Australian Curriculum Theses 1990 : Curriculum Policies Project : Melbourne Graduate School of Education : The University of Melbourne

Australian Curriculum Theses 1990

ACT
	"Goodwin, M. (1990). Identifying and overcoming barriers to the implementation of student development programs in ACT high schools. Belconnen ACT, University of Canberra."
	MEd
	"This study is of the provision of career education, health education, personal development and student development programs for students from Years 7 to 10 in ACT high schools. The purpose was to discover why these programs are not available to all students and what can be done to make them available. The methods used were an examination of a longitudinal case study of 'Bellbird' High School in parallel with a survey of the current system perspective. Three surveys at 'Bellbird' High School were designed to determine the attitudes of students, parents and teachers to aspects of the curriculum. They provided both quantitative and qualitative data."


	"McInnes, S. (1990). An experiment with radical pedagogy. Belconnen ACT, University of Canberra."
	MEd
	"This thesis is an analysis of some research undertaken with students in a unit on human sexuality. It is a critical account of an experiment with 'radical' pedagogy which deliberately forsakes the pessimistic determinism of social reproduction theory in education and assumes the fundamental optimism of resistance theory, wherein human actors are capable of penetrating oppressive ideology and practice and working towards emancipation and social change. The experiment is an attempt to implement radical pedagogy in a particular classroom, and the body of the thesis consists of a critique of data collected from participants' notes and transcriptions of video and audio-tapes of thirteen, two-hour class sessions. The first chapter of the thesis outlines the nature of a pedagogical style which could be described as counter-hegemonic, non- reproductive, or liberatory, and it specifies the elements of a ' radical' approach to classroom process and content, which is distinguished from a 'traditional' one. Subsequent chapters present a critical analysis of actual classroom 'content' and 'process', which is based on a study of reconstructed sessional data, and the final chapter discusses the factors which limited the 'success' of the experiment, and attempts to draw some conclusions about the liberatory possibilities of radical pedagogy."


	"Nielson, P. (1990). A comparative analysis of English as a second language programs and services in government school systems in Australian states and territories and the nexus with Commonwealth funding. Belconnen ACT, University of Canberra."
	MEd
	The study investigates the nature and extent of provision of English as a Second Language (ESL) programs and services for students of non English speaking background (NESB) in government school systems in the six Australian states and two territories and the interrelationship of state/territorial education authority provision and levels of commonwealth funding. The study further examines perceptions of state/territorial service providers of where the onus of responsibility for ESL provision lies. The study is set in the context of the impact of Commonwealth immigration policies on the nature of Australia's multicultural society and on the evolution of provision of appropriate programs and services for NESB students in Australian government schools.


	"Randall, D. D. (1990). An exploratory study of Board-registered school subjects: a survey of selected schools in South East Queensland. Belconnen ACT, University of Canberra."
	MEd
	"An exploratory study of Board-Registered School Subjects was undertaken in 1989 to investigate the impact of this category of subjects on the curriculum for Year 11 and 12 students in Queensland secondary schools. The study was undertaken at two levels - the systems and the schools levels. At the systems level, analysis of reports and other documents was supplemented by interviews with key personnel in the education authorities. The segment at the schools level consisted of interviews with administrators or teachers in ten schools in South East Queensland and a small student survey. Board- Registered school subjects, first developed in the State in 1982, broadened the Senior curriculum from its traditionally academic base. The development of this category of subjects also heralded the beginnings of schools based curriculum development in many secondary schools in that State. Four sub- categories of Board- Registered school subjects were identified in the sample schools. These were alternatives to core subjects, such as English and mathematics, vocationally oriented subjects, those relted to life/ leisure skills and subjects which reflected the nature of the geographical area. The response by many schools to the development of these subjects was enthusiastic; most schools in the sample offered six to eight Board-Registered school subjects to students in Years 11 and 12."


	"Vasey, J. M. (1990). Sex differences in parent and student attitudes towards mathematics before and after involvement in a family maths program. Belconnen ACT, University of Canberra."
	MEd
	"This study examines sex differences in expressed attitudes of parents and students towards primary school mathematics before and after involvement in a Family Maths Program. The study involved the families of Year 3 and 4 students at a Catholic primary school in the ACT, and used an illuminative evaluation methodology. Results suggest that: the effects of running a Family Maths Program were not confined to the parents and children who attended the formal sessions; at this primary school, mothers have a more active involvement than fathers in the development of attitudes to maths; and there is need for a more integrated approach to the use of calculators and computers in the mathematics curriculum at this school."


NSW
	"Arnold, S. (1990). An action research evaluation of a computer enhanced senior secondary mathematics curriculum. Wollongong NSW, University of Wollongong."
	MEd(Hons)
	"At a time when schools face increasing pressures of accountability in both the economic and educational senses, there is a growing need for teachers to assume the role of evaluators of their own work. This study demonstrates that such a role can serve to fulfil both the specific demands of the teacher and school in assessing the worth of a program or innovation, and also the wider demands of the educational community, providing practical research data and results which may contribute to the improvement of teaching practice. The study investigates the use of hand-held calculators capable of graphics, calculus and symbolic manipulation as a means of enhancing the teaching of mathematics at the senior secondary level. The results indicate that such tools can bring about improvements in concept understanding, attitudes towards the subject and confidence in students' abilities in this regard."


	"Barnett, K. J. (1990). A study of the implementation of the Christian perspective in the curriculum at a conservative Evangelical Christian school. Armidale NSW, University of New England."
	MEd
	"The challenge for conservative evangelical Christian schools in the 1990's is to maintain their momentum in providing a distinctively Christian learning environment. To ensure that this occurs Christian schools must present curriculum which is consistent with the Christian perspective. This study examines the perceptions of the staff, students and parents at a Christian high school in New South Wales with regard to the Christian perspective and its implementation in the curriculum. A number of specific research questions are formulated to investigate the perceptions of staff, students and parents and the data are collected using a self administered survey. The findings of the study suggest that the staff, students and parents at the school perceive that the school adopts and reflects the Christian perspective but that this perspective is not reflected adequately in the subject matter taught. The reasons for this are examined and it is concluded that the school needs to establish a professional development program with a view to assisting staff to implement the Christian perspective in the curriculum and thereby maintain a distinctively Christian learning environment."


	"Bolton, G. F. (1990). Investigating in primary science - misinterpreted? Armidale NSW, University of New England."
	MCurrSt
	"Two approaches to teaching and learning in primary science which involve 'inquiry' are 'discovery' and 'investigating'. This thesis compares the teaching approaches associated with these terms, their interrelationships, and teachers' theories about them. On the basis of a literature survey, descriptions for these terms, and relationships between them have been established. A ten criterion analytic framework summarising differences between 'discovery' and ' investigating' was developed. A modification of a schema from the Ford Teaching Project was also developed to indicate the hierarchical relationships between the three descriptors. The analytic framework was used to analyse thirteen teacher's theories about 'investigating' as it relates to the NSW primary science policy statement, Investigating: Science (K- 6) and to identify the extent of 'discovery' components. Verbal and practical indexes, together with a 'discrepancy indicator' were used to quantify the ' investigating' orientation of teachers' verbal and practical theories, and the differences between them. Data sources included interviews, lesson observations using a revised SPOC Schedule, teacher programs and worksheets, post-lesson discussions and researcher notes. Twenty three percent of teachers were found to be 'investigating' in both interview and in their classroom practices, and 86 per cent exhibited classroom practices that were less 'investigating' than was indicated from pre-lesson interview statements. Possible influences modifying the 'discovery' oriented secondary school science framework towards a more 'investigating' orientation were partially explored. Modifying influences found, in ranked order were: association with 'investigating' teaching peers; appropriate preservice experiences; and no modification occurring as a result of inservice courses attended."


	"Coakes, R. W. (1990). The development of the Disadvantaged Schools Program in the North Coast Region, New South Wales Department of Education, with particular reference to community involvement in four north coast schools. Armidale NSW, University of New England."
	MEd
	"The Disadvantaged Schools Program has been a watershed in education in Australia. From its beginnings in 1974, to the present day it has provided additional funds for schools serving the nation's most underprivileged neighbourhoods. Of the three basic objectives identified by the Schools Commission the author was particularly interested in the one which sought to encourage schools to become more open institutions linked with their communities. The study focuses on this objective after a general background description of the Disadvantaged Schools Program in New South Wales. By examining the development of the Disadvantaged Schools Program on the North Coast Region in detail the author was able to more easily discover the way community involvement had occurred. Four sample schools were selected for closer examination and via questionnaires to school community members, structured interviews with principals, discussion with staff, observation of these schools and examination of some records, a data matrix was obtained to provide answers to three key questions concerning: the status of community involvement; the responsibility of DSP for this involvement; and the attitude of the community and teaching staff to this involvement. The results showed that the four schools were at various stages on a continuum between involvement and participation. All had achieved the Interim Committee's third objective of more open institutions with closer links to their communities. Excellent programs designed often cooperatively by community and staff were in operation."


	"Croft, K. B. (1990). Languages policy in New South Wales: administrative implications. Armidale NSW, University of New England."
	MEdAdmin
	"The purpose of the study was to investigate the changes that have taken place in the administration of languages in NSW government secondary schools since the Whyndham Scheme was introduced in 1962. A qualitative approach was adopted and the writer's direct involvement in the teaching of languages was used to provide a conceptual framework for the study. It was found that educators in NSW were often of the opinion that there was no policy for languages. Thus, certain aspects of historical research methods had to be adopted to find the reason for practices pertaining to languages. It was also found that there were many approaches to policy analysis. This thesis generally analysed policy content, as outlined by Hogwood and Gunn (1986). In addition, the term 'policy' itself presented an area of ambiguity. Hodgkinson's (1981) model of administrative process proved increasingly useful to interpret and explain the practices relating to languages. The study also examined the policies for languages in the other states of Australia and overseas. This revealed that similar trends had occurred in languages policies throughout the western world. Policy formulation in the 1980s was directed at providing explicit policies that would encourage more pupils to study languages for longer in the secondary school."


	"Eddy, G. C. (1990). The effectiveness of a simulation game for the teaching of senior school modern history. Armidale NSW, University of New England."
	MEd
	"The aim of this study was to examine the learning effectiveness ( cognitive and affective) of the simulation game 'Communism, Fascism and the League investigates' developed by the writer for use in senior school (Years 11 and 12) Modern History. This was done by comparing the learning from the simulation gaming method with that from the traditional teaching method, employed by the same teacher ( the writer). A detailed unit of work, 'League of Nations 1919-1934, Russia 1917-1934 and Italy 1918-1934', was prepared for the traditional teaching method. An attitude test and an achievement test were developed to assess the specific cognitive and affective learning outcomes of these teaching methods. The attitude test was administered as a pretest to all participants. At the conclusion of teaching, the same attitude test was presented as a post-test and Repeated Measures MANOVA used to analyse the attitude data. The achievement test was also completed by all participants at the conclusion of the learning activities and student's t- tests were used to analyse the data from the achievement test and its sub- tests. The results of the research revealed that there was not statistically significant differences for total achievement between the traditional method and the simulation gaming method, but that when the total achievement test was divided into specific sub-tests for different cognitive behavioural levels, the simulation game was superior to the traditional method. The simulation gaming method was also more effective than the traditional teaching method for producing positive attitudes regarding the value of history, empathy with people of the past, and relationships between present day events and those of the past."


	"Engebretson, K. (1990). An analysis of the orientations of key curriculum documents in religious education in use in Melbourne Catholic secondary schools, and their implications for curriculum development. Armidale NSW, University of New England."
	MCurrSt
	"This study examines and describes the orientations of two Religious Education curriculum documents, being used for the development of senior secondary courses in Melbourne Catholic schools. These are the Guidelines for Religious Education for Secondary Students in the Archdiocese of Melbourne (Guidelines) (Catholic Education Office, 1984), and the Religion and Society Study Design (VCE Religion units) (VCAB, 1989), which will be part of the Victorian Certificate of Education from 1991. The study shows that these documents have differing intentions and orientations. A case study of 13 Religious Education coordinators in a range of schools in the Archdiocese of Melbourne was undertaken. The study showed that respondents were aware of the two differing orientations, but that generally they did not perceive this to be an important issue, either because they believed that they could develop Education in Faith courses from the VCE Religion units, or because they believed that opportunities for personal reflection and growth already exist within these units, or because they believed that they could provide for faith development in other courses and activities. The study shows that these three courses of action are directly linked to the approach in Religious Education taken by the individual respondent."


	"Gates, E. A. (1990). The relation of word-reading strategies to various language and literacy skills. Armidale NSW, University of New England."
	MEd
	"An extension of a longitudinal study investigated the long- term effects of word-reading strategies on various language and literacy skills in primary school students. Year 3 and Year 4 students, a year previously classified as high on both nonword identification and irregular word recognition tasks differentially exemplifying decoding and wholistic word- reading strategies, continue to perform at a high level in reading words. Students classified as correspondingly low on both word-reading strategies continue to perform at a relatively low level. Students who had previously demonstrated an over-reliance on a decoding approach to word- reading, designated 'Phoenicians' after Baron and Strawson (1976), continue to show evidence of this strategic approach to reading; however, their sight-word abilities have been developed over the ensuring period, evidencing an improvement in their language skills. In contrast are students who had previously demonstrated an over-reliance on a whole-word approach to word-reading, designated ' Chinese'; they appear to have lost their relative advantage for tasks requiring this strategic approach. A follow up comparison of reading strategy groups was made on tasks comparable to those previously used in the original investigation of these students, with particular emphasis on the Chinese/Phoenician distinction. Chinese and Phoenician groups continued to show no difference in phonemic awareness; however, listening and reading comprehension and reading rate, measures which once differentiated the two groups, no longer demonstrated Chinese/Phoenician differences. Language skills not before assessed in this group of students relate to spelling. While spelling accuracy does not show differences between the Chinese and Phoenician groups, the Chinese/Phoenician distinction does become evident in analyses of errors both in a spelling test and in the students' written stories. Phoenicians rely on a phoneme- grapheme conversion, while there is some evidence that the Chinese are likely to rely on a nonphonemic strategy. The present findings argue against the idea that word-reading strategies reflect a generalised language deficit. Rather, there is support for the idea of strategy differences which are specific to word identification."


	"Green, B. (1990). Censorship or selection: what happened in Queensland high school libraries 1977-1987: an examination of the major factors, and the effects of such factors, which influence the nature of fiction resources purchased by teacher-librarians for inclusion in high school library collections, with particular reference to the role of Reviewpoint, the official reviewing journal of the Queensland Department of Education. Armidale NSW, University of New England."
	MEd
	"The task of selecting fiction resources for inclusion in high school library collections is onerous under any circumstances. When selecting such resources the teacher librarian has to deal not only with the practical problems of space, finance and user needs, but also with the moral and philosophical considerations associated with such things as accountability, and achieving an always uneasy balance between intellectual freedom, the 'right to read', and the requirement of 'due care and protection' which imbues every aspects of schooling. From about 1970 onwards, however, high school teacher librarians in Queensland had to deal with the added problem of the existence of a highly vocal and extremely active Fundamentalist Christian schoolbook protest movement, the main target of which was the contemporary children's and adolescent fiction content of school libraries. There was, however, a second little known but potentially powerful factor which may also have exerted a different sort of influence over the nature of fiction resources purchased by Queensland teacher librarians at that time and that was Reviewpoint, the official reviewing journal of the Queensland Department of Education. It is this interactive triangle, 'restrictive moral climate', Reviewpoint, and high school teacher librarians and the results of their integration, with which this study is primarily concerned. The study therefore addresses three main questions: how effective was the 'restrictive moral climate' which existed in Queensland from 1977 to 1987, in preventing 'objectionable' adolescent fiction being purchased for high school libraries?; how much influence did Reviewpoint have on the nature of fiction purchased for Queensland high schools during that period?; and, as a consequence, was it censorship or selection of secondary school fiction which occurred in Queensland at this time? In order to gain some objective measure of the actual effect of Queensland's restrictive moral climate an analysis was made of the fiction content of a number of these libraries and the quantity of potentially 'contentious' fiction noted. A survey of Queensland teacher librarians was also analysed in order to ascertain the amount of influence which they perceive Reviewpoint to have on their fiction buying habits. The content of Reviewpoint itself was analysed in order to establish the overall nature of the fiction resources it recommended for purchase for high school library collections between 1979 and 1987."


	"Groome, H. J. (1990). Split down the middle: perceptions of Nunga Aboriginal parents in Adelaide regarding the education of their children in state schools. Armidale NSW, University of New England."
	MEd
	"During 1986 and 1987 a series of unstructured interviews were conducted among 35 Nunga Aboriginal parents living in the city of Adelaide to discover their perceptions regarding the education of their children in state schools. Nungas moved to Adelaide from country areas in the mid 1950's following the collapse of rural employment. City life has been characterised by marginality and poverty, in response to which strong kin based networks have developed. Children from these families have generally not had successful experiences in schools and there has been a history of non- communication between schools and Nunga parents. The voluntary participants represented as closely as possible a sample profile of the Nunga population with the exception that the professional group was over-represented. The participants had high aspirations for their children and strongly believed in the importance of education. Many demonstrated this belief through active involvement in local schools. However, there was concern among the majority of parents over the effects of school attendance on their children. Parents desired their children to develop a strong sense of cultural identity. They believed that their children suffered a high level of personal trauma as a result of the schools' failure to recognise their cultural and emotional needs, and through the effects of prejudice experienced from both staff and students."


	"Henry, M. I. (1990). Towards a critical theory of home economics: the case for family studies. Armidale NSW, University of New England."
	MCurrSt
	"Home economics was first introduced to train women and young girls to be house-maids and servants and to be efficient house-keepers. In the latter part of the twentieth century, it needs to have a different focus. It needs to address issues of social significance such as those which influence the well-being of individuals and families: meeting the basic needs of feeding, clothing and housing the family, as well as meeting emotional and social needs of individuals and families. Home Economics needs to reinterpret its purpose in the light of the contemporary needs of society. Adopting a 'Family Studies' approach, it is argued, may well provide a way forward in this respect. Current writers in Home Economics have sought to make meaning of the many interpretations of the subject. A useful conceptual framework is provided by Jurgen Habermas' Theory of Cognitive Interests. This framework has been used here to examine how Home Economics can be interpreted from a 'technical', ' practical' and an 'emancipatory' orientation. It is argued that a Family Studies approach has the potential to transform the perspective of Home Economics from a technical to an emancipatory one. One such program was developed and implemented in Queensland in 1988. As well as the conceptual analytic work described above, this thesis focuses on the implementation of this program. In particular, it examines how the teachers in two schools interpreted the Family Studies program, how these ideas were translated into classroom practice and the factors which influenced the implementation of Family Studies. A case study approach is used."


	"Hewson, L. (1990). Interactive design education. Broadway NSW, University of Technology Sydney."
	MA
	"Interactive computer technology can offer a unique tool for the ongoing development of design theory, and in doing so, it can provide an appropriate tool for the teaching of design. The increasing complexity and the interrelationship of factors influencing design can no longer be satisfactorily modelled using traditional representational techniques. The active nature of design within culture demands a dynamic modelling medium. Once developed, a general interactive model of the design process can form the basis of specific software simulations of design tasks for use within design education. A climate of change in education, both at a federal and state level has created opportunities to offer design education as an essential learning experience to all students. This goal is threatened by a lack of trained design teachers, and the absence of a conceptual framework upon which all design teaching may be based. The utilisation of interactive computer simulation as an alternative delivery mechanism for curriculum, may alleviate the demand for staff, and provide an environment within which theorists, students and teachers may jointly construct relevant design education."


	"Huff, R. G. (1990). A study of the school community's perceptions of one secondary school's curriculum innovations. Armidale NSW, University of New England."
	MCurrSt
	"This study was designed to investigate the perceptions of one school community concerning their secondary school's curriculum innovations. The thesis begins with a consideration of some recent major societal changes which have impacted on the lives of many secondary students. It is argued that while a far larger proportion of students are staying at school longer, secondary schools have continued to cater for a small percentage of their students, the academically oriented ones. The late nineteen seventies and early eighties saw attempts by some schools to develop relevant curricula for their clients. In South Australia a few secondary schools made considerable changes in an effort to cater more effectively for student needs. It was in this climate of widespread concern for secondary education and reports of school based curriculum development that the secondary staff of Cleve Area School embarked on a curriculum review that led to the implementation of several curriculum innovations in February 1986. Two of the major innovations included the introduction of ten week courses and vertically grouping classes. The research phase of this study was conducted during 1988 and sought to discover what the current secondary students, staff and parents' perceptions were of these innovations. The research sub- questions focused on curriculum flexibility, diversity and balance. While innovations such as those implemented at Cleve were perceived to be more effectively meeting the needs of their students, the data also indicate that there are aspects of the innovations which warrant further consideration."


	"Hummel, S. L. (1990). A case study of the effectiveness of the Dalton Plan as a system of instruction. North Ryde NSW, Macquarie University."
	MA
	"The Dalton Plan as a system of instruction has been in operation since 1922 in a Sydney school. A description of the Dalton Plan, in principle and practice, and an analysis of the Dalton Plan into components was undertaken, based on data collected from several sources, namely 16 staff interviews, 30 student interviews (Year 7 n= 15; Year 11 n=15), student observations (n=30), a student questionnaire on planning and hours (Year 7 n=20; Year 11 n=20) and record of study (Year 11 n=15). Effectiveness was considered in terms of academic achievement and in terms of student use of self- regulated learning strategies. Students at the Dalton Plan school were compared to students at a conventional school whose student population was very similar to that of the Dalton Plan school in general ability and socioeconomic status. It was found that students at the Dalton Plan school achieve academically at the same level as students from a conventional school, as measured by the Higher School Certificate best ten aggregate."


	"Ikin, R. R. (1990). The transfer of responsibility for curriculum policy development from the central bureaucracy to school councils in selected Victorian state primary schools. Armidale NSW, University of New England."
	PhD
	"Over the period 1982-84, the newly elected Victorian Government issued a series of Ministerial Papers relating to education. The documents, which were concerned with decision making in the Victorian state school system, as well as with the responsibilities of school councils and curriculum planning, effectively transferred the major responsibility for curriculum policy development from the central bureaucracy to school councils. The purpose of this study was to identify and interpret how selected primary school councils in Victoria assumed their new found responsibility. A description of the political and educational events in curriculum policy development in Victoria over the period 1872 to 1982 is offered first. Identified are those factors which led to the transfer of responsibility. The literature of curriculum, policy making, devolution and decentralisation, participation and collaboration, schools as social systems and as political systems, motivation and change was then explored. From the findings, the study recommends a form of school improvement plan devised to address the responsibilities held by individuals at all levels of the Victorian State education system. It concludes that teachers, parents, principals, bureaucrats or politicians, should all be 'contracted' to plan, resource, implement and evlauate curriculum programs."


	"Loffler, L. (1990). The history of manual training: with specific reference to South Australia. Armidale NSW, University of New England."
	MEd
	"History reveals that there has been considerable confusion in society about the place of manual training in the educative process of the young. In part, this is reflected by the names which have been variously used to describe the process - 'manual instruction', ' handicraft', 'hand and eye training' and 'technical education'. Even now, the Australian States describe the process as 'industrial arts', 'manual arts', 'craft', 'technical studies', 'technics' and ' technology studies'. Apart from the different practices which these terms imply, the recent inclusion of photography, plastics and the use of electrical and automotive components have further added to the confusion about the place of manual training during the years of compulsory schooling. By tracing the historical developments in a number of countries, and later with specific references to South Australia, this study demonstrates that there has never been a commonly agreed purpose for the 'constructive handwork' or manual training in the school curriculum. As a result, its long term future remains in some doubt."


	"Malone, P. (1990). Teacher approaches to the planning of religious education: a study of a sample of teachers in Catholic secondary schools in Sydney. North Ryde NSW, Macquarie University."
	PhD
	"During the past 15 years there has been a great deal of debate in Australia about the nature and purpose of religious education in Catholic secondary schools. There has also been a move towards school based curriculum in religious education and the provision of general guidelines by diocesan authorities. This study examines the thinking of a representative group of teachers as they describe the processes by which they plan and teach a specific topic. The language used by the teachers is analysed and compared with the language of their own school documents and the formal statements in the diocesan guidelines and other official documents. It is also compared with the language used in the findings of research into teacher thinking and planning. This research is qualitative in nature and interpretive in design. It uses questionnaires, interviews and written documentation as sources of data. It does attempt to make some generalisations from the results. Seven schools, which had different approaches to curriculum development, were chosen and within these 25 teachers who reflected a range of age, experience, training and other areas of teaching were selected for further interview."


	"Manuel, P. J. (1990). Curriculum policy in South Australia: 1968-1985. Wollongong NSW, University of Wollongong."
	PhD
	"The study objectives include a detailed analysis of the forces and processes shaping system curriculum policies developed in South Australia between 1968 and 1985. The study aims to provide evidence of the matches and mismatches between theoretical policy models and policy and practices operating in South Australia, to provide research data of value for future theory building about curriculum policy development, and for curriculum development which can be used to train future policy makers within educational settings. The study is empirical in design, and uses analytical tools developed for public policy. It investigates the degree to which the central curriculum policy making process in South Australia was comprehensive as opposed to incremental in development, whether the sources of the policy agendas were internal or external, how agendas were linked to social and political pressures, whether the policy statements developed by the educational system were outcomes of professional reformers or outcomes of publicly perceived needs, and other issues pertinent to public policy development. The study shows that curriculum policy development in South Australia allowed for the acceptance of the broad outlines of existing curriculum policy with only marginal changes contemplated in any new development. The processes highlighted the serial nature of the issues, and the piecemeal modification of policies, rather than any single comprehensive approach to the problem. Two stages of policy development were observed. There was a democratic and consultative stage, where people and organisational politics became as important as processes, and the beliefs and values of key actors as critical as external influences. A brief 'political' stage followed, when other stakeholders or influential individuals reacted to the developed policy drafts and included statements to ensure the achievement of political purposes."


	"McCarthy, D. L. P. (1990). Science, religion and the curriculum. Callaghan NSW, University of Newcastle."
	PhD
	"It has long been a widely held view that science and religion represent opposite ends of an objectivity/subjectivity dichotomy, and many curriculum choices have been made accordingly. The central argument of this thesis considers this view in the context of the current educational debate between evolutionists and creationists. It is intended to show that the commonplace exclusion of religious education from the public school curriculum is based on a false distinction between the objectivity of science on the one hand, and the subjectivity of religion (characterised as non-science) on the other. This distinction would, if valid, disqualify religion from being considered as a form of knowledge and justify its exclusion from the curriculum. Showing that this distinction is spurious will remove the objection to the inclusion of religious education in the curriculum. It is argued that science construed as totally objective really amounts to indoctrination, and this would disqualify it from any school curriculum."


	"McRae, K. (1990). Development, implementation and evaluation of a secondary school outdoor education programme: a case study. North Ryde NSW, Macquarie University."
	PhD
	"This study describes and analyses the development and implementation of a secondary school outdoor education program, investigates the effects of the program on the achievement of curriculum intentions, and identifies factors which promoted or constrained the achievement of stated program intentions. Data were collected through participant observation, interviewing and the administration of questionnaires. In addition, data from ratings scales, diaries, reports and documents were collected and analysed. Triangulation of research methods was employed on a continuing basis in an attempt to reach conceptual closure on matters being investigated. The educational and social context in which the program was developed and implemented is outlined. Basic demographic data are analysed to identify the characteristics of the key participants and to determine the extent to which the students were comparable with other populations of the same age. Variables considered likely to have an influence on program outcomes are examined and individual pen portraits are presented. The classroom lessons and the field trips of the program are described in detail to provide an essential context for the subsequent analysis. The outdoor education program was found to improve outdoor skills, but little change was found in selected personal qualities and capacities, the ability to relate to others, or in the levels of environmental concern of the twenty student-participants."


	"Owen, S. (1990). An investigation of the benefits of developing an arts curriculum using an integrated approach. Armidale NSW, University of New England."
	MEd
	"Kemmis, Cole and Suggett in their booklet, 'Orientation to curriculum and transition: towards the socially critical school ( 1983), outline a model of education in which three distinct levels of teaching exist. These are vocational/neoclassical; liberal/ progressive; and socially critical. The arts have traditionally been taught using a vocational or skill based orientation rather than the liberal or socially critical model. The 1974 Australia Council and Schools Commission document entitled, 'Education and the arts' emphasised the liberal approach and suggested that the arts should play an important role in the education of students. The document emphasised satisfaction, active participation and the opportunity for self expression and communication provided by the arts. However, the 1987 Australia Council document, 'Review of tertiary arts education and training' showed that most schools and tertiary institutions, by concentrating on an imitative approach based on a classical repertoire, were not catering for the broad interests and creative needs of the majority of the population. Another recent Australia Council document, 'The Artist in Australia today' had recommended that a wider arts education program needs to be available which allows the integrated study of the arts, and multidisciplinary colleges have been suggested. This is consistent with Curriculum Development Centre proposals in the 1970's which encouraged the development of integrated arts courses in various secondary schools throughout Australia. It is suggested that the benefit of this approach is a far more liberal/socially critical orientation in the teaching of the arts, and this is the subject matter of this exploratory study."


	"Patullo, D. J. (1990). Writing in the science curriculum: the effects of expressive writing and formal record-keeping on linguistic and learning outcomes. Armidale NW, University of New England."
	MEd
	"Recent theorising has suggested that expressive writing has greater potential to promote the growth of knowledge and understanding than does formal recordkeeping; and that students will develop a more formal style, in terms of discourse organisation and syntax, as they write repeatedly in a first- draft, close-to-speech style. There were, therefore, two studies in this project. The purpose of the first study was to explore the linguistic and learning development in Year 5 (10-11 years of age) students' expressive (that is, first- draft, close-to- speech) writing about classroom science activities over the duration of a six- week unit of science instruction. The purpose of the second study was to compare the effects of formal recordkeeping on students' science learning with the effects of expressive writing. Results revealed that the students' expressive writing changed significantly, on all indicators, toward a more formal, scientific style. Equally significantly, those students who engaged in expressive writing following the science activities performed better on tests of scientific knowledge and understanding than did students who wrote as directed by the teacher. However, contrary to expectations, there were no significant linguistic differences on the posttest explanations between the students who received instruction in how to write about the science activities and those who did not."


	"Phillips, R. W. (1990). Expectations of teachers and parents of primary education in six NSW country schools. Armidale NSW, University of New England."
	MCurrSt
	"The objectives of this study were to investigate the differing perceptions that parents and teachers in six NSW country centres have of the primary school curriculum, in order to provide a database which the participating schools may wish to use as a basis for curriculum change or further investigation. It is also hoped that the survey research instrument which has been developed during this research will be useful to other researchers interested in gauging the perceptions of parents and teachers of the primary school curriculum. The teachers and parents from six primary schools in the North West Education Region of NSW were involved in the study. Based upon a previous questionnaire designed by Mason ( 1973) a research instrument was developed by the present researcher. A survey using this instrument formed the basis of the investigation. It was found that parents and teachers generally agree that schools are providing a high standard of learning. It was also found that parents and teachers strongly support the vast majority of learning areas currently comprising the primary school curriculum, which was perceived to be responsible for the total development of the child with social, personal, physical and aesthetic development complimenting academic development. One area was considered significantly less important and well achieved and this related to religious aspects of the curriculum. Significant levels of agreement were generally found to exist between parents and teacher. The perceptions of parents were slightly more positive than those of teachers with respect to how successful schools are in major areas of the curriculum. Parents and teachers also agreed upon the importance and achievement of areas of the curriculum dealing with the basics - 3R's. Parents and teachers also agreed strongly that a number of areas of the curriculum were significantly underachieved, especially relating to personal development. Considerable differences were revealed between the participating schools, with no particular pattern emerging."


	"Rodgers, K. E. (1990). Discipline in education: its nature and implementation in schools. Armidale NSW, University of New England."
	MEd
	"This thesis is basically a philosophical analysis of the concept of discipline, utilising both linguistic and logical analysis. The analysis initially takes the form of an examination of instances of disciplined behaviour in non-school situations, to determine how the words 'discipline' and 'disciplined' are commonly used. The analysis also makes use of philosophical analyses previously undertaken by educational philosophers, to assist in the identification of necessary and contingent elements of ' discipline'. When formulating school discipline policy, three basic elements need to be considered: the goals of schooing; the tasks of schooling; and the disciplinary techniques or methods. 'Discipline', as an approach to achieving goals in all areas of life, is an aim of education as well as a means of achieving academic and social goals. 'Discipline' is a part of moral education, but the concept of 'discipline' is not necessarily a moral concept. This view of discipline has implications for policy, in that 'discipline' must be considered in relation to all the school curricula, goals and tasks, not as an isolated facet of schooling, or linked only to moral education or pupil welfare."


	"Sheerman, R. (1990). To what extent can a distinctive Christian perspective be presented in a curriculum designed by a secular system. Armidale NSW, University of New England."
	MEd
	"The aim of this thesis is to evaluate the extent to which a distinctive Christian perspective can be presented in a curriculum designed by a secular system. The evaluation is mainly limited to an examination and comparison of the documents of one Christian parent controlled school, and selected documents representing the NSW state curriculum for secondary schools. While there are several important words in the topic of the thesis, the key word is perspective. Accordingly, a significant part of the study is devoted to identifying and describing the assumptions and presuppositions of seven key aspects of the contrasting secular and Christian perspectives. These seven key areas are: knowledge; the nature of humankind; the relationship between humankind, God and knowledge; religion; the relationship between religion and curriculum; the purpose of education, particularly as it relates to formal schooling; and, whose responsibility it is for educating the child. The intentional aims and objectives of the state syllabuses and the Christian school were compared. Considering that the aims and objectives of the secular system are mandatory for all schools in NSW it was not surprising to find that the stated aims of the secular system subjects, and those of the Christian school under evaluation, were almost identical."


	"Stone, M. C. (1990). The system - the ogre? The effect of system requirements on government secondary principals' ability to adapt their schools' curriculum structures. Armidale NSW, University of New England."
	MEdAdmin
	"It is part of educational folklore that Australian State school systems are highly centralised. A corollary of that lore is that schools generally lack the organisational flexibility to provide adequately for the diverse educational needs of their students. This study tested these beliefs, especially as they related to state school systems in the states of Queensland and New South Wales. The researcher found that system-level directives are more prescriptive in the latter state. In both states, however, the proportion of time which must be devoted to prescribed activities, for both teachers and pupils, is less than many would expect. Even where head office directives appeared to be constraining, regional office staff can practice 'benign neglect' in their policing of the directives, if they can see that there are educationally sound reasons for doing so. A wide range of curricular structures was found within schools functioning in the same system. This indicated that a number of other elements, many less tangible, were influential in affecting a principal's ability to adjust curriculum structures. Of prime importance were a principal's perceptions of systemic reality, including system guidelines. The study found that there is sufficient substance in the folklore to give conservative principals an excuse to resist introducing innovations in their schools. Nevertheless, any principals who are determined to adapt their schools' operations to serve better the educational needs of their students are unlikely to be prevented by central directives."


	"Whan, C. M. (1990). A philosophical study of three dimensional expression as interpreted by Australian school curricula. Armidale NSW, University of New England."
	MCurrSt
	"This study attempts to define and analyse the way three dimensional expression is treated in Australian school curriculum policy documents. The discussion of art education in different states and territories emphasises the similarities in goals and range of content proposed, and notes the many differences in approach and style."

QLD
	"Allen, J. R. (1990). Decoding the secondary school timetable: a study of the identification and significance of its structure. St Lucia QLD, University of Queensland."
	PhD
	"The aim of this research was to create, test and evaluate a method for the analysis of secondary school timetables. The method reduces timetables to a simplified schematised standard form, a structure which shows systematic relationships amongst a timetable's main epistemological features. The method was applied to ten timetables collected in 1985 and 1986 from a range of Queensland secondary schools. Nine of the ten timetables proved to have a well- defined internal structure. The analyses of the ten timetables led to the induction of generalisable results, which were also supported by theoretical considerations of an abstract structure. The evidence of the timetable structures supports the general predictions of reproduction theory about types of relationships of knowledge, but there are also specific features which suggest the potential of this method to contribute to the studies of the micro-politics of schools advocated by S J Ball. The results suggest that some features of subject curricula can be explained in terms of the structure of the timetable within which those curricula operate. The reduction of timetables to a standard form facilitates comparisons and contrasts between them and, it is suggested, between schools."


	"Bachler, K. F. (1990). The development of a religious education program for years 9 and 10 to meet the needs of ROSBA principles and requirements. St Lucia QLD, University of Queensland."
	MEdSt
	This thesis focuses on the development of a religious education program for Years 9 and 10 to meet the needs of Review of School- Based Assessment (ROSBA) principles and requirements. Through a review of the literature this thesis establishes initally that the study of religion can be accepted as a discipline. A short historical overview is given of the development of teaching Religious Education in the Queensland context in relation to some problems and more recent developments that have helped to improve what was an ailing system. A program for Years 9 and 10 is developed according to the guidelines established by the Board of Senior Secondary School Studies.


	"Edwards, A. (1990). School based assessment and curriculum change in Queensland: health and physical education. St Lucia QLD, University of Queensland."
	PhD
	"This study attempts to describe and explain the Review of School Based Assessment (ROSBA) health and physical education (HPE) innovation, and to generate at a substantive level theory which can make sense of events at Seaview, Newport, Northcliffe and St Anne's secondary schools in Queensland and to provide an account of how the ROSBA curriculum innovation responded to its context. To achieve this there is acknowledgement of the view that the curriculum process is at root political and ideological. The methods of data collection used in this study, were employed within the dynamic process of the research act, which was guided primarily by a ' grounded-theory' approach to field work. The 'grounded theory' approach of Glaser and Strauss involves the systematic generation of theory from data. The guiding principle is 'theoretical sampling'. Theoretical sampling in this study developed two distinct stages; the second developing out of the first. The first stage involved the identification of several issues from teachers at Seaview School. The second stage developed out of dissatisfactions with the interactions and theoretical framework, and as a result of an interest in the wider social, historical, economical and political factors which may have been underpinning the ROSBA HPE curriculum."


	"Freakley, M. (1990). Understanding outdoor education: a case of subject definition. St Lucia QLD, University of Queensland."
	MEdSt
	"In Australia, as in other countries, the meaning of outdoor education varies from site to site across the educational landscape. Some practitioners have involved themselves in public discourse to 'clarify' its meaning and to achieve consensus over the aims and future directions of this curriculum area. This study specifically challenges an implied assumption of the debate that there ought to be only one correct definition of outdoor education. The study develops a theoretical background wherein it is proposed that the very nature of the debate, along with the everyday actions of outdoor education teachers and their students at educational sites, constitutes the ongoing creation and re- creation of outdoor education. By seeking to understand the nature of that process this study seeks to give due attention to the socio-historical context of the debate, and, in the long term, to contribute to the understanding of the socio- historical influences that shape education and schooling."


	"Gilbraith, H. (1990). Primary prevention and appropriate instruction for children regarded as educationally 'at risk' in terms of literacy acquisition. St Lucia QLD, University of Queensland."
	MEdSt
	This thesis discusses the acquisition of literacy in young children considered to be educationally 'at risk'. The research literature reviewed supports the notion that appropriate instruction involves the teacher as 'a capable other' in an interpersonal relationship. This developmental framework refers to the Vygotskian concept of 'a zone of proximal development' as the child is coached through a process of development. Within this process it is suggested that there is a sequence of development which is useful when conceptualising how to assist individuals to learn literacy. The first stage in this sequence requires an appreciation of the child's current developmental status and what causal mechanisms can be identified to serve as a guide as to what will be coached. The second stage involves arousing the child's capacity for 'inner- speech' so as to assist 'self- talk' and analysis of speech. Both of these stages if coached effectively will contribute to the third stage of automaticity in basic skills essential for efficient reading.


	"Leppik, J. (1990). An approach to teaching and assessing social concepts. St Lucia QLD, University of Queensland."
	MEdSt
	"One approach to the teaching of social concepts was investigated. Personal knowledge construction, which emphasises the importance of the learner's prior knowledge and proposes as paramount in learning the interaction between 'old' knowledge and new information, is assumed. From within this perspective Jenkin's (1979) Theorists' Tethrahedron was used to explore the essential factors in the learning process, namely: the nature of the knowledge; the critical task; learner characteristics; learning activities; and their interactions. For the nature of the knowledge a view of the concept of conflict is offered and an expert concept map constructed. Individual student concept map construction is argued as the most effective method of accessing students' internal representations of conflict to reveal any effects of learning. The learners' characteristics are examined from the viewpoint of schema theory and include important affective elements. Instructional strategies identified in non- social cognitive studies as promoting learning activities which encourage connections between new and old knowledge are explored. The basic similarities in knowledge construction assumed to occur in non-social and social cognition led to the testing of two hypotheses which sought to show that effect of prior knowledge and the use of the above strategies on knowledge construction were also manifested in the social domain."


	"Loh, G. (1990). The history teacher's role in construing and enacting an innovative mode of practice in history education. St Lucia QLD, University of Queensland."
	PhD
	"This study examines the history teacher's role in construing and enacting an innovative way of teaching the subject to first year secondary (or Secondary One) students in schools in Singapore. The teacher's response to curricular change is examined from the perspective of the individual teacher. The five teachers who participated in the main study formed the data source. A variety of methods was used. The emphasis was on the exploration and elaboration of the individual teacher's construction and enactment of his or her role in curricular change and how that role changed over time. The repertory grid employed in the main study was designed so that teachers construed the experiences associated with their roles as History teachers. The grid was elicited from the teachers at the beginning and at the end of the main study. As the grid was elicited on two occasions, it served as a repeated measure on which to structure the sequence of report and reflection that all five teachers engaged in with the researcher over a period of two terms (ie. from January-May, 1988). In addition, other data collection methods were chosen that complemented this emphasis on the individual and the extent of change. Each teacher was asked at the beginning of the main study to write about his or her work and explain how s/he planned lessons for Secondary One History students. After trialling the innovative materials for a period of one term, each teacher was asked to complete an open-ended questionnaire on teacher beliefs, planning and actions. The teacher was also given an opportunity to evaluate the innovative mode of practice. The teacher was also given an opportunity to evaluate the innovative mode of practice. Additional data in the form of transcripts of interviews and classroom teaching were available to the researcher. The data provided by the study support the belief that teachers can make or break an innovation since they control implementation."


	"Nailon, D. (1990). Changes in teacher thinking about influences on curriculum design in early childhood care and education: a personal construct study. St Lucia QLD, University of Queensland."
	MEdSt
	"A Personal Construct Psychology (PCP) Approach was adopted to investigate changes in teacher thinking about influences on curriculum design in early childhood care and education (ECCE) that resulted from participating in a short inservice education course. Reviews were conducted into previous research on teacher thinking and into the role of inservice education on changing teacher thinking. This study argued that Kelly's (1955) Personal Construct Psychology (PCP) provided the most useful framework for considering changes that occurred in teacher thinking about socio-ecological variables that influenced their curriculum design. Kelly's PCP was reviewed with particular emphasis on the commonality and sociality corollaries as they related to teachers' participation in an inservice course. The conceptual framework for the study was based on Sutherland's (1983) study of the impact a short parent education course had on parents' beliefs about child rearing. Major conclusions were drawn. Teachers mainly focused on children as objects of their curriculum decision making. Parents and administrators input was generally construed in terms of immediate support, but as somewhat negative. Changes in teacher thinking occurred with respect to teacher-held-theory, and how teachers' construed contextual input to decision making. Focus on children's input changed towards a more negotiated approach. Changes in constructs regarding parents' and administrators input varied. Some constructs remained the same. Changes in self perception of programming ability also varied among the groups of teachers."


	"O'Toole, J. R. (1990). Process in drama: an investigation of processuality in the art form, with particular reference to the genre known as drama in education. St Lucia QLD, University of Queensland."
	PhD
	"This study sets out to investigate aspects of processuality of the art form of drama first by defining process as: the negotiation and renegotiation of the elements of dramatic form, in terms of the purposes of the participants. Secondly, it applies this definition to an original model of the elements of drama, adapted by the writer from a recent model created by himself and a colleague for state drama syllabuses and a schools textbook. This model is not seen as more than a temporary holding form, through which the basic characteristics of drama may be examined in terms of their negotiability. Thirdly, the particular genre of drama selected for close examination is drama in education. This phrase is used to denote, not all the manifestations of drama in education settings, but a very specific combination of processual drama practices that together, in the last two decades, have consolidated into what, it is asserted, forms a distinctive and stable dramatic genre."


	"Reynolds, J. C. (1990). Adolescent nutrition education: from cognition to action. St Lucia QLD, University of Queensland."
	MEdAd
	"The purpose of this study is to formulate an action control approach for school-based adolescent nutrition education. The study shows how three key procedural frameworks emerge for consideration when developing an approach for nutrition education: the contextual structures, which illuminate appropriate learning experiences and content; the cognitive structures, which illuminate how students can control actions through their cognitive processes; and the academic task structure which identifies teacher and student strategies for learning how to control actions. In the study, the contextual and cognitive structures which underlie food-related behaviours are analysed, and the analyses illuminated with relevant literature. The findings are synthesised to formulate a school- based action control program for adolescent nutrition education. The program aims to facilitate adolescent control over food- related behaviour, such that when students develop intentions toward a particular food habit, they are in a position to realise their intentions."


	"Robinson, J. R. (1990). Future directions for commercial education in Queensland's state secondary schools. Townsville QLD, James Cook University of North Queensland."
	MEd
	"This dissertation is concerned with the future of commercial education in Queensland's state secondary schools. Its particular concern is with charting future directions for commercial education, directions which will assist in providing all secondary students with an education which is more relevant and equitable than that which is currently offered. Commercial education in secondary schools is currently undergoing major changes. These changes have been brought about by a group of interrelated factors, including: the changed, and changing structure of the Australian workforce; unemployment (particularly amongst youth); increased school retention rates; and technological advances. Of particular concern to commercial teachers at present in the Queensland Government's drive to have technology integrated into the commercial curriculum as soon as possible. Commercial education in Queensland is at a crossroad. It is the purpose of this dissertation to study closely the changes which have occurred, and are about to occur, in commercial education. Through an examination of this nature, it is hoped that future directions for commercial education can be charted."


	"Rose, K. P. (1990). Authority and postcompulsory education. St Lucia QLD, University of Queensland."
	MEdSt
	"Postcompulsory education is an emerging phase of educational practice. Within the turmoil of the development of new institutional arrangements, little consideration of the normative aspects of the relationship between teachers and students has been undertaken. In order to provide some guide for institutional practice, this paper considers the form of authority which might be appropriate to the rights, responsibilities and freedoms of the students and teachers within this phase of education. Broadly, the discussion centres on the distinguishing features of the concept of authority, drawn from an examination of the relationship between the concepts of authority, power, reasons, identity and freedom, and draws implications that these features have for educational practice. Rawls' theory of justice is adopted as an appropriate framework from which to examine the professional and institutional authority relationships between teachers and postcompulsory students. Implications are drawn for institutional practices together with specific recommendations for a changed professional relationship in the light of the recognition of the changed levels of responsibility and freedom of postcompulsory students."


	"Sibley, G. W. H. (1990). An evaluation and analysis of aspects of 'Education 2000'. Townsville QLD, James Cook University of North Queensland."
	MEd
	"The publication of 'Education 2000' in 1985 was greeted at the time with widespread public debate. There were open meetings which were held in all major centres and the public was invited to make written comment on the proposals outlined. In all, 927 submissions were received which indicates that there was considerable awareness and concern over matters raised in the discussion paper. Nevertheless, at the end of all the discussion and reviews, there seemed to be little to show for it. The submissions were received and the response was silence, broken briefly by the distribution of the Review Committee's report in the following year. It was made clear in the Foreword to the Review Committee's Report, by the then Minister, Mr Lin Powell, that any further action would be an internal matter for the Department of Education and the Queensland Government. Even the reviewing committee, chaired by Emeritus Professor G W Bassett, seemed unsure as to its purpose. The Committee found itself in the position of being both a review committee and, in some respects, a committee of inquiry. The latter role it judged itself to be ill equipped to carry out fully. Yet ' Education 2000' touched on many issues that were, and still are, of definite concern to all those who are associated with the education system in Queensland. It cannot be dismissed as being of no consequence."


	"Stewart Dore, M. N. (1990). Writing and learning history in Year 8: an ethnographic study. Townsville QLD, James Cook University of North Queensland."
	PhD
	"This ethnographic study of writing and learning history, conducted in the context of a single, working class Year 8 classroom, had three goals: to describe significant referential contexts established individually by the class teacher and collaboratively with the researcher; to provide evidence of the kinds of writing and learning that occurred in response to Referential Source Encounters ( RSE) in those contexts; and to highlight certain patterns and insights connecting referential sources of evidence and information used in History lessons, and the writing students produced in transaction with them. Data collected as a result of participant observation in History lessons include both the Year 8 class teacher' s and student's spoken and written texts, with a range of such protocols forming the main corpus. It represents the content focus of lessons and allows analyses of interactions with texts. From these analyses, case studies of a student writer and his teacher focus on the relationships between teacher discourse and the assigned writing tasks students attempt. They contrast with teacher- researcher collaborations where students write in exploratory/ reflective and extensive modes. These findings suggest the need to plan for History curriculum critique and for construal into a framework for writing-to-learn history. From the perspective of a socially critical pedagogy, the proposed writing-to- learn history curriculum construal features historiography and evidential enquiry and reconstruction methodology as its organising principles."


	"Ward, G. E. (1990). Demonstrations of foreshadowing: building a theory and a pedagogy. Townsville QLD, James Cook University of North Queensland."
	PhD
	"This study explores the nature of foreshadowing in text as an aspect of the writer's craft in order to build a theory of active reading which would give rise to demonstrations of textuality. It treats the instances of foreshadowing as demonstrations of craft in writing and stresses that foreshadowing occurs in transactions between readers and texts. It seeks to show the potential for teachers as readers to provide demonstrations to students of reading practices which engage with text in such ways that the text may be exposed as existing at different levels. The study thus uses the developing theory as a base for building a pedagogy for foreshadowing and other aspects of reading and writing. An interlocking series of conceptual analyses explores the concepts of demonstration and foreshadowing, and also the interrelationships of reading, writing and interpretation. Textual analyses in the study demonstrate that identification of foreshadowing is practicable. The theory provided by the study asserts that text has the potential to be seen as transparent or opaque, and that the skilled and active reader can shift attention from one level to another during a reading. The study reviews the whole language orientation to pedagogy, and suggest that it could absorb some of the features of a genre approach to language teaching with benefit, through a greater emphasis on the ways in which texts work and acceptance of the flexibility of attention which can be paid to text without losing a focus on meaning. A range of pedagogical strategies explored in primary school classrooms is recommended as providing effective demonstrations of the textuality involved in identifying and employing foreshadowing in reading and writing."

SA
	"Hogarth, J. F. S. (1990). Theoretical foundations for context-sensitive Christian theological education: a narrative model. Bedford Park SA, Flinders University of South Australia."
	MA
	"This work presents a model of Christian theological education that aims to be more context-sensitive than the dominant Western model of theological education often referred to as the fourfold curriculum of Bible, doctrine, church history and practical theology. It is felt that this has current importance in a world now referred to as a global village, and in an increasingly multicultural Australia. The thesis is interdisciplinary in theology and education. Its focus is the content and curriculum of theological education. It examines the foundations of Christian theology and education in order to articulate a suitable trans-cultural model. The study links analyses of the narrative character of the Christian Bible and tradition, looking at how the norms articulated here are interpreted into other sociocultural and religious contexts. The nature of religious language as essentially metaphorical is examined and found to be both reality depicting and contextual."


	"O'Donoghue, M. T. (1990). Myth and religion education. Adelaide SA, University of Adelaide."
	MEd
	"'Myth' is an important category in the study of religion and therefore in religion education curricula. But it has fallen into confusion. Its meaning is no longer clear and this has debilitating effects on the discussion of myth in religion education curricula. The theoretical discussions of myth provide a rich fare but no conceptual clarity in the matter of definition. A definition of myth is developed centring on its nature as story and as a particular type of sacred story. Using this as the framework, the South Australian religious education curricula materials are reviewed with a view to showing how they could be improved by adopting the proposed perspective."


	"Shaw, W. F. T. (1990). A consideration of selected issues in the organisation of special programs for children gifted in the performing arts. Bedford Park SA, Flinders University of South Australia."
	MEdAdmin
	"The study considers selected issues in the organisation of special programs for children gifted in the performing arts. The material for the study derives from a survey of relevant background literature, together with a questionnaire designed to gain insights into current thinking and practice in selected school settings. The study finds that there is a growing awareness, reflected in the literature and the questionnaire responses, that special provision should be made in order to meet the special needs of gifted students, and that this provision should be made through organised, stable and officially recognised programs, rather than be dependent solely on the enthusiasm and commitment of individuals working alone. There is considerable evidence of the benefit to gifted arts students of placing them in special programs where they are able to interact with like- minded persons, and there appears to be no evidence of socially negative outcomes of such participation. The excellence/equity debate continues to be a sensitive issue, and it seems that the philosophical bases on which particular programs are developed are important in gaining and sustaining a broad base of support to ensure their continued existence. The organisational structures of special programs for gifted arts students are seen to be of central importance in ensuring their effectiveness and success, and the study suggests the need for further research and development in aspects of student selection, curriculum, staffing, evaluation procedures and teacher education. It also advocates the development and maintenance of networks of communication on a national and cross-national basis between schools offering performing arts programs for gifted students."

VIC
	"Anderson, S. J. (1990). A study of educational theory and practice in social studies for the purpose of identifying expectations concerning primary teacher librarians as partners in cooperative curriculum instruction. Parkville VIC, University of Melbourne."
	MEd
	"This study examines relevant theory for both primary teacher librarianship and primary teacher education in the area of social education in order to determine the expectations and responsibilities of the role of the primary teacher librarian in regard to use of resources and library related information skills required for resource based learning. Experience of teacher librarians in schools has revealed the need for integrated planning and teaching of appropriate skills in the context of classroom curriculum for effective resource based learning to be achieved and for the development of independent learners. However, surveys of preservice and practising teachers indicate that many teachers seem to have little expectation of collaborating with the teacher librarian so that library focused information skills can be taught at a time when children are needing to gather and use information for curriculum purposes."


	"Beckett, D. (1990). On democratic schooling: an analysis of developments in Victoria. Parkville VIC, University of Melbourne."
	MEd
	"This is a thesis in philosophy of education. There are many points of contact between philosophy and education, and there are bodies of intellectual enquiry in the English- speaking analytic tradition of philosophy which are centrally concerned with issues clustering around teaching and learning, the formal provision of these in schooling and society in general, and more generally, the nature of knowledge, truth, justice, identity and reality insofar as these are part of educative processes and outcomes. Traditions of philosophical enquiry which have engaged with these issues in influential ways have become philosophies of education in their own right, and have contributed to, and informed continuing debates over the provision and practice of schooling in western societies which are themselves democratic in political outlook, and capitalist in economic activity. Indeed, it can be shown that these two aspects of western societies have symbiotically influenced philosophical enquiry in general and deliberations on education in particular. Relatively discrete philosophies of education, it would seem, can then be fairly regarded as products, as much as ingredients, of the intellectual and material life of a society."


	"Boughen, R. E. (1990). Orff, Kodaly, Dalcroze and Suzuki: a comparative and developmental study in relation to the Australian context. Bundoora VIC, La Trobe University."
	MEd
	"This research essay examines four approaches to music education used in Australia today: Orff Schulwerk, the Kodaly System, Dalcroze Eurhythmics and Suzuki Talent Education. Each of the music education approaches is summarised and their underlying philosophies are examined. The manner in which they are applied is illustrated and an evaluation of each of the approaches is discussed. The positive and negative aspects of each is compared. The conclusion that ' feeling' ought to precede intellectual understanding in a holistic music education program leads to a construction of an approach incorporating the positive aspects from the current methodologies to music education."


	"Burton, B. (1990). The act of learning: the drama-theatre continuum in the classroom. Bundoora VIC, La Trobe University."
	MEd
	"The development of educational drama since its inception in this century has been characterised by an emphasis on learning which is either individual or social, and a rejection of the art form of the theatre as relevant to this learning. This thesis seeks to demonstrate that the work of the four major theatrical innovators of this century - Stanislavski, Grotowski, Artaud and Brecht - is fundamental to the teaching of educational drama. The theatre and drama in the classroom are identified as part of the same continuum of experience, with facts of process drama present throughout rehearsal and performance in the theatre, and theatrical elements identifiable in spontaneous drama of all kinds. The five main elements of learning available through drama are described as: imagination; creativity; identification; transformation; and discovery, and their use by four major drama practitioners is explored. The use of these same elements of learning by the four theatre innovators, consciously functioning as educators, is demonstrated. Finally, a major new curriculum document is examined, illustrating the contribution the theatre innovators have to make to drama in the classroom."


	"Byrne, C. (1990). Drama in education: words into action. Parkville VIC, University of Melbourne."
	MEd
	"The senior years of education in Victorian schools underwent significant changes as a result of the introduction of the new Victorian Certificate of Education in 1991. This study examines the ways in which the Victorian Certificate of Education influences: the perceived purpose of schooling at this level; the method of developing curriculum; and the discipline of drama. The study design Drama is explored, in a hypothetical situation, in order to assess the efficacy of the Victorian Curriculum and Assessment Board's Study Structure Approach to curriculum construction. Focus is placed upon the question: is it possible for the teacher to maintain ownership of the curriculum under the Victorian Certificate of Education?"


	"Carlisle, B. J. (1990). Women, sport and education. Parkville VIC, University of Melbourne."
	MEd
	"This thesis discusses the nature and significance of sport for girls in Australian schools and addresses the issues of the single sex and coeducational learning environments. While it is clear that there are no obvious physiological or psychological reasons for the current under- representation of females in sport, male construed and transmitted values deeply embedded in Australian society still continue to shape attitudes and perceptions of the role of women in sport and physical recreation. The impact of the socialising forces including the family, teachers and the media is sufficiently influential to produce a significant disparity between male and female sports participation. This problem is examined and evaluated with ideas proposed to develop and foster a more equitable representation of women in sport."


	"Casinader, N. R. (1990). Economic and social development as an element in geographic education within Victorian secondary schools: past, present and future. Clayton VIC, Monash University."
	MEd
	"The inclusion of economic and social development as a theme in secondary geography curricula has been a major point of discussion amongst educational geographers in Victoria during the 1980's. The aim of this thesis is to analyse the validity and place of this concept within the changing educational paradigm of geography since 1960, and thereby to establish guidelines for the teaching of such concerns in secondary geography, with particular emphasis on the Victorian experience. The findings of this dissertation are centred on two main contentions. The first is that the future validity of development concerns as an element in secondary geography curricula depends upon a revision of the paradigm of educational geography. The second contention is that the use of the term development education is inappropriate given the goals and parameters of the educational field, and that a new phraseology needs to be devised to describe this area of geographic education."


	"de Souza, M. D. (1990). The design and evaluation of a music course for Year 7 students in Victoria. Clayton VIC, Monash University."
	MEd
	Abstract not available


	"Frijo, F. (1990). Understanding and technique: new developments in curriculum: the case of Catholic education. Bundoora VIC, La Trobe University."
	MEd
	"It seems that the practice of intellectuals as carried by the intellectually trained, namely abstract analytical skill, has become constitutive of the modern high technology society. In the world of work, for example, flexible skill formation through the acquisition of generic skills has come to be more important than knowing anything in particular. Information has come to be valued more than knowledge. The increasing use of computers and robotics has altered the workplace and the kind of education needed by people for this new workplace. The need for an efficient and productive workforce has meant that education must be turned to meeting economic needs more. Intellectual culture, then, especially as expressed by scientific intellectuals has become closely allied to the forces of production. Now Catholic schools have claimed a form of distinctiveness from the state system based on a religious education program and more especially a Christian ethos that permeates its structures. If however, they absorb the new emphases, these, coupled with internal tensions already present in Catholic education, could undermine the very basis of this distinctiveness. The question to be examined becomes, then, whether or not Catholic schools in particular and education in general can find a practice that challenges the dominance of a narrow form of intellectual technique."


	"Goldsworthy, P. S. (1990). Continuity and change in the senior secondary geography curriculum in Victoria from the late 1950's to the late 1980's. Parkville VIC, University of Melbourne."
	MEd
	"This study of the nature of secondary Geography in Victoria over recent times, stems from an initial analysis in the first chapter, of an article by I F Goodson and it seeks to establish the degree to which curriculum developments in Victoria mirror Goodson's perception of the British situation. The study of the Year 11 and Year 12 curricula - course objectives, content and structure, and assessment - over the past three decades, with particular emphasis on the last ten years, takes place in the next chapter. The directions foreshadowed in Chapter Three have many of their origins in previous courses. The VCE developments bring to the fore the relationship of Geography and Environmental Studies and an attempt to accommodate both disciplines, as outlined in the fourth chapter. The final chapter concludes that some continuity has existed, that the majority of changes were not to counter 'meliorism' but ones leading to improvement and that there has been a gradual re- awakening of what Geography really is."


	"Hamilton, A. E. (1990). Skilling the Australian community: futures in public education: young people's perspectives. Parkville VIC, University of Melbourne."
	MEd
	"Young people were interviewed to ascertain their perceptions of Australia in the next ten years and what skills that they expected that school leavers (ie. secondary school leavers) will need to have to cope with the future. The findings provided data for a national conferences, sponsored by the Commission for the Future and the Australian Teachers' Federation, in Melbourne in April, 1988. The conference explored the demands on education as seen by representatives of six user groups of education, including industry, parents and students. The methodology was basically determined by the nature of the project. The young people reached an 'agreed statement' for the project. Their attitude towards the future indicated uncertainty, anxiety and pessimism and that their lives will be increasingly controlled by impersonal technology. The young people believed that there are four main areas of skill development needed by school leavers to cope with the future. The areas are: intellectual/academic; vocational; social; and personal. Some details are provided for each of the skill areas. The young people believed that the development of these skills should be possible through the public education system. Consideration is given to the possibility of implementing student participation and school-work relationships - two of the areas seen as important for the skill development of young people."


	"Headlam, W. V. W. (1990). Preparing a bank of mathematical problems for Year 11 students. Parkville VIC, University of Melbourne."
	MEd
	"The production of a problem bank for Year 11 mathematics students forms the content of this thesis. From an original collection of approximately 100 problems, 30 were chosen representing the areas of algebra, geometry and arithmetic. The RASCH method was used for calibrating the problems using partial credit scoring. There were 452 students in 37 Year 11 classes from 8 Victorian secondary schools that participated. Details of the selection, administration and use of the problems are discussed. Some of the difficulties such as finding problems at the appropriate level of difficulty, establishing a suitable classification for them, defining a marking scheme for their solution and the interpretation of the analysis of the scores are also given. The problem bank in its final form contains 23 problems, and could be used by Year 11 mathematics teachers for assessing students' progress in mathematical problem solving. For ease of use the problems are categorised by area of study and level of difficulty. The methodology involved in developing the problem bank, the processes of selecting and categorising problems and the analysis of student attempts to solve them would also be helpful for these teachers as they incorporate problem solving into their VCE courses."


	"Hernandez, A. (1990). Reflections on a science course review: a retrospective account of a curriculum development by a participating teacher. Parkville VIC, University of Melbourne."
	MEd
	This thesis is an affirmation of teacher participation and contribution. It is essentially an analysis of the transactions and processes that occurred in a science course review using the reflective retrospective account model of a single instance of curriculum development.


	"Jenkins, V. A. (1990). The conceptualisation of changing government policy on a school level. Bundoora VIC, La Trobe University."
	MEd
	"The central purpose of this research is to examine one policy initiative - Ministerial Paper No.6 - in the context of the way teachers at a suburban Melbourne high school have understood it. A case study approach was utilised to understand how a particular school deals with change based on the experiences of teachers and administrators within the school and in relation to external expectations. The case study used questionnaires, interviews and participant observation over a three year time frame to depict the knowledge and attitudes of teachers to the policy in question. Attention was given to the differing perspectives and knowledge held by representatives of the government at regional level, by school administrators and by teachers. The study found that there was universal awareness of Ministerial Paper No.6 during the period 1985- 1986 and that this was the result of initiatives taken at the school level. Generally, there was consensus on the need for change and agreement in principle with the major thrusts of the policy. However, practical issues concerning implementation, internal factors militating against change and the flood of documents and discussion papers during the period of the study precluded fundamental changes from occurring."


	"Lam, M. M. H. (1990). The influences that shape bilingual education programs. Parkville VIC, University of Melbourne."
	MEd
	"This study set out to examine some social and cultural processes that have characterised the current century and to note the effect of these on the development of bilingual education programs. Four countries were selected as examples of how the national needs and goals have shaped the structure and nature of these programs. In an Asian country such as Singapore, the goals were to gain access to technological and economic domains whilst maintaining the traditional cultural value systems. In Sweden the purpose was to allow the maintenance of ethnic identity. Whilst in Wales, the aim was to reaffirm cultural values and ensure that the language was not lost through the absorption of English. The Canadians sought to develop programs that improved language teaching method, promoted harmony between the different cultural groups and provided a basis for the expression of a distinctive Canadian culture and way of life. In the United States the purpose of bilingual education was to increase English mastery. In Australia, the reemergence of bilingual education programs came about through changes in the way learning was to be encouraged in the young. An analysis of the programs showed that the effective programs must be planned and delivered on an ongoing basis and that the success of the current programs is basically due to the commitment of the teachers involved. The long term success of bilingual programs can only be assured if sufficient resources and skilled staff are made available."


	"Lockey, C. M. (1990). A clue structure for analysing the philosophical underpinnings of science education publications. Parkville VIC, University of Melbourne."
	MEd
	"The purpose of this thesis is the development of an 'alternative approach' to science education research based on a theoretical perspective derived from informal analysis (taken from Roberts and Russell 1975). The philosophical analyses of science of Feyerabend and Althussar were chosen as the theoretical perspectives. A clue structure was then developed from these two philosophies of science. The clue structure was then applied to leader articles in The Australian Science Teachers' Journal (ASTJ). During this process many clues were rewritten and refined. An enhanced clue structure resulted. Several issues debated in the ASTJ were then discussed in terms of the clue structure. These issues included the creation/evolution debate; values movement; science, technology and science (STS) movement; and history and philosophy of science in science education. In the case of the first three issues, the clue structure showed its usefulnees in clarifying perceptions. In the last issue, the history and philosophy of science, the clue structure was not entirely relevant."


	"Lynch, M. J. (1990). Teaching human relations in secondary schools. Parkville VIC, University of Melbourne."
	MEd
	"This paper examines the teaching of Human Relations (HR) in secondary schools. It concludes with a comprehensive HR course that could be used at years 9, 10 or 11 in a secondary school. The paper defines HR, discusses the content of HR courses (through a survey undertaken by the author) and stresses the importance of the correct classroom climate in teaching HR. An integrated approach to teaching is shown to be the most appropriate for HR courses. An integrated approach is one where the course crosses over subject boundaries and does not restrict itself to remaining within one discipline. Expectations of the community in regards to schooling in general and HR teaching in particular are also examined. The paper also shows how to introduce an HR course to a school. The pitfalls, physical requirements and ways of evaluating the effectiveness of the course are shown, mainly through action research. This method is discussed in detail with particular emphasis on how this research method allows the HR course to be continually updated in response to student demands. The concluding section of the paper brings together the earlier material and produces an HR course. As well as directions for the students, there are notes for the teacher concerning assessment, problems with training teachers to teach the course, the reasons for the content within the HR course, discipline approaches and the emphasis on games as group building tools."


	"McKenzie, P. A. (1990). Secondary school size, curriculum structure and resource use: a study in the economics of education. Clayton VIC, Monash University."
	PhD
	"This study examines the interrelationships between secondary school enrolment size, curriculum structure, and resource deployment in the Victorian government school system. It uses an extensive body of school- level data to analyse the effects of enrolment size on the allocation of teacher time to and within secondary schools. Based on a review of the scale economies literature three potential sources of scale economies in secondary schools are identified: indivisibilities in the supply of specialist facilities and personnel; the gains from teacher specialisation; and the opportunities that large schools have to provide more comprehensive curricula. The existence of these factors is investigated through a detailed analysis of teacher time deployment in schools of different sizes. A model is developed that makes explicit the linkages between curriculum provision and teacher time use. Based on this model and a review of the literature four main hypotheses are proposed: that the rate of increase in curriculum breadth and depth will decline as schools increase in size; that there will be a positive relationship between school size and the percentage of teacher time allocated to class teaching; that there will be upper limits to the extent that teachers specialise in the nature of their classroom teaching; and that the relationships between average class size and school size, and between per student expenditure on teachers' salaries and school size, will be hyperbolic in nature. As well as investigating these hypotheses at the whole- school level, the relationships between the size of the enrolment group in years 7 to 10 (the junior year levels) and years 11 and 12 (the senior year levels) and curriculum provision in those year levels are also analysed. General support is found for each of the major hypotheses. Although large schools provide more comprehensive curricula than small schools at a lower per student expenditure, it appears that once schools exceed about 800 students in size the curriculum and financial advantages of further increases in school size are relatively limited."


	"Miller, A. D. C. (1990). A comparison of concept maps and cloze tests as revision techniques in senior high school chemistry: their effectiveness and influences on cognitive structures and deep-processing. Parkville VIC, University of Melbourne."
	MEd
	A comparison of the effect of two revision techniques on the academic performance of students in senior high school chemistry was conducted. The underlying psychological theory had suggested that the technique which promoted the greatest amount of deep-level processing should be the one which created the most significant academic gains for the students who carried it out. It was also attempted to distinguish between the two revision techniques on the basis of the results they produced in both descriptive and quantitative material. Finally any sex differences in performance were also investigated for the two revision techniques. The results showed that there was an insignificant difference between the two techniques on all the factors which were statistically examined except the relationship between academic performance and the student' s ability on revision exercises. This result calls into question some of the underlying premises about the students' ability to construct concept maps.


	"Ozolins, J. T. (1990). A philosophical analysis of the concept of education. Parkville VIC, University of Melbourne."
	PhD
	"The thesis critically examines some of the concepts involved in the elucidation of the concept of education developed by R S Peters who says that education is a family of processes whose purposes are the development of desirable states of mind. The thesis begins by briefly looking at behaviourist views of mind, and introduces the Identity Theory as an attempt to provide a better explication of the nature of mind. Feigl's views on the nature of mind are examined, in particular, his attempted reduction of the mental to the physical. His rejection of the concept of emergence is challenged and what is meant by the reduction of one theory to another is elucidated. It is concluded that the mental cannot be reduced to the physical. The features of scientific explanation in general are explored. It is found that scientific explanation is applicable largely in physical science contexts, and so is of limited use in explaining the concept of mind, and thus the concept of education. Teleological explanations are examined, since it is apparent that education is a teleological explanation. The question of whether teleological explanations can be reduced to non-teleological explanations is considered. An examination of the concept of intention and its relationship to action forms a major portion of the thesis. The problem of whether there can be several descriptions of one action is considered, as well as whether intentions are entailed by desires."


	"Pascoe, S. M. (1990). The effectiveness of curriculum co-ordinator networks for Catholic secondary schools in Victoria. Parkville VIC, University of Melbourne."
	MEdAdmin
	"This study into the effectiveness of curriculum coordinator networks for Catholic secondary schools in Victoria focused on the evaluation of a pilot project in 1989. Specifically, the researcher sought to determine whether the availability of pilot convenors would enhance curriculum coordinators' perceptions of professional development, curriculum information and peer support via the networks. Simultaneously, the study described the pilot convenor role, thereby identifying the characteristics ascribed to effective network convenors and attempting to isolate factors which influence network effectiveness. Under the umbrella of illuminative evaluation, a range of research instruments were used, including interviews and questionnaires. Most curriculum coordinators who participated in this study believed they had informally rather than formally skilled themselves for their role, despite being multiply credentialled. Prior to the study they had a limited understanding of how the network could improve their professional skills - this consciousness was only marginally heightened during the project. Similarly evidence of peer support from within the network was scant prior to the pilot project and increased minimally during the study. Attitudes to the accessibility of curriculum information were very high prior to the project and increased slightly during the study. Curriculum coordinators placed a high value on information access via the network and the curriculum knowledge of convenors."


	"Roe, R. M. (1990). Student managed learning: a case study. Parkville VIC, University of Melbourne."
	MEd
	"The notion that students should be encouraged to make curriculum decisions requiring their active participation in the design, implementation, management and assessment of their learning is a controversial issue. This research, through an examination of local and overseas literature on student learning, identified relevant pedagogical principles and explored, via a case study, a wide range and variety of student centred strategies culminating in the development of a practical approach for teachers interested in introducing the notion of student managed learning into their classrooms. In doing so it was essential that the research methodology was able to provide sufficient flexibility and sensitivity to respond to the changing demands encountered in the day-to-day activities of teachers, students and schools. The retrospective account by the researcher, who was also the classroom practitioner, incorporated an 'illuminative evaluation' process, which documented and analysed student- managed learning in the classroom. The research methodology describes actual practice, enabling the reader to 'visualise' what actually happened during the implementation and evaluation of the case study. Although the primary focus for the student interviews was to obtain their impressions of the value of student-managed learning, their comments provided a striking and illuminating critique of the conventional teaching and learning paradigm. This thesis represents a call to action: for educators to re- examine their current views on how people learn. It challenges them to pursue these strategies in order to encourage their students to develop the skills, knowledge and confidence to manage their own learning."


	"Saulwick, J. A. (1990). Art and community schools in Victoria: a focus on the Artists and Architects in Schools Programs as models in evaluating negotiation and participatory decision making as a basis for developing arts curricula. Parkville VIC, University of Melbourne."
	MEd
	"This study argues that the learning context should be linked not only with the student's growing knowledge and skill within the curriculum but it should also allow for an understanding of how that curriculum connects and relates with the democratic society of work and leisure. It is further argued, that as a consequence of arriving at that understanding, students acquire a sense of empowerment and control over their lives. The study establishes the historical background to the Artists and Architects in Schools Programs, and the role of the art teacher and the artists and architects within those programs. The thesis discusses the history and development of the state community school movement, its establishment in Victoria, and the radical nature of its underpinnings. Reference is also made to the private alternative school movement. The process of decision making in Croydon Community School and Sherbrooke Community School in respect to their Artists in Schools Programs is examined. The issues discussed are: three orientations to the curriculum; the American Discipline Based Art Education; and the recent curriculum guidelines of the Victorian Ministry of Education. A comparison is made of the approaches to learning and negotiating the curriculum between Swinburne Community School and Croydon Community School."


	"Smith, B. G. (1990). A survey of computer policies and practices in selected Northern Metropolitan Region schools. Bundoora VIC, La Trobe University."
	MEd
	"During 1987, 108 schools - 76 primary (including 8 special schools) and 32 postprimary schools from the Northern Metropolitan Region of Melbourne provided responses to a questionnaire concerning three major issues of school computer use: numbers and brands of computers in schools, and major areas of computer usage; priorities for computer usage and the relationship between computer practices and the school's computer policy; and a sample of innovative programs. This thesis reviews responses from the schools to the major areas of the survey and details innovative computer use in eight selected schools. Implications of the survey are then compared with current trends from a small sample of schools in three areas of North America. The issues, outcomes and conclusions arising from the study are of direct relevance to current and future computer use in many schools."


	"Snyder, I. A. (1990). The impact of word processors on students' writing: a comparative study of the effects of pens and word processors on writing context, process and product. Clayton VIC, Monash University."
	PhD
	"This study investigates the impact of word processors on students' writing. It compares two Year 8 classes, one using pens for composing, the other, computers, within the context of an all-girls' school. A major emphasis of the research is the computer's impact on the quality of the texts the students produced. As part of the pretest-posttest design, the students responded to a questionnaire, to a writing tool preference inventory, and were required to produce texts which represented three genres: narrative; argument; and report. The texts were evaluated for productivity, syntactic complexity, precision, global quality and quality as determined by analytic measures. In order to examine the teaching-learning context, the researcher adopted the role of participant/observer, attending all lessons and recording observations, conversations, interactions and critical events. The findings suggested that the computer classroom was more student centred, less teacher dominated and more work focused. Overall the atmosphere was more cooperative, collaborative and interactive. The examination of the writing processes associated with particular tools revealed that composing behaviours varied according to the genre task rather than according to the influence of the writing tool. The preference data indicated that the computer students had a strong preference for composing narrative with pen and argument with word processors. The investigation of the quality of the texts produced with different tools offered strong evidence of the efficacy of word processing in the promotion of quality in argument and report and weaker evidence for narrative. These findings suggested that word processors are indeed effective as writing tools. Further, the findings suggested that word processors are useful for the genres with which junior- secondary students are less familiar, less confident and less competent, but which are recognised as instrumental in determining success at school as well as in the wider sociocultural context beyond school."


	"Symonds, D. G. (1990). An administrative review of the Commonwealth English as a second language (ESL) program within the Office of Schools Administration, Ministry of Education, Victoria. Parkville VIC, University of Melbourne."
	MEd
	"This thesis presents an administrative review of the Commonwealth English as a Second Language (ESL) Program within the Office of Schools Administration, Ministry of Education, Victoria. The approach and framework adopted are similar to those used by Campbell et al. in their review of the Commonwealth ESL Program for the Commonwealth Schools Commission in 1984. Data have been collected over a two year period from a variety of sources including policy documents, questionnaires, memoranda and minutes of meetings. Major issues raised include: the development of a nationwide curriculum framework/syllabus for the teaching of ESL; the location of ESL within the Office of Schools Administration; the location of consultancy support to schools; the level of resourcing; and the qualifications of ESL teachers."


	"Tribe, J. (1990). A study of student perceptions of difficult genetic concepts. Parkville VIC, University of Melbourne."
	MEd
	"This thesis reviews some broad issues of science teaching in order to place genetics within a science framework. Problems specifically pertinent to a genetics curriculum are then focussed upon. Three major areas of research in science learning are discussed. These are meaningful learning, concept mapping and problem solving. Meaningful learning is not just 'getting the right answer', but occurs when new concepts are linked to existing ones. Many researchers therefore stress the usefulness of concept mapping as a tool to encourage meaningful learning. Problem solving is a special case of meaningful learning and is also recognised as a skill applicable to novel situations. Recent literature indicates that teachers benefit from knowing which genetic concepts students perceive as difficult. Students in both Australia and Britain were surveyed and thirty statements were then placed in rank order of difficulty. These results supported previous research and confirmed the need to view a topic from the learner's point of view rather than just the teacher's standpoint."


	"Unger, Z. M. (1990). Ideology critique and the production of meaning: a critical approach to selected urban education material. Parkville VIC, University of Melbourne."
	PhD
	"Ideology critique, when applied by educational research to the ideational content of curriculum materials, has evoked negative connotations of partiality and bias, misrepresentation of social reality, and ultimately, of untruth. This thesis attempts to assert a more positive sense of 'meaning production' for curriculum critique and shift emphasis away from representation towards signification. It reviews the management of questions of ideology and education by the sociology of school knowledge and curriculum research. It is argued that strategies of ideology critique, along structuralist and culturalist lines of difference, have inadequately addressed issues of critical subjectivity, hegemony, and social transformation that is posed by radical education. Four curriculum studies of textbook analysis are discussed in detail, in terms of their attachment to the sociology of school knowledge and in terms of the 'bias and balance' discourse that they produce. Analysis of the case study material also indicates that balance is not necessarily built-in as a result of a commitment to provide diverse expert opinion. This has implications for those practices of curriculum criticism and curriculum construction which attempt to locate and redress bias as well as promote critical thinking."


	"Walsh, B. J. (1990). Australian studies: a vehicle for scientific and technological literacy? Bundoora VIC, La Trobe University."
	MEd
	"The first part of the research essay identifies Australia's role in science and technology by looking at the past, present and future trends. It is recommended that the public understanding of science be promoted by increasing the level of scientific literacy in the community. Education can contribute to Australia's economic viability by offering relevant and interesting courses designed specifically to increase scientific literacy. The second part of the essay suggests that the Australian Studies course, which is compulsory at Year 11 as part of the Victorian Certificate of Education (VCE), has the potential for promoting the knowledge, skills and attitudes of scientific literacy. The final part of the essay provides a way of looking at science and technology with young people to enable them to gain sufficient knowledge and understanding to deal with current scientific issues in an informed way. The propositions involving science and technology in Units 1-4 in the Year 11 and 12 Australian Studies course are examined and suggestions are given as to how the course could be taught to encourage the development of scientific literacy. Finally, a case study of how the In vitro fertilisation (IVF) biotechnology is developed to show a basis for debate and informed decision making by students. Possible approaches are suggested at a practical level, which include content and teaching strategies, to provide teachers with a basis from which to increase the scientific and technological literacy of students."


	"Weiler, A. (1990). A review of the science of education, as proposed by Caleb Gattegno, which offers a way of teaching languages, the silent way, that claims to teach people how to learn. Parkville VIC, University of Melbourne."
	MA
	"Dr Caleb Gattegno has proposed a science of education which promises not only to change our views of how to learn languages, but also provides an approach which claims to enable us to learn once again with the aplomb we all had when we were first born. This science evolved from Dr Gattegno's lifetime study of Man. He proposed that it is how energy has evolved over time which has produced the diverse forms of energy, matter and life that constitute the world around us. One of the forms of energy, awareness, has itself evolved over time and is now manifest in the life forms that exist. Moreover the transformation of objectified forms of energy into more evolved forms has been achieved through the presence of awareness. Man, in this context, is the expression of awareness which has become aware of itself. It is through this action, of Man being aware of his/her awareness, that Man has evolved himself/herself and the Man-made world into the form that is visible now. The Silent Way of teaching languages has been developed from these and other understandings. It is claimed that it accomplishes the dual goals of providing an effective way of teaching languages as well as a way of learners recovering their learning prowess, which will allow them to continue their own evolution unfettered by chains which were created by those who did not know better."


	"Werry, R. J. (1990). A cartoon chemistry text: the construction and testing of a novel chemistry text incorporating human values. Parkville VIC, University of Melbourne."
	MEd
	"This study examines current science texts and the concerns and objectives of Science-Technology-Society based courses. It indicates that they present the public image of the practising scientist (with inherent Mertonian values of Universalism, Communism, Disinterestedness, and organised skepticism) which is used to organise scientific concepts into a meaningful whole. An attempt was made to develop a chemistry text that was meaningful to all students, by organising concepts into a story form with non- Mertonian organisation. This approach evolved into a cartoon format with specific features. Two cartoon text items were tested at two schools. The trial involved a survey item on 103 students and audiotaped interviews with 20 students. The trial attempted to evaluate the cartoon as a student text, attitudes to issues content, and styles of resolving issues based conflicts. The results were interpreted by classifying the respondents into four categories of science likingness (A, B, C, D) on the basis of Year 11 subject choice, and favourite subject. It was assumed that the accommodation of Mertonian values by a group reflected the science likingness of the group. A value mode of cognitive style was developed from the basic hypothesis and assumptions regarding the extent of accommodation of Mertonian and Humanist norms as personal values. This mode seemed to account for variations in meaning generated for the various groups in response to both the standard and cartoon science text format."


	"Williams, C. (1990). The educational provision for children from ethnic minorities who have learning disabilities. Parkville VIC, University of Melbourne."
	MEd
	Post war immigration to Australia has changed the ethnic composition of schools. Variations in minority groups' success in schools has been of concern to educationalists both here in Victoria and in Britain and the USA. In Victoria there is increasing emphasis on the need to cater for individual differences through a service delivery model that promotes access and success for all students. The first part of this study examines definitions of ethnicity and changes in attitude that have led to a more multicultural approach to education. It also examines definitions of learning disabilities in order to understand how difficult it is to determine whether a minority student's difficulties are due to a learning disability and/ or the presence of cultural and language differences. The second part of the study examines the teacher's perspective of both assessing the needs of the minority students who are experiencing difficulties and catering for those needs through the learning environment of the classroom.


	"Wilson, B. V. (1990). Toward a competent society: a critical analysis of H G Wells' conceptions of social change and the education programme he designed to effect that change. Parkville VIC, University of Melbourne."
	MEd
	"This thesis developed out of initial research on Raymond Williams's conceptions of culture, society and education. Williams argued that a 'long revolution' was evident in human affairs, from which a common culture must emerge. It seemed that in the social and political writings of H G Wells there were many antecedent notions to Williams's ideas. Wells was engaged in promoting a deliberate revolution in human affairs to Williams's idea of a 'long revolution'. It was meant to effect profound social change, resulting in the formation of a global society and thereby rescuing the human species from impending disaster, even extinction. It seemed worthwhile to explore some of these antecedent notions and to examine the claims Wells made for them. This thesis accordingly examines the ideas of H G Wells on social change and the global society, conceived as a World State, and the means by which they were to be achieved, particularly those of revolution and education. It is argued that Wells posited a competent society as the ultimate goal of human endeavour and effective social change, a society distinguished by full control over its destiny and the ability to extend a life of complete satisfaction to all. A critical analysis of Wells' ideas is offered."


	"Wilson, G. M. (1990). German in Victorian secondary schools: differences in provision. Parkville VIC, University of Melbourne."
	MEd
	"The following thesis focuses on the provision of German language teaching in the secondary school curriculum. As a supportive comparison considerable attention has also been paid to French language teaching. Both of these subjects have undergone great changes, and a general decline in popularity and importance, during the post war period. It would also appear that both German and French, often recognised as traditional modern language subjects, have been neglected in general pronouncements about LOTE in favour of Asian and community languages. The study reveals that very little consolidated information exists on the availability of language teaching in Victoria. The thesis, therefore, attempts to pool available published and unpublished data on availability, popularity and geographical location of German as a subject in the Victorian secondary school curriculum."


	"Wolf, M. A. (1990). An inquiry into the success of the integration process in Victorian post primary schools. Parkville VIC, University of Melbourne."
	MEd
	"This study sets out to examine how teachers with integration responsibility within postprimary schools and the student participants in integration perceive the levels and forms of success of the programs. After reviewing the relevant literature it became clear to the writer that the major barriers to success of integration are organisational and structural in nature and that the perceived level of success of programs appears to be linked to the ways particular schools are structured and administered. A survey of a sample of integration teachers and a sample of their students was conducted to examine whether there was a difference between the success of integration programs in schools that were collaboratively organised compared to those organised in a traditional way. Most Victorian postprimary schools are basically conservative and traditional, but under pressure from many sources there is a shift towards being more flexible, open and collaborative. Integration teachers in all schools were expected by the Ministry of Education to act as agents of change but in general teachers appear to have assumed the role ascribed the remedial teacher. The findings of this study indicate that curriculum changes are taking place at a much faster rate in collaborative schools which place a value on student centred learning. The administration of these schools was found to be active in initiating integration policy and programs, whilst in traditional schools it was the parents who were the significant initiators of integration. The collaborative schools also tended to provide more successful individual programs for their integrated students and obtained a higher allocation of physical and professional resources although both types of schools indicated a high failure rate in the area of needed resources."

WA
	"Klenowski, V. (1990). Planning processes; procedural decisions and student selections in a unit curriculum: a retrospective account. Crawley WA, University of Western Australia."
	MEd
	This paper discusses the following: Context for curriculum change; Educational change and curriculum implementation; Reasons for studying implementation; Models of change; Change strategies; Issues and emphases discernable in the contemporary literature; The change process; Top-down versus bottom-up decision making in implementing change; Instruments and frameworks; Factors that influence implementation; The role of the external consultant; and Unit curriculum in context with the literature.


	"Lewis, P. H. (1990). Strategies used by two experienced teachers of science in the preparation and presentation of lessons for senior science classes. Bentley WA, Curtin University of Technology."
	MAppSc
	"The present research involves an interpretive examination of the way in which two experienced teachers of science use their subject matter knowledge in the classroom, the planning or preactive strategies used for classroom presentations, the nature of the examples used to illustrate aspects of subject matter during the interactive phase of teaching, and the reaction of students to these issues. Utilising an interpretive methodology, the classroom practice of the two teachers was observed and these teachers were then interviewed about various aspects of planning and presentation. The students who were present in both classes were also interviewed in order to expand the source of data for the study. The findings of this research are presented at six assertions which address specific aspects of the research questions. In the preactive or planning phases it is asserted that experienced teachers of science reject formal or structured planning in favour of a more globally oriented planning strategy. This strategy is informed by previous episodes and experiences both within and outside of the classroom. Further claims are made about the subject matter knowledge, representational repertoires and reinforcement strategies of experienced science teachers during the interactive teaching phase. These claims strengthen the overall proposal that these teachers utilise a detailed and diverse comprehension of their subject through a favoured teaching style or repertoire. Evidence for the use of alternative repertoires, and particular example schema is presented. It is also asserted that senior science students have particular preferences for the repertoires and strategies used in class, but may experience cognitive discomfort when they are unable to negotiate the academic demands of the classroom."


	"Needham, W. J. (1990). An evaluation of the implementation of the New South Wales Aboriginal education policy by secondary school teachers of science. Bentley WA, Curtin University of Technology."
	MAppSc
	"The purpose of the study was to evaluate the effectiveness of the implementation of the Aboriginal Education policy in NSW secondary science classes. The study was designed to determine the extent of science teachers' understanding of traditional and contemporary Aboriginal culture, as well as to ascertain the extent of their interest in and awareness of Aboriginality, and their degree of implementation of the NSW Aboriginal Education policy. The major component of the study was a postal survey designed to investigate the extent to which a sample of 170 science teachers in NSW government secondary schools: understand aspects of traditional and contemporary Aboriginal culture; comprehend contemporary Aboriginal issues; and have implemented the Aboriginal Education policy in their classes. The study also investigates the extent of their general interest in Aboriginal culture and issues. The survey results indicate that many teachers do not understand significant aspects of both traditional and contemporary Aboriginal culture, and have not successfully implemented the Aboriginal Education policy. However, the study reveals that these teachers do regard Aboriginal perspectives in science as being appropriate."


	"Ruthven, E. B. (1990). The status of mathematical proof: implications for mathematics curricula. Crawley WA, University of Western Australia."
	MEd
	"This study is an attempt to clarify the nature of mathematical proof and brings into question many of the fundamental beliefs that we hold with regard to mathematical proofs. This study by necessity is a discussion of the philosophy of mathematics since the notion of proof is closely tied to our fundamental concepts in mathematics. Throughout this study there is an underlying criticism of the Formalist approach to mathematics, and more specifically, a criticism of the 'New Maths' introduced worldwide in the 1960's. The introduction of the New Maths saw a much greater emphasis on rigour in secondary mathematics, in algebra and trigonometry as well as the traditional geometry. This stress on rigour came about because it was believed that rigorous proof was the most important characteristics of modern mathematics. This study accepts the point that the secondary school curriculum should reflect modern mathematical theory and practice but rejects the notion that this is best achieved through a strict rigorous approach."


	"Stokes, H. M. (1990). Bridging courses for Aboriginal and Torres Strait Islander students: a course evaluation. Crawley WA, University of Western Australia."
	MEd
	"This research is an exploratory study on the effectiveness of a bridging course in preparing Aboriginal students for further education. It also considers factors which may be of concern to the students' study in higher education. The research design employed in this study is both historical and evaluative. The historical section of the study provides background on the development and expansion of bridging courses in Australia and focuses on the development of these courses at the Western Australian College of Advanced Education (WACAE). The evaluative section is that which examines the on-campus bridging course at the College and the effectiveness of this course in preparing students for higher education. In order that factors which may affect Aboriginal students in higher education, particularly at the tertiary level can be considered, an examination is made on the social and academic factors that students consider are of concern to their studies. Two survey instruments, a questionnaire and an interview are employed in this study. The questionnaire survey was presented to the sample of thirty two students who had enrolled in the course at WACAE in one of the intakes between 1985-1987. The findings from the analysis of the questionnaire and particularly the interview indicate various areas of concern for the students in relation to the course and the factors of concern to their studies."


	"Watt, M. W. (1990). Maintaining the difference: the Disadvantaged Schools Program and its implementation in a Western Australian high school. Murdoch WA, Murdoch University."
	PhD
	"This thesis is about the Disadvantaged Schools Program of the Schools Commission. It operates on two levels: the general rationale and objectives of the program; and a case study of its implementation in a Western Australian high school. The program was set up primarily as an attempt to improve the schooling, and hence the life chances, of disadvantaged children. The research was undertaken on the assumption that the most obvious connection between schooling and life chances in Australian society concerns the gaining of educational credentials needed for access to jobs and further education. Therefore improving the life chances of disadvantaged children through schooling must amount primarily to helping them gain those credentials. The central question addressed in this research is whether the DSP as implemented in that school achieved this goal. The central conclusion is that the program activities over the period did not lead to improved scholastic attainment, and, further, that they were not designed to do so. Two related explanations are offered for this. The first is a lack of clear directions in the guidelines provided by the Schools Commission. The second concerns the freedom given to the staff, under the Commission's implementation policy, to determine the direction of the school's goals. The staff were found to have used this freedom to modify the school's curriculum in ways that tended to reduce students' opportunities to gain educational credentials. This was related to generally held beliefs about the students' limited capacity to gain those credentials."

Melbourne Graduate School of Education Curriculum Policies Project

Curriculum Policies Project menu

Australian Curriculum Theses 1990

ACT

"Goodwin, M. (1990). Identifying and overcoming barriers to the implementation of student development programs in ACT high schools. Belconnen ACT, University of Canberra."

"McInnes, S. (1990). An experiment with radical pedagogy. Belconnen ACT, University of Canberra."

"Nielson, P. (1990). A comparative analysis of English as a second language programs and services in government school systems in Australian states and territories and the nexus with Commonwealth funding. Belconnen ACT, University of Canberra."

"Randall, D. D. (1990). An exploratory study of Board-registered school subjects: a survey of selected schools in South East Queensland. Belconnen ACT, University of Canberra."

"Vasey, J. M. (1990). Sex differences in parent and student attitudes towards mathematics before and after involvement in a family maths program. Belconnen ACT, University of Canberra."

NSW

"Arnold, S. (1990). An action research evaluation of a computer enhanced senior secondary mathematics curriculum. Wollongong NSW, University of Wollongong."

"Barnett, K. J. (1990). A study of the implementation of the Christian perspective in the curriculum at a conservative Evangelical Christian school. Armidale NSW, University of New England."

"Bolton, G. F. (1990). Investigating in primary science - misinterpreted? Armidale NSW, University of New England."

"Coakes, R. W. (1990). The development of the Disadvantaged Schools Program in the North Coast Region, New South Wales Department of Education, with particular reference to community involvement in four north coast schools. Armidale NSW, University of New England."

"Croft, K. B. (1990). Languages policy in New South Wales: administrative implications. Armidale NSW, University of New England."

"Eddy, G. C. (1990). The effectiveness of a simulation game for the teaching of senior school modern history. Armidale NSW, University of New England."

"Engebretson, K. (1990). An analysis of the orientations of key curriculum documents in religious education in use in Melbourne Catholic secondary schools, and their implications for curriculum development. Armidale NSW, University of New England."

"Gates, E. A. (1990). The relation of word-reading strategies to various language and literacy skills. Armidale NSW, University of New England."

"Groome, H. J. (1990). Split down the middle: perceptions of Nunga Aboriginal parents in Adelaide regarding the education of their children in state schools. Armidale NSW, University of New England."

"Henry, M. I. (1990). Towards a critical theory of home economics: the case for family studies. Armidale NSW, University of New England."

"Hewson, L. (1990). Interactive design education. Broadway NSW, University of Technology Sydney."

"Huff, R. G. (1990). A study of the school community's perceptions of one secondary school's curriculum innovations. Armidale NSW, University of New England."

"Hummel, S. L. (1990). A case study of the effectiveness of the Dalton Plan as a system of instruction. North Ryde NSW, Macquarie University."

"Ikin, R. R. (1990). The transfer of responsibility for curriculum policy development from the central bureaucracy to school councils in selected Victorian state primary schools. Armidale NSW, University of New England."

"Loffler, L. (1990). The history of manual training: with specific reference to South Australia. Armidale NSW, University of New England."

"Malone, P. (1990). Teacher approaches to the planning of religious education: a study of a sample of teachers in Catholic secondary schools in Sydney. North Ryde NSW, Macquarie University."

"Manuel, P. J. (1990). Curriculum policy in South Australia: 1968-1985. Wollongong NSW, University of Wollongong."

"McCarthy, D. L. P. (1990). Science, religion and the curriculum. Callaghan NSW, University of Newcastle."

"McRae, K. (1990). Development, implementation and evaluation of a secondary school outdoor education programme: a case study. North Ryde NSW, Macquarie University."

"Owen, S. (1990). An investigation of the benefits of developing an arts curriculum using an integrated approach. Armidale NSW, University of New England."

"Patullo, D. J. (1990). Writing in the science curriculum: the effects of expressive writing and formal record-keeping on linguistic and learning outcomes. Armidale NW, University of New England."

"Phillips, R. W. (1990). Expectations of teachers and parents of primary education in six NSW country schools. Armidale NSW, University of New England."

"Rodgers, K. E. (1990). Discipline in education: its nature and implementation in schools. Armidale NSW, University of New England."

"Sheerman, R. (1990). To what extent can a distinctive Christian perspective be presented in a curriculum designed by a secular system. Armidale NSW, University of New England."

"Stone, M. C. (1990). The system - the ogre? The effect of system requirements on government secondary principals' ability to adapt their schools' curriculum structures. Armidale NSW, University of New England."

"Whan, C. M. (1990). A philosophical study of three dimensional expression as interpreted by Australian school curricula. Armidale NSW, University of New England."

QLD

"Allen, J. R. (1990). Decoding the secondary school timetable: a study of the identification and significance of its structure. St Lucia QLD, University of Queensland."

"Bachler, K. F. (1990). The development of a religious education program for years 9 and 10 to meet the needs of ROSBA principles and requirements. St Lucia QLD, University of Queensland."

"Edwards, A. (1990). School based assessment and curriculum change in Queensland: health and physical education. St Lucia QLD, University of Queensland."

"Freakley, M. (1990). Understanding outdoor education: a case of subject definition. St Lucia QLD, University of Queensland."

"Gilbraith, H. (1990). Primary prevention and appropriate instruction for children regarded as educationally 'at risk' in terms of literacy acquisition. St Lucia QLD, University of Queensland."

"Leppik, J. (1990). An approach to teaching and assessing social concepts. St Lucia QLD, University of Queensland."

"Loh, G. (1990). The history teacher's role in construing and enacting an innovative mode of practice in history education. St Lucia QLD, University of Queensland."

"Nailon, D. (1990). Changes in teacher thinking about influences on curriculum design in early childhood care and education: a personal construct study. St Lucia QLD, University of Queensland."

"O'Toole, J. R. (1990). Process in drama: an investigation of processuality in the art form, with particular reference to the genre known as drama in education. St Lucia QLD, University of Queensland."

"Reynolds, J. C. (1990). Adolescent nutrition education: from cognition to action. St Lucia QLD, University of Queensland."

"Robinson, J. R. (1990). Future directions for commercial education in Queensland's state secondary schools. Townsville QLD, James Cook University of North Queensland."

"Rose, K. P. (1990). Authority and postcompulsory education. St Lucia QLD, University of Queensland."

"Sibley, G. W. H. (1990). An evaluation and analysis of aspects of 'Education 2000'. Townsville QLD, James Cook University of North Queensland."

"Stewart Dore, M. N. (1990). Writing and learning history in Year 8: an ethnographic study. Townsville QLD, James Cook University of North Queensland."

"Ward, G. E. (1990). Demonstrations of foreshadowing: building a theory and a pedagogy. Townsville QLD, James Cook University of North Queensland."

SA

"Hogarth, J. F. S. (1990). Theoretical foundations for context-sensitive Christian theological education: a narrative model. Bedford Park SA, Flinders University of South Australia."

"O'Donoghue, M. T. (1990). Myth and religion education. Adelaide SA, University of Adelaide."

"Shaw, W. F. T. (1990). A consideration of selected issues in the organisation of special programs for children gifted in the performing arts. Bedford Park SA, Flinders University of South Australia."

VIC

"Anderson, S. J. (1990). A study of educational theory and practice in social studies for the purpose of identifying expectations concerning primary teacher librarians as partners in cooperative curriculum instruction. Parkville VIC, University of Melbourne."

"Beckett, D. (1990). On democratic schooling: an analysis of developments in Victoria. Parkville VIC, University of Melbourne."

"Boughen, R. E. (1990). Orff, Kodaly, Dalcroze and Suzuki: a comparative and developmental study in relation to the Australian context. Bundoora VIC, La Trobe University."

"Burton, B. (1990). The act of learning: the drama-theatre continuum in the classroom. Bundoora VIC, La Trobe University."

"Byrne, C. (1990). Drama in education: words into action. Parkville VIC, University of Melbourne."

"Carlisle, B. J. (1990). Women, sport and education. Parkville VIC, University of Melbourne."

"Casinader, N. R. (1990). Economic and social development as an element in geographic education within Victorian secondary schools: past, present and future. Clayton VIC, Monash University."

"de Souza, M. D. (1990). The design and evaluation of a music course for Year 7 students in Victoria. Clayton VIC, Monash University."

"Frijo, F. (1990). Understanding and technique: new developments in curriculum: the case of Catholic education. Bundoora VIC, La Trobe University."

"Goldsworthy, P. S. (1990). Continuity and change in the senior secondary geography curriculum in Victoria from the late 1950's to the late 1980's. Parkville VIC, University of Melbourne."

"Hamilton, A. E. (1990). Skilling the Australian community: futures in public education: young people's perspectives. Parkville VIC, University of Melbourne."

"Headlam, W. V. W. (1990). Preparing a bank of mathematical problems for Year 11 students. Parkville VIC, University of Melbourne."

"Hernandez, A. (1990). Reflections on a science course review: a retrospective account of a curriculum development by a participating teacher. Parkville VIC, University of Melbourne."

"Jenkins, V. A. (1990). The conceptualisation of changing government policy on a school level. Bundoora VIC, La Trobe University."

"Lam, M. M. H. (1990). The influences that shape bilingual education programs. Parkville VIC, University of Melbourne."

"Lockey, C. M. (1990). A clue structure for analysing the philosophical underpinnings of science education publications. Parkville VIC, University of Melbourne."

"Lynch, M. J. (1990). Teaching human relations in secondary schools. Parkville VIC, University of Melbourne."

"McKenzie, P. A. (1990). Secondary school size, curriculum structure and resource use: a study in the economics of education. Clayton VIC, Monash University."

"Miller, A. D. C. (1990). A comparison of concept maps and cloze tests as revision techniques in senior high school chemistry: their effectiveness and influences on cognitive structures and deep-processing. Parkville VIC, University of Melbourne."

"Ozolins, J. T. (1990). A philosophical analysis of the concept of education. Parkville VIC, University of Melbourne."

"Pascoe, S. M. (1990). The effectiveness of curriculum co-ordinator networks for Catholic secondary schools in Victoria. Parkville VIC, University of Melbourne."

"Roe, R. M. (1990). Student managed learning: a case study. Parkville VIC, University of Melbourne."

"Saulwick, J. A. (1990). Art and community schools in Victoria: a focus on the Artists and Architects in Schools Programs as models in evaluating negotiation and participatory decision making as a basis for developing arts curricula. Parkville VIC, University of Melbourne."