such a curriculum of feeling and being not only improves student / teacher communication and learning of traditional subject matter but also opens new horizons to stimulate the learning experience. The philosophies and educational practices of Sri Aurobindo are examined in light of the above." | |
"Craig, A. (1980). Teacher perceptions of curriculum autonomy. School of Education. North Ryde NSW, Macquarie University." | |
| MA | |
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"The purpose of this study was to gather information concerning curriculum autonomy from secondary school staffs across Australia. The information required was obtained from the data bank of an Australia wide research study entitled 'the Curriculum Action Project (CAP)'. The present enquiry consisted of a detailed analysis of responses to two open ended items included in the CAP questionnaires, which were returned by 586 respondents (principals, heads of department and teachers) from 98 secondary schools." | |
"Duncombe, J. C. (1980). Nutrition education across the curriculum: with particular reference to the multicultural nature of Australian society. Camperdown NSW, University of Sydney." | |
| MEd | |
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"The purpose of this essay is to examine the relevance of an across the curriculum approach to nutrition education and to indicate how this concept may be applied to curriculum development in New South Wales schools. The long essay is especially concerned with the development of a conceptual framework for nutrition education as it relates to curriculum development in the context of multicultural Australian Society. The study explores the complex relationships between culture, curriculum planning and innovation by outlining the educational attitudes of Australians in post immigration periods. This situational analysis acts as a background for understanding the relevance of theories of curriculum development and innovation due to social change. In view of contemporary events, teacher education needs to respond to the many issues and realities of our social complexity and adopt a philosophy of educating children so they may enjoy living. The importance of nutrition education is a society of 'fast foods' is discussed and the relationship between drugs, diet and human development. Speculations are made as to how changes in family structures and living arrangements may influence eating behaviour and nutrition education." | |
"Edwards, J. F. (1980). The Schools Commission Innovations Program in NSW, a meta evaluation. Camperdown NSW, University of Sydney." | |
| MEd | |
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"The evaluation of the Innovations Programs in NSW began in late 1975. The Schools Commission decided that evaluation should be a requisite for all projects. A committee was formed in 1975 to provide expertise in evaluation and to help conduct evaluations. The first task of this committee was the interpretation of the Schools Commission (1975) Guidelines. The committee initiated a series of external or augmented evaluations. The committee also defined its role, providing in the process, a document, 'Purposes and Procedures', which could act as a guide to external and internal evaluators. In recent years, the committee, responding to the Schools Commission (1977) Guidelines has set in motion an evaluation counselling service, a new form of 'assisted' evaluation for innovative projects, and has provided education in evaluation for Counsellors and Innovators through the development of materials and through workshops and conferences. A fifteen point criteria has been used to discuss the twenty one completed Augmented Evaluations in the program to date. At the same time the criteria has been used as a basis for discussion of a sample (1 in 5) of the completed inhouse evaluation reports (General Evaluations). Questionnaires have been used to ellicit further information about the impact and procedures for both types of evaluation." | |
"Field, B. L. (1980). A comparison of the effects of traditional and open teaching styles on the development of some language skills of Year 7 pupils in a NSW country high school. Armidale NSW, University of New England." | |
| MEd | |
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"The intake into Year 7 of a country high school was divided into four classes: two high language ability classes and two low language ability classes. The classes were graded in terms of language ability data available from primary school testing. One each of the high and low language ability groups was taught in an open teaching style and one each was taught in a traditional teaching style. All children in the year completed a battery of tests comprising measures of reading comprehension, vocabulary, speed of reading, spelling and creative writing in the second week of February and again in the last week of November. The scores derived from the two sets of data were compared to gauge the relative effectiveness of the two teaching styles - open and traditional. The results do not confirm either teaching style as being more effective than the other in developing the language skills of Year 7 pupils. This result in itself points to there being viable alternative methods of teaching to achieve the same goal of skill in several language variables" | |
"Gill, J. (1980). Economics education in secondary schools: an examination of syllabus change in economics in New South Wales from 1966 to 1976. Callaghan NSW, University of Newcastle." | |
| MA | |
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"In Australia, the impact of the American and British developments in economics education were slow to be recorded. Several states had shown tendencies to move away from prescriptive courses in Economics. In some instances, teachers had been encouraged to participate in the development of newer courses. However, much of the impact in economics education in Australia in the period 1966 - 1976 had been focussed in Victoria and New South Wales. Developments in Victoria in the late 1960s showed the influences of some of the overseas developments in secondary school Economics. In New South Wales two official syllabus documents were prepared for the senior part of the secondary school system between 1966 and 1976. Each was designed as a two year course and each had provision for a differentiated level of candidature for the final external examination. The development and implementation of these syllabi in New South Wales from 1966 to 1976 is the major focus of this study." | |
"Harrison, M. E. (1980). Towards empirically based curriculum theory: a participant observation study of school based curriculum decision making. North Ryde NSW, Macquarie University." | |
| PhD | |
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"This study concerns the theory of decision making in curriculum related matters at the school level. It embraces variables such as decision making theory, the school as a social system, and curriculum models. Ethnographic methods were employed in a pilot study of school based curriculum decision making. The results of the pilot study lead to modification to the research methodology for the second stage of the study. The second stage included the role of consultancy in the full case study. The data collected is analysed giving rise to recommendations for further research in this area." | |
"Matthews, B. J. (1980). Application of mastery learning methodology to the teaching of gross motor skills. Camperdown NSW, University of Sydney." | |
| MEd | |
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"This study was conducted in an effort to relate teaching strategies involved in mastery learning theory to the teaching of gross motor skills. Learning for mastery (LFM) was developed by Bloom (1968) into a working model from the conceptual model of school learning developed by Carroll (1963). The earliest attempts to use this working model were centred upon the need of individual children to develop proficiency in academic skills. Recently the strategy has been expanded to include a wider variety of schoolroom - based subjects. This essay suggests a further extension of strategies to include psychomotor skills. A review was made of the available literature on LFM, the existing Physical Education syllabi for New South Wales in both primary and secondary schools and an examination of texts recommended and currently used in those Colleges offering specialist teacher education programs for physical educationists. This review led the author to believe that the style of physical education currently being offered in the schools of New South Wales was derived from overseas models, particularly from those offered in the United States of America and is based on a 'play games' philosophy. The author believes that teacher education institutions in New South Wales need to develop in their students, philosophies that will guarantee to each individual pupil the opportunity to develop psychomotor abilities and basic skills to optimum levels." | |
"Matthews, M. R. (1980). Epistemology and education: a critique of analytic philosophy of education and the proposal of an objectivist theory of knowledge with an examination of its implications for educational theory. Kensington NSW, University of New South Wales." | |
| PhD | |
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"This thesis argues that the epistemology dominant in contemporary analytic philosophy of education - Paul Hirst's 'Forms of Knowledge' thesis - is fundamentally mistaken. It is an empiricist philosophy in the narrow, and traditional, sense, it takes tests against experience as definitive for knowledge claims. It is empiricist in a wider sense, in that its epistemology is subject - centred, it takes the beliefs and mind states of subjects and their justification as the central task of epistemology. Narrow and wide empiricism are both rejected in this thesis. Considerations in the history and philosophy of science are used to establish this claim. An objectivist, nonsubject centred, epistemology is proposed. This takes human knowledge to be a creation of human cognitive activity, such activity having necessarily historical, social and practical dimensions. Epistemology is two sided. It must be an account of knowledge on the one hand and an account of ignorance on the other hand. Thus epistemology requires a theory of ideology. Such a theory is developed in this thesis. It ties ideology to human practices, and ultimately to the form of productive practices in society. Marx's account of the errors of the classical economists is taken as paradigmatic of accounts of theoretical ideology. This thesis proposes an alternative theory of knowledge and subsequently of schooling, to that of analytic philosophy of education, the methodological issue of the appraisal of theories is generated. The Methodology of Scientific Research Programmes (MSRP), outlined by Imre Lakatos, is used here to suggest that the Marxist research program in education is progressive, whilst the analytic programme is degenerating." | |
"Maxwell, T. W. (1980). Curriculum development processes and the factors affecting them in a secondary school. Armidale NSW, University of New England." | |
| MEd | |
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"The purposes of this investigation were: (a) to describe the processes of school based curriculum development (SBCD), and (b) to describe the factors which affected these processes. A case study using the techniques of participant observation was undertaken over a period of twenty months. Data was provided via observational, diary records, interviews, documents and surveys. The scope and level of involvement in SBCD presupposed whole school involvement. Two design processes (cycles) and the beginnings of a third were delineated. The first corresponded most closely to a Rational Planning Model (RPM) and the second, problem solving. Both cycles were 'managed' using time goals coupled to the cycle stages. At the day to day level of curriculum development process, decision making, tactics, discussion, problem solving and social interaction were important. Both process types depended heavily upon the context of the school. Time was a limiting factor to some extent, but support in the form of time and resource provision was provided from a nearby university via a 'link' person. Teachers' perceptions were that considerable professional development had taken place due to their involvement. Probably the most crucial hindrance was the practical syndrome for which criteria were established. Another important difficulty was the problem of implementation of carefully formulated plans when these plans impinge upon areas of traditional teacher autonomy. Some of the implications of SBCD in New South Wales were discussed and recommendations made for further research." | |
"McLeod, N. R. (1980). The development of drama in Australian primary schools. Armidale NSW, University of New England." | |
| MEd | |
|
"This study is concerned only with the history of drama and dramatic method in primary schools in Australia - roughly ages five to twelve. It treats these topics as they developed from within the primary school over a period of thirty years, c.1947 - c.1977. This approach considers the internal day to day use of drama in a child's development. An examination of those external influences that come into the school periodically (eg theatre in education groups) lies beyond the scope of this investigation. Also excluded was the role of drama in schools for the mentally and physically handicapped. The development of drama in the primary schools of one state is often reflected in those of another. Where this occurs, detailed analyses have been avoided to prevent needless repetition of particular trends. Treated in greater detail are those states where information was more accessible." | |
"Navin, F. A. (1980). Towards the integration of science in the total curriculum. Camperdown NSW, University of Sydney." | |
| MEd | |
|
"Within schooling there are centralised ideas which are basic fundamentals to the development of the individual child. Integrated courses involving science as the main component of the core allow for the whole curriculum to be seen as a unity within the present society. The total curriculum has not been defined within the essay itself, but the term covers the complete range of realms of meaning, from Kindergarten to Year 12. The orientation thus is on the 'whole learning experience' and this trend has been advocated in the official statement of aims. In any event, whatever is developed by the school is meant to be regarded in a holistic way. Primary schooling shows evidence of the total curriculum because of the basic core areas of Investigating, Communicating and Expressing. This is aided by the one teacher who can have unlimited flexibility and a variety of approaches, suitably adopted to the appropriate stage of development. This integration is not yet so in the secondary school because of the restrictions of the timetable and entrenched disciplines. However, the tacit removal of subject barriers is a genuine attempt to obtain some form of coordination. There is the suggestion that this total curriculum of learning experiences can be implemented via a transitional interdisciplinary, or multidisciplinary, or maybe an integrated approach in some isolated area. An alternate junior high school proposal could lead to developments in a different direction." | |
"Nott, S. A. (1980). Timetable analysis of six Catholic secondary schools to assess curriculum development from 1976 to 1979. Armidale NSW, University of New England." | |
| MEd | |
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"The aim of this research was to assess the extent of curriculum development from 1976 to 1979 in six Catholic Secondary Schools. The schools, all having less than 400 students, are located in four towns in a single Diocese in northern New South Wales. The project set out to ascertain the type and extent of development through study of the schools' timetables. The analytical instrument employed was a Curriculum Notation developed by T I Davies in 1969. Additional data was obtained from interviews of school principals. It was hypothesised, largely because of the schools' autonomy and increasing proportion of lay teachers, that the timetables of the six schools would indicate organisational changes brought about by school based curriculum initiatives and community involvement. The analyses indicate that the hypothesis is substantiated but in a very limited way. None of the schools showed substantial evidence of curriculum development in their timetables. Two schools indicated significant progress in the development of school community relationships. The little evidence of change noted from the study suggests that the increasing number of lay staff has had little or no bearing on curriculum development in schools and the incentive and influence of Federal funding has not been a potent force in curriculum development in the sample schools. Indicating as it does that there has been very little organizational change in the sample schools over the period 1976 to 1979, the study suggests that these Catholic Secondary Schools are 'conservative' in both outlook and operation." | |
"Perrott, C. (1980). The context of the operational curriculum in the primary school and its impingements: a study of stated curriculum procedures and behaviours at the school and classroom level in a sample of primary school teachers, and of the factors related to and perceived as influencing these procedures and behaviours. Armidale NSW, University of New England." | |
| MEd | |
|
"The purpose of this study was to investigate, in a sample of primary schools, the area of implementation of the curriculum at the school and classroom level. Research was not undertaken into either the intentions or the outcomes of curriculum implementation. The objectives were to collect data on characteristics of schools, teachers and classes, teacher behaviours in curriculum planning, organization of content and teaching procedures; and teacher perceptions of strength of influences on these behaviours and procedures. The main study's sample consisted of a two stage randomly selected sample of full time classroom primary teachers in the North West Education Region of New South Wales." | |
"Rotter, A. (1980). The education of the gifted child in the primary school. Camperdown NSW, University of Sydney." | |
| MA | |
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"This essay examines the education of the gifted learner of high intellectual ability in the primary school. The concept of giftedness is discussed as are genetic determinants. Identification of giftedness is considered. The essay looks at education for the individual and special needs of the gifted learner. It also looks at the role of the teacher and other professionals and finally an attempt is made to draw human and material resources outside the formal educational structure into working alongside the school to provide appropriate educational opportunities. It is acknowledged that the child's environment is made up of the home, the school and the community and the child must therefore be educated within the context of his own personal needs and aptitudes; and within constraints imposed by the home, and the school and by the society in which he lives." | |
"Stewart, G. A. (1980). Structural unemployment and education. Camperdown NSW, University of Sydney." | |
| MEd | |
|
"Long term and serious structural unemployment caused by administration of massive doses of technology into a mature consumer capitalist society will force mass alienation to become subjectified and cause the inevitable overthrow of the present system. Throughout recorded history we have seen the replacement of successive forms of social organisation, each in some way purporting to advance the human condition. The social revolution which will depose capitalism is rapidly approaching, as the system can no longer answer the basic economic questions it must. Education must necessarily be affected by the fundamental changes which are postulated. In the short run, just as politicians representing the powerful regard political conservatism as the appropriate response, so reaction is seen by educational administrators as necessary to combat rapid change. This change appears to be heading towards a disruptive confrontation between the powerful few and the disenfranchised masses. However, if enough critically aware and like - minded educators can influence the education systems of the West, a peaceful revolution may be possible. To achieve a peaceful revolution, truly enlightened education must be allowed to occur. Classroom theory and practice must work towards a situation in which new meanings can be created." | |
"Stone, R. (1980). Administrative implications of the impact of cultural and social factors on tribal Aboriginal children's will to learn. Armidale NSW, University of New England." | |
| MEd Admin | |
|
"A major premise of this study is that schools are organised not only to help teachers teach, but also to help children to learn. A review of Bruner's Theory of the Will to Learn, and assuming the Will to Learn is common to all children, suggests that there is a similar capacity for learning in tribal Aboriginal children. This supposition was tested and it was found that tribal Aboriginal children possess a very strong will and desire to learn. The study was carried out in North East Arnhem Land and is based on data collected from five Aboriginal outstation communities. A central settlement school was administratively responsible for the educational programmes and servicing of the outstation schools, and for their subsequent development as they were established. The problem examined is how to organise the administration of the central school in order to meet effectively the growing educational needs of both the main settlement and the developing outstation schools. The latter task forms the major problem investigated in this study. It was established that the outstation communities regard their schools as an important part of their lifestyle and actively support their operation. The implications for the central settlement school, its principal and staff are challenging. The existing administrative organisation was established to meet the needs of the central settlement; the task has changed, and is now much more complex and requires a far more flexible approach than that for which it was originally designed." | |
"Wilson, W. R. (1980). Geography in primary education: new insights into the changing nature of geography and curriculum for Australian schools. Camperdown NSW, University of Sydney." | |
| MEd | |
|
"The position adopted in this essay is that the structure of knowledge is a highly significant variable in curriculum planning. Such structure is best exhibited through the classification of knowledge into disciplines. Disciplines are dynamic and the changes that occur should be reflected in school curricula. Geography is one area of knowledge that has undergone considerable change. In an attempt to argue the place of Geography within a disciplines of knowledge framework for curriculum planning and development in the primary school, the distinguishing characteristics of a discipline are analysed. Logically, the thrust of the argument addresses itself to the issue of whether Geography meets the criteria identified to give it discipline status. A searching examination reveals that Geography is a discipline. On this basis, Geography can claim a place alongside other disciplines in a disciplines of knowledge context for curriculum planning. The appropriateness of Geography in the Primary School Curriculum is discussed with a particular emphasis on its contribution to selected subject areas. A curriculum process model is proposed as a means of incorporating Geography in the primary school curriculum within a school based curriculum development context." | |
QLD | |
"Harris, J. W. (1980). Ethnoscience and its relevance for education in traditional Aboriginal communities. St Lucia QLD, University of Queensland." | |
| MEd | |
|
"In considering the importance of Aboriginal knowledge in the education of children of traditionally oriented Aboriginal communities, this thesis draws on Groote Eylandt ethnoscience, discussing several fields of Groote Eylandt knowledge. The context of the thesis, Groote Eylandt and the Groote Eylandters, is therefore first described. The existence and validity of significant Aboriginal knowledge has wide implications for education in traditionally oriented Aboriginal communities. Interference between Western knowledge systems and Aboriginal knowledge systems causes communication breakdown between English speaking teachers and vernacular speaking pupils. The limited educational achievement of Aboriginal school children can partly be attributed to the failure of schools to recognize the prior knowledge of the child. When Aboriginal children enter school, cognitive development has already begun in the context of Aboriginal knowledge systems. Later cognitive development must build upon this base, most particularly in the early years of schooling but also in appropriate contexts even after English competence is acquired. Using Aboriginal knowledge as a medium for cognitive development demands not only the close involvement of Aboriginal people in the school but also an understanding of Aboriginal knowledge by nonAboriginal teachers. Appropriate preservice training can provide the skills to set about acquiring it. Recorded information is a valuable source for the newly appointed teacher but finally the Aboriginal people are themselves the best source of Aboriginal knowledge and the best arbiters of what aspects of Aboriginal knowledge are most appropriate in school programs. Teachers can only acquire linguistic and ethnoscientific competence by remaining in communities longer than is currently the norm." | |
"Toohey, M. P. (1980). The teaching of religion in state schools in Australia - 1821 - 1977: a curriculum perspective. St Lucia QLD, University of Queensland." | |
| MEd | |
|
"Discusses the problem of the teaching of religion in state schools in Australia. A brief historical outline with emphasis on the period 1826 and 1872 is given. Political background encompassing the secular acts and the case for the teaching of religion in State schools as argued in the report of the Russell Committee (Religious Education in State Schools, 1972) in Victoria. Reviews reports of ministerial committees of enquiry set up in the various states since 1970 into the teaching of religion in state schools in Australia. The writer looks at the problem of curriculum design for the teaching of religion in a pluralist society in the state schools in Australia. The conclusion emphasises again the notion of the relationship between religion and culture and the implications of this for curriculum design in religious education." | |
"Williams, C. (1980). Curriculum change in primary classrooms. St Lucia QLD, University of Queensland." | |
| MEd | |
|
"The major purposes of the study described here were to identify those external and internal pressures of curriculum change, acting upon a small group of classroom teachers. Through this case study, it was hoped to identify some of the possible processes and sources of conflict in the course of adopting curriculum changes. Recent literature related to the area of curriculum has demonstrated an increased awareness of, and emphasis upon, the central role of the classroom teacher in curriculum change. However, much comment has also suggested that classrooms generally evidence only superficial changes in curriculum. In order to understand curriculum change at the classroom level, it is therefore necessary to examine the teacher and the classroom, and thereby identify those pressures acting upon the classroom teacher in relation to curriculum change. The external pressures acting upon the teachers studied are not only themselves conflicting, but have brought the teachers into a state of conflict regarding what and how they teach. This conflict has been further increased by the internal pressures acting upon the teachers. Internal pressures which have been identified include lack of commitment to innovative curriculum, lack of knowledge of innovative curricula (particularly mathematics and science), and lack of skills for implementation of the new curricula. The results of this study strongly suggest that whereas the new syllabuses may be formally adopted at the central level, they may not really be implemented in the classroom." | |
SA | |
"Gale, J. A. (1980). Freedom and authority in schools: an investigation of theory and practice in South Australian secondary schools, with particular reference to the perceptions and attitudes of Year 12 students. Adelaide SA, University of Adelaide." | |
| MEd | |
|
"The thesis records and comments upon the climate of opinion in South Australia with respect to questions of freedom and authority from the late sixties to 1974. Thus it includes material prior to the South Australian Director - General's Memorandum on Freedom and Authority of August 1970 and material relevant to its implementation between 1970 and 1974. The question of student rights within the schools is emphasized. The changing role of the senior secondary student is reviewed as is the growth of student activism in Adelaide. This is linked to the general movement for democracy in education and to the views on this question of principals and teachers. Important differences emerged between the perceptions of principals and students, the former perceiving more progressive features than did the students. This was particularly noticeable with perceptions of communication and of whether the school climate was democratic or authoritarian. Another difference was between girls and boys, the former showing stronger 'will for change'. Smaller schools, generally, reported better communication, and one school, H, was found to have some distinctively open characteristics." | |
"Harrison, H. R. (1980). The development of primary school science in South Australia, 1875 to 1972. Adelaide SA, University of Adelaide." | |
| MEd | |
|
"This thesis examines the development of science in the South Australian state primary school curriculum in depth for the period 1875 to 1972, with some consideration of the pre 1875 period. Subjects which included aspects of science, or were regarded as at least partly scientific in purpose, are considered, in relation to changing concepts of science and education. The changes in content and teaching methodologies of these scientific subjects are analysed, together with their status and relation to the total primary curriculum. Major factors affecting the progress of primary school science, especially the training of teachers, the examination system, and the Education Department's financial policies concerning provision of equipment, are examined. During this period the content of science courses changed from discrete, unconnected object lessons to something approaching a coherent general science course. Other subjects with a scientific component entered the curriculum from around the turn of the century. The study attempts to identify the causes of curriculum change in the South Australian education system, it assesses the influence of overseas ideas and practices and of other Australian state systems and policies and the impact of local political and economic conditions." | |
"Sullivan, M. J. (1980). Teacher aims for a matriculation chemistry course, with special reference to critical thinking ability in a science setting, and possible influences of the external examination on achievement of aims. Adelaide SA, University of Adelaide." | |
| PhD | |
|
"This study, called the Chemsa study, set out to determine: (i) the course aims of teachers of matriculation chemistry, (ii) how well these are reflected in and facilitated by the course syllabus, (iii) the influences of the examination on teaching practices and outcomes, (iv) how well the teachers' nonexamination aims were being achieved. Literature studies were carried out to compare: (i) the present and likely future examination practices in South Australia with those of other States of Australia and places overseas (ii) the aims of teachers involved in the Chemsa study with those considered by science educators to be desirable for this type of course. Investigations were carried out to discover whether there were absolute differences in standards of performance of candidates in the matriculation chemistry examinations of 1975, 1976 and 1977. The evidence produced was not conclusive, but gave rise to further questions. Conclusions have been drawn regarding the success of the chemistry course and teachers in promoting various outcomes." | |
VIC | |
"Atkinson, E. P. (1980). Instruction - memory - performance (manuscript): the influence of practical work in science on memory and performance. Clayton VIC, Monash University." | |
| PhD | |
|
"This study concerns the learning of scientific subject matter. In general, previous research on learning has been based on a two element paradigm of instruction affecting performance, but the paradigm used here emphasizes the importance of memory as a mediator between instruction and performance. Gagne and White postulated four types of structures in memory: propositions, intellectual skills, images, episodes. The existence of these structures and their relationship with performance was investigated. An individual' s preferred way of dealing with cognitive tasks over time on an imagery verbal dimension was also investigated. Instruction was presented by using five program booklets. The two science experiments were either carried out by students in small groups or demonstrated by the class teacher. Instruction was administered by two science teachers responsible for four unstreamed Year 10 classes in a metropolitan state coeducational high school. Each teacher taught two classes that were randomly assigned to either the small group or teacher demonstration treatment. The sample comprised a total of 78 students. Interviews were conducted by seven interviewers." | |
"Belshaw, R. R. (1980). Career education in Victorian schools. Clayton VIC, Monash University." | |
| MEd | |
|
"The writer uses survey data, qualified with personal observations from his involvement in career education since its inception, to show the range of quality and the general lack of adequate administrative support in the early implementation of the innovation in Victorian schools. The later diffusion and development of the innovation in Victoria is described and evaluated: the writer's aim being to supplement material already published. The study reports on the increasing provision of professional training and pays tribute to the work of career educators in overcoming to some extent the historical constraints in the fragmented Victorian education system. The writer gives personal observations of Victorian career educators' recent successful collaboration with influential representatives of the community interested in the improvement of education practice. Information about the modern professional training of career educators, based on substantial investigation and evaluation, and now being implemented in Victoria is also discussed in the thesis." | |
"Besley, J. W. (1980). An investigation into the introduction of economics into the curriculum for pupils aged 12-14 years in secondary schools in London and South East England. Clayton VIC, Monash University." | |
| MEd | |
|
"This thesis investigates the nature and extent of teaching Economics to pupils aged 12-14 years in secondary schools in London and South East England. Four schools in the region are used as case studies to examine the issue of teaching Economics to younger pupils. The courses operating in these schools are examined to show their objectives, content, methods and assessment procedures. An attempt is made to evaluate their performance. The influences, pressures and constraints which affected teachers in introducing the courses are also explored. The extent to which the Economics Association and literature in the field influenced teachers in introducing the courses is a question of special interest to be examined. The results of the investigation indicate that Economics is being taught successfully to younger pupils in the four schools examined." | |
"Bourke, S. F. (1980). Numeracy in schools: an integrated approach to community expectations student assessment and error diagnosis. Clayton VIC, Monash University." | |
| MEd | |
|
"This study has three major strands: the framing and general acceptability of a functional definition of numeracy, the development, application and analysis of criterion referenced tests of some of the domains of numeracy, and the use of these tests in identifying individual student difficulties in numeracy. Detailed information on the perceived importance of a range of 13 numeracy tasks and items was obtained by a questionnaire administered to small numbers of randomly selected members of groups such as employee and employer organisations, primary and secondary teachers, college lecturers and parents. Two age levels were selected to provide information on student performance in numeracy. More than 6600 students aged 10 years and 6200 students aged 14 years in normal schooling were tested throughout Australia to determine whether they could master tasks based on specific content areas, abilities and usages related to numeracy. Careless errors and algorithm errors were also major causes of difficulty for these students. It was clear that the students needed constant encouragement if they were to attempt to use and practise the algorithms they had been taught in place of the inefficient, error prone methods they seemed to prefer." | |
"Bunker, P. M. E. (1980). A policy analysis of the Victorian Government's school council legislation. Clayton VIC, Monash University." | |
| MEd | |
|
"This study examines the content and implications of the Education ( School Councils) Act 1975, within a policy analysis framework. The framework divides policy analysis into two parts: formulation and implementation. The formulation phase looks at the period 1971 - 1975 up until the drafting of the aforementioned Act. It traces the origins of the movement for an increased local role in school governance in Australia. It specifically looks at the interplay between parent, teacher and government representatives who participated in the discussions leading to the drafting of the Bill. This section is historical in content and centres completely on Victoria. The implementation phase looks at the provisions of the Act from several perspectives. First, it examines the changes in powers and membership of school councils, when compared with the regulations in existence prior to the Education (School Councils) Act 1975. Second, using the key concept of power, which is defined in decision making terms, the Act is examined in a more critical vein. It is suggested that it was never an intention of the official government policy makers to transfer significant amounts of decision making power to school councils, despite policy statements to the contrary." | |
"Butyn, K. S. (1980). The curriculum reform movement: pupil individualism, teacher professionalism and the development of curriculum at Paisley High School. Bundoora VIC, La Trobe University." | |
| MEd | |
|
"The theme of this thesis is the development and character of the curriculum reform movement in Victoria in the late 1960's and early 1970's. Its general character is described, and its underlying structure as an emergence and redefinition of pupil individualism and teacher professionalism are analyzed. The development of a particular school, Paisley High School, established in this period is described as having its own characteristics but at the same time as symbolic of the movement. The reform movement is shown to have the strengths of individualism and teacher responsibility and the weaknesses of lack of structure. A conflict between the expectations of Paisley High School parents and those of the reform movement is also indicated. While the movement did not achieve all of its objectives its successes are indicated." | |
"Cosgriff, R. O. (1980). Uses made of students' writing: implications in terms of language and learning. Parkville VIC, University of Melbourne." | |
| MEd | |
|
"Students in our schools do a great deal of writing - writing has always been regarded highly in our educational system. We, as teachers, are responsible for giving our students most of the writing that they do and, because of this, we need to answer some pertinent questions: e.g. Do we know why we give our students the writing? Are we aware of where writing fits in the overall learning process of our students? Is what we are actually doing in the classroom with respect to our students' writing the same as what we think we are doing? This study is concerned with questions such as these in order to determine what is current practice, and to critically discuss such practice in terms of its impact on the learning success of students. What then, are the uses made of students' writing? Why do teachers set it? How do they mark it? What uses are made of it by teachers after they have marked it and handed it back? Two research reports are considered in detail which focus on such issues in order to determine what is happening across the curriculum at about middle secondary school level." | |
"Faichney, G. W. (1980). An examination of the perceptions of children, parents and teachers of the distinctive features of the social studies program, Man: A Course of Study. Clayton VIC, Monash University." | |
| MEd | |
|
"This thesis attempts to define the perceptions of children, parents and teachers of what it is that is distinctive about the social studies program, Man: A Course of Study. Since 1975, following on the introduction of this program into the elementary school systems of both this country and the USA several groups of people have criticised both the development of the program and what they fear to be its outcomes for the children who participate in it. In concept, this project attempted to discern the views of those who have had some direct experience with the program. The procedure adopted was that of a case study. A group of children from Donvale Primary School, together with their parents and teachers were questioned, observed and interviewed to determine what they thought of the program. As far as possible the research methods used were a combination of ethnographic methods and the more formal research techniques. In conclusion, the most distinctive feature commented on by the informants was the development of an awareness, understanding and knowledge of the needs of other cultural groups and an appreciation of the reasons why such groups are different from ourselves." | |
"Feehan, A. (1980). Crisis point and catharsis: a study of history teaching in Victoria. Clayton VIC, Monash University." | |
| MEd | |
|
Deals with the teaching of history in Victoria covering data collected from questionnaires. Offers recommendations in light of results of questionnaire data. | |
"Fennessy, D. (1980). Curriculum change in technical schools: a study of official policies in relation to teacher opinion. Bundoora VIC, La Trobe University." | |
| MEd | |
|
"This was a study of various aspects of technical education in Victoria in the period 1969 to 1975. It examined the reactions of teachers to the problems affecting the curriculum in junior technical schools and compared these with official policies of the Technical Schools Division of the Education Department. The study was based on and was an extension of a model used by Bates (1976) to examine secondary education in New Zealand in terms of four major problems. These problems of goal specification, integration, pattern maintenance and adaptation were found to be relevant to Victorian technical teachers and central administrators in the period studied. A major conclusion indicated that a simple, global description of the approaches to the problems of the period by those involved would be inadequate. Both teachers and administrators appeared to support progressive solutions to goal specification, integration and pattern maintenance." | |
"Ginger, M. G. (1980). The establishment of specialist art and craft rooms in Victorian State primary schools. Bundoora VIC, La Trobe University." | |
| MEd | |
|
"In its early days the theory and practice of art education as a state primary school subject in Victoria was influenced by ideological pressures imported from abroad and implemented through a forceful central administration. In later years a group of local art educators slowly developed and secured influence over the subject. That influence came to have a concrete effect through the initiatives of some parent groups during the changing social climate of the 1960s when a new standard for art and craft facilities was achieved. During the 1970s the political opportunism of a governing party facing a state election introduced a new policy that promised to provide an art and craft facility for every state school with a significant enrolment. The honoring of that promise guaranteed the provision of suitable facilities to meet the needs and expectations of existing art education programs. It would therefore appear that through a substantial commitment to art education, the subject had secured an important place in the primary school curriculum." | |
"Hamerston, M. T. (1980). The public examination of English in Victoria: a study of one external influence on the secondary school english curriculum 1944 - 1974. Parkville VIC, University of Melbourne." | |
| MEd | |
|
"The secondary school English curriculum was determined by groups outside schools during the period 1944 - 1974. External domination of teaching content and methodology was ensured by a system of Public and Matriculation Examinations which empowered agents of the universities to prescribe courses and to assess students' performance in those courses. The University of Melbourne exercised these functions through its Professorial Board and the Schools Board before relinquishing its powers to the Victorian Universities and Schools Examination Board in 1965. Statute and tradition allowed these bodies to establish themselves as a centre apart from schools, and to legitimise their authority through the institutionalised processes of prescription, examination and review of performance. The effect of these processes was to subordinate schools, teachers and pupils. External examinations dictated that the English classroom was a place where pupils met to prepare for these encounters with examinations rather than to explore the nature and richness of experience through literature and their own use of language for real ends." | |
"Hampel, B. (1980). Social ideologies in two sets of mulicultural curricular materials. Parkville VIC, University of Melbourne." | |
| MEd | |
|
"The large increase in the non-British proportion of Australia's population since 1945 has created a demand for greater recognition in schools of cultural difference and a reaffirmation of the goal of equality of educational opportunitity. The first of the two sets of curricular materials examined, Ethnic Australia, develops an Eurocentric view of exploration and interethnic relations favourable to the needs of capitalist economic growth. In its presentation Italian and Greek cultures, it highlights and reinforces those attitudes and behaviours which are most conducive to an acceptance of competitive individualism under capitalism. The materials entitled Australia: A Multicultural Society, offers a view of culture and a picture of the material circumstances of Greeks and other migrants in Australia which accords with the most recent and carefully conducted research. In delivering a sustained attack on the inadequate provision for migrants in this country, they expose children to a variety of ideological perspectives gleaned from the media, ethnic communities and the peer culture. Finally, there is a brief discussion of the problems of construction and dissemination of critical curricular materials in a publicly funded educational system." | |
"Hesketh, B. C. (1980). Computing in secondary schools; internal and external views. Parkville VIC, University of Melbourne." | |
| MEd | |
|
"Following an approach to local secondary schools by Deakin University in March 1977, opinions on various computing issues were sought from the teachers at secondary schools in Geelong, and from members of the Geelong branch of the Australian Society of Accountants. A preliminary survey was conducted and analysis revealed some significant relationships. The study examines the rationale for computing in schools, looks briefly at the situation which prevails in Victorian schools and elsewhere, and explains some of the technical factors associated with computers in education. Also, the critical need for training teachers in computing topics is discussed. It is likely that within the next decade computers will alter the very fabric of society as we presently know it. These changes will be so far reaching that schools must be in a position to prepare society's new members for what they will find in that society. Unless the schools system as a whole can respond to this need it will fail to meet what may be one of its greatest challenges." | |
"Howells, J. C. (1980). Religious education Victoria's State schools 1959 to 1979. An analysis and interpretation of the decline of an institution. Parkville VIC, University of Melbourne." | |
| MEd | |
|
"The Protestant churches of Victoria slowly developed a voluntary religious instruction system in State schools following the 'free, compulsory and secular' Education Act of 1872. By the mid 1930s weekly instruction was being provided for some 80 of pupils and this percentage was maintained until the mid 1960s. After 1967, however, the system suffered a rapid and severe decline, especially in postprimary schools. Thomas Luckmann's sociological theory of religious change in the modern world provides an analytical framework for interpreting the changes experienced by Victoria's religious instruction system. It is suggested that though the changes were determined in part by educational developments, at a deeper level they sprang from religious changes in the community. In particular, it is argued that the dramatic slump in religious instruction after 1967 was indicative of a changed status for Protestantism in Victoria." | |
"Jordan, L. (1980). Literature and truth: an analysis of the nature of literary truth, together with some implications for the teaching of literature. Clayton VIC, Monash University." | |
| MEd | |
|
"The question of literary truth is a vexed one, due in part to the confusion of language, and in part to the confusion as to what constitutes a work of literature and what constitutes truth. An analysis of literature suggests that it speaks not merely through words and sentences but through shared human experience. In order for the concept of literary truth to be significant, then it must relate to what is significant in the work of literature itself, what it contributes to our knowledge and experience of the world. Trust is not monolithic. There are different senses in which a work of literature may be said to be true, although the point of the concept remains the same. In teaching literature, it is important to look at the work as a whole, and to recognize the contribution it can make to the curriculum. In particular, this requires the acknowledgement of literature as a source of truth." | |
"Larsen, E. W. (1980). A study of the effects of streaming in years nine and ten mathematics. Parkville VIC, University of Melbourne." | |
| MEd | |
|
"At a secondary school in Melbourne a majority of the mathematics teachers favoured the introduction of streaming in Year 9 and 10 Mathematics to replace the established mixed ability system. This study was done in conjunction with the changeover with the intention of providing a measure of the advantage (if any) to be gained from streaming. It covered two topics in the normal mathematics programme and focused on achievement and attitude. Before each topic pretests of achievement were given on which students were ranked into three ability levels, and then randomly assigned to streamed or mixed groups. Teachers were also randomly assigned to the classes and then reassigned for the next topic. Teaching was as near as possible undifferentiated across groups, levels, and years. The findings indicated that no significant gains or losses in achievement could be attributed to streaming across ability levels. Attitude measures were made using the semantic differential technique but comparisons yielded no significant differences or patterns of difference between streamed and mixed groups." | |
"Nicholas, H. R. (1980). A model for the teaching of German as a community language in the primary school: a preliminary study. Clayton VIC, Monash University." | |
| MA | |
|
"This work will examine CLIPS programs as they are presently operating in Victoria and suggest a model which would enable such programs to derive more benefits from the communities which support them, and to allow the communities to participate in those benefits. There are four distinct aspects to Community Languages In Primary Schools (CLIPS) programs which are often confused, leading to lack of clarity in the requirements and objectives set by the school community. A CLIPS program can serve either as a culture or a language program or it can serve as both at the same time if it is structured carefully enough. The question of language maintenance or language development focusses first on the time of commencement of the program. For a child whose first language is not English, a maintenance program must by definition begin on the first day of schooling. For a second language development program, the optimum time to introduce the language other than English to the child is a matter for debate and depends on the ultimate style and objectives of the program. In Australia we have a need for all four aspects of a CLIPS program (cultural / linguistic / maintenance / development). However, these aspects need to be emphasized in slightly different ways for different children." | |
"Northfield, J. R. (1980). ASEP in Victorian secondary schools: a study of the impact and implementation of a curriculum project. Clayton VIC, Monash University." | |
| PhD | |
|
"This study was designed to investigate the impact and implementation of ASEP in Victorian secondary schools. ASEP was described as a complex curriculum project facilitating a reconsideration of the classroom organization for the teaching of secondary science. The materials were introduced at a time when schools are being encouraged to accept greater responsibility for curriculum. A series of research questions were developed from an analysis of the literature on curriculum innovation and a review of the ASEP materials. These questions provided the focus for a study which was organized in two distinct phases. The first phase involved a questionnaire survey of 151 science teachers from 121 high schools. The second phase involved an investigation of 23 teachers implementing an ASEP unit. The data gathering extended over one year with the implementation phase requiring a monitoring of classrooms for up to seven weeks. A wide variety of data gathering strategies were employed (eg questionnaires, interviews, classroom observations) and the data analysis techniques used included factor analyses and ANOVA and ANCOVA models. All findings were interpreted and discussed in a period of rapid development of ideas in areas of curriculum innovation, implementation and teacher education related to curriculum development." | |
"Paul, D. G. (1980). Using local history in a year nine course. Clayton VIC, Monash University." | |
| MEd | |
|
"Deals with the teaching of history in schools, with particular relation to Year 9 students. The thesis points out that as there is a move away from national and grand scale histories that there is a need to teach local history as part of the history curriculum with some emphasis on histories of groups, social classes and specific issues. The thesis also argues that as Australian history is by nature more local than regional it should be so taught. Looks at the aims and objectives involved in the teaching of history in the school. Looks at the value of promoting the enquiry approach to teaching history and of stimulating exploratory activity inside and outside the classroom." | |
"Rogerson, G. A. (1980). A decade of definition: a critical history of the tertiary orientation programme in Victoria, 1970-80. Bundoora VIC, La Trobe University." | |
| MEd | |
|
"The Tertiary Orientation Programme (TOP) has been conducted in Victorian technical institutions since 1971 as a preparation for tertiary level studies. This work traces the development of the TOP and argues that the elements which underly the nature and strength of the program, and which are the basis of its success, have never been developed to give the TOP a distinctive identity. The peculiar mixture of ingredients - necessity, expediency and opportunity - which brought about the commencement of the program have characterized its development ever since. A series of encounters with the advanced colleges, the VUSEB, the VUAC, the VISE and the ISCUE, educational bodies and committees in Victoria, have seen the TOP reshaped to fit the circumstances on each occasion. The emergence of TAFE as a recognized post-secondary sector of education in Australia along with the universities and the advanced colleges, has been the factor which should have seen the TOP reshaped to give it a distinctive identity, but this has not been the case. The thesis identifies certain elements which can be developed to give the TOP a definition and direction that is not only compatible with TAFE access concepts but is the key to the program's future survival. These elements are drawn together to form a coherent philosophy for the TOP as a TAFE access program in the 'eighties." | |
"Spear, S. M. (1980). School based curriculum development its introduction and implementation in Victorian State high schools 1968 to 1978. Parkville VIC, University of Melbourne." | |
| MEd | |
|
"Curriculum reform in the nineteen sixties was in part a response to economic and technological change. In examining the antecedents to secondary curriculum reform in Victoria, I have discussed educational as well as economic factors. Secondary curriculum reform was closely associated with the Director of Secondary Education, Ron Reed, the Curriculum Advisory Board he established, and the introduction of a policy of school based curriculum development. By 1973 the reform movement had reached its peak. Some schools in developing the new curriculum, and the experiences of one such school, Ferntree Gully High School, are examined in detail. It is my hypothesis that without the power within the school to revise the curriculum in the light of experience, continued development could not have taken place. The impact of the reform poliy, although primarily concerned with curriculum content and organization, was on the practices and organization of the school as a whole. In order to understand this it is necessary to see the relationship between curriculum content and classroom interaction and between curriculum organization and school organization. These relationships, implicit in the work of the CAB, are only now beginning to emerge in curriculum theory." | |
"Stove, J. D. (1980). Overall educational objectives for students at a particular high school as perceived by the students, their parents and their teachers. Clayton VIC, Monash University." | |
| MEd | |
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"One major purpose of this study was to compare the opinions of students, their parents and the teaching staff, on desirable overall educational objectives for students at a particular high school. The comparisons were made at all six form levels in the school. A second major purpose was to assess the stability of opinions at each form level after the elapse of twelve months. The investigation was carried out in a traditional, coeducational, suburban high school, situated in a middle class area. Respondents were asked to complete a questionnaire containing 27 statements of educational objectives for students, and responses were made on a five-point scale of importance. Significant differences between the means of responses of parents and teachers were few in number and generally arose from teachers giving lower ratings than parents in junior forms and higher ratings than parents in senior forms. Teachers attached greater importance to cultural objectives than parents or students, but teachers, parents and students tended to agree on the importance of artistic objectives. Parents and teachers consistently attached greater importance than students to attitudes to school and learning. Some significant differences between parents and teachers again rose because teachers gave lower ratings than parents in the junior forms and higher ratings in the senior forms. Students consistently attached less importance than parents and teachers to social objectives reflecting general community concern and there were no significant differences between teachers and parents. Students also attached less importance than parents or teachers to social skills of a personal developmental kind." | |
"Tomkins, M. R. (1980). The senior high school in western suburban Melbourne, a feasibility study. Parkville VIC, University of Melbourne." | |
| MEd | |
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"The purpose of this study was to explore the feasibility of establishing a Senior High School in the Western suburbs which would enable the Education Department to offer the widest possible range of subject options to a large group of students rather than a series of restricted groups of subjects to small groups of students in a particular area of Williamstown - Altona. Collection of data was undertaken by the application of questionnaires to the students, parents and staff at given high schools, the students and parents being drawn from Grades 10 - 12. The major findings were: (1) That a Senior High School needed to be accessible to the community in that continuing education should be readily available. (2) Technical and vocational subjects should be offered as well as the traditional academic curriculum. (3) Social science subjects were seen to be important to the overall development of students. (4) External examinations were considered less acceptable than internal continuing assessment. (5) There was a general belief that a Senior High School with its Junior High School complement would encourage greater student maturity. (6) Greater flexibility of organization would result from the separation of junior and senior school levels. (7) The greater number of students at the Senior High School would permit a wide range of subject spheres." | |
"Widdup, D. (1980). Social change and the education of males and females. Clayton VIC, Monash University." | |
| PhD | |
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"The thesis analyses the educational achievement and subsequent career choice of males and females in Australia. It draws on Australian research both published and original. The conclusions reached are that sex role stereotypes have arisen largely from cultural processes developing historically from earliest civilization and modified by interactions with later forms of social organization. These stereotypes are internalized by each individual starting from earliest learning experiences and continuing throughout life. The learning of sex role stereotype tends to preserve traditional social stratification by inhibiting the development in women of those skills that would enable them to progress through education and careers to greater access to positions of authority. Not all women are so affected nor is that effect confined to women. Differences in teacher expectation, differences in school organization, and differences between States in terms of Matriculation requirements reduce or increase differences between the sexes in achievement. Some positive steps are being taken by education authorities to reduce sex differences in educational opportunity." | |
WA | |
"Baimbridge, P. (1980). The flexible approach to education: its implementation in a secondary school in Western Australia. Crawley WA, University of Western Australia." | |
| MEd | |
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"Since the initial emergence of the flexible area secondary school concept in Western Australia, six such schools have been established. Furthermore, current policy is that all future state secondary schools will be of this design. Parameters within which the development of these schools will be expected to occur are established in 'The Design Brief for Flexible Area Secondary Schools'. Clearly, these parameters embrace elements of both architectural and pedagogic 'openness' and represent a desire, by the Education Department of Western Australia, to establish secondary schools which will perform their educative functions in a manner not hitherto evident in state secondary schools. In examining the development of the flexible area approach to secondary education, this study focusses on Wanneroo High School as one of the first of this type of secondary school to be established. Specifically, this study addresses two questions: (i) What are the goals of Wanneroo High School, as expressed in the Design Brief and in school policy statements? (ii) To what extent are these goals being attained? A major implication to emerge is the need for the education authorities, through preservice teacher education, inservice training, and effective induction programmes, to equip teachers more adequately for their role in the flexible area secondary schools." | |