Melbourne Graduate School of Education Curriculum Policies Project

Australian Curriculum Theses 1995

ACT

 
 

"Butler, E. (1995). Curriculum work: post modern positions and problematics: a personal perspective. Belconnen ACT, University of Canberra."

 MEd
 
"This thesis presents an interrogation of curriculum practices and positionings, over time, of a feminist educator and curriculum worker seeking to centre gender and subjugated knowledges in a curriculum framework with the potential for transformative outcomes. The thesis, presented as a critical narrative, interweaves theories and theoretical ideas from four key areas: post modernism and post structuralism; feminism/s; education and curriculum, and critical social sciences, including critical theory. Interpretative feminist praxis is employed as the methodological approach. Central to the investigation is a curriculum project undertaken in Papua New Guinea (the Goroka Curriculum Project). Curriculum models and practices associated with the work of traditional empiricist approaches found to be dominant in Papua New Guinea, reify western intellectual endeavours to the disadvantage of indigenous and women's knowledges and knowledge practices. This naturalisation is framed as an example of a meta narrative in education, whereby the discursive practices associated with traditional/rational curriculum models both colonise the endeavours of curriculum workers, and position learners as colonised subjects. A central outcome of the traditional/rational model is the inherent positioning of such individuals and groups as marginalised, devalued other. Such curriculum work is framed as a technology of governance, privileging attempts to establish order and homogeneity in an increasingly disorderly and fragmented world. The investigation by the curriculum writer of her theory/practice leads to recognition of oppositional work as a site of power, that also has the potential to 'oppress', extending the colonial project. Following this, the thesis investigates transformative curriculum work as problematic potentiality, questioning what the work of a feminist curriculum writer in a post modem world is to do and to be. While acknowledging there are no innocent discourses of liberation, the potential of the 'courage to know', to attend to pedagogical ethics and ethics of self, and acknowledge the messy, contradictory and deeply political work of curriculum design are posited. An emergent notion of curriculum work as textual practice, within a multi-dimensional framework that conceptualises curriculum as representation is advanced."

 
 

"Campbell, J. (1995). The organisation and structure of elite junior sport in the ACT. Belconnen ACT, University of Canberra."

 MEd
 
"Since the acceptance of the Australian Capital Territory Secondary Schools Sports Association (ACTSSSA) into the Australian School Sports Council (ASSC) as a full member in 1977, there has been tremendous growth in representative sport at the youth level. This rapid growth in the provision of elite sport opportunity in the school sector has been matched by a similar growth in both representative and skill development programs within the community junior sports associations. The relatively small talent pool that the Australian Capital Territory junior sporting communities are able to draw from creates a potential problem with funding, multiple representation and duplication in organisation. The research highlights the high costs involved in representative sport and provides a detailed analysis of the participant input into this cost structure. The thesis outlines research of the organisational structure of both the school and community junior sporting associations within the Australian Capital Territory. The structure within the schools sector has been found to be both complex and costly. The nexus between the three key school organisations, the Australian Capital Territory Secondary Schools Sports Association, the Australian School Sports Council and the Australian Capital Territory School Sports Council is not clear either in constitution or practice. The organisation of elite junior programs within the Australian Capital Territory community sporting associations is dependent upon the strength of the individual associations and their ability to obtain funding from parent or government agencies. There is clear evidence that communication between all vested interest groups involved in the provision of opportunity for elite junior athletes is limited and in many instances is not evident. There is a demonstrated need for the establishment of a central controlling body to represent all junior sporting associations within the Australian Capital Territory, including both the school and community sectors."

 
 

"Coutts Smith, R. J. (1995). Mathematics in transition: the post-compulsory years. (The transition from high school to college in the Australian Capital Territory). Belconnen ACT, University of Canberra."

 MEd
 
"This study commences with the assumption that action can be taken to lessen the disruption to the mathematical progress of Year 11 students in the Australian Capital Territory senior secondary colleges. If students are to perform their best in mathematics they need their transition from high school to college to be as smooth as possible. Nevertheless, many students change their mathematics enrolment soon after commencing college. The study relies particularly upon the theory of reasoned action to determine whether students have the intention both before and during the transition of performing well in mathematics at college. Although this measure provides a predictor of the intention, it does not necessarily follow that the conditions allow the student to comply with the prediction. Statistical instruments were also used to determine whether students initially enrol in appropriate courses and whether they perform as well in their first semester at college as in Year 10. A small sample of students was interviewed to elicit whether there was supporting evidence for some conclusions drawn from the results and the literature survey. Analyses of the predictor of intention indicate that during the transition period a very high proportion of students intends to perform well in mathematics at college. Analysis of the components of the measure pinpoints some small differences between high schools .The statistical analyses show that a significant proportion of students completes semester 1 in mathematics courses other than those of initial enrolment and that performance by the Year 11 students correlates well with Year 10 performance. Discussion centres around actions of intervention and their focus. Parents and guardians are possible recipients of further information since the evidence suggests they are the most influential advisers in the lives of this age group. College teachers are possibly the best current providers of that information, although, high school teachers and careers advisers could take a more prominent role following appropriate training. Recommendations are made concerning the enrolment procedure and the beginning of Year 11 routine. Other conclusions and recommendations concern action by classroom teachers that could ensure more students succeed in the course of initial enrolment, whether they are in the course most suited to their previous performance or are attempting a more difficult course."

 
 

"Hewitt, I. A. (1995). An exploratory study into: teachers' inclusion of the Christian perspective in the classroom. Belconnen ACT, University of Canberra."

 MEd
 
"Trinity Christian School is a Christian parent controlled school which was established in 1980 with eleven students and one teacher. The current enrolment of the school is some 640 students. In 1991 the Trinity Christian School Vision Statement was written. This Vision Statement gives an outline of the direction Trinity Christian School should be heading. It also gives a brief outline of the purpose for the schools existence. At the present time Trinity Christian School is beginning to expand into a school of some 780 students and is also undergoing a process of whole school review. It is therefore a significant time in which to study how the Trinity Christian School Vision Statement is being implemented within the school, particularly, within the secondary section of the school. The focus of this study is to observe what if any, a selection of secondary teachers at Trinity Christian School are including in the classroom which would reflect the Trinity Christian School Vision Statement. In particular, to look for the inclusion of a Christian perspective as is defined in the 'vision statement'. To undertake this study a naturalistic inquiry methodology was selected in which a range of field study techniques were adopted, especially from the field of ethnography. A range of data was collected from the following sources: curriculum statements; the Christian perspectives outline; teaching programs; lesson observations; teacher interviews; student interviews; student workbooks; and teaching resources. From the data collected for this study there is much evidence to demonstrate the teachers' inclusion of the Christian perspective in the classroom at Trinity Christian School. The manner in which this is included varies between cases, much as the teaching style of each individual teacher varies. How the Christian perspective is included also varies according to the subject and the unit being taught. A key implication for Trinity Christian School, is that the consistency of the documentation could be improved. If this was done, then a greater inclusion of the Christian perspective in the classroom could be provided to challenge the students more than at present. This could be achieved if the Christian perspective were incorporated in many more aspects of the classroom than was observed in this study. In this way the students would have modelled to them the Christian way to live in many more of the situation which arise in the classroom."

 
 

"Joliffe, E. K. (1995). Developing a multiple discourse model of analysis through an evaluation of the national Aboriginal and Torres Strait Islander education policy. Belconnen ACT, University of Canberra."

 PhD
 
"The research problem for this study was the need to improve upon rational models of policy analysis and delivery, to suit complex postmodern implementation environments. A theoretical model suited to implementing and evaluating major education reform initiatives was devised. Called the 'multiple discourse model', it was grounded in systems theory, containing elements reminiscent of social systems, organisational and structural functionalist research. Over a period of five years, this model was developed through an evaluation of the implementation of the National Aboriginal and Torres Strait Islander Education Policy (AEP) in the Australian Capital Territory government secondary schools sector. It was found that this model produced clear conclusions about the effectiveness of AEP implementation in the delimited sector, within the framework of the A EP's own policy assumptions. The model also provided insights into critical issues which are generalisable to the national context, such as the power of cultural hegemony and the socio- political predicament of Aboriginal and Torres Strait Islander dispossession. As a methodology, the model was found to have a number of technical advantages, including its capacity for focussing on selected areas of the implementation environment, its provision of access to multiple levels of detail amongst data and its possession of mechanisms for monitoring its own internal validity. The evaluation case study, used as the vehicle for the multiple discourse model's development, demonstrated that best practice administration was in place which enhanced short and medium- term policy/program outcomes. However, the study's findings also suggested that a fundamental disjuncture existed between the AEP's policy/administration paradigm and the conflicting assumptions of the primary target communities. The research results suggested that despite measurable successful inputs, the planned long-term outcomes of the AEP will not necessarily be achieved. No significant administrative structures or actions were apparent which could resolve this lack of synchrony at the interface between government delivery systems and 'grass roots' Aboriginal and Torres Strait Islander community values. A new policy paradigm is suggested, based on a power- sharing 'theory of community', more in keeping with Aboriginal and Torres Strait Islander peoples' aspirations for self determination and more likely to alleviate the so far unresolved destructive effects of cultural and political dispossession."

 
 

"Mauragis, R. E. (1995). Arts education access in high school scheduling. Belconnen ACT, University of Canberra."

 MEd
 
"The purpose of this study was to investigate the implementation of curriculum policy regarding eight key learning areas in Australian Capital Territory government high schools with particular analysis concerning the arts. The study sought to identify the discrepancy between school curriculum policy and timetable allocation to the mandated curriculum areas. Analysis of time allocation to learning areas as defined by the timetable allocation of time was considered to be an appropriate method of examining curriculum practice in Australian Capital Territory government high schools. Fifteen Australian Capital Territory government high school timetables were analysed in conjunction with school curriculum documentation. Mandatory time requirements for the eight key learning areas was identified. Timetable structures were analysed in terms of allocation of time to key learning areas, pastoral care, assemblies, activities and electives. Formulae were developed in order to make comparisons between schools possible. Results indicated that disparities existed between time allocation to key learning areas within key learning areas and mandatory time (ie minimum guaranteed access time) requirements for key learning areas."

 
 

"Powell, R. M. (1995). Drama as a technique that can be used in environmental interpretation and education. Belconnen ACT, University of Canberra."

 MEnvEd
 
"This work endorses the need for environmental interpretation and education because of the threat to the natural environment as a result of the lack of understanding and knowledge of environmental issues. The writer's personal perspective on the environment is described. There is a strong advocacy for the use of the fine arts in interpretative programmes as a way of reaching audiences, and particularly those individuals who learn through an abstract/ symbolic modality. The use of drama is explored as one of the fine arts media through which all visitors to natural sites can gain information, experience personal growth, and develop an understanding of their relationship to the natural world. A study was conducted in which a questionnaire, (which posed 36 questions related to common practices and experiences, and the use of drama as a medium in environmental interpretation and education), was used in interviewing representatives of 18 organisations, (9 in Canada and 9 in Australia), involved in environmental education. The responses to the questionnaire are summarised and discussed. Of those interviewed, most of the Australian and Canadian respondents were aware of the need to use a variety of techniques when developing programmes, had used drama in their programmes, had all attended programmes where drama was used as the interpretative medium, and were positive about their experiences. More than two thirds of the respondents from Australia and Canada indicated that drama should be given a high priority in environmental interpretation and education in the future. Information on two children's ecodrama programmes and two workshops for adults on the use of drama in environmental interpretation and education is also included."

 
 

"Rooney, B. A. (1995). The teaching of science in a primary school: a case study. Belconnen ACT, University of Canberra."

 MEd
 
"The 'Discipline Review of Teacher Education in Mathematics and Science' (Department of Employment, Education and Training, 1989) concludes that science in primary schools is in a state of crisis. This finding is not new as there have been concerns about primary school science for many years. It is likely that one of the reasons why the problem remains could relate to the attitudes and beliefs that teachers hold about the subject and its importance in the primary school curriculum. Another reason put forward relates to the limited background experiences in science of many primary school teachers. In particular, their knowledge of content matter and strategies for teaching the subject is limited. As a consequence, many primary teachers do not feel confident to teach science so they avoid it or teach only units with which they are familiar. This leads to inconsistent science teaching and an ineffective science curriculum in many primary schools. The thesis investigates the factors that influence the teaching of science in a primary school through a case study. Teachers' attitudes to, and beliefs about, the subject are explored in relation to their background experiences, teacher education and knowledge of science. How these factors influence their classroom teaching is explored through the context of the physical environment and culture of the school, the culture of teaching and the instructional leadership of the principal. The case study is based on information obtained from teacher surveys and interviews, journal entries and school documents. A typology which helps clarify factors influencing the teaching of science is developed. It provides insight into the problems of teaching the subject and how they may be addressed. A case study of the principal adds to the typology by providing the principal's perspective of science in the school. It is likely that the school featured in the case study is representative of many primary schools. The findings and recommendations may therefore have wider implications and may contribute to more effective teaching of science in many primary schools."

 
 

"Taylor, R. (1995). Moral education: a critique of stage development theory and the philosophy for children programme as a moral education alternative. Belconnen ACT, University of Canberra."

 MEd
 
"This thesis considers aspects of Piaget's and Kohlberg's theories of the moral development and education of children. It takes into consideration an old but valuable study of the development of character in children. As a possible alternative model to that provided by Kohlberg, the inclusion of the Philosophy for Children program into schools is suggested. Prior to the elaboration of this proposition certain philosophical concepts put forward by both Piaget and Kohlberg are critically analysed. The aim here has been to suggest that there are underlying philosophical weaknesses which have a hidden but important impact on the acceptability of aspects of their work. Concern is expressed at the acceptance of Kohlberg's work in schools and it is pointed out why this is unsatisfactory. What is taken to be an acceptable position in introducing moral education into schools is put forward and an approach where this can take place within the context of a broader educational program and which includes the Philosophy for Children program is also proposed."

 
 

"Thompson, P. (1995). The development of an evaluation model for work experience programs at CIT. Belconnen ACT, University of Canberra."

 MEd
 
"The provision of work experience opportunities for students at the Canberra Institute of Technology (CIT) is an important feature in promoting the practical application of theory learned in the classroom. At the outset of this study, the variety and scope of work experience programs at CIT was not known and there were no apparent efforts to co- ordinate this activity. The effectiveness of these programs was not known, and there were no strategies in place to measure their worth. The purpose of this study was to identify and describe work experience programs, to analyse existing evaluation methods and to propose a model of evaluation appropriate to the maximum number of programs. The review of related literature resulted in the selection of Stake's comprehensive countenance model, chosen for its consideration of the complexities of purpose and the wide variety of experiences which students may encounter. A significant part of the application of Stake's Model was the development of an Evaluation Kit for Work Experience Co-ordinators at CIT and the subsequent trial on the Work Placement subject of the Certificate in Travel course in the School of Tourism and Hospitality. Stake's countenance model of evaluation appears to embody an appropriate structure to measure the worth of programs. Recommendations for future directions include the wider trial of the kit in a greater number of programs to further establish its usefulness to decision makers, and the need to remain alert to emerging issues and trends in work experience practice in Australia."

 
 

"Williamson, J. (1995). Teachers and the use of computers in four ACT non-government primary schools. Belconnen ACT, University of Canberra."

 MEd
 
"The case studies carried out in four nongovernment primary schools in the Australian Capital Territory aimed to look at the way teachers were using computers in classrooms in order to shed light on the factors which may determine how teachers chose to use computers to enhance learning. The case study method allowed the researcher to use triangulation to provide in depth information about the processes involved in the delivery of a lesson using a computer. The findings were positive in that more then half of the teachers were found to be using computers at a high level of adoption, predominantly running simulation programs. In most schools, this was in spite of either hardware or software constraints, inadequate professional development opportunities or administrative obstacles. Whether the teachers taught in a laboratory or had one computer in the classroom did not seem to retard their enthusiasm for finding the best strategies to effectively integrate computer use. Cooperative learning strategies had been adopted by most of the teachers so their transition to computer use was made easier since their students had already been ' routinised'. The data also pointed to formal computer education as a possible determinant of a high level computer user. However, research on a wider scale would be needed to validate the result. Differences in the way classes were managed in a one computer classroom and a laboratory were evident. Teachers spent most time with those students working away form the computer in the one computer classroom and most time with those working at the computer in the laboratory setting. Methods of evaluation were shown to be necessarily different depending on whether work was carried out in a laboratory or a one computer classroom. Finally, the study pointed to the need for nongovernment schools and system managers to begin long term planning for hardware and software purchase and resource management in order to provide teachers with the tools needed to integrate computer use effectively. Such planning would need to include provision for professional development."

NSW

 
 

"Arnold, S. (1995). Learning to use new tools: a study of mathematical software use for the learning of algebra. Kensington NSW, University of New South Wales."

 PhD
 
"This study documents the efforts of a teacher/researcher to learn to use computer algebra software applications as pedagogical tools through systematic self-study, clinical observations of secondary students and collaboration with groups of preservice teachers. The study also involved the ongoing development of a computer-based learning environment which accompanied the research process and served to embody the main results. Complementing action research methods with grounded theory analysis, the study describes and explains the ways in which individuals (six secondary students and two groups of six preservice teachers) used available software tools for algebra learning. The subsequent grounded theory situates tool use within contexts of mathematical and pedagogical thinking on the part of the user. Effective use of available software tools was also found to be conditional upon characteristics of both the software and the learning environment. Analysis of pedagogical beliefs of both students and preservice teachers revealed a consistent culture of mathematics learning which devalued external support factors and exploration in favour of repetitive individual skill development within teacher- dominated instructional sequences. Detailed analysis of students' algebraic imagery revealed that, while some algebraic forms served a strong and consistent signal function in eliciting meaning and action strategies, others ( including simple expressions and tables of values) were associated with unclear signals, frustrating students' abilities to act appropriately in both traditional and computer-based learning situations. These factors acted as impediments to the effective use of mathematical software tools. At the same time, strategic use of appropriate mathematical software (defined as goal-directed, flexible and insightful) supported the development of algebraic skills and understandings in students. Such use was associated for the students with increased manipulative and representational repertoires and increased confidence in their results. The graphical representation was most favoured by all participants, although it was commonly associated with superficial and automatic use. The table of values, while recognised as effective for detailed comparison of functions, was more difficult to interpret and less favoured. Computer algebra tools were found to be most effective in supporting mathematical investigation and the explicit development of extended algebraic processes, such as equation solving"

 
 

"Best, C. (1995). 'Educating the boys': a social skills program for Year 8 students in a comprehensive coeducational secondary school. Camperdown NSW, University of Sydney."

 MEd(Hons)
 
"This investigation arose out of a concern by a group of teachers about the perceived lack of social skills being displayed by boys. The school involved in this study has more boys than girls in the student population and it was felt by teachers that this imbalance exacerbated the problem of anti social behaviour. As part of action taken to address the issue of student welfare and discipline, a social skills program was developed and implemented by counsellors from an organisation outside the school. This program was targeted to students from Year 8 (both boys and girls) and focused on the issues of self image, conflict resolution and response to authority. This study used the methodology of action research to evaluate the implementation of the social skills program and make recommendations for future action. The students' response to this program was very positive and highlighted a number of issues in relation to their experience of school life and their attitudes and feelings about themselves and others. In general, there was evidence to support the assumption that stereotypes are operational within the school context that support anti social behaviour by boys. Both boys and girls valued the opportunity to discuss their experiences of school in a different forum from their usual experience and many students commented that learning about the points of view of their peers was very positive. Education has an important role to play in countering gender stereotypes and initiating strategies to promote gender equity and social justice. To be effective, these strategies must recognise the dangers of generalising about genders and acknowledge that there are more similarities between gender groups than there are differences."

 
 

"Brien, D. P. (1995). The teaching and learning processes involved in primary school children' s research projects. Kensington NSW, University of New South Wales."

 DEd
 
"The educational practice of primary school students carrying out research projects has been well entrenched in Australia and overseas for more than forty years, however there is a paucity of empirical studies into what students actually learn from doing projects. Over the past decade some educators have highlighted the problems and possibilities in the use of this instructional method and its demands on the child learner. This thesis is based on the premise that research project work is a complex problem solving task which imposes a heavy cognitive load. Teachers need to structure the teaching/learning task taking into account the nature of learning and the learner to achieve desired learning outcomes by students. Cognitive load theory (Sweller, 1988; 1989; 1993) suggests that many conventional methods of instruction are not effective because they deploy cognitive resources away from activities relevant to learning imposing a heavy extraneous cognitive load. The conventional project method, it is suggested, is one such method of ineffective instruction. The cognitive load needs to be reduced to enable the child researcher to successfully complete the task. A structured approach is suggested as a means of reducing cognitive load. This thesis reports the findings of two experiments designed to investigate the learning effectiveness of primary school children's research projects when using a structured as opposed to an unstructured approach. The projects were carried out with children in two Year 3 and two Year 6 classes. The results indicated that there was a significant learning advantage for students doing research projects through a structured rather than an unstructured approach. In light of these results and previous findings, it is suggested that the skills involved in solving complex problems during research, ie. in seeking, processing, critically evaluating and communicating information from source materials, need to be identified and taught to students directly and within the context of project work, if students are to learn effectively when carrying out research projects in primary schools. Suggestions are also made for future research."

 
 

"Cauchi, R. P. (1995). An investigation into the understanding of the basic concepts of analytical geometry. Armidale NSW, University of New England."

 MEd
 
"This study investigated senior secondary students' level of understanding of the basic concepts of analytical geometry, identified as; plotting and reading coordinates; midpoint; distance; and gradient. Through the investigation, four research themes and questions were developed to answer the main research question. The first research theme was concerned with senior school students' level of understanding of the basic concepts of analytical geometry, since these students have had additional exposure to the basic concepts. The second research theme related to the format of the research instrument and whether this had any effect on the level of understanding of the basic concepts by senior secondary students. The third research theme investigated the different strategies students used to solve basic concepts of analytical geometry problems, in particular, their misconceptions and explanations for strategies used. The fourth theme relates to why the mathematically less able students experienced difficulty with the basic concept of plotting and reading coordinates. The conclusion answers and addresses the four research themes and questions and establishes the level of understanding of the basic concepts of analytical geometry by these students. Finally, consideration is given to some of the implications of the results for further research in this area of study."

 
 

"Cusworth, R. A. (1995). The framing of educational knowledge through newstime in junior primary classrooms. Camperdown NSW, University of Sydney."

 PhD
 
"Although news or sharing time is a regular curriculum activity in many Australian K-2 classrooms, it has remained an undertheorised and often 'ad hoc' component. Educational writers and researchers have suggested that newstime provides children with an interface between home and school while facilitating opportunities for oral narrative as a precursor to literacy development. Research in Australian classrooms to date has characterised newstime as a curriculum 'genre' or a staged, purposeful context for learning but has neither investigated teacher purposes in programming newstime, nor its impact on children and their learning. The current study of newstime was articulated in three interrelated developmental phases aiming to develop a rich and layered description of this fragment of the curriculum. These were: three case studies in kindergarten classrooms in Sydney; a statewide survey of newstime practices and purposes amongst K- 2 teachers; and an ethnographic study in a kindergarten classroom in which newstime practice was examined from teacher, student and parent perspectives. Findings from all three phases of the research suggested tensions between the pedagogical purposes of newstime cited by the literature, teacher intentions in programming newstime and the actuality as it occurred in classrooms. Technical routines and rituals were found to be inhibiting interactive, child centred discussions in some classrooms. Findings also demonstrated that, rather than describing newstime as one particular kind of curriculum genre, a range of different learning contexts were being constructed. Further, if oral narrative is important in the development of literacy, it was not seen by K-2 teachers as an important reason for programming newstime nor was this purpose recognised by the children and parents interviewed in phase three of the study. Using newstime as an exemplar demonstrates how the construction of taken for granted elements of the curriculum may provide valuable insights into the explicit and implicit lessons children are learning about school knowledge from the very beginning of their formal education. Further research needs to explore the construction of curriculum from all participants' perspectives."

 
 

"Darling, M. D. (1995). An investigation of the appropriate and effective use of concrete materials or manipulatives to enhance mathematical understandings and skills in fractions and time for middle primary children with learning difficulties in the regular classroom. Armidale NSW, University of New England."

 MEd(Hons)
 
"This dissertation consists of an investigation of the theoretical perspectives, research findings, teaching materials and practices relating to the development of mathematical understandings and skills in time and fractions for junior primary children, specifically Year 3, with learning difficulties who remain in the regular classroom situation. As a result of this investigation an attempt was made to design improved concrete materials or manipulatives for use in the teaching of time and fractions and to devise recommendations for their appropriate use. The practical outcome achieved with these materials in one Year 3 class is also reported."

 
 

"Davies, M. M. (1995). The outdoor curriculum in early childhood education: interrelationships among teachers, environments and children. Callaghan NSW, University of Newcastle."

 PhD
 
"In early children education, play in the outdoor environment is considered important for all aspects of children's development. Three important elements in the curriculum process, identified from the early childhood literature, were selected for investigation in the thesis. These elements are the curriculum thinking and practices of teachers, the physical environments planned for children's play, and the children themselves. A series of studies was planned to examine the impact on the curriculum process of these elements separately, as well as their interrelationships. Firstly, a survey was conducted in 22 preschools to investigate provisions made by teachers for children outdoors. The results of this study confirmed the important role of the physical environment in the early childhood curriculum process, and highlighted some variations in preschool teachers' curriculum conceptions, and the diversity in their curriculum practices outdoors. Generally, teachers' provisions, and their expressed aims for children's experiences outdoors were not extensive. A more detailed study was then conducted in eight preschools. In the first part, teachers again were interviewed to explore, in greater depth, their conceptions of the outdoor curriculum. Results revealed that the variability in teachers' curriculum thinking evident from the first study reflected their personal understandings of developmental theory, their practical knowledge of children and teaching, and particular situational factors. Results also indicated the ways in which teachers' beliefs and theories about children's development and learning, and about the role of the adult in these processes, influenced the ways in which they plan the outdoor learning environment, and the expectations they have of children's, and teachers' behaviours in these settings. The second part of the investigation of the eight preschools examined the impact of teachers' curriculum approaches on children. It consisted of an observational study of the outdoor behaviour of 80 four year old children, with 10 children selected from each of the eight preschools. The results demonstrated that children experience considerable freedom in their outdoor play, and have relatively little contact with teachers. Outdoor settings support a diverse range of behaviours, although children's predominant activities were gross motor, pretend and manipulation. These activities occurred mainly in pairs and small groups, and involved similar high levels of parallel and cooperative play, as well as considerable verbal communication. Sandpits, open spaces, and fixed climbing structures were popular play locations, although children's preferences for these locations were related to the overall design of the playspace, as well as to individual child characteristics. Similarly, patterns of children's behaviour were related to specific features of the environment, as well as to children's gender. Together, the results of these studies demonstrated ways in which teachers, environments, and children, both separately and conjointly, influence the outdoor curriculum process. Results are discussed in terms of implications for the early childhood curriculum and for future research."

 
 

"Hall, L. T. (1995). Child cognitive development in an individual or social context? An analysis of the theories of the Troica and Piaget and the implications for education in a changing society. Armidale NSW, University of New England."

 PhD
 
"This thesis examines two major theories of child development. These are the social-interactive account of children's cognitive growth of the Troica (Vygotsky, Luria and Leont'ev) and Piaget's approach which evolved from an individualistic to a more social-interactive approach. A synthesis of these ideas is used as a nucleus for suggestions for child education relevant to the predicted post-industrial, and subsequent post-service, economy. For the Troica, human development differed from that of animals because of mediation through language. Language enabled people to establish connections between stimulus and response and so transform sensations into thought. Language is the principal social activity leading to the development of both culture and child. The view that language gave humans a 'tool' for communication and regulation of behaviour was basic to their social- interactive approach to cognitive growth. Piaget's early biological studies laid the foundation of his concept of stages in child development, based on intellectual and physical adaptation to the environment. His constructivist hypothesis was more individualistic than the activity concept of the Troica; the roles of language and contact with adults in children's development being minimised before about 1960. There is a distinct change in Piaget indicating an awareness of the social nature of children's living and its implications for their cognitive growth. Among Piagetians, the later views of both Case and Halford also indicate a growing acceptance of a social-interactive concept of developing cognition. Four major themes emerge from the findings of both the Troica and Piaget. These are language, adult-child contact, egocentricity and activity. The efficacy of a number of research issues in investigating these themes is examined. The contributions of other scholars both Soviet and Western in this field are also considered. Several Western writers have expressed their concern about the psychological, social and educational implications of the ongoing technological revolution. In this thesis the view is taken that consideration of the findings of earlier researchers, substantiated by current research into the nature of children's cognition is essential in devising a form of education pertinent to the future. Three major findings arise from this study: Although there are considerable differences in the accounts of children's cognitive growth hypothesised by the Troica and Piaget, a synthesis of many of their ideas and their relevance to current educational practice is evident; The importance of social interaction in cognitive development, which was crucial to the view of the Troica, is becoming more widely acknowledged by research scholars; Because the Troica worked together as a unit, the holistic nature of their findings is distorted by the tendency of scholars to consider Vygotsky's work in isolation. This approach ignores the important contributions which Luria and Leont'ev made to the group's efforts in devising a new psychology based on social interaction which incorporated the socio- historical development of both society and its members. "

 
 

"Harvey, P. (1995). History teachers' implementation of skills based objectives in the context of the New South Wales two unit senior modern history syllabus: a study of the Sydney Metropolitan Western Region. Armidale NSW, University of New England."

 MCurrSt(Hons)
 
"This study reports teachers' implementation of skills objectives in the New South Wales two unit modern history syllabus, comparing the aims and philosophy of the syllabus writers (intention) with teachers' practice (reality). Research into intention is informed by interviews with syllabus committee members and analysis of the syllabus document. Investigation of classroom practice is based upon a questionnaire completed by 21 teachers in the metropolitan western area of Sydney, from a total of 18 schools, and upon a classroom project undertaken by the author in one school. A mismatch between intention and reality was evident in three areas of the curriculum: in teachers' ranking of objectives; in their selection of learning experiences and in their evaluation of students. Of these three areas, it was teachers' selection of learning experiences that was found to be most inconsistent with the intentions of the syllabus. Student centred activities utilising a wide range of skills were used with the lowest frequency, while teacher centred activities requiring a narrow range of skills were used most often. However, the teachers claimed that skills objectives were of considerable importance and utility in their day to day teaching. This claim indicates a problem of 'false clarity', wherein teachers are convinced they are implementing a curriculum innovation while their practices suggest otherwise (Fullan, 1981: 197). The mismatch between intention and reality encountered in the study suggests that the implementation of skills objectives in a senior history curriculum may be more problematic than originally envisaged by the syllabus writers. Causes for the lack of congruence are suggested. These causes included the inherent difficulty of applying specific objectives in the discipline of history, complexity and lack of clarity in the syllabus document, the abundance of historical content to be covered in the syllabus, and teachers' focus upon preparation for the final examination. These factors have been identified in previous implementation studies as constraints upon fidelity of implementation and curriculum innovation."

 
 

"McGee, P. J. (1995). Corporatism and education: a case study of the impact of the restructuring movement on a small rural high school in New South Wales. Armidale NSW, University of New England."

 MEdAd(Hon)
 
"This thesis is a case study of the impact of the restructuring movement on a small isolated high school in North Western New South Wales. The significant changes, centralisation of the curriculum, decentralisation of distance education, devolution of professional development and financial management and staffing policy changes, brought about by government policy since 1988 are described and analysed. The case study begins with an examination of restructuring at the system level in order to place restructuring at the local school level in a broader restructuring context. Elements of restructuring that provide particular foci are: the impact of restructuring upon the autonomy of the school in the areas of management, management processes, curriculum delivery and development and the achievement of the school's educational mission. The impact of restructuring is considered in relation to the school's educational practice and the role of conflict and conflict management is related to the changing perceptions of the educational stakeholders within the whole school community. In order to give the case study a unified focus the restructuring has been related to a theoretical framework derived from the research of Futrell (1989), Wirt (1991), Mitchell (1991) and Guthrie and Pierce ( 1990). This theoretical framework is inclusive of economic and political theories and explanations and an evolutionary action reaction cycle of waves of reform proposed by Futrell (1989). The study concludes that there have been some welcome and desirable changes at the school level as a result of restructuring, including devolution of the control of finance and staff development and the strategic planning requirement from which many unintended innovations have flowed. There have also been less welcome changes which have included the diffusion of the educational leadership role as a result of the transformation of the school principal into a middle manager, the initial abandonment of the centralised staffing system and continuing uncertainties of schemes to replace it and the progressive centralisation of the curriculum."

 
 

"McKinnon, D. H. (1995). Computers, experiential learning and subject integration in the secondary school: a longitudinal case study of students' attitude, motivation and performance. Camperdown NSW, University of Sydney."

 PhD
 
"This thesis: examines the relationship between the mode of production, social formation, technology and education in general ways; examines the structure and delivery of education that was developed in industrial society and proposes structural changes to the three educational message systems of curriculum, pedagogy and evaluation; and, discusses the contributions that curriculum integration, experiential learning and computer technology can make to these restructured message systems. If these changes are to be implemented in the educational offerings of post-industrial societies then there is a need for sound evaluation of the contributions that they can make to the education of young people. Results are presented of a five- year longitudinal case study of a school-based curriculum research and development project, the Freyberg Integrated Studies Project, in New Zealand. Within the Project, teachers, school administrators and educational researchers, working together, developed and field tested an integrated approach to secondary education new to that country. The project developed programmes which incorporated three curriculum design elements: educational out-of- class activities, student use of the computer as an information processing and analysis tool, and integrated approaches to teaching and learning. Results indicate that students in the integrated studies programme had more positive attitudes towards the three curriculum design elements of the project than their peers in the more traditional subject-centred programme. In addition, the integrated studies students were significantly less academically alienated and performed significantly better in the New Zealand External School Certificate examinations. Qualitative data show that these students expressed comments which indicated that they were significantly more optimistic, enjoyed school more and conveyed feelings of empowerment compared with their peers in the traditional school programme. The increasing impact of the project on students' attitudes mirrored increasing teacher expertise in using the three design elements. The thesis concludes with an analysis of the impact of the project on the students, teachers and the school/community, and discusses the implications for practice and further research in light of the developmental nature of innovation adoption and implementation processes."

 
 

"Morley Buchanan, K. (1995). A study of the curriculum transition of the Christian Outreach College. Armidale NSW, University of New England."

 MEd
 
"The purpose of this study was to establish an overview of the curriculum (both formal and hidden) of Christian Outreach College as an ACE school (1978-1982); examine the perceived needs of the school and its members to adjust to and undertake a process of transition from a biblically-based curriculum to a state- based curriculum in both the classroom applications and the educational management of the school; and, investigate and identify the process of the transition to a state- based curriculum and the implications for the school community. The findings indicate that the Christian Outreach College has changed significantly in curriculum orientation after the transition from the ACE system to a state-based curriculum. As an ACE school, the College exhibited stringent Vocational/Neo- Classical traits centring on a Biblical core curriculum. Various social and academic concerns of parents and students induced school authorities to reconstruct the entire school curriculum towards a state-based educational system. Whilst the change in curriculum was necessary to provide a more satisfactory form of education for students, the Christian aspect of the College has diminished. It was found that the school, originally commenced as a training ground for Christian students, has developed into a liberal, token-Christian College."

 
 

"Nolan, B. C. (1995). Implementing departmental policy changes in small state schools in New South Wales. Armidale NSW, University of New England."

 PhD
 
"Changes in the New South Wales Department of Education in the early 1990s were principally brought about through the implementation of recommendations of two reports - an interim report entitled School Renewal: A Strategy To Revitalise Schools Within the New South Wales State Education System (1989) and a final report, School Centred Education: Building A More Responsive State School System (1990), each chaired by Dr Brian Scott. The purpose of this study was to investigate the approach to change employed by regional representatives and field officers of the north west region to implement departmental policy changes in one-teacher schools over a period of significant structural upheaval in the New South Wales State education system. The major finding of the study was that the approach to change by senior executives of the north west region to implement policy changes in one- teacher schools employed pre-Scott ( 1989, 1990) was significantly different from the approach to change employed by senior executives post-Scott. The approaches to change evident during the three time periods of data collection may be summarised thus: pre-Scott - the general approach was one of authority in which the individual teachers- in-charge were told what to do by their superiors and were expected to show evidence of the change within six months; post-Scott 1 (June/July 1992) the general approach was one of training in which the superiors helped the individual principals to bring about the change over a period longer than two years; post- Scott 2 (June/July 1993) saw the general approach to change once again significantly alter. At this time an approach emerged in which the individual principals were encouraged by their superiors to be involved in the changes. The principals had a feeling of belonging and were expected to show evidence of implementing policy changes within one year. Analysis of data revealed that the main problems associated with getting one-teacher schools to change were the conservative nature of small school communities, the magnitude of the teaching principal's task, the isolation of many of the one- teacher schools and the lack of professional interaction. Further analysis revealed an increased maturity in relationships between superordinates and subordinates, emerging independence of principals of the one- teacher schools, a movement towards a participative management style by regional representatives and field officers and strong evidence that a major thrust of both reports of Scott to develop self managing schools was in fact emerging in the one- teacher schools of the north west region."

 
 

"Patterson, C. A. (1995). Policy, social influence and postmodernism: an analysis of policies of the Queensland Department of Education on school community decision making, 1988-1993. Armidale NSW, University of New England."

 MCurrSt
 
"The purpose of this study is to investigate seven policy documents promulgated by the Queensland Department of Education between 1988 and 1993 on school community decision making to determine the integrity of their discourses and the validity of the assumptions made about contemporary society. Therefore, this study focuses on both the language of the documents and their social context. Interactive analysis, the methodology developed to investigate their language is a compilation of a number of existing approaches to document analysis with emphasis on the interactive nature of the features of language. The legitimacy of the assumptions made about their social context is tested against social conditions described by the oppositional tenets of modernism and postmodernism. The social democratic language of the discourses is often vague and imprecise and has been corrupted by the impact of economic rationalism and corporate managerialism of recent political incursions into the educational domain. The social framework has been manipulated to legitimise the hegemonic centralism concealed in the policy documents and is partly revealed from a modernist position and is exposed in full from a postmodernist position. The study suggests that policy analysts should be alert to the need to review concomitant policy pronouncements and must address the assumptions made about society in the documents and the social context of those documents with greater rigour. The limited implementation of these policies would seem to be attributable to both the corruption of their language and the manipulation of their social framework."

 
 

"Rae, N. A. (1995). The effects of an outcomes and profiles approach on music educators in New South Wales. Sydney NSW, University of Sydney. Sydney Conservatorium of Music."

 MMus(MusEd)
 
"In 1988 educators, teachers, and administrators witnessed the beginning of an intense collaboration of Australian States and Territories to provide a national curriculum framework for Australian schools. The national curriculum framework was adapted by the New South Wales (NSW) Government and is known as the Outcomes and Profiles Approach. Many researchers have suggested that the national curriculum framework was modelled on the British National Curriculum, and that the Outcomes and Profiles Approach was imposed on schools by the NSW Government in a manner similar to the legislation of the British National Curriculum in England and Wales. The purpose of this study was to investigate the effects the Outcomes and Profiles Approach has had on a selected sample of music educators in NSW primary schools and high schools. The results identified several major concerns that have arisen during the implementation of the Outcomes and Profiles Approach, including lack of teacher understanding of how to implement the approach; lack of time to implement the approach; increased administrative responsibilities detracting time from teaching; and lack of support documents and resources to assist implementation procedures. These findings are consistent with those expressed in the Eltis Review Report. This report was commissioned by the NSW Government to determine future directions of the Outcomes and Profiles Approach. "

 
 

"Strykowski, M. (1995). The design and development of an interactive CAI program: An Introduction To Sound. Sydney NSW, University of Sydney. Sydney Conservatorium of Music."

 MMus(MusEd)
 
"Technology is advancing at great speed. The appropriate application of new technology as an instructional tool in education continues to be in demand. This is evident in music education, where the computer is becoming an important instructional tool through the use of traditional software design models (drill and practice, tutorials, simulation, and games). Corresponding with this growth in computer-assisted instruction (CAI) is a need to design better and more effective instructional tutorials. No longer can the design and presentation of CAI be based on intuition. Examination of the existing CAI research suggests that there are guidelines designers should take into consideration when developing instructional software programs. Informed programming decisions covering issues ranging from the use of graphics to the response time of the users can now be made based on this research. Consequently, efficient and effective CAI applications can be developed. An Introduction to Sound is a hypercard stack developed for the Apple Macintosh computer environment which has been designed with due consideration of these guidelines. The software presented is an introduction to the principles of sound and music suitable for use in conjunction with classroom teaching. The target audience is junior high school students, although the content and presentation may appeal to a much wider audience. "

 
 

"Tsang, L. C. (1995). Dialectical and endogenous constructivist approaches in teaching physics to students with learning difficulties: a case study. Camperdown NSW, University of Sydney."

 PhD
 
"This study reports on an investigation into the relative effectiveness of using two different constructivist approaches, namely dialectic and endogenous, in the teaching of everyday physics to students who are classified as having mild learning difficulties. The study was concerned with developing conceptual understandings in Physics starting with the learners idiosyncratic and individual conceptions and with monitoring the process of conceptual change as opportunities for the discovery of problem solving strategies were provided using a set of prescribed procedures. The study was ultimately concerned with identifying which of these two constructivist approaches might be more appropriate for teaching science to children in this category. The study identified and characterised two forms of teacher behaviour corresponding to the endogenous and dialectic constructivist approaches and data was collected during the course of a program of interventions characterised by these two approaches. Indicators to monitor and arbitrarily measure the process of conceptual change teaching were developed for use during the course of these interventions. It was the intention of this study to develop and implement two different instructional procedures and sets of materials which exemplified the two distinct constructivist approaches mentioned above. It attempted to evaluate the relative effectiveness of the impact of each program on the development of physics concepts in the sample and to establish whether a constructivist approach to science teaching is appropriate for students falling within the category of 'mildly intellectually disabled', and if so, which of the two approaches was most effective. Data demonstrated that these two approaches can each promote meaningful conceptual change learning and that short term memory attention deficits normally associated with these children did not seem to interfere with either the process or the outcomes of the interventions. There was evidence of conceptual transfer as well as active learning throughout the course of the research in both approaches and significantly this occurred in a study of Physics, a discipline in which even regular students have tended to exhibit a high level of passivity."

 
 

"Unsworth, L. C. (1995). How and why: recontextualizing science explanations in school science books. Camperdown NSW, University of Sydney."

 PhD
 
"This study extends systemic-functional linguistic accounts of explanation genres in school science books with a view to enhancing explicit, linguistically-based pedagogies, which see students' learning of science as concomitant with their learning to control the semiotic resources that construe scientific knowledge. The study has two main interrelated concerns. The first is a clarification and extension of recent functional linguistic work describing different types of explanation in school science books. The second is an account of the linguistic variation within and across such explanation types and a comparison of this variation across junior secondary school textbooks and information books used by children in the upper primary school. The analyses provide some linguistic evidence to support the distinction of at least three agnate explanation genres: transformational, realizational and orientational explanations. The comparative analyses of secondary texts in the same field enabled an interpretation of the relative effectiveness of linguistic choices in each text in contributing to its explanation of the phenomenon. One text in each of two fields, and two texts in the third field, clearly provided more effective explanations than the other texts. The fact that three of these four texts were from the same textbook series with the same authors, suggested that composing effective pedagogic explanations is an aspect of expertise which some authors exercise consistently. The analyses of the primary texts showed that the proposed accounts of schematic structure potential were applicable across school levels. Although significant inadequacies were identified in at least one text in each of the three fields, the remaining texts in two of the fields provided functional approximations to the most effective secondary texts. This seemed to be due to the capacity of the linguistic construction of these explanation types to accommodate the obvious recontextualizing strategy of keeping explanations brief in primary school books. However, this was not the case with realizational explanations of sound waves, which were problematic in al primary texts. On the whole the primary texts compared poorly with the secondary texts in scaffolding the novice readers negotiation of the specialised language of school science."

 
 

"Weir, M. R. (1995). Aboriginal pedagogy and lists of cultural differences. Armidale NSW, University of New England."

 MCurrSt(Hons)
 
"This thesis is concerned with the issue of an appropriate pedagogy for Aboriginal and Torres Strait Islander students. It arises from concerns that current education provision in Australia is inappropriate and thus contributes to the disadvantaged sociocultural status of Aborigines. Existing research on Aboriginal pedagogy is examined in this thesis and, drawn together in a way that enables basic assumptions about Aborigines to be challenged. Aboriginal researchers' concerns about the suitability of Western theoretical frameworks for addressing Aboriginal issues, are validated in six specific areas. Also, an urban/rural Aboriginal cultural typology from which theoretical education perspectives can be extrapolated, is developed. Most Aboriginal pedagogy research focuses on cultural differences between Aborigines and non Aborigines. Controversy has arisen over the interpretive base of this method and, also, whether these lists can be applied to all Aboriginal children. This inquiry was thus shaped around a research focus question which opened the way for these aspects of the research to be examined: Can constructed lists of cultural differences, between Aborigines and non Aborigines, be applied to all Aboriginal children? The results show that non Aboriginal researcher contributions, albeit well meaning, have been based on cultural misinterpretations and lack of understanding about the nature of Aboriginal diversity as well as the reality of contemporary Aboriginal lifestyles. Since published research materials influence educational decision makers as well as other researchers, it is obvious that Aborigines need to publish, to control the research process and to devise ways of cooperatively utilising the unique contributions of all researchers. Six components are essential to this procedure: constructing guidelines for researcher practice; prioritising research issues; identifying culturally appropriate research instruments; identifying mechanisms for 'unlearning' cultural misconceptions about Aborigines; publishing critiques of existing research; and developing theoretical frameworks for researching Aboriginal issues. Researcher cooperation is essential to this process. Until these research issues are resolved, Aboriginal students and their communities will continue to bear the sociocultural effects of inappropriate education provision, and Aboriginal cultural maintenance will consequently continue to be negatively affected."

QLD

 
 

"Bennet, S. (1995). The role of geography textbooks in education for the environment: A discourse analysis of geography 16-19 project texts. Nathan QLD, Griffith University."

 MEnvEd
 
"The principles of education for the environment have received widespread acceptance amongst environmental educators as a means of conveying a philosophy which promotes positive change for society and ecologically sustainable practices. Geography is potentially the existing school subject best able to act as a vehicle of education for the environment. The Geography 16 - 19 Project, a British curriculum project, adopted a people/environment approach and enquiry-based learning strategies to assist in the facilitation of environmental education. The textbooks produced by the Project team are exemplar resources for the Project's philosophies and strategies. Literature reviews were conducted on geography as a school subject, environmental education, the Geography 16 - 19 Project and the notion of discourse. A method of discourse analysis was then applied to a selection of the Geography 16 - 19 Project texts. The analysis focused on the effects of choice of content, approaches to environmental issues, the use of passive agency and metaphor on the texts' messages about environmental issues and positive behaviours for the environment. The analysis revealed the limits to which the texts, as a collection, might potentially educate students for the environment through geography. Examples of those sections of the ARC education for the environment were highlighted, and suggestions were the texts might be improved to strengthen links with environmental education."

 
 

"Bray, J. (1995). Ecological economics education: A discussion paper. Nathan QLD, Griffith University."

 MEnvEd
 
"The majority of literature in the area of sustainable development questions the nature of continued economic growth. Recent reports conclude that humankind requires a new, more ecologically sustainable and socially just pattern of development. The epoxy of the discipline of economics and the principles of sustainable development has been recognised, however there seems to be a mismatch between the interconnectedness of both areas. In recent times in Australia (and elsewhere) there has been a major rejuvenation of the economics- education nexus, especially at the secondary school level. It seems clear there is an expectation for students to be prepared to become productive units in a growth driven economy. The problems with this expectation is that the natural environment is sacrificed to achieve short-term (in an ecological time scale) gains. The 'economist within' has developed through time and is a product of the 'neoclassical approach' to economics. Neoclassical economics education is dominant within most secondary school economics syllabuses and is nurturing the ' economist within'. Neoclassical economics is not sustainable, therefore debate is required to offer new approaches to the economics discipline. The broadening of the perceived notions of economic literacy is required. Ecological economics is offered as a alternative to neoclassical economics. A radical change in the environment- education - economics relationship that asserts the primacy of caring for the environment is offered through ecological economics education. If ecological economics education can offer a broadening of economic literacy among students (the decision makers of tomorrow) then the present structures of schooling and curriculum require change."

 
 

"Burnard, P. A. (1995). A study of the relationship between task design and the experience of composition in senior secondary music students. St Lucia QLD, University of Queensland."

 MEd
 
"Composition is an artistic process involving the invention and expression of ideas in sound (Paynter, 1992). However, within an educational context there is limited knowledge of how students actually learn, interact with, or are influenced by the types of compositional tasks used to initiative compositional activity at the senior secondary level. The purpose of the study was to investigate how tasks designs influence students' experience of composition. Participating in the study were eleven students in a music class at an independent girls' school where the researcher was a teacher. Students completed four compositions in response to four different tasks, one each term over one school year. Task designs offered opportunities to operate with a variety of constraints and freedom in decision making. Referred to as prescription, choice, or free response, tasks were viewed as 'preconditions guiding the generating of options' (Perkins and Leondar, 1977: 256). In addition to the collection of compositions, further data were obtained from self report documents including 'composer's diaries', 'composer writes pages', and questionnaires. The following aspects of compositional experience were reported: student execution of tasks though description of compositions; compositional approaches in response to varied tasks; and self reflection on experiences with different task designs. The findings of this study show that students experience constraints and freedom differently. It was found they utilised tasks to function in different capacities, in part determined by their working style, background, and self concept as composers. The conditions of artistic learning set by tasks determined how they related to each composition and the nature of the musical outcome. Significantly, in the absence of task imposed constraints students construct their own. It seems that providing task options promotes the individual, allows access to varied banks of knowledge and experiences, stimulates imagination, and extends artistic learning. The conclusions emerging suggest that constraints and freedom are artistically significant in the realisation of a composition. Tasks should differentiate between 'instruction' tasks for learning and skill acquisition of 'accumulated lore' (Howard, 1977), and ' composition' tasks which allow students to participate as makers of the role of artistic creator, valuing individuality and unpredictable outcomes."

 
 

"Creevey, M. (1995). The collaborative role of parental participation in school policy development: a case study. Brisbane QLD, Australian Catholic University Queensland."

 MEd
 
"This case study is centred on the examination of the role of parental involvement in school policy development. It documents the collaborative process of school policy development in the field of computer and technology education. The following research questions were generated on an apriori basis. Do parents wish to be involved in the collaborative development of school policy design and in what capacity? What are the factors and conditions that need to be present to promote parental involvement? What are the barriers and obstacles that impede the involvement of parents in policy development? What are the benefits to the school community of parental involvement in school policy making? Whilst the particular task of this study was to develop a school computer and technology policy the process undertaken by staff, parents and administration personnel was within the scope and design of an action research project. This project commenced with the formation of a committee comprised of staff, parent and administration representatives. The committee developed a strategy that was collaborative in nature within the relationships of the working party, yet consultative with the wider respective communities namely the school parent body and the teaching staff. The findings of the case study revealed that parents generally sought to be involved in school policy development particularly in the nonacademic domain. The factors that promoted this parental involvement in policy development were the existence of a conducive atmosphere, role of the principal, open channels of communication, a consultative process, the existence of a suitable incentive for parents, and external factors such as government and/ or systemic policies. There were some identified barriers to this collaborative policy formation. These included available parental time, parental feelings of inadequacy, expressions of apathy, the use of technical language or jargon by teachers, and the presence of some negative parental energies that hindered the process. Finally the case study identified the benefits of the collaborative involvement of parents in school policy development as the establishment of a constructive partnership between parents and teachers, comprehensive policy development, and the increased level of ownership and commitment exhibited by staff and parents."

 
 

"Dixon, S. (1995). Assessment practices in an information processing and technology course in Queensland secondary schools. Brisbane QLD, Queensland University of Technology."

 MEd
 
"The aim of this study was to investigate and describe aspects of assessment in a course of study in senior secondary schools in Queensland, namely the senior subject Information Processing and Technology. This research reflects on the appropriateness of the assessment criteria in the Information Processing and Technology syllabus. It explores the range of techniques used to gather assessment data. Of critical interest was an investigation of the cognitive processes students need to use to successfully respond to assessment items in Information Processing and Technology. Allied with this was the issue of whether there appeared to be any difficulties in teachers' interpretations of the assessment criteria in the syllabus. The literature review found ample support for the assessment criteria given in the syllabus and provided pointers to aspects of the assessment items for investigation. The range and nature of assessment tasks used was investigated by analysing assessment items submitted for review by all 113 schools offering the subject to the cohort of students who exited Year 12 in 1993. In all schools teachers had provided ample opportunity for students to demonstrate their abilities in the use of lower cognitive skills. Almost all schools provided sufficient opportunity for students to demonstrate their abilities in the areas of analysis and synthesis. In a high proportion of schools, teachers had not set assessment tasks that necessarily required students to use evaluation to successfully respond to the tasks. Many schools did not require students to engage in effective communication. Parallel practices seem to occur in mathematics and science subjects. In several schools, there were problems with teacher categorisation of the cognitive abilities associated with the tasks they had set. Speculation on reasons for this is made."

 
 

"Duffy, P. D. (1995). Using the computer in art education: a case study of integrating art and technology. Brisbane QLD, Queensland University of Technology."

 MEd
 
"The research reported in this thesis was an investigation into the integration of art and technology. The purpose of this study in the first instance was to analyse various perspectives both for and against the inclusion of computer technology within present art curriculum from a literature conceptual framework. These literature perspectives were seen to have advocated an agenda for the inclusion of technology within art education from an essentialistic and deterministic structure. In order to deconstruct these preconceived notions regarding the use of computer technology within art education these literature perspectives were 'grounded' within the context specific, causal nature of a qualitative case study. The research consisted of an organisational case study that dealt with the experiences of fifteen year ten art students and their first interaction with computer technology within an art context. Various qualitative research methodologies were used to document the substantive data that occurred. Specific phenomena were then related to the issues that emerged from the literature analysis. The results revealed that several literature perspectives were supported within this particular context, but also that additional considerations emerged within cognitive, curricular and attitudinal domains. This study highlighted issues within the paradigm of art and technology that need to be addressed if the potential for the use of computer technology within present art curriculum is to be realised and the computer as an artistic medium is to be, not an imitator of present art process, but rather an initiator of new ones. This study also provides various theoretical (literature) and practical (the case study ) filters through which art teachers can deconstruct a specific interaction of art and technology. These differing perspectives relating to art and computer technology are seen to provide a structure for art teachers to develop a sound philosophy behind their inclusion or exclusion of this technology within their own educational context."

 
 

"Duncan, M. (1995). Visual arts, technology and education: how can teaching and learning in high school visual arts classrooms be enriched by the use of computer technology? Brisbane QLD, Queensland University of Technology."

 MEd
 
"The aim of this study was to explore the reality of the classroom use of computers for three visual arts high school teachers and determine how computer technology might enrich visual arts teaching and learning. This study found that computer technology has the potential to enrich visual arts education in a wide variety of curriculum areas. Computer technology offers both a means of extending traditional media and a new medium for creative exploration as well as a resource for teaching and learning in art history, studio practice, aesthetics and criticism. However, in order for the participants in this study to take full advantage of these possibilities, further professional development and funding is required. In particular, the study found that professional development experiences need to be placed within the broader context of the full range of activities suitable for enriching visual arts education while taking into account the individual circumstances of each teacher in order to offer realistic and achievable goals suited to their level of development, available technology and special interests. Briefly put, visual arts teachers need a way to assess quickly their current position in relation to the use of technology in order to know where they are going. The study recommends that resources should be designed for the visual arts classroom that promote a more realistic approach to computer implementation. Such materials should, firstly, present an enlightened and long term view of the integration of computers across all areas of the visual arts curriculum and secondly, demonstrate logical and incremental steps to guide teachers as they work towards that goal. Sources of funding are needed to provide these resources for the visual arts as well as much needed technical support, equipment updates and other commercially prepared resources such as interactive multimedia CD- ROM titles. It is also considered appropriate that computer networks be established between art teachers to encourage the sharing of successful classroom strategies and ideas while modelling the use of computer networks to students. In order to achieve these aims, the wider school community needs to recognise the relevance and value of visual arts education to contemporary society and to students in an age of visual information."

 
 

"Dunne, T. A. (1995). A study of the use of mathematical modelling as a core teaching methodology in junior secondary mathematics. St Lucia QLD, University of Queensland."

 MEd
 
"This research contributes to meeting a need for a teaching methodology which allows students to construct their own knowledge, and which can replace or enhance a traditional pedagogy involving the exposition of ideas, techniques and worked examples by the teacher, leading to illustrative exercises by students. While many students successfully learn within the traditional classroom environment, many students are mystified by the mathematical concepts which teachers attempt to impart to them. This study aimed to demonstrate that a pedagogy based on the process of mathematical modelling substantially assists the acquisition and understanding of mathematical ideas, concepts, methods and theories, as well as improving students' attitudes to mathematics and their competency in communicating their mathematical solutions. Over a two year period, a year 8 program in a Queensland Catholic College was re-designed, appropriate resources were constructed, and a mathematical modelling course was implemented and evaluated with one class of students. Students completed surveys at the start and end of the trial teaching year to investigate changes in attitude to mathematics. Quantitative data were collected in the form of test results in common with another class in the school. Qualitative data were collected in the form of student journal statements, and teacher classroom observations in diary form. Excerpts of work from five students were chosen for detailed case studies. The study was expanded in the following year, in which the trial program was implemented by all year 8 teachers in the school who then provided evaluations of the course and the methodology. The five case- study students were also included in follow-up evaluations nine months after completing the course. The results of the study indicate that students improved, in varying degrees with respect to their mathematical knowledge; their competency in solving problems; and their competency in communicating solutions. Some students also demonstrated an improved attitude to mathematics, but this was not conclusive for all students in the study. The study provides insights and implications for teachers of mathematics."

 
 

"Ford, L. A. (1995). The implementation of LOTE in primary schools: a Queensland case study. St Lucia QLD, University of Queensland."

 MEdAd
 
"The object of this study is to document the Queensland Education Department's implementation of Languages Other Than English (LOTE) into primary schools seen from the perspective of teachers involved at grass- roots level. The experiences described here are particular to the schools in the cluster concerned, and may, or may not, be representative of experiences elsewhere. Those involved were the teachers and administrators in a South-East Queensland high school and its feeder primary schools. The study recorded the impact on teachers: teacher behaviour, the demands made upon teachers, the information received and the reaction of various parties to the roles teachers played. The study also attempted to define, based on 1991-1994 experiences, some of the characteristics of successful and less successful primary LOTE teachers. The writer contends that the implementation of LOTE in primary school has been an overall success primarily because of the skills, dedication and personality of many teachers, rather than because of the leadership of bureaucrats and administrations. As a generalisation, those in charge of LOTE within a school, usually deputy principals, at times seemed more concerned with territorialism than with successfully implementing the program, The priorities of the teachers, on the other hand, were the students and the LOTE program."

 
 

"Garrick, B. G. (1995). Proximate solutions or strategic action? The implementation of the 1992 Queensland Education Department's social justice strategy in a Queensland high school. St Lucia QLD, University of Queensland."

 MEdAd
 
"This thesis is a study of the implementation of the Queensland Education Department's 1992 Social Justice Strategy in a high school in the eastern corridor of Brisbane. The study captures a moment in time when the staff at Brookridge State High School attempted to balance the conflicting and overwhelming pressures of socio-economic change as the area moved from a Fordist to post-service society, and consequent changes to education where the community looked to the schooling system to provide solutions to fulfilling employment options and issues of post- compulsory retention rates. In turn, the State education system compounded the problems of the school with an expectation that the Social Justice Strategy and a plethora of other reform packages were to be implemented without support in terms of staffing, funding and incentive to make those changes. The thesis therefore is an apposite representation, in microcosm, of the broader debates occurring both within the National and international policy terrain and seeks to show that not only does the schooling system require a moratorium or slowing of the pace of change, but also that policy makers need to recognise, and be sensitive to, different pressures occurring at different sites in different times - pressures in this school studied which were strong enough to refract the benefits of the 1992 Social Justice Strategy. The study concludes, on the basis of evidence available in one school, that the implementation of the 1992 Social Justice Strategy was a semi- cyclical rather than cyclical policy process and that established policy orthodoxy, which suggests that some refraction of a policy is inevitable, is augmented by the notion that, in this case, much of the refraction was sufficient to reflect the Strategy' s contents out of the school, back into the arena of State action. Parsimonious funding, reform overload, residual conservatism both within the school and within the State, and Commonwealth equity reforms in the past based on a micro-economic distributive agenda, combined to prevent the full acceptance of the Social Justice Strategy. The thesis shows clearly that, although staff at Brookridge State High School generally were not averse to the values which underpinned the Strategy, they were upset by reforms which asked more of their time and energy. In this. the study seeks to provide a timely warning."

 
 

"Gatt, M. M. (1995). The teaching of environmental education across the curriculum and specifically in the economics subject area. Brisbane QLD, Queensland University of Technology."

 MEd
 
"The goal of the United Nations Educational, Scientific and Cultural Organisation - Environmental Programme (UNESCO- UNEP), for environmental education, is, 'to develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the skills, attitudes, motivations and commitment to work individually and collectively toward solutions of current problems and prevention of new ones'. The recommendations made by UNESCO-UNEP outline an education which is 'for' the environment, rather than just 'about' the environment. This study examined the extent to which environmental economics is currently being taught in Brisbane secondary schools, in a bid to discover what changes economics teachers propose, in order to facilitate a more effective economics education, 'for' the protection and improvement of the environment."

 
 

"Gaynor, M. A. (1995). Philosophical mismatches within the Queensland primary social studies curriculum. Brisbane QLD, Queensland University of Technology."

 MEd
 
"The study aims at exploring the mismatches between the Queensland primary social studies syllabus and sourcebook documents. It explores the history of curriculum development in general before covering the development of the social studies curriculum. The approaches of citizenship transmission and reflective inquiry are discussed and are cited as being responsible for the philosophical mismatches that exist between the syllabus and sourcebook documents. To illustrate this mismatch, the controversies concerning the Year 5 sourcebook are explored more closely."

 
 

"Gepp, R. (1995). 'The literacy debate': current representations in newspapers and professional education journals in Queensland. Brisbane QLD, Queensland University of Technology."

 MEd
 
"'Literacy debate' is a generally accepted term for a generally accepted crisis in our culture. The aim of this study was to establish the essence of this debate in the current decade. The questions thence were to identify the participants in the debate, establish the focus of the debate and note the frequency of the debate in the daily press and in educational journals. The present study analysed the contents of such articles found in newspapers and education journals between 1990 - 1994 and then sought to quantify and categorise the information found in these. Articles were retrieved from database searches on a daily basis for the Courier Mail 1992 to 1994 whilst the Australian newspaper articles were restricted to 1994 publications. Education journals were selected for their availability and relevance to Queensland primary teachers and were searched for relevant articles from 1990 to 1994. Results indicated that a two sided public debate was not taking place. Generally articles in daily newspapers were written outside the education sphere, portraying an anxiety about literacy attainments, providing suggested solutions and indicating a preference for a kind of literacy which Street describes as having 'universal literacy functions'. Educators, on the other hand, appeared to be more intent on absorbing the latest ideas in literacy understanding, applying these to classroom situations and were more clearly aligned with Street's 'ideological' model."

 
 

"Glynn, N. (1995). Learning to design and represent algorithms. Brisbane QLD, Queensland University of Technology."

 MEd
 
"This study examined the literature to determine an instructional approach that will enable students to learn to design and represent algorithms. Two major sources were used for this study, research literature and programming texts. The research literature provided justification for using introductory programming as a vehicle for learning to design and express algorithms. It also identified the knowledge components, both syntactic and semantic, that must be acquired when learning to design and represent algorithms. In this context syntactic knowledge is the knowledge of the fundamental elements of algorithms and the rules for combining these elements. Semantic knowledge refers to meaning of the elements and the knowledge of how these elements can be meaningfully combined. The research literature was also examined for principles that can be used to design the curriculum materials. A number of texts already exist which are concerned with introductory programming. In each, programming can have a variety of meanings. In its broadest sense it defines the entire process of problem solving where the production of a computer program is involved. In its narrowest sense, it is the coding into a specific programming language of a well defined algorithm. Programming in this document refers to the entire process and the term coding is used to refer to process of producing code from a well defined algorithm. Introductory programming texts were examined to see if the approaches suggested by the research literature are being used. If the approaches were not already being used then curriculum materials that demonstrate the approaches derived from the research literature were developed."

 
 

"Heffernan, J. M. (1995). Developing an aesthetic stance in a primary literature program. Brisbane QLD, Queensland University of Technology."

 MEd
 
"This study documents the steps involved in the implementation of a response-based literature program in a year six classroom within an independent boys' school. A response- based literature program encourages personal transactions with literary works before any objective analysis of such texts. The results of this study are intended to form the theoretical basis of the literature curriculum within the school. As part of the study, a review of the commercially- produced literature based reading scheme currently used in the school was conducted. The review showed that the teaching strategies and response activities suggested in the accompanying teacher's manual concentrated on the objective analysis of literary works rather than personal interpretations of those works. This seemed to be inconsistent with recent research findings which advocate that the teaching of literature should focus on the transaction which occurs between the reader and the text and the subsequent personal response evoked from that transaction before any analysis of the text is required. Based on this premise, the study investigated teaching methods which would provide opportunities for personal responses to be evoked. In particular Rosenblatt's notion of aesthetic teaching was used. This notion suggests that the reader's attention should be focused on the personal, lived-through experience of the text before any objective examination occurs. Building on the research of other theorists, such as Cox and Many; Short; Langer; and Wiseman and Many, aesthetic teaching strategies were identified and implemented into a twelve month literature program. The aesthetic strategies used were: a supportive literary environment; open-ended prompts; literary discussions; reading journals; and recreative responses. Data collected from the primary source of students' oral and written personal responses to texts and the secondary source of interviews with the classroom teacher were analysed within a framework of features derived from issues identified in the literature. These findings supported the contention that an aesthetic teaching approach encourages students to develop personal interpretations of texts. From these findings, conclusions were formed which provided the theoretical framework for a revised literature program at Braybrook College."

 
 

"Johnson, G. C. (1995). Teaching English as a non-unitary S/subject: a post-personal account of practice. St Lucia QLD, University of Queensland."

 PhD
 
"This thesis examines the multiple ways in which English teaching is practised and accounted for in Queensland secondary school classrooms. The author argues that teachers construct and are constructed as certain kinds of subjects in Subject English. The study focuses on practices rather than on persons, ie, the aim of the investigation is teaching practice rather than teacher behaviour. The theoretical focus of the study is derived from poststructural or 'post- personal' concepts of language rather than psychological or personal conceptualisations. Arguing from within a social theory of language, the concepts of discourse and position are central to the thesis argument that English is a nonunitary S/ subject. The discourses and practices which are made visible in the analysis of the teachers' writing and talk are: moral responsibility, literacy (including assessment) and authority. Literacy is the dominant discourse. It shifts and changes within and across the instances of English teaching so as to become pluralised. The located literacies fall within the expanse of the pre- personal, personal and postpersonal categories and are named as traditional and functional (pre- personal), author/voice (personal), and critical literacy (post- personal). Genre literacy slips across the three categories. The discourses of moral responsibility (care) and authority (control) always accompany literacies with the resultant effect that in any instance the version of English proposed in the teachers' writing or talk finds some reconciliation in care and control. The finding that English is a non- unitary S/ subject constructed of related, shifting and conflicting discourses has important implications for English teaching insofar as it makes visible the kinds of care and control implied in the located literacy pedagogies. The analysis of writing and talk in the thesis problematises English teaching so that educators can no longer claim that practice is neutral, or natural or ideologically pure. In the analysis of teachers' writing and talk, this study presents a 'post- personal' methodology for studying the work teachers do inside as well as outside classrooms so that teachers may examine their own discursive practices. The study also enables teachers to become acquainted with ways of teaching English different from the personalist way which predominates at present."

 
 

"Jones, J. A. M. T. (1995). Low achieving students' behaviour in and perceptions of a cooperative learning unit of work in mixed gender groups in science. Brisbane QLD, Queensland University of Technology."

 MEd
 
"The purpose of this study was to collect and analyse data from a class of low achieving students, the focus was on their behaviour and perceptions during a cooperative learning unit of work in science. The data were used to ascertain two things: Are there any gender related differences in behaviour or perceptions of cooperative group learning in science for low achieving students during the unit of work; and what conditions were necessary for females and males to work cooperatively in mixed gender groups in science. Results indicated that when group work was not structured for interdependence, individual accountability and use of positive social skills, negative interpersonal relationships emerged. This resulted from participation patterns of female dominance and male reluctance. When group work was structured for interdependence, individual accountability and use of social skills cooperation occurred between females and males. Schools should consider use of well structured cooperative learning to encourage low achievers, female participation and cooperation between females and males in science classes."

 
 

"Lester, N. C. (1995). An evaluation of an audiographic device as a means of teaching visual arts degree level studies at a distance. Toowoomba QLD, University of Southern Queensland."

 MEd
 
"Moves towards the use of advanced interactive technology in distance education have not only increased the two way communication between the student and the lecturer but also has widened the course type possibilities that can be offered in this mode. This study evaluates the use of an audiographic device, the Optel Telewriter, as a means of teaching degree level visual arts at a distance. A combination of a one shot context evaluation and a one group pretest posttest design was used along with attitudinal measures, interviews and an analysis of the recorded Optel Telewriter gave rise to the data collected. The objectives of the study were to determine the success of facilitating the learning of an art technique, facilitating aesthetic development, and facilitating two way communication. The participants were all volunteers who were actively involved in the arts and qualified to apply for enrolment in a visual arts degree course. The results indicated that the Optel Telewriter presentations did facilitate the learning of an arts technique and two way communication. Along with these and other findings, the implication of using the audiographic device as a means of teaching degree level visual arts at a distance are presented."

 
 

"Parker, J. J. (1995). Writing in mathematics - a problem solving genre. Brisbane QLD, Queensland University of Technology."

 MEd
 
"The primary role of mathematics education is to assist students in acquiring an understanding of the principles of mathematics and their application to the real world, and to communicate such understandings in a manner which is acceptable to the community in general and the mathematical community in particular. The use of writing in mathematics has been proposed as one way of attaining these goals. This study reviews the current literature on problem solving, teaching mathematics for understanding and writing in mathematics. Genre writing is being used extensively in some secondary school writing subjects and the literature relating to the nature and role of genre writing is examined. A problem solving genre which is intended to provide students with support during the process of problem solving is then proposed. The proposed problem solving genre is trialled with a class of 28 Year 8 mathematics students and their implementation of the genre in solving two problems is examined in terms of the genre's potential for assisting students in the process of problem solving and also of its potential for assisting students in producing a written solution to a problem which adequately communicates their mathematical processes and solution."

 
 

"Parkinson, B. (1995). From the ashes . . . the rise of the key competencies from the ashes of Dawkins' national initiatives. St Lucia QLD, University of Queensland."

 MEdSt
 
"This thesis examines the Mayer Report as an example of national education policy developed after the Australian Education Council ( AEC) endorsed the 'Common and agreed national goals for schooling in Australia' in Hobart, April 1989. This examination shows clearly that the Mayer Report is a product of the prevailing ideologies of the Federal Labor Government in the early 1990s. This ideology included a commitment to social justice albeit within an economic framework. Just as corporate managerialism sought a more efficient, effective and flexible public service, the Mayer Report sought to emphasise in education and training the skills that an efficient, effective and flexible workforce would require. However, this thesis also shows that fears expressed about industry controlled post-compulsory schooling have not been realised. First, the Mayer Committee saw the Key Competencies as only some of the outcomes of education. Secondly, post- compulsory schooling reflects very sharply the different education systems within Australia. Any consistent national approach to schooling that would seem to threaten the autonomy of the states and territories has little chance of success. Finally, the thesis demonstrates that the general statements of the key competencies are worthy of the title, 'The basics of education in an information age'."

 
 

"Parry, L. J. (1995). Ideas, educators and their contexts: a study of social studies curriculum development and reform efforts in Queensland, 1969-1989. St Lucia QLD, University of Queensland."

 PhD
 
"This study is centred on the work of two departmental subcommittees responsible for the design and development of social studies syllabuses and related curriculum materials for state primary schools in Queensland from 1969 to 1989. The formation, role and curriculum development activities of both subcommittees are examined as part of broader attempts to reform the primary school curriculum in Queensland. The intellectual and other contextual influences which impacted upon the work of both subcommittees are examined by identifying and interpreting the source of social studies ideas, their influence upon the processes of curriculum design and development, and their identifiable curricular products. Two significant episodes of curriculum design and development within the period 1969 to 1989 are investigated. The first subcommittee developed a 'new social studies' syllabus from 1969 to 1971 in response to perceived inadequacies in the 1952 syllabus. It drew heavily on the inductive theory of Hilda Taba from the United States in terms of its philosophy, structural arrangement and teaching strategies. It was a theoretically well informed and innovative episode of curriculum design and development which called for the reform of teaching and learning of social studies in state primary schools in Queensland. The 1971 syllabus was revised by another subcommittee, from 1981 to 1989. This subcommittee responded to perceived problems experienced with the implementation of the 'new social studies' syllabus in state primary classrooms, but not with its intentions, curricular structure and design. A major aspect of the work of the second subcommittee involved the design and development of a scope and sequence chart which drew on a theoretical framework ('the expanding communities' curriculum) advanced by Paul R Hanna in the United States. They also prepared voluminous teaching materials as sourcebooks for each year level. However, insufficient attention was given to the construction of significant social and cultural knowledge in the sourcebooks, and the teaching strategies were not as advanced pedagogically as those designed in the 1971 syllabus. It was a reactionary era of curriculum development, one which addressed the pragmatic concerns of teachers and sought to reestablish more centralised control over the social studies curriculum. Their work in curriculum development was not as theoretically informed as the preceding subcommittee, and failed to extend the teaching and learning of social studies in state primary schools in Queensland. The findings of the study suggest that future revisions of the social studies curriculum in Queensland need to acknowledge the significance of intellectual and other contextual influences such as, advances in conceptual thinking about syllabus design and development, about teaching, and about the professional needs of teachers. Their impact on past curriculum development and reform efforts, and their continuing influence upon existing syllabuses and related curriculum materials should also be considered carefully."

 
 

"Smith, C. M. (1995). Teachers' reading practices in the secondary school writing classroom: a reappraisal of the nature and function of pre-specified assessment criteria. St Lucia QLD, University of Queensland."

 PhD
 
Abstract not available

 
 

"Smyth, R. A. (1995). Curriculum change and retention: a study of post-compulsory students in a rural high school. Toowoomba QLD, University of Southern Queensland."

 MEd
 
"This study has focused upon the impact of changing the curriculum in a small rural high school to improve the retention of students into the post-compulsory years. An examination of the opinions of the stakeholders directly affected by the school's decision to expand the curriculum provided essential information for this evaluation. Data was gathered using a two part questionnaire which included an attitude inventory and open ended response questions. The study examined the impact of the curriculum change on the first cohort of students to experience the new curriculum and the methodology would be suitable for use in a longitudinal evaluation. The data indicated that the introduction of vocational options was strongly supported by the students, staff, parents and employers involved in the implementation of the new curriculum. Their opinions gave decision- makers sufficient information to make minor modifications to the curriculum for the benefit of following cohorts. Evidence from school records, leavers destination surveys and Higher School Certificate results indicated that there had been some improvement in student outcomes corresponding with the introduction of the new curriculum. This study concluded that curriculum modification has the potential to improve the rate at which students return to complete the post-compulsory years of schooling in the small rural school in which the study was undertaken."

 
 

"Tse, M. (1995). Environmental education for a multicultural Australia. Nathan QLD, Griffith University."

 MEnvEd
 
"This research project explores the relevance of environmental education and the needs of Australian ethnic minorities regarding access to this social resource. Theoretically, environmental education is for every one of us and 'every person should be provided with opportunity to acquire the knowledge, values, attitudes, commitment and skill needed to protect and improve the environment.'(UNESCO-UNEP 1978). In practice, environmental education is found to have fallen short of this goal. The purpose of this study is to raise the issue and to address the problem that there is a gap between promise and performance in environmental education in this aspect. As a whole, this project has taken a critical perspective which critiques the approach dominant in environmental education in this country. Most of the environmental education programs we now have are designed for the English speaking public while the needs of Non English speaking citizens are being overlooked. Changes which would 'provide greater social justice and enhance human potential.' (Stevenson, 1993) therefore need to be made in the practices of environmental education. The first part of this study is a review of literature which clarifies the intentions and assumptions in environmental education and the development of multiculturalism in Australia. With these concepts properly aligned, it is logical to deduce that environment education in Australia should go in the direction of racial and cultural diversity. The second part of this project is designed to address the problem that citizens with Non English speaking background do not have access to environmental education equal to that of the English speaking general public. The obstacles and misconceptions that lead to this phenomenon are identified and discussed. Finally, a recommendation of changes regarding future program planning and implementation for both environmental organisations and educators is given."

 
 

"Watts, J. D. (1995). A question of balance? Girls' nominal participation in higher-level school mathematics. Brisbane QLD, Queensland University of Technology."

 PhD
 
"The overall purpose of this investigation, situated in a macrocontext of nominal participation of girls in higher- level school mathematics, was to examine, analyse, and describe the way in which a bounded case of Year 10-11 girls viewed their participation in higher-level school mathematics. The focal point of the investigation was the positing of an heuristic model to illuminate why the participants within the bounded case did not wish to participate in higher-level school mathematics. From this model and from the case, it was theorised why some girls avoid higher-level school mathematics; and that, through conceptual generalisations, the heuristic model may help to illuminate, in part, the probability of a girl participating in higher-level school mathematics. This thesis is a construction of the investigation of the beliefs ( perceptions, perspectives, intentions and understandings) of five female secondary students relating to their participation in higher- level school mathematics. An idiosyncratic heuristic case study approach was used to investigate the participants' beliefs. From data analyses and interpretative constructions, it was posited that these girls' beliefs relating to participation in higher-level school mathematics were associated with lifestyle construction, including a balance between the constructed self and constructed life environments. The participants seemed to have constructed a participation ecosystem, consisting of a network of parts, which together formed a balance which influenced their participation choices. Their preferred mathematics construction differed markedly from their higher-level school mathematics construction, and it was apparent that the balance in their lives excluded participation in higher-level school mathematics. From the evidence presented, conceptual generalisations were posited for use in further and broader research purposes, and the heuristic model was viewed as a catalyst for the reconceptualising and reinterpreting of further exploratory models for investigating and explaining participation in school subjects and equivalent."

 
 

"Wilkinson, J. M. (1995). Vocationalism in Australia: a qualitative study of the impact of restructuring on education. Brisbane QLD, Queensland University of Technology."

 PhD
 
"This research was an exercise in educational policy interpretation and analysis, focussing, in particular, on the policies of vocationalism which have been instrumental in the restructuring of education in Australia. These policies and their implementation have radically altered tertiary institutions and have also impacted upon secondary systems. They were initiated by Employment, Education and Training Minister, John Dawkins (1987-1991). The thesis concentrated on investigating three research questions. The first involved an interpretation and analysis of Dawkins' policies, while the second sought to interpret and analyse perceptions of the impact of the implementation of the policies at tertiary and secondary levels. The third research question involved an investigation of the elements required to construct an appropriate theoretical model which will enable the integration of general and vocational education. Analysis of the policies indicated that they are functionalist in nature with priority being afforded to vocationalist skills and competencies supported by a human capital rationale, and that financial accountability and institutional rationalisation were key factors in the restructuring. Data analysed in the research indicated that ideological refraction, modified by political and financial considerations, was operational throughout the secondary schooling systems. Secondary school principals in the private sector, having developed their own educational philosophies, have distanced themselves considerably from the restructuring process. State Departmental educators' favourable theoretical responses to the policies were modified by politics and the Constitutional issue of state rights. Catholic educators, whose systems are dependent on federal funding, were generally responsive to the policies. The research findings showed that the policies, being a pragmatic response by a government to a perceived political crisis lack an appropriate underpinning educational theory. The study's findings of a theoretical model integrating general and vocational education informed by the literature review, the research analysis and by Dewey's educational philosophy, are offered as a possible solution to the problem of vocationalism."

 
 

"Williams, H. M. (1995). Curriculum conceptions of open learning: theory, intention and student experience in the Australian open learning initiative. Brisbane QLD, Queensland University of Technology."

 PhD
 
"This thesis addresses the need to clarify the meaning of the open learning concept. It does so from a curriculum perspective and with a particular focus on curriculum control. The reason for this is that open learning is said to involve control of curriculum by learners. The study draws on curriculum theory to identify three alternative conceptions of curriculum which are used as alternative ways of considering open learning. Thus, open learning is examined as an element of social theory, as an intended curriculum and as a perceived student learning experience. The analysis is facilitated by the development of a suite of analytical tools, comprising curriculum code theory and the concepts of frame and decision-making space. Students are considered as curriculum decision-makers in order to investigate their latitude for curriculum control from their own perspective. By comparing the three conceptions of open learning listed above as they apply to a particular case of open learning provision, by analysing that case in terms of the suite of analytical tools and by considering the relevant historical and socio-cultural context, a new theory of open learning is generated. The new theory implies that a systems wide, rather than a piecemeal, approach to the development of national systems of open learning is needed. In Australia, this means fully integrating the Initiative within the Unified National System of Higher Education and making its funding base and systems of student support more equitable with conventional provision. The study identifies the learners' context as a significant but previously unacknowledged constraint on students' decision-making and learner control of curriculum. It notes that transfer of control over entering a program of study is not automatically conferred by an open admissions policy but is, instead, dependent on providers meeting the information needs of students."

SA

 
 

"Bragadottir, S. H. (1995). Portfolio assessment in writing: a case study of a Year 5 classroom. Adelaide SA, University of South Australia."

 MEd
 
"The overall aim for this study was to describe how portfolio assessment in writing was set up by an experienced teacher, how she and the students assessed the writing portfolios, and how the assessment was communicated to parents and caregivers. This study used a case study methodology based largely on observation. The focus of this study was a Year 5 teacher, her students, and their understanding of portfolio assessment in writing. After each day in the classroom fieldnotes were rewritten and interviews transcribed. After data summaries were made the data were analysed and categorised. Overall the data were analysed to show the students' understanding of portfolios, their motivation and self assessment in writing. Data were also analysed to show the role of the teacher in portfolio assessment and the amount of work involved in her portfolio assessment. Furthermore, the portfolios were analysed to see how they showed progress in writing and facilitated further learning. Finally, data were analysed to show how information from the portfolio assessment was communicated to parents and caregivers."

 
 

"Chapman, L. R. (1995). Creativity and arts education. Bedford Park SA, Flinders University of South Australia."

 MEd
 
"'Creativity' is a term which occurs in academic articles on education and in Australian government curriculum documents. Despite an extensive debate in the 1960s there is a vagueness attendant upon this term and considerable inconsistency in its application. This is a matter for concern because creativity is an important concept in that aspect of culture which we designate as the arts and it is by that token a significant concept in arts education. The writings of three educational theorists have been important in the discussion of 'creativity': White Olford and Elliott. In the field of arts theory and aesthetics the writings of Maitland, Beardsley and Hospers provide a framework for considering the concept. Out of these writings in the fields of educational theory, arts theory and aesthetics six issues relating to creativity arise. These issues are, the locus of creativity, creativity as problem solving, as novelty, as discovery, as inspiration, and creativity and knowledge. Proceeding from a consideration of these issues and of Degenhardt's three criteria of creativity a set of five criteria of creativity are suggested. The implications for arts education of the six issues and the five criteria move consideration of the concept away from notions of creativity as inspiration or discovery and towards a view of creativity which is based on knowledge of the domain in which it occurs. This leads to a rejection of the notion that creativity is something which can be taught and transferred from one domain to another. The consequence of that is an affirmation of knowledge of any particular domain as the focus for creativity within the curriculum."

 
 

"Chapman, P. (1995). Education of students with disabilities in South Australia: policy purpose and practice. Adelaide SA, University of South Australia."

 MEd
 
"In 1991 the Education Department of South Australia, now named the Department for Education and Children's Services, released the Students with Disabilities policy in response to state and federal anti- discrimination legislation and community pressure regarding educational provisions for students with disabilities. The policy aimed to improve the educational outcomes for this group of students through focussing on access to and participation in a broad balanced curriculum. One of the most significant aspects of the policy was the requirement that schools develop negotiated curriculum plans for students who required special education support. Parents were invited to participate in this planning and to be supported to do so by an advocate of their choice. Teacher responsibilities as outlined in the policy included participation in the curriculum planning and the provision of a supportive learning environment in the classroom. This study had a two pronged approach - an analysis of the formal policy document and an investigation of the policy implementation at the school level. Analysis of the written policy revealed inconsistencies, ambiguities and omissions, the effect of which became evident during the school based study. Uncertainty regarding criteria to obtain special education support, absence of systematic monitoring and accountability and lack of teacher support and training, were most obvious. Teachers who participated in the research indicated that they had not changed their teaching as a result of the negotiated curriculum planning process. In most cases the process was not assisting them to develop learning goals or become acquainted with new teaching strategies. The most significant outcomes of the policy, as evident in this research study, were improved communication between parents and teachers and the increased documentation of special measures for individual students."

 
 

"Cobiac, S. T. (1995). Empowerment through critical teaching. Adelaide SA, University of South Australia."

 MEd
 
"The goal of this study was to discover the nature of empowerment, if any, perceived by student participants, when a critical teaching methodology is used within an environmental studies unit of studies in religion. The research was conducted with Year 11 students at Rostrevor College. The research method selected for this thesis was an emancipatory action research methodology. This methodology is compatible with the ideological and political assumptions of critical social theory which formed the philosophical foundations of the thesis. The specific teaching method used in the environmental studies unit was the critical teaching model being developed by the University of South Australia (Underdale Campus), in conjunction with practising classroom teachers in several schools. Student perceptions of empowerment through the critical teaching model were coded into indicators of empowerment and empowerment outcomes which were derived from two sources. These sources were literature about empowerment in critical teaching and literature about empowerment in research in environmental education. The study was considered to be successful for three major reasons. First, four of the five student groups planned and implemented action for the environment. Second, students in the study perceived that they had experienced some empowerment during the learning process and as an outcome of the process. Third, the majority of students perceived some growth in the development of their learning skills and many students experienced some changes in their attitudes and belief systems. The learning process, however, did not appear to have substantial impact on the motivation of students to be involved in future action for the environment. This outcome may be attributed to the limited duration of the course (eight weeks/forty lessons) and because this unit was the first and only occasion the students had experienced the critical teaching process. A proposal for future research is described which would give greater insight into the nature and extent of empowerment of students through the critical teaching method."

 
 

"Gravina, A. M. (1995). 'Readings' of units 3 and 4 of the Victorian Certificate of Education's Literature Study Design. Adelaide SA, University of South Australia."

 MEd
 
"The purpose of this thesis is to examine literary theory and its effect on the formation and practice of the final two semesters of the optional Victorian Certificate of Education's (VCE) Literature Study Design (units 3 and 4). It concentrates on the first year of VCE's full implementation, 1992. The thesis begins with an outline of the changes to the final two years of secondary education. The broad reasons for change together with the directions that were taken with the VCE are discussed. The review of literature, discusses three areas of literary theory. It considers textual criticism which concentrates on the word on the page, reader response with focuses on the reader as an active meaning maker of the text, and contextual criticism which explores the contexts in which a text is created and consumed. This thesis then reports, the research study which used an interpretative methodology to gather data from those who formed the course, those responsible for the administration of it, and those who taught it. Units 3 and 4 of the Literature Study Design are then outlined and explored. This is done by using the three areas of literary theory discussed, together with informants' comments on the required work. The verification process used within the assessment of students' work is also discussed. The next section focuses in detail on the informants' understandings of the two verified common assessment tasks. The implications of the informants understandings of the common assessment tasks are discussed within the framework of literary theory. The thesis concludes with an overview of the findings that have been discussed."

 
 

"Johnson, T. G. (1995). Multilevel models of student achievement in science. Bedford Park SA, Flinders University of South Australia."

 PhD
 
"A series of secondary analyses of data collected during the Second IEA Science Study in 1983/84 were conducted to construct two- and three- level models of the major factors hypothesised to influence the science achievement of Year 12 Australian biology, chemistry and physics students. The models tested were used to compare student achievement in the sciences, and variation in other educational outcomes (eg, self- efficacy, values and attitudes) between: the Australian States and Territories; the Government, Catholic, and Independent education systems; schools located in urban, suburban, non-metropolitan and rural locations; and boys only, girls only and co-educational schools. The responses of male and female students were analysed separately in order to identify some of the sources of gender variation. The secondary issues examined were the influences of student self- efficacy and the effect of sex-type of school. The major factors influencing the science achievement of Year 12 students at level-1 were: computational skills, word knowledge, science self-efficacy, previous science learning experience, attitudes to science, science values and home background. At level- 2 and level-3 the influential factors differed for each of the sexes and each of the sciences. The two-level analyses supported the view that a common 'general' science achievement model operated for each of the sexes. However, the more specific three-level analyses revealed that, while there is some evidence of uniformity at the student-level, the gender differences observed at the class- and school-levels preclude this conclusion. The two-level analyses showed that self-efficacy exerted a positive direct effect on achievement of the same order of magnitude as word knowledge and science attitudes. The three- level results displayed greater variability. In the biology, chemistry and physics models for males self-efficacy was of greater relative importance than the analyses implied. However, self- efficacy factors were dropped during the construction of the three- level model of science achievement for the Year 12 physics and chemistry girls. The sex-type of school attended conferred no comparative advantage with respect to the achievement in science of the Year 12 students."

 
 

"Mezinec, D. J. (1995). National curriculum profiles: the quality of the sound in the zone of the possible. Adelaide SA, University of South Australia."

 MEd
 
"This study is a critical study of current practices in the description and assessment of student learning outcomes, particularly relating to the theoretical bases of the National LOTE Profile for Australian Schools, and the implementation of curriculum change. The research draws on data from my implementation of the LOTE Profile with two Italian classes in a rural Catholic Secondary College and involves: a curriculum mapping activity; a ten week period of using the Profile to assess seven work samples and inviting student participation as co- researchers in the analysis; a comparison of a computer generated report based on the LOTE Profile with a LOTE report currently used at the College; and a final questionnaire to help refine our understandings. Findings from the research show that a richer conceptualisation of language use and language learning needs to be developed in the LOTE Profile so that its outcomes also illuminate processes in the classroom and empower teachers in their teaching as well as students in their learning. A richly conceived Profile will furthermore assist in the reporting of student progress that meets the needs of local communities, and not just narrow interests of accountability. Thirdly, the study acknowledges the importance of teachers' critical reflection and active involvement in testing hypotheses to be included in such a profile. It also calls for the 're- establishment' of a national infrastructure to monitor state responses and co-ordinate this ' grassroots' activity so that over an extended period of time grounded theory will develop and will be synthesised in a document which will be recognised nationally and serve all stake- holders in language education."

 
 

"Munt, V. (1995). The SACE Australian studies curriculum: a theoretical critique from the perspective of Jurgen Habermas. SA, University of South Australia."

 MEd
 
"This thesis is a critique of the South Australian Certificate of Education curriculum for Australian studies from the theoretical perspective of Jurgen Habermas. It discusses the origins of critical theory; the Frankfurt School Institute of Social Research ( 1923-50) and the philosophical movement against positivism in the study of society. It elucidates the positive insights from Habermas' s social and epistemological theories, including the connection between knowledge and human interests; practical reason as opposed to instrumental reason and the evolutionally social developments in late capitalist societies. It attempts to explain how these developments can be understood in terms of lifeworld and system through the employment of communicative action in the interests of practical reason and social progress in the direction of freedom and justice."

 
 

"O'Brien, H. F. (1995). What happens when a multi-faith school community develops its own religious education policy for use in a Catholic school? Adelaide SA, University of South Australia."

 MEd
 
"This thesis is an account of a community developing a new religious education policy for use within a Catholic school where the community has a high proportion of children and families from other faith traditions. A critique of the original religious education policy, developed in 1983, highlights the concerns expressed by the school community of the time in relation to the exclusivist nature of the religious education program. During 1993, a draft policy was produced by members of the community as part of this thesis and study. A critique of the process and draft policy reveals the continuing concerns of the community and the difficulties experienced in writing a policy that equally recognises the spiritual needs of all the community yet remains Catholic in orientation. A final policy was subsequently produced in 1994, which reflects a Catholic pluralist orientation. During the draft and final policy writing processes, an action research method was used the participants."

 
 

"Reid, A. M. (1995). A curriculum model for the deconstruction of dominant ideology and gendered relations embodied in Western art. Adelaide SA, University of South Australia."

 MEd
 
"The purposes of this study was to develop a model for art curriculum which utilises a socially critical method of art criticism to interrogate the values, beliefs and power relationships embodied in the gendered images of the Western artistic tradition. Although the South Australian charter for public schooling is explicit in stating that education provides students with the critical skills necessary to participate in improving society and eliminating social justice, evidence was sought to substantiate the claim that art curriculum has been less than responsive to calls for a more inclusive curriculum. For example, it was considered that the methodology employed to teach analysis, history and criticism (Part A) of the Senior Secondary Assessment Board of South Australia Year 12 art curriculum, and the content itself, were biased towards art grounded in the Western fine art tradition. To find evidence of this, the research process involved a critical analysis of fifty randomly selected responses to the Part A examination conducted in 1992. A review of the data collected formed part of an ideological critique substantiating the assertion that art curriculum serves a hegemonic role by promoting art that unquestioningly reflects the interests of a dominant group at the expense of others. Central to developing a socially critical pedagogy which acknowledges diversity and makes clear whose interests are being served by particular art forms, is feminist/post structuralist theory concerning personal subjectivity. It is argued that 'self', or one's subjectivity, is the first site of domination by ideological construction and therefore a prime concern for developing empowering pedagogy. It is only through an understanding of how identity is formed and reformed by interaction with discourse that the individual can see their subjectivity in context and make informed decisions about where they choose to position themselves. For the art curriculum to provide opportunities for students to explore the origins of their subjectivity and judge for themselves the usefulness of particular orientations, specific principles for the analysis of art works are advocated. The first two principles form the premise upon which analysis of art work is undertaken. Their substance provides the necessary content or concepts for students to begin the task of deconstruction. The third principle outlines a methodology for the analysis and deconstruction of art works. When utilised in conjunction with one another, these principles constitute a model for guiding processes of curriculum review."

 
 

"Sattler, M. (1995). The politics of harmony: a critical policy analysis of the New South Wales Board of Studies' studies of religion Years 11/12 curriculum. Adelaide SA, University of South Australia."

 MEd
 
"The New South Wales Board of Studies' Years 11/12 course, Studies of Religion was introduced for implementation in 1992. Studies of Religion's educational outcomes express a particular understanding of religious belief and practice and their role in 'multicultural', ' multifaith' Australia. The achievement of these outcomes is presented as being predicated on students' appreciation of the commonality amongst religions in Australia, and as fostering the harmony that is the product of this appreciation. In this pivotal regard, Studies of Religion is a vehicle for governmental social policy. This thesis investigates Studies of Religion as a political text, testing the hypothesis that, as such, it privileges certain theoretical voices and renders others silent, particularly in its key definitions of 'culture', 'multiculturalism', 'religion' and ' religion education'. Moreover, the research examines the proposition that, as committee document and, therefore, the product of political compromise, Studies of Religion contains internal tensions between contesting voices and interests, limiting the policy's potential to realise its stated social objectives. As a contribution to the projected review process for Studies of Religion, recommendations are offered regarding theoretical conditions and structural adjustments necessary for overcoming these tensions and enabling students to achieve the policy's goals of increased compassion and justice."

 
 

"Schodde, P. (1995). An examination of major aspects of the national science statement and profile. Adelaide SA, University of South Australia."

 MEd
 
"The three major aims in conducting an investigation of the national science statement and profile can be framed in the form of three questions: do the statement and profile adequately address the needs of the science education of Australian students?; are the statement and profile internally consistent in what they say about science and science education?; and is what the statement and profile say about science and science education supported by research and expert opinion. In investigating the first aim, the intention is to determine whether the statement and profile are an appropriate response to the issues raised in 'Science for everybody?', 'Towards a national science statement' (1988), and in the Australian Science Teachers Association report, 'Science in Australian schools' ( 1985). Both the paper and the report are considered reflections on the needs of science education in Australia. In addition, to provide breadth of view the statement and profile will be examined against major science education statements from within and beyond Australia, the latter acting as some form of yardstick against which the adequacy of the Australian response can be compared. In investigating the second aim, related sections and statements within the statement and profile are examined and compared against each other for internal consistency. In investigating the third aim, the views of science and science education presented in the statement and profile are compared against those in the current research literature. In addition, specific issues which the statement raises in developing key ideas (such as science in society, science and the environment, the general usefulness of science education and the function of student assessment and reporting in science education) are included as they arise."

 
 

"Smith, S. (1995). Examining the links: home economics, educational futures, and teacher perceptions. Adelaide SA, University of South Australia."

 MEd
 
"The aim of this study is to explore the extent to which home economics, as a subject within the South Australia secondary curriculum, is orientated towards the future in the way that leading educators and futures writers suggest that the current subjects should be, and compare this 'official' orientation with the perceptions of home economics teachers. The main body of research consisted of three main parts: a study of futures literature, a state wide survey of home economics teachers, and an analysis of current educational documentation. These parts were then examined to determine what links existed between them, ie. the extent to which home economics is, and might be, a part of a relevant education within South Australian secondary schools. Four 'trends' concerned with major areas of change, and linked closely to home economics, were identified from the futures literature. They included changing traditional family structures and relationships, social changes, the transformation of work, and changes in food, fabric and health technology. These 'trends' were the basis for a questionnaire issued to 113 schools. This focused on home economics teachers' current perceptions and their future thoughts on the teaching of issues within the four 'trends'. The 'trends' were also the main analysis tool used to examine current education department documents, including reports, philosophical statement, and curriculum guidelines. The study provided evidence that home economics did indeed have the potential to cover a rich range of issues deemed important, and necessary inclusions in a modern curriculum, by leading futures writers. Home economics teachers in South Australia generally recognised these issues, and to some considerable extent reported that they were covering these issues in their teaching. However, there were some significant points where the predictions of futures writers and the predictions of home economics teachers diverged. A conclusion from the study is that home economics teachers face a double challenge: the need continually to update their subject content, and the need to represent the value of their subject to others with clarity and conviction."

 
 

"Tonkin, L. A. (1995). Developing portfolios using the English statement and profile as a resource. Adelaide SA, University of South Australia."

 MEd
 
"This research explored how two teachers in South Australian primary classrooms developed portfolios with their students using the English Statement and Profile as a resource. The study was conducted in a year 7 and a reception/year 1 class in the same school during the first term of 1994. The focus of this research required a detailed investigation of the ways the teachers developed student portfolios and used the English Statement and Profile as a resource. For this reason, an interpretive approach, employing a case study methodology was used. In particular, the study focused on: the key features of the teachers' English language programs; the strategies the teachers used to develop portfolios; the uses the portfolios served for teachers' planning, assessing and reporting; the ways the teachers used the English Statement and Profile to develop student portfolios; and the uses of the English Statement and Profile as a resource for teaching. The research site was an independent Catholic, reception to year 12 school close to the city of Adelaide. Data collection took place during the first term of 1994. For the remainder of 1994, analysis of the data and writing of the thesis occurred and was concluded in February 1995. The key informants were the two teachers and three focus students in each class. The primary sources of data used were: transcripts of interviews with teachers and a range of documents, including samples of students' portfolios and the teachers' written planning and records. Other data included observations of the teachers and students, interviews with the focus students and reflections kept by the researcher. The following six findings resulted from this study. Identifying uses for the portfolios played an important role in their development. The teachers' English language programs and the English Statement and Profile influenced what went in the portfolios. The teachers' choice of a portfolio system was based, in part, on the age of the children. The portfolios became an integral part of the teachers' English language programs. The English Statement and Profile influenced different aspects of the teachers' programs. The demands on time meant that teachers delayed using the English Profile to make judgements about student achievement. To conclude, the implications for teachers and researchers were discussed."

 
 

"Wilson, S. (1995). And the Phantom wore purple: a journey into critical literacy in a primary classroom. Adelaide SA, University of South Australia."

 MEd
 
"'A journey of a thousand miles must begin with a single step' (Lao- tze 550 BC). This thesis records the beginning of a journey undertaken by a year seven class and myself as their class teacher into the field of critical literacy. Along this journey my role was one of teacher, researcher learner and guide. The goal of the research was to teach critical literacy skills to my year seven class in a suburban primary school in South Australia. My aim was to have the children use these critical skills to question non- fiction texts in order to be less passive consumers of text by exploring how, and in whose interests, various readings are constructed. 'We read as we have been taught to read, and until we have been taught to look for certain things we will not see them' ( Scholes, 1985, p.6). It was anticipated that as a result of undertaking this research in critical literacy the students would begin to develop the ability to 'look for certain things'. These were: stereotyping and racial bias; the ways in which texts position readers; whose interests are served by particular readings; taken for granted or dominant readings; the gaps and silences in texts; and the historical and social context in which the text was written. The main questions framing the investigation were: to what extent are students able to critically examine texts? Which activities help children to challenge texts? What kinds of questions do children ask about the texts? To what extent do children resist critical approaches to texts? And what role can I as teacher play in supporting the development of critical literacy skills? In addressing these questions through a series of lessons over one school term, I wanted to help my students understand how various readings are produced and to try and identify whose interests are served by those readings. This approach is based upon Scholes' (1985) belief that our job is not to produce 'readings' for our students, but to give them the tools for producing their own. In the research colonial versions of Australian history as they relate to Aborigines were challenged and linked to racism."

 
 

"Wooldridge, N. A. (1995). A collaborative exploration of critical literacy pedagogy: private detective work? Adelaide SA, University of South Australia."

 MEd
 
"Students from low socioeconomic backgrounds do not achieve academic success from schooling in the same proportions and to the same extent as students from wealthy backgrounds. They do not achieve as highly as their wealthier peers on assessments of literacy conducted by schools and education systems. A view of literacy as social and cultural practices provides some explanation for their lower achievement on literacy assessments. The literature indicates that supporting students to develop critical literacy is one aspect of a more socially just curriculum. The collaborative action research project reported here set out to develop a set of principles or guidelines for curriculum planning in support of critical literacy development for secondary students. As the investigation proceeded, the focus changed. Through the action research process the units of work discussed by the coresearchers became an instrument for each individual to develop a theorised view of critical literacy teaching rather than a source from which to distil curriculum development guidelines. This research notes issues about teaching as a socially situated political activity, in particular concerning the accreditation system and the difficulties associated with acknowledging the political dimensions of teaching. Pedagogy for critical literacy is seen as providing questions, rather than answers. Processes for supporting students to see different reading positions for texts are explored. Tensions associated with the concept of inclusivity are noted. The process itself became the focus of critical reflection. Questions are raised about the meaning of collaboration in action research processes and about whether action research is ever as 'neat' as the literature suggests. Some tensions in conducting action research for a higher degree are described. This study concludes that there are no definitive answers to these ambiguities but that a way forward lies in articulating and investigating them."

TAS

 
 

"Andrew, R. G. (1995). A way to go: curriculum needs of adolescents with mild intellectual disabilities. Sandy Bay TAS, University of Tasmania."

 MEd
 
"The focus of debate around the issue of equity and schooling has concentrated mainly upon access as a rights conditional to social justice, rather than the curriculum undertaken by students who are included in regular schools. This study first sought to describe and find priorities for the curriculum needs of young adolescents with Mild Intellectual Disabilities (MID) and second, to determine criteria by which stakeholders might evaluate the appropriateness of curriculum undertaken by MID students. Individuals from a spread of stakeholder groups were surveyed. The stakeholder groups were teachers, parents, peers, employers, community agency professionals, administrators and taxpayers. Results indicated that: the content and outcomes of non- academic curriculum domains were clearly favoured over those of the traditional academic curriculum domain; the students' highest priorities (ie, of social adjustments and life skills) were not reflected in the assessment records given most attention by teachers and the educational system; alternative programs and assessment models were recognised by stakeholders as most important to school and post- school outcomes; community- referenced, ecologically planned, cross- contextual learning was valued highly but not readily available; while employers favoured more academic domain engagement for MID adolescents than did other stakeholders, they placed greatest importance on non- academic skills (eg, punctuality and impulse control) of employees; and proximal stakeholders and employers favoured earlier and more workplace experience for MID adolescents. The results have been used to propose several criteria for appropriate curriculum."

 
 

"Bennett, J. (1995). The re-worked fairy tale: an approach to teaching how fiction works. Sandy Bay TAS, University of Tasmania."

 MEdSt
 
"By reading reworked fairy tales, in picture books and woven into an apparent realist novel, to Year 5 children and engaging them in conversations over an eight week period, the author helped them to position themselves differently, and in so doing to see themselves differently, in that they began to become both critically and creatively aware of how structure and literary patterns contribute to meaning. The author taped the children's talk and used their journal entries to evaluate the critical and creative nature of their responses in order to reflect on different ways in which the author could intervene to help them become more aware. Whilst at times recording their talk was intrusive, it became evident that it was an effective way of analysing their responses. In the study, the reworked fairy tales were used as a means of teaching how fiction works from a cultural perspective. The tales and the novel cited in the study are indicative of the change in narrative over the last thirty years and the gradual evolution in the ways stories are told, and the changing views of readers. The metafictive nature of these books emphasises its refusal to take for granted how stories are told. In using metafictional elements the writers/illustrators or ' contemporary adaptors' offer many cognitive and emotional opportunities for children to become aware and acute readers. During the program, the children were read a range of reworked fairy tales by writers/illustrators which included Jon Scieszka, Lane Smith, Steve Johnson, Roald Dahl and Tony Ross. As a result they began to understand jokes in the mostly humorous tales where opposition occurs between normal expectations and some incongruous elements. As Kieran Egan points out, 'A joke is not only funny; it is potentially another of those little factories of understanding, a place where understanding can be made and expanded.' (1986, p86)."

 
 

"Naqvi, M. J. (1995). Australia in Asia and the Pacific (AAP) at Fahan. Sandy Bay TAS, University of Tasmania."

 MEdSt
 
"Major objectives of the social studies syllabuses in Years 9-12 within schools of the Education Department of Tasmania are to enable young people to become socially, culturally and Asia literate in the 1990's. Teachers at Fahan School have not been involved in the recent development of the social studies syllabuses for the Tasmanian Certificate of Education (TCE) because social studies as such is not taught at Fahan. The school has traditionally preferred to include social studies content in the senior (secondary) school within the subject disciplines of history and geography. However, teachers have held parallel concerns with teachers in other schools regarding the content of courses. During 1987 teachers at Fahan perceived an Australian and Asian literacy gap in curriculum offerings at the school and courses were devised to fill that gap under various banners between 1988 and 1992, Australian studies in Year 9 from 1988- 1990, Asian studies in Year 9 and Australia in Asia and the Pacific (AAP) in 1992. Australia in Asia and the Pacific, within Education Department schools, is an extension of the Years 9 and 10 social sciences into Years 11 and 12. (In Year 9 the social sciences are termed Australian studies and in Year 10 they are termed world studies). Australia in Asia and the Pacific at Fahan, was also conceived from the implementation of Australian studies in Year 9 and the planning of world studies in Year 10. In 1991, a year when no social studies courses were taught in the Fahan Senior School, a document entitled 'Australian studies at Fahan' by the author investigated the question 'Is our Fahan leaver a culturally literate Australian? This was done by examining the content of all social studies units K-6 (junior school) and all history and geography units 7-12 (senior school). The conclusions reached included the notion that modification of curricula was necessary to develop greater social, cultural and Asian literacy amongst Fahan students. This was a precursor to much of the thinking in this thesis, which had two main objectives: to document the development of Australia in Asia and the Pacific as a subject for the Tasmanian Certificate of Education in general and as a viable subject for Fahan School in particular; and to put theory into practice through reflection of teaching in 1992 and planning for teaching in 1993."

 
 

"Nolan, B. (1995). A study of the relationship between discipline specific training and the images secondary teacher trainees hold of teaching. Sandy Bay TAS, University of Tasmania."

 MEdSt
 
"The central purpose of this study is to investigate whether or not the images which secondary teachers hold of teaching are partly determined by their subject discipline. A literature review suggests that there are four kinds of teacher images. These are images of the teacher as teacher, images of the curriculum, significant signposts, and discipline specific images. These various images overlap and are interdependent. In order to gauge how significant the differences in teacher images are between disciplines, final year secondary teacher trainees were asked to give their idea of 'a really good teacher'. Using twenty characteristics of good teaching derived from Weinstein's (1989) research the trainees were asked to rank these qualities in order of importance. Responses were contrasted on the basis of discipline, structure of training and gender. Results show that the images that secondary trainees hold of the good teacher do differ between disciplines. The differences are more marked when the students are studying a Diploma of Education course. Comparisons with a group of experienced primary teachers indicate that those students in the final year of an integrated Bachelor of Education course are more child centred than Diploma of Education students in their view of good teaching. Gender does not appear to be a major factor in the images these trainees hold of the good teacher. This study adds to an understanding of image in three ways. It suggests that the way teachers think about teaching is a deeply entrenched way of thinking partly dependent on discipline specialisation. It proposes that a teacher's self image is dependent on a variety of macro and micro influences, significant among which is discipline. Finally, it suggests that these discipline specific images are generated by institutions in a largely implicit way. These institutions include schools as well as tertiary institutions. The study ends with recommendations for further research into how a teacher's self, teaching experience, discipline, and teacher training interrelate to produce teacher images."

VIC

 
 

"Adamson, D. (1995). The challenge of the new: a study of the impact on teachers of an externally mandated system wide curriculum change. Parkville VIC, University of Melbourne."

 MEd
 
"This study aimed to examine aspects of the introduction, in the state of Victoria, Australia, of an externally mandated; system wide.; curriculum change, the Victorian Certificate of Education ( VCE). More specifically, the emphasis was on changes to the study of mathematics. Three questions were investigated. How did the teachers respond to this change ? What was the influence of the extensive public debate that arose over the VCE? What were the factors which helped or hindered the implementation of this change? The investigation was a longitudinal study taking place over the four year period from 1989 to 1992. The focus was on the changes to mathematics, seen through the lens of a group of teachers in a school charged with implementing the change through a series of phases. Qualitative methodological techniques were used to gather data. These included a case study approach collecting data from the school where the author, as a researcher, took the position of a participant observer. In addition a content analysis of published articles in the popular press and official publications was undertaken. The study found that the VCE was successfully implemented due to its adoption by teachers and their willingness to work hard to ensure its success which arose from a commitment to their students. Also that two of the underlying tenets of the VCE remained intact, despite other changes. These tenets were that the VCE remained a single certificate and that a breadth of subject choice for students was available. Factors which hindered the successful implementation were the lack of professional development, funding, resources, support and consultation, while at the same time teachers were expected to carry a significantly increased workload. The public debate over the introduction of the VCE, set in the context of an impending election, was a major influence in causing changes to some aspects of the VCE. Changes which occurred in consultation with teachers tended to aid implementation while other imposed changes tended to hinder or slow implementation. An unpredicted outcome of the introduction of the VCE was that the work requirement approach to teaching was accepted as a valuable process and was incorporated into lower levels in schools."

 
 

"Adamson, R. (1995). Australian Studies: a failed attempt at reform. Parkville VIC, University of Melbourne."

 MEd
 
"This study explored the introduction of Australian Studies, Units 1 and 2, as part of the Victorian Certificate of Education. The implementation of Australian Studies was mandated by the Victorian Curriculum and Assessment Board, the body responsible for post compulsory education in the state of Victoria, Australia. This study investigated the process of change involved in the implementation of Australian Studies, by a group of practising teachers, at Keilor Heights Secondary College. As part of the study, approaches to research methodologies in the social sciences, especially in relation to education and other areas of change management were reviewed. A particular focus was placed upon the case study approach to research and to the role of the researcher in such an approach. This study concluded that where once there was a polarisation of opinion concerning the 'appropriate' form of research in the social sciences; a division between qualitative and quantitative approaches, the focus has moved towards ensuring that whatever form the study takes, that this form has its own integrity. Each approach is seen to have its own contribution to make to the social sciences. The use of the case study as a form of research was supported, in that it allowed the voices of the participants to emerge. It was recognised that the role of the researcher will vary according to the nature of the research being undertaken. This study found that the role of participant observer was considerably easier to fulfil than that of change agent. The use of an outside consultant, working in a negotiated, on-going capacity with schools was supported. Finally, when considering mandated change, this study agreed with Andy Hargreaves that it is ' better to make menus not mandates'."

 
 

"Anderson, A. E. (1995). Technical schools and the change to technology studies. Bundoora VIC, La Trobe University."

 MEd
 
"The first part of the thesis investigates, albeit briefly, the influence technical education exerted on the secondary education system in Victoria, from 1869 - 1992, giving due regard to the influential personnel, and the key times in its development, that helped make it an integral part of Victorian secondary education for so long. The second part is devoted to the largely unsuccessful attempts to introduce a hybrid form of technology studies to all Victorian secondary schools. Comment focuses on what is seen as obstacles to this introduction, which includes such things as historical considerations, teacher dissatisfaction with implementation procedures, lack of retraining for existing teachers, and logistic and funding constraints. The third part investigates the origins and teaching philosophies, of two Victorian secondary colleges, with commentary on their respective attempts to introduce two different forms of technology studies into their curriculum. One an all inclusive technology studies that has as a basis, a common theme that runs through the whole school program, while the other is exclusively devoted to the manual arts and information technology."

 
 

"Barresi, A. (1995). The effects of instruction about sentence structure on the development of descriptive writing performed by upper primary ESL students. Ascot Vale VIC, Australian Catholic University."

 MEd(Hons)
 
"This study investigated the effectiveness of explicit grammar instruction about sentence structure within a writing program for ESL Year 5/6 primary school students. Twenty students were recruited to participate in the study. The control group consisted of ten students who were randomly assigned by class group to a whole writing program. They did not receive teaching intervention about grammar. The remaining ten students - the experimental treatment group - were randomly assigned by class group to an explicit grammar intervention group. The students in the control group received twelve 45 minute lessons [two per week]. These lessons included descriptive writing of imaginary people and factual places without grammatical instruction. The students in the intervention group received explicit teaching about prepositional phrases and dependent clauses within twelve 45 minute lessons of the same descriptive writing program given to the control group. To assess the effectiveness of the explicit grammar intervention, pretreatment and posttreatment descriptive writing samples were collected from the students. This has been administered successfully in other studies as it can yield useful about the semantic and syntactical development of the writers according to their age and grade. This study also sought to investigate the effects of an L2 background on development of written syntax. Six hypotheses examined the effectiveness of the treatment intervention in expanding sentence structures in descriptive writing. Two-way analysis of variance [ repeated measures] design was employed in the statistical interpretation of the data gathered. The results of this study supported the hypothesis that explicit grammatical teaching has an effect on written language performance with an increase in the use of prepositional phrases, dependent clauses, adjectives and text length. However, the data indicated that there was not a significant difference, posttreatment, between the experimental treatment group and the control group with regard to their use of adverbs and increase in clause length. Suggestions for further research are outlined, and implications for the syntactical development of ESL writers in relation to specific procedures for teachers of ESL students are recommended in the conclusion of this study."

 
 

"Bell, L. M. (1995). The effects of a monitoring and assessment program on the learning and teaching processes of the primary classroom. Parkville VIC, University of Melbourne."

 MEd
 
"This study investigated the effects of a monitoring and assessment program on the learning and teaching processes of the primary classroom focused on recording formats. Teachers used the recording formats to gain specific information about student progress in language learning. Specifically the researcher sought to determine whether the use of the recording formats had an impact in any way on learning and teaching, and if so, the nature and extent of this impact. The teachers who participated in this study found that the formats they implemented were of significant use in the classroom. In order for teachers to collect valuable assessment information, teachers had to plan tasks and activities that were open- ended and allowed for the children to work independently. Consequently the children in classes became less dependent on the teacher, were able to work more effectively in groups and improved their problem- solving skills. By using the recording formats, teachers gained specific assessment information that gave them an accurate picture of what an individual child could do. 'The Further Support Needed' section of the recording formats allowed teachers to move the students forward and plan activities that were directly related to improving learning. This did not occur as frequently before the introduction of the formats. Support, both within the school and from outside facilitators, was vital. Teachers felt more able to observe and record student progress when there was another teacher present. They found discussion with colleagues and others useful in clarifying concerns, and were better able to 'know what to look for' when monitoring and assessing. There is evidence from this study that the information collected by teachers was of value when reporting student progress to parents, in both the interview situation and written reports. Teachers felt they could more accurately report because they had built up a collection of information about how a child wrote, read, listened and spoke. This information was gathered in different contexts and learning areas and allowed teachers to gather tangible evidence. Teachers overwhelmingly found the formats of use, but indicated that interruptions, changes in routine, and similar happenings reduced the amount of time they felt they needed to use them fully."

 
 

"Bennet, A. (1995). An examination of the Science Technology Society (STS) approach to secondary school science education. Bundoora VIC, La Trobe University."

 MEd
 
"The thesis reports on research related to the Science Technology Society approach to science education which has been used in some secondary schools for the last fifteen years approximately. An examination was made of the Science Technology Society approach to science education as reported in the literature, with a particular emphasis on the contributions to this field by three 'key players': Robert Yager of the United States of America, Glen Aikenhead of Canada and Joan Solomon of England. The use of the published work of the three 'key players' on the Science Technology Society approach to science education was studied for the identification of some common characteristics that can be seen to arise from their ideas to this approach. The thesis also investigated the use of these common characteristics to form a set of criteria in the form of a list of questions which can be used for the evaluation of resources which may be under consideration for use in a science education programme required to be utilising a Science Technology Society approach. This research involved a survey of the literature, an analysis of the work of the three 'key players' identified above, the development of a set of criteria based questions."

 
 

"Brass, C. B. (1995). Conceptions of quality learning in physics. Clayton VIC, Monash University."

 MEd
 
"The purpose of this research study was to explore the conceptions of quality learning held by two groups of physics educators in Victoria: senior secondary school physics teachers and first year university physics lecturers. Given the complexity of 'quality learning', in- depth interviews were used so as to reveal as much as possible of the participants' conceptions. An interview protocol was developed which used a series of physics questions as probes to explore the aspects of physics learning that the interviewees would want to foster. The interview protocol also had built into it an opportunity for the interviewees to bring into the discussion any aspects of physics learning that they would want to foster but that the physics questions used had not elicited. Each aspect of learning mentioned by the interviewees is discussed separately so that a picture of the interviewees' attitudes to each of these aspects of learning across the groups is built up. From the aspects of learning that the interviewees wanted to foster, or not foster, and details of their reasoning for doing so, inferences are drawn about the interviewees' conceptions of quality learning. Two qualitatively different conceptions of quality learning emerge, one conception was held by all of the secondary group and one member of the tertiary group, the other conception was held by the remainder of the tertiary group. Both of these conceptions are described: in summary, the first conception is centred on the students as active independent learners of physics; the second conception is centred far more on physics as a content area or discipline to be learned."

 
 

"Bride, M. (1995). A comparison of the levels of students' career maturity resulting from two models for the delivery of career education programs in selected Victorian government secondary schools. Geelong VIC, Deakin University."

 MEd
 
"At both national and state levels, the delivery of career education has been recommended to follow an integrated model with a high level of staff participation across the school. However it has been found that in many schools the career education program is primarily delivered by a careers teacher. This study compared whether the recommended integrated model or the specialist careers teacher model delivered better outcomes for students in terms of their levels of career maturity. A survey of Victorian government schools in two regions identified the way the career education program was delivered in each school. The ten schools with the most integrated program were contrasted with the ten schools with the least integrated program. Year 11 students, selected from each school, responded to an instrument to assess their levels of career maturity. The measure used was a revised form of the Career Development Inventory-Australia. The main finding of the research is that the integrated model of delivery of career education programs did make a significant difference to the cognitive career maturity of the students in the selected Victorian government secondary schools."

 
 

"Bunnett, A. B. (1995). Information technology in social education: a study of the factors influencing social education database development. Parkville VIC, University of Melbourne."

 MEd
 
"This thesis examines the factors which influenced the development of an educational database called 'Development, boom and bust', which, took over ten years to complete. The thesis commences with an examination of the content, methodological and other reasons for the use of information technology in social education. It concludes that databases have much to offer social education curricula in terms of both teaching content as well as illuminating the methods of the social scientist. Databases such as 'Development, boom and bust' have the additional benefit of encouraging students to develop a healthy respect for the potential unreliability of published data, an important attitude in this information technology oriented society. In the light of this analysis other social education databases published in the past 10 years are then examined. Despite their obvious value many are found to be either out of date and need upgrading to current levels of technology. Issues involved in the design and creation of social education databases are then explored with respect to three elements: software design and selection, data issues, and curriculum materials design. Initially hampered by technological problems, the 'Development, boom and bust' project was eventually completed as a result of technological developments, as well as human factors such as illness (resulting in increased availability of time), and particular combinations of skills and content expertise. Despite their considerable advantages there has been little further development of databases since the first rush of enthusiasm in the early 1980's. It is suggested that reasons for this include the dearth of developers with appropriate skills, and the poor financial rewards for the volume of work."

 
 

"Cafarella, C. (1995). Assessor accommodation in the 1992 Victorian Certificate of Education Italian oral test. Parkville VIC, University of Melbourne."

 MA
 
"In oral proficiency tests there are occurrences of trouble in interaction such as misunderstanding, non hearing or lack of understanding which may cause breakdown in communication. Within the context of the question answer framework of an oral proficiency test this thesis investigates the interactive nature of spoken discourse between students and assessors when there is trouble in talk as perceived by the assessors, with a focus on how they accommodate to the students. A sample of 20 oral transcripts of the 1992 Victorian Certificate of Education Italian common assessment task (CAT 2) were randomly selected and examined. The purpose of the study was to investigate in repair and non repair sequences types of assessor accommodation, how the assessors modified their utterances, the kinds of trouble perceived by assessors, what triggered assessor accommodation and whether the accommodations facilitated student response and participation. The accommodation types used by assessors were slow down, repetition, rephrase, elaboration, either/ or, tag and yes/no questions and supplying correct language forms. It was found that in repair sequences triggers of assessor accommodation were student lack of understanding, non response and misunderstanding. In these cases the trouble source was in the assessor talk and so the assessor perceived that some modification was needed to his/her utterance in order to remedy the trouble. At times assessors also repaired student talk triggered by problems with the students' use of the Italian language system. In non repair sequences triggers were in the talk of the student such as minimal answers, pauses and perturbation, and also previous accommodations triggering the assessors to continue accommodating. Many of the accommodation types were successful in ensuring students' responding appropriately with rephrasing and elaboration being the most successful since the trouble source was clarified. The accommodation type of repetition was found not to facilitate the subsequent student talk since the trouble source was not identified. This study has implications for assessor training since it highlights which strategies are most successful for ensuring student understanding, participation and appropriate responses as well as demonstrating why and in which environments assessors accommodate."

 
 

"Calnin, G. T. (1995). Changing schools: accommodating changes in learning theory. Parkville VIC, University of Melbourne."

 MEd
 
"Change is a constant theme in our world today; so too in the world of education. While there are no certainties about our future, this thesis tries to make sense of our attempts to help students prepare for life in the 21st century. This study explores some of the global changes which are impacting on our schools and students, explores some of the literature increasing our understanding of learners, and examines some recent research on the learning process. It draws on contemporary literature and research and direct evidence from school experiences in an attempt to formulate a set of theoretical guidelines which schools might consider in their attempts to improve the quality of teaching and learning in educational settings. Contemporary research into learning has produced evidence to suggest that we should be heading towards a more independent learner model which employs social constructivist theory as its pedagogical base in order to equip students for the demands of the new millennium. This theory has a strong research base, but there are also other catalysts. Technological developments have brought the computer into the hands of individual students, which provides them with instant access to the most up-to- date information, but more importantly, empowers them as learners. At the same time research into the workings of the brain and how learning occurs and the theory of multiple intelligence are adding weight to the call for more effective teaching and learning strategies. Learning theory is examined and its implications for classroom practice, but more particularly, the implications for school structures, work organisation and the management of schools which might better accommodate such changes to classroom practice. The thesis argues that these structures need to change if we are to improve learning and therefore better prepare young people for their future."

 
 

"Caravas, V. (1995). What type of reading intervention program best meets the needs of weaker secondary readers? Parkville VIC, University of Melbourne."

 MEd
 
"Reading Intervention Programs which currently exist such as ' Success For All' by Robert Slavin et al (1992) and 'Reading Recovery' by Marie Clay (1993) are designed to cater for the needs of young children in primary schools. However very little exists for weaker readers in the secondary school system as it is assumed that students entering school at Year 7 have established reading and writing processes. This is unfortunately not the case for many secondary schools. Given that society expects all individuals to be 'literate', it should not be taken lightly as it is not only an essential survival skill for all throughout life but also vital in order to progress through one's academic years. Given that there is no perfect definition of literacy, Reading Intervention in a secondary school context aims to firstly create opportunities for students to catch up, if they are ever able to; or simply to survive the reading demands placed upon them in mainstream classes and secondly to help students begin to enjoy reading and start to read independently. The researcher attempts to address this problem by describing her Reading Intervention Program which currently exists at Manah Secondary College and through an analysis of the literature on the subject, suggests further improvements."

 
 

"Casey, B. (1995). The role of the curriculum co-ordinator in selected independent girls' schools. Parkville VIC, University of Melbourne."

 MEd
 
"The purpose of this study was to investigate the role of the curriculum coordinator in selected independent girls' schools in relation to Schwab's (1983) model and to elaborate his theory in practice. Three curriculum coordinators were asked to participate in this study, the methodology of which involved diary keeping and interviews based on the program used by Wood (1992) in the professional development of senior staff. The general findings of the study supported the usefulness of Schwab's model and proposed a typology of leadership styles of curriculum deliberation showing its relationship to management and policy determination in the school."

 
 

"Cavanough, S. (1995). Learner-centred assessment for the classroom teacher. Parkville VIC, University of Melbourne."

 MA
 
"In second language teaching there has been a move to validate the kinds of assessment procedures being carried out by teachers in the classroom. Intimidated by the difficulty of developing traditional formats of classroom tests, for example, multiple-choice and cloze, teachers are looking for 'alternative' methods which reflect the learning processes occurring in the classroom. This study reports on the factors that influence the implementation of learner- centred assessment in the second- language classroom. It begins with a literature review which defines assessment, examines learner-centred assessment for the classroom teacher and surveys learner-centred assessment procedures. It includes a report of the experiences in implementing a learner-centred assessment in three teaching situations. A discussion follows which highlights the significant factors influencing the implementation of learner- centred assessment. The study concludes with a discussion of the importance of learner- centred assessment and offers suggestions for further research."

 
 

"Cawthan, L. J. (1995). Gifted children in the Loddon Campaspe Mallee Region of country Victoria: a parental and student perspective. Parkville VIC, University of Melbourne."

 MEd
 
"This study has surveyed rural families in the Loddon Campaspe Mallee Region of Victoria to establish whether they are experiencing difficulties raising and educating their gifted children. Gifted children at primary and secondary levels were also surveyed. Seventy one families located throughout the region were accessed through schools and a parent support group for parents of children with special abilities. The parents and the gifted children completed written questionnaires. The parent questionnaire was divided into four parts: family background; geographical information; giftedness; and school situation. The study found that aspects of the family background mirrored those found in other research. Although some families were positive about their rural life, most of the families were experiencing some difficulties raising and educating their child in a rural area because of distance, isolation and rural recession. The families strongly expressed their greatest needs as being schools recognising their children as gifted and providing appropriate programs. It was concluded there is a need for policy on gifted children at both state and school level, for more teachers to be trained in educating the gifted and that training be made easily accessible for teachers in rural areas. Parents need to be trained as effective advocates for gifted children."

 
 

"Collins, M. A. (1995). The articulation and creation of power relationships in a primary dance education setting. Parkville VIC, University of Melbourne."

 MEd
 
"This thesis examines the meanings that interpersonal relationships in dance have for children and the potential of dance to contribute to an understanding of how we can live and work together. These issues were examined through the implementation of dance curriculum that aimed to be accessible, non threatening to identity and empowering to a group of upper primary school children. The curriculum explored connections between interpersonal relationships in dance and forms of personal power observed in classroom interaction. It examined the ways dance education can contribute to new ideas, new meanings and new understandings of personal power. The thesis paper presents the processes undertaken in developing the dance curriculum. It also presents the emergent curriculum. Participant responses to the curriculum are discussed. Changes observed in group interactive processes and the exercise of power behaviours are delineated. The paper details the prior assumptions that were confirmed or refuted and the new perspectives that emerged in the study. It endeavours to convey what interpersonal experiences were like for participants in the dance curriculum and some of the meanings associated with power that evolved. Finally, the paper discusses the conditions of setting that may have affected response to the curriculum and considers issues linked to implementing change in education. Recommendations are made for future research in the area of educational dance."

 
 

"Corbitt, B. J. (1995). Homeless students, schools and the policy process: a study of the implementation of the Students at Risk Homelessness Project in Victoria (1989 - 1991). Clayton VIC, Monash University."

 PhD
 
"As a result of the release of the Burdekin Report in 1989, the Commonwealth Government developed a series of initiatives in the August budget of that year, including an educational program, the Students at Risk Program. In Victoria, the Ministry for Education developed and implemented seven Projects within the Students at Risk Program, including one on Homelessness. This thesis reports a two years study of the development and implementation of that Homelessness Project. The study confirms that schools can successfully assist homeless and 'at risk' students to remain in school. It shows that there was clear mismatch between the rhetoric of the policy and the nature of practice in each of the schools. This mismatch is attributed to a range of interrelated influences. These influences included the complex nature of the homelessness problem, different approaches to the resolution of the problem in each school, a continual breakdown in social relations between participants throughout implementation, continual recontextualising of the policy by staff in each school, repeated contestation of official directives, the radicalisation of the school principals involved, and the iterative nature of the policy process. The study of implementation of the Homelessness Project has highlighted the need for policy directed to 'at risk' students in schools to be developed and implemented in a co-operative, democratic way to avoid rejection, reinterpretation and manipulation of policy at the school level. The debate over the nature of policy is far from resolved and conceptualisations about the nature and role of the state, and the nature of power relations in the policy process, are more complex than is generally asserted in the literature. This thesis contributes to the debate and suggests that the state can and does affect the nature of policy acceptance at the micro level, but that this is often countered by the strength of institutionalised practice in schools. In conclusion, therefore, whilst there is evidence that both the state and the school affect implementation, the effects are neither homogeneous nor continuous. Recognition of variations in the degree of influence of the state and schools might eventually lead to a fuller understanding of the nature of policy and allow more larger scale theorising to be derived."

 
 

"da Silva, D. G. (1995). A review of the policy of integrating students with disabilities into Victorian post-primary schools. Parkville VIC, University of Melbourne."

 MEd
 
"This study set out to examine how the integration of students with disabilities in post primary schools is viewed by the teachers and administrators. A review of the available services indicated that integration forms a part of a wider process of structural change within the school system and its impact can only be judged as part of this wider trend. A previous study conducted in 1990 by Wolf provided an insight into the situation in Victorian post primary schools. As there have been further developments in the ensuing period, this study examined the field from the perspective of policy, delivery, implementation and resource provision and compared this with teachers role, experience, qualifications, and the academic orientation of the school. This study found that teachers views regarding integration have continued to evolve and that the schools approach to integration policy development, access and curriculum is the central issue. Where these antecedent issues have been dealt with the integration is more successful. The process of actually integrating the student, (transaction) and the classroom activities (implementation) were easier in that the individual teacher was able to direct the process. The results also shows that the integration of the disabled is not perceived as having any impact on the learning of other students, although teachers with special education qualifications were more conscious of this possibility. On the other dimension teachers with postgraduate qualifications were more confident in their participation with integrated students than were the more experienced teachers. Teachers without postgraduate qualifications were more concerned with the effect of integration on the student disabilities, whereas the qualified were more focused on the effect on the non integrated student. The principals and vice principals considered that integration did not have an adverse effect on the general operation of the school. A finding which provides the basis for continual advancement towards a more civilised values and an accepting and tolerant society."

 
 

"Daly, T. (1995). Applying the spiritual exercises of St Ignatius Loyola to religious education in the secondary school: Mary Wards' Ignatian way. Bundoora VIC, La Trobe University."

 MA
 
"This thesis argues that the Spiritual Exercises of St Ignatius Loyola and Mary Ward's experience of them provide a defensible approach to religious education in the school. The central issues to be discussed are whether there is a valid theoretical basis for an application of the Spiritual Exercises for religious education in the secondary school, and how viable is their practical application. As a theoretical foundation, the thesis investigates this educational approach from the perspective of Bernard Lonergan's philosophical and theological method of interiority and Ignatius' method of spirituality. The aim is to explore the methodology of discernment in the Spiritual Exercises as a means of Christian decision making. A combination of methods are used; principally these will be a study of historical works, textual analysis and a critical comparative approach with an emphasis on the experiential. Some parallels are noted between Ignatian pedagogy and the educational theories of Jerome Bruner, the insights of John Dewey, and some current educational trends. Using evidence from practical experience, reflection and further study, the author examines the following questions. Have the Exercises the potential to provide a suitable framework, process and method for a religious education curriculum in the secondary school? Can their use in teaching and learning contribute effectively to the realisation of full personal development? What are the implications of Mary Ward's feminine contribution to Ignatian spirituality for contemporary times? Is the use of scripture in the Exercises acceptable in the light of contemporary biblical exegesis? Do the Exercises provide a means of educating students to find truth and justice and for a global vision? The thesis defends an affirmative response to the central issues raised."

 
 

"Dillon, S. C. (1995). The student as maker: an examination of making in music education and the implications for contemporary curriculum development. Bundoora VIC, La Trobe University."

 MEd
 
"The purpose of this thesis has been to examine making in the arts and to use the concept of 'student as maker' as a tool for analysis of arts curricula and explore the relationship these have with vocational, academic and aesthetic development in education. Pragmatism in arts education is certainly not a new concept but the thesis has attempted to describe the benefits of re-examining progressive educational methodologies and theories and address the concerns conservative/traditional education has for these ideas, whilst also proposing some new insights into the need for such education in the light of the conditions of post- modernity. The ideology is related to the practice of teaching arts education and serves as a conclusion which calls upon the argument of the thesis and applies these to the classroom. Although in need of rigorous testing the assertions made relate to the author's personal experience as a music teacher and coordinator of a performing arts curriculum. This research has been confined to a conceptual study to keep the content within the bounds of a minor thesis. However some reference has been made to the author's own qualitative experience as an illustration and a way of checking that the assertions are able to be put to some real use in the classroom. This has tempered the theoretical assumptions and in itself delivered criticism and limitations of the implementation of the idea of 'student as maker' to arts curricula. The major problem with the idea lies simply in the totality of its focus, it involves the entire teaching/learning relationship and all the stakeholders in that as well as the place, the atmosphere/attitude of the place and a completely different focus in curriculum which is structured through process/conceptual learning whilst still utilising content in exemplary form. Nevertheless 'student as maker' holds an appeal for the author and many other pragmatists who believe in its power as a learning tool and indeed in its ability to address some newer issues of the formation of individuals which are becoming more relevant to today's education. By way of a summary conclusion the author simply lists and briefly outlines the central argument and insights which have emerged as a result of this research and describes how 'student as maker' can be of benefit to learning."

 
 

"Donelan, K. J. (1995). The teacher, the students and the drama: using an ethnographic approach to study three drama classrooms. Parkville VIC, University of Melbourne."

 MEd
 
"This is a study of educational drama. An ethnographic approach has been adopted in order to ground the research in the experiences of drama teachers and students in three classroom settings. As the participant observer and teacher researcher, the author collected and analysed data in order to inquire into the drama curriculum in action. The case studies are presented in a narrative style designed to evoke key features of each context and to provide engaging interpretive accounts of the participants' drama experiences. The research design was modified in response to the problems of methodology that were encountered as the study proceeded. The collaborative structure of the third case study, involving the classroom teacher and the students as partners in the research process, is proposed as the preferred model for classroom based research and for professional development. On the basis of the study, an ethnographic approach is found to provide drama teachers with the reflective means to improve teaching practice. The study illuminates the influence of the school and classroom context on the participants' perceptions of drama; divergent views between the teacher and the students about the purpose of the drama curriculum are seen to constrain the quality of the drama. In this study, participants valued the drama they encountered with an intensity that transformed the classroom setting, giving them access through an aesthetic experience to an alternative world or to another world view."

 
 

"Elterman, E. (1995). The struggle for the science curriculum at the ASEP Guidelines Conference, 1970. Parkville VIC, University of Melbourne."

 MEd
 
"The school subject general science struggled into existence in Australia, initially in Victoria, during the Second World War. Amid considerable controversy about the purpose and scope of science education, influential individuals were able to impose an expanded science education on a traditional field of study dominated by the academic disciplines of physics and chemistry. Through the writings of some of the key figures who influenced general science, particularly the textbook authors who supported the syllabus produced by the Melbourne University Schools Examination Board, this thesis traces the reaction to the subject in Victoria over 25 years from its introduction in 1943 through to 1970. The main focus of the thesis is on the attempts of reformers to redefine science education at the Australian Science Education Project (ASEP) Guidelines Conference, in 1970. The research is based on collected papers and discussions with some of the participants at the conference, but the analysis of the cyclic nature of the changes has been stimulated by Herbert Kliebard in his influential book 'The struggle for the American curriculum 1893 - 1958'. From this historical perspective, Kliebard asserts that in the struggle for control over the common school curriculum in the United States, certain persistent reform ideologies can be identified. Similarly, these were identifiable at the ASEP Guidelines Conference. Against the background of shifting interests in educational priorities, for example, from the exuberant confidence of the seventies to the nervous atmosphere of controlled accountability of the nineties, this study offers a sense of the ideological resources available to the Australian science educators and hence provides a window on Australian culture. It is also a study of why change does not occur, which in studies of school subjects may be as important as studies of what facilitate change"

 
 

"Endacott, E. J. (1995). Primacy in a taxonomy of Christian education. Melbourne VIC, Melbourne College of Divinity."

 MTheol
 
"The thesis deals with the debate between social science and theology, seeking to determine which merits primacy in the discipline of Christian education. Revelation theology is described as that which is 'given to experience', and social science is held to be that which is 'derived from experience'. The thesis proposal is that primacy should be granted to revelation theology. The primacy dispute takes place in the framework of a taxonomy of Christian education. This taxonomy is skeletal so that it can be related to a number of different educational models. The layers of the taxonomy begin with the most basic assumptions and move towards specific educational actions, including evaluation. The taxonomy is original, though based on pioneering efforts from a number of writers. Two eminent Roman Catholic authors play a dominant role in the thesis. James Michael Lee has been selected to present the case for social science. He is an educationist who champions the role of social science in Christian education. The case for revelation theology is well argued by the theologian Avery Dulles, who uses models to explore both revelation theology and ecclesiology. Dulles' models are extended to relate to Christian education by J L Seymour and D L Miller's publication 'Contemporary approaches to Christian education'. Some Protestant writers are brought into the debate to ensure that the argument has ecumenical dimension. Both the social science and revelation factions present strong evidence that they deserve primacy. These arguments are related to each layer of the taxonomy, although special attention is given to the first layer. It is here that vital presuppositions are compared, because control of the first taxonomical layer determines primacy. The thesis proposal is affirmed, but not without a significant concession to social science. It is argued that the primacy of revelation theology must not lead to exclusive or monopolistic behaviours. The contribution of social science is recognised and protected through an affirmation of human reason."

 
 

"Fallon, F. R. (1995). Christian values and the vision of the Uniting Church for its schools in Victoria. Parkville VIC, University of Melbourne."

 MEd
 
"The Catholic Church in Australia has a vision for its schools of a faith that pervades all aspects of school life and results in a climate or atmosphere where Christian values are expressed in every dimension of the education provided. What vision does the Uniting Church in Victoria have for its schools? Is it similar to that of the Catholic Church? This thesis examines the vision that the Uniting Church has for its schools in Victoria, particularly in relation to the place of Christian values in this vision. Three value models are used. They are the Gospel values as defined by Doyle and Woods (1984), Scheler's Hierarchy of Values (1973), and Hodgkinson's Value Model (1983). Three sources of data are examined in this thesis. They are transcripts of interviews with four chairpersons of the Synod Education Committee, relevant sections of the minutes of the Synod of the Uniting Church in Victoria, and the aims and objectives and mission statements of the Uniting Church schools in Victoria. The three models are used as a framework for analysing the data. The vision of the Uniting Church for its schools in Victoria was found to involve the presence of a Christian ethos in the schools which was made up of three dimensions. These dimensions are values, in particular the Gospel value of love, the presence of Christian staff, and areas of school life in which the values are expressed, in particular the area of pastoral care."

 
 

"Fankhauser, R. (1995). The teaching strategies employed by Year seven level teachers in the teaching of information skills. Parkville VIC, University of Melbourne."

 MEd
 
"The development of independent, lifelong learners has been an expressed goal of education, internationally and within Australia, over the last fifteen years. The introduction of the Victorian Certificate of Education (VCE), which has a strong focus on independent research by students, has had an impact on the structure of schooling within Victoria. This thesis sought to ascertain whether there has been a discernible emphasis on the development of information skills in the teaching style of teachers and whether the VCE has had an influence on this teaching. Teachers at a government, postprimary school were surveyed using two self administered questionnaires. Information on the current practice in the school, regarding the teaching of information skills at the Year 7 level was collected. The survey also tried to establish whether a relationship existed between the teaching of information skills and teachers who teach at the VCE level. The findings indicate that there is a general recognition of the importance of information skills by VCE and non VCE teachers. However this importance is not reflected in the explicit teaching practice of those teachers sampled. An understanding of the components of the research process and teaching approaches needed to foster information skills within that process does not appear to be strongly developed in either VCE or non VCE teachers. In the evaluation criteria used to assess student work organisation, planning and higher order thinking skills are deemed necessary, though again this is not supported by the teaching approaches adopted by the teachers. Teacher librarians who have expertise in the area of information skills are rarely involved in the planning of assignments with teachers."

 
 

"Fetter, S. D. (1995). Jewish visual literacy: a practical approach. Parkville VIC, University of Melbourne."

 MEd
 
"The intention of this study is to show that Jewish studies can and should be taught with a major visual component. The research and investigative nature of this study deals with the qualitative aspects of Jewish education and visual literacy and the presentation of a case for a visual component as an integral part of Jewish studies. Jewish studies teachers are interviewed and visual education is discussed in light of the problems revealed in a survey. The assumption is that there are important teaching concepts of a visual nature that can be of benefit to the teaching of Jewish studies and that these are not being addressed by the present curriculum. There are several approaches which are examined which have a visual basis for learning. All of these are proposed for inclusion in a sample program, with an emphasis on the visual arts. The concept of visual literacy is emphasised as a platform for this study. The role of the Jewish artist in society and education is examined. It is often pointed out that because the Bible was written without illustrations, all of the later teaching appeared to strengthen the assumption that Israel is a nation without images. In terms of the Jews' contribution to the visual arts and the visual nature of much of Jewish law and lore this is not so. Classical Jewish texts have an infrastructure which can be an educational tool used to enhance learning, however this is not utilised to any real degree in contemporary Jewish education. The sources for modern Jewish education are discussed and the results of the survey reinforce the assumptions stated in the study. These are analysed and evaluated. Several curriculum models are examined and modified for use in a Jewish studies environment. As a result of this, several factors as guiding principles are evolved and a basis established for the design of a curriculum framework. A sample program is designed with a basis in several of the curriculum models, it is then evaluated and suggestions made for further development."

 
 

"Forgasz, H. J. (1995). Learning mathematics: affect, gender, and classroom factors. Clayton VIC, Monash University."

 PhD
 
"To gain a better understanding of persistent patterns of gender differences in mathematics learning outcomes reported in the literature, this thesis explored the relationship between Victorian Grade 7 students' beliefs about themselves as learners of mathematics and classroom environment factors which might influence those beliefs. The affective variables of interest were those included in Fennema and Peterson's (1985) Autonomous Learning Behavior model. This classroom- based model postulates an explanation for gender differences in mathematics learning outcomes. The study was conducted in two parts. A large scale survey (part 1) established that mathematics teachers who are perceived to be interested in their students as individuals and provide opportunities for interaction (personalisation), who encourage participation in classroom activities, and who emphasise investigative skills are likely to promote functional beliefs in their students. In- depth case studies of two grade 7 mathematics classrooms formed part 2 of the study. Several factors common to both classrooms were identified which provided partial explanations for variations in individual students' beliefs inferred from the self-report data and from classroom observations, differences in beliefs among the targeted students, and gender differences in the beliefs of the male and female cohorts. The classroom climates were found to be male- oriented and seemed to facilitate males' learning over females'. The contextual settings of tasks were frequently male-stereotyped, stereotyped classroom behaviour was tolerated, and competitive activities, particularly traditional formal testing seemed to be more highly valued than cooperative endeavours. The membership composition of small groups seemed to affect students' engagement in and affective reactions to cooperative learning tasks. The teachers appeared to hold higher expectations for males than for females and, at times, to reward students' efforts inappropriately. The findings did not challenge the Autonomous Learning Behavior model. Rather the range of classroom-based factors said to influence students' beliefs about themselves as learners of mathematics has been broadened."

 
 

"Foster, L. (1995). The structuring of interaction in the ESL classroom. Parkville VIC, University of Melbourne."

 MA
 
"During recent years there has been a considerable amount of interest in the nature and type of teacher talk in English as a second language classrooms. This interest has focused on the learner in the process of second language acquisition and the effect that teacher talk has on the development of interlanguage. This thesis concerns itself with the teacher as the arbiter of classroom interaction responsible for the structuring of lessons and the systems utilised including questioning, responding and, what we shall call, sign posting. The research subjects for this work are distinct in that they are all experienced teachers of English as a second language from a non English speaking background. The purpose of the work is, therefore, to examine, on a broad ethnographic basis, the organising machinery of classroom lessons conducted by teachers whose professional experience and techniques may be influenced in their implementation by their own level of interlanguage. The work takes as its starting point a perspective that attempts to eschew procedures of formal rationality and avoids the construction of any form of systems model. The basic principle to be examined is how a group of teachers of English as a second language from a non English speaking background, approach the process of the structuring of classroom interaction and, by extension, learning. This thesis is not concerned with teacher effectiveness and does not attempt to make any observations regarding learning outcomes for students being taught by native or non native speakers of the target language."

 
 

"Freeman, M. J. (1995). The postcompulsory student as intellectual: Australian studies in the Victorian Certificate of Education. Bundoora VIC, La Trobe University."

 PhD
 
"Between 1986 and 1991 the study of work in society, located within the Australian Studies Field of Study, was developed and introduced at year 11 level as a common element of the new Victorian Certificate of Education. It ceased to be compulsory after two years of full implementation. This thesis is concernmed with the experience of Australian Studies at all levels, from policy formulation and planning through to the development and implementation of courses in schools and classrooms, and the preparation of curriculum materials and provision of other resources in the wider community. As a curriculum initiative of the postcompulsory stage of schooling, it is made the starting point for a discussion of the relationship between schooling and society, and between curriculum theory and social theory, under circumstances which are characterised in much of the latter as 'postmodernity'. Some critique of Australian Studies is implied. However in its main argument the thesis searches for a theoretical form which can give an account of emergent Australian Studies pedagogy in which ' pedagogy' is no longer a matter, mainly, of the book, the pen and the teacher as cultural authority, but is defined broadly enough to encompass other forms and levels of person to person, or voice to voice interaction. Pedagogic fundamentals such as the classroom, literacy and school knowledge, are all reconsidered in relation to Australian Studies practice. The thesis focuses particularly on the intellectual in contemporary society and the social relations of intellectual work. It suggests a framework for theorising postcompulsory curriculum in which postcompulsory students are discursively constructed, not simply as learners or putative workers but as intellectuals, who both cultivate a body of technical skills, and interact within a technologically extended classroom which is coterminous with the society of which they are also members. It is argued that a curriculum which is actively designed according to interpretive principles of the latter kind, though still preserving a concern for and impetus towards the 'good' society, might lay claim to being a curriculum for postmodernity."

 
 

"Fuller, A. M. (1995). The effects of single-sex classes on students' confidence and participation in mathematics. Parkville VIC, University of Melbourne."

 MEd
 
"The issue of females' lack of participation in high level mathematics at the senior levels of schooling has been one which has caused much debate. In Australia and overseas, females are less likely than males to participate in mathematics and science in the senior years of secondary education. One of the strategies which has been proposed to redress this imbalance has been the use of single sex mathematics classes within the school. The subjects of this study were a cohort of students at four different campuses of one school. At one campus, students were allocated to single sex mathematics classes for Year 10, and then returned to mixed sex mathematics classes in Years 11 and 12. At the other campuses, students were always taught in mixed sex classes. Comparisons were made with students from the other campuses and students from the same campus in other years. The research explored the hypothesis that being a single sex mathematics class would improve the confidence of the female students in Year 10, which would in turn lead to an increase in the participation rate of females in high level mathematics in Years 11 and 12. The findings indicated that the experience of single sex mathematics classes in Year 10 did not enhance the confidence levels. There was no increase in the participation rate in high level mathematics of either females or males from the experimental group. As this group of students was the first at their school to experience single sex classes in a coeducational school, it might be that problems of implementation made the intervention unsuccessful."

 
 

"Giese, G. D. (1995). The impact of Year twelve restructuring in Victoria on teaching and learning in three urban schools. Parkville VIC, University of Melbourne."

 MEd
 
"In this study Year 12 teachers were surveyed to determine whether they believed the educational needs of their Year 12 students were better served by the earlier public policy of multiple Year 12 courses, or by the current policy of a common course and certificate for all Year 12 students in Victoria. The study was based on the experience of eighteen teachers in three schools which had developed strong alternative Year 12 courses in the 1980s. An attempt is not made in this thesis to construct public policy, but rather to offer a critique of policy formation which appears to have been largely separated from socially responsive policy development at the school level. The Year 12 teachers surveyed in this study believed that the final form of the Victorian Certificate of Education, settled under the influence of social functionalism, individualism and expertism, has failed to enhance motivation, commitment or competence in either themselves or their students."

 
 

"Green, P. J. (1995). The literacy-related demands involved in the transition from primary to secondary school. Bundoora VIC, La Trobe University."

 PhD
 
"The research examines the literacy-related demands involved in the transition from primary to secondary school (Year 6 to Year 7 in Melbourne, Victoria). The methodological paradigm of the study is that of constructivist inquiry. The experience of transition is presented primarily from the student viewpoint, in the form of seven case studies. During the first year of the study, which was the students' final year at primary school, one school was involved. However, the study took on a multi-site approach as the students moved onto five different secondary schools in the second year of the study. In the secondary school context the literacy- related demands were documented within the subjects of English, and Social Education or Science. A literature review on literacy, which presents four main perspectives of literacy, namely, a functional view, a 'literacy for self' view, a cultural view and a critical view, provides a backdrop or background to an overview of the literature connecting transition literacy in the context of transition, including the writing and the and literacy. The research investigates the complexities surrounding reading demands, as well as issues pertaining to the psychosocial context of transition. Such aspects embody expectations about and attitudes to school, together with the process of making friends and forming social groups. The study augments the literature pertaining to literacy and to transition by examining the literacy-related demands in the context of transition. This focus represents a significant gap in the literature. Recommendations for practice flow from the dissertation, and have most relevance to educators within the primary, secondary, and tertiary sectors, but are also applicable to those involved in transition at the policy making level."

 
 

"Hart, C. E. (1995). Access and the quality of learning: the story of a curriculum document for school physics. Clayton VIC, Monash University."

 PhD
 
"This inquiry is based on the authors involvement, between 1987 and 1989, in the process of devising a new course for senior school physics in the State of Victoria, Australia. Various problems have been associated with traditional courses in school physics. These include the quality of student learning, static rates of participation in general, and low participation rates for girls in particular, and a poor match between aims, content and assessment. Many of those involved hoped that the new Victorian course would be able to take a fundamentally different approach and, by the end of 1987, progress seemed to be made towards a conservative but nonetheless significant reconstruction of school physics. During 1988 questions relating to assessment took over and, although a practicable alternative to centrally set and marked tests was unable to be devised, it was considered that a different style of test would be possible. But, in 1989 invisible and apparently inevitable forces began to shape the course, so that what finally emerged was far closer to the traditional version of school physics than had been originally envisaged. The present inquiry represents the authors attempt to understand what had happened. The thesis shows that not only academic physicists but also bureaucratic personnel were able to substantially influence the outcome. The final form of the curriculum document, and the process by which it was achieved, are analysed from various perspectives within the literature. It emerges that the influential roles were mediated through powerful discursive mechanisms which embodied implicit assumptions about the nature of physics and constrained consideration of the issues of participation and the quality of learning within unacknowledged boundaries. The authors experience of VCE Physics suggests that the prescribed curriculum is a significant arena of educational action, and that inquiries such as the present study are needed to guide the actions of those involved in reform. Furthermore, understanding the forces which shape the curriculum is essential if the understanding of problems such as participation and the quality of learning in school physics is to be enlarged."

 
 

"Henry, C. (1995). Case studies in human rights education and critical educational science. Geelong VIC, Deakin University."

 PhD
 
"This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum. While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers' work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nation- wide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society."

 
 

"Ling, L. M. (1995). An episode in policy construction: the Victorian Certificate of Education. Geelong VIC, Deakin University."

 PhD
 
"This thesis constitutes a study of the policy construction process through an examination of the policy leading to the implementation of the Victorian Certificate of Education (VCE). In order to place the VCE as an episode of educational policy construction, into a context of time and space, a detailed discussion of the features of the social, political and economic contexts in which the policy was framed, is undertaken. The VCE is then able to be viewed in the light of the broader society and thus the ways VCE policy may be seen as a reflection of or reaction to the conditions and events of the period, are extrapolated. It is asserted in this thesis that it is necessary to devise new approaches to the interpretation of social processes such as policy construction in the light of the specific features of the current era. One of the key features of the current era is seen to be the economic rationalist agenda and the resulting dependence upon market forces and a market economy. In order to undertake the interpretation of the process of policy construction a selection of theoretical perspectives is made upon which to draw for insights and interpretive frameworks. The theoretical perspectives discussed include critical theory, postmodernist theory, meta- theory and the structurationist approach of Anthony Giddens. Drawing predominantly upon the Theory of Structuration, an interpretive framework is devised and applied throughout the course of this study. The interpretive framework which is developed in this thesis is based upon the concept of there being four domains in which social processes such as policy construction occur. These domains are referred to here as: global, macro, meso and micro- domains. In employing this approach the tensions and vectors of interest which are present both within ( intra- domain) and between (inter-domain) domains are examined with particular concentration upon the effect of such dynamic relationships upon the process of policy construction. The concept of the dialectical relationships which occur between elements within and across domains is a central one in the interpretive framework developed and applied. Policy construction is thus represented in this study as a dialectical process where the interaction of people with structures (rules and resources) results in a recursive and dynamic social context where transformation and change are inherent."

 
 

"McCann, P. (1995). Old stories are best: an exploration of good practice in drama teaching. Bundoora VIC, La Trobe University."

 MEd
 
"The thesis explores the use of archetypal images in the teaching of drama in schools. The thesis adopts the point of view that the teaching of 'old stories', or those rich in archetypal themes appears to enhance the personal and social growth of students. Through examining and experiencing archetypal roles which incorporate such images as good, evil, power and servility, the students role-play culturally prevalent images and develop an understanding of the subtlety and complexity of human interaction. The thesis examines the practice of a primary school drama teacher who incorporates archetypal themes into his teaching in order to empower the students and encourage their development of social and theatrical skills and, on a deeper level, an understanding of archetype and the power of image."

 
 

"McCarter, D. M. (1995). A critical review of prevalent theories informing writing instruction in the primary school. Bundoora VIC, La Trobe University."

 MEd
 
"The purpose of this thesis is to examine and discuss the prevalent theories that have informed primary teachers and their chosen methods of writing instruction with particular reference to examples of related practice. In this examination of each competing model the major research and viewpoints of prominent authors are considered from the theoretical base through to the classroom implementation. The six models of writing instruction selected for consideration are termed as follows: the traditional model; the process model; the transactional model; the genre model; the social model; and the critical model. Each model is outlined through discussion of the basic theoretical background and the relative strengths and weaknesses. The models of literacy from which each model is drawn are examined, with particular reference to Street's theory of autonomous versus ideological models of literacy. The thesis allows a glimpse of what each model could look like in the primary classroom with examples of teaching practice discussed and related to the relevant theory. Recommendations for classroom teaching practice are discussed in the light of the given evidence."

 
 

"McKeegan, M. (1995). Comprehension of mathematical word problems. Parkville VIC, University of Melbourne."

 MEd
 
"Many students struggle to answer arithmetic word problems correctly. Examination of their mistakes shows that their difficulties are often related to misinterpreting or not understanding the written language of the questions. This thesis is concerned with examining students' reading difficulties in relation to word problems and noting any differences in student performance after the teaching of a specific comprehension unit within the mathematics class. Four classes of Year 7 students were selected: two classes as a control group, and two classes as an experimental group where they were given specific reading for meaning strategies adapted for mathematics from other curriculum areas as a part of the whole numbers and decimals topic. Students' learning was measured by three tests: a pretest, a post test and a delayed post test completed ten weeks after the post test. As well as the tests, interviews with a small number of students were conducted and two questionnaires were completed by all the students in the sample. It was found that the comprehension unit significantly assisted students in the experimental group for the post test, but no difference was found between the two groups for the delayed post test. The study was not able to find conclusive reasons for the improvement of the control group for the delayed post test although possible reasons are offered. Careful reading of all words in a problem and rechecking work were the most successful approaches used by students. The study recommends that students are taught comprehension in their mathematics class in order to help them better understand the language of mathematics."

 
 

"McKenry, R. (1995). Academic success for speakers of Koorie English: the need for teacher intervention. Parkville VIC, University of Melbourne."

 MEd
 
"This study examines teacher intervention as a means of promoting academic success for speakers of non standard English, in particular, Koorie English. It comes as a response to an initiative of the Goulburn Valley Aboriginal Education Consultative Group in Victoria and was prompted by the fact that very few Koorie students reach senior secondary level in Victorian schools. The need for, and effectiveness of, teacher intervention if this situation is to change is illustrated in three case studies involving senior secondary Koorie students, their teachers, a local Koorie educator and the author, a literacy consultant. The significance of the fact that Koorie English is the first language of the students is explored. Outcomes include a recommendation that students and teachers can benefit from increased metalinguistic awareness of the differences between Koorie English and standard Australian English, in an environment where both are respected and used according to a particular audience. Unless speakers of non standard English are given explicit teaching that shows linguistic differences between their language and standard Australian English, they will fail to achieve academically. The study shows that with such teacher intervention, students can achieve. However, the study also shows that classroom tuition alone cannot bring about this achievement but needs to be coupled with other supporting moves. The Victorian Certificate of Education text response task is used to demonstrate that links can be created between the personal experiences and cultural background of Koorie students and mainstream or standard Australian English textual content. Without these links being taught Koorie students are severely disadvantaged. Concept mapping is shown to be another useful teaching and learning strategy in bridging these cultural and linguistic gaps. The major findings and recommendations from this study are the need for schools to: listen to Koorie students when planning curriculum and policies; recognise standard Australian English as a second language for Koorie students; intervene in language acquisition by explicit teaching of linguistic forms; and develop school disciplinary policies that support rather than destroy the literacy efforts of both Koorie students and their teachers."

 
 

"McLean, J. (1995). An aesthetic framework for drama education. Parkville VIC, University of Melbourne."

 MEd
 
"This study examines how the aesthetic is central to a conceptual framework in drama education. The main features of the framework are investigated and referred to as the aesthetic framework. To accompany this framework the study proposes the development of an aesthetic consciousness for teachers working on the new Queensland drama syllabus (BOSSSS, 1993). The focus of the study is on how the aesthetic framework manifests itself in classroom practice and how teachers and students describe their experiences of it. Central to the aesthetic framework is the development of a philosophical stance embracing artistic, educational, cultural and critical theories. Through the writings of Szatkowski, O'Neill, Abbs, Willis, Giroux, Foucault, Eco, Lyotard, the study argues for different epistemologies to be explored within the drama curriculum to allow students to undergo other aesthetic experiences. The findings offer teachers a discussion about the success and failures of the strategies developed to implement the framework in the classroom"

 
 

"McLeod, J. E. (1995). Regulating gender: feminist truths and educational reform in Victoria since 1975. Bundoora VIC, La Trobe University."

 PhD
 
"This thesis addresses feminist educational reforms in Victorian schools in the period 1975-1985, and examines their regimes of truth about gender and their attempts to transform the attitudes and conduct of pupils and teachers. The study is based on a variety of documentary sources, such as teachers' professional advice literature, curriculum texts, policies and teachers' own writings. The framing and analysis of the research questions have been influenced by recent debates in feminist and poststructuralist theory on the production of (gendered) subjectivity, and by Australian and non-Australian research on girls, gender difference and schooling. Four main arguments are developed. First, that feminist educational reforms in Victoria have been centrally concerned with negotiating the meanings of gender identity and sexual difference, and that between 1975-1985 there were significant changes in these understandings, which can be summarised as a shift from a fantasy of androgyny to an affirmation of sexual difference. Second, these reforms are interpreted as interventions into the regulation of gendered subject positions, and it is argued that these interventions need to be analysed as productive of regimes of truths and as both emancipatory and normative projects. Third, these feminist reforms are situated as, in Teresa de Lauretis' terms, 'technologies of gender'. It is suggested that the Foucauldian concepts of 'government' and 'technologies of the self also provide a valuable analytic framework for understanding how these reforms regulate ideal subject positions. In the light of the preceding investigations, it is argued that this kind of analysis can be complemented by concepts drawn from psychoanalysis which suggest explanations for why normative practices and regulatory truths might not always succeed. The thesis intends to make a contribution to our understanding of current feminist educational reforms by charting some of their antecedents; it aims to fill an important gap in the history of Australian feminism and schooling; and it offers some critical reflections on feminist and poststructuralist theories about the regulation of subjectivity by exploring their implications in a researched historical case study."

 
 

"Milvain, C. (1995). Moral reasoning as part of a primary school curriculum. Parkville VIC, University of Melbourne."

 MEd
 
"After the turbulent times of the 80s, research is presented as evidence of the resurgence in the community's desire for ethical practices to be an integral part of a decision making process. Moral reasoning must be the cornerstone of all decision making for individuals who accept a responsibility to themselves, to the society within which they function, and to the wider world to which all humanity contributes. Given that society is in a continual change, individuals must have for themselves the mechanism for evaluating and managing any changing standards. There is a responsibility to present children who will exist in the unknown environment of the future with the tools which will allow them to consider dilemmas, and then assist them to make rational, creative and moral decisions. A primary school environment is seen as the ideal place to help individuals begin to set their own standards of behaviour. At school, children can no longer rely solely on rules set by parents, but must look towards establishing their own principles of conduct. Educators have a responsibility to present children with curriculum which promotes the ability to think rationally, independently and morally. Existing theories of moral development are examined to determine how moral reasoning skills can best become part of the classroom programme, and, at the same time, assist the learning goals of other curriculum areas. This work investigates a teaching technique which uses philosophical dialogue to explore realistic, or probable, circumstances depicted in picture story books as a means of developing moral reasoning in primary school students. A set of lessons, using the above technique, was compared to a set of lessons which did not contain the element of philosophical dialogue to determine the effectiveness of this style."

 
 

"Minahan, R. H. (1995). Schools of the future and curriculum development and implementation - an investigation. Parkville VIC, University of Melbourne."

 MEd
 
"Restructure of the Ministry of Education has ensured that schools are no longer centrally administered but are self- managing within the Schools of the Future program under the Directorate of School Education. As a result, changes have occurred in many areas including administration, financial management, staffing structure and teacher support in areas such as curriculum. This study investigates three schools that are members of the Schools of the Future Pilot Program and seeks to find the effect that the changes from the Program, have had on curriculum development and implementation. The study reviews the literature available on the topic, in particular the notion of self- managing schools in Victoria. Therefore it reviews information on the Schools of the Future Program. It also seeks to understand the effect of changes in curriculum policy and the provision of professional development. The study also seeks to explore the effect of leadership style on the implementation of curriculum within a school. Qualitative research methods were employed when data was collected from the three participating schools. The schools were selected for the following reasons: they are members of the Schools of the Future Pilot Program (or Intake 1 ); they are situated in a similar socio- economic area; the author had ready access to those schools. By applying grounded theory technique to the data a model was developed - The Curriculum Triangle. This model is a suggested representation of what is occurring in the selected schools and could be used further to analyse data from schools, and thus generate the possible areas requiring professional development and curriculum leadership."

 
 

"Mitchell, S. (1995). The VCE LOTE final examination (CAT 3): a study of the task and processes involved. Parkville VIC, University of Melbourne."

 MA
 
"With the recent introduction of the Victorian Certificate of Education (VCE) in 1992, there were many changes to the curriculum in subject scope, breadth and assessment procedures. This study examines the Languages Other Than English (LOTE) final examination ( CAT 3), a combination of reading, listening and writing tasks, and in particular what strategies students use to complete the task. A pilot study of state high school students studying German in Year 12 found that students were well aware of what the task required and used a variety of strategies, though often students were aware of problems but unable to find strategies to assist them. The present study found that students relied heavily on the bilingual dictionary as there was a marked preference for translation at the word level between languages. Students organised their information according to English structure rules and composed their written piece by predominantly translating from L I to L2."

 
 

"Moodie, R. (1995). The initial implementation of a mandated assessment project. Parkville VIC, University of Melbourne."

 MEd
 
"During 1994 the Directorate of School Education decided to implement a statewide assessment project aimed at primary aged students. Under the guidance of the Board of Studies, this project was announced and it was anticipated that all Victorian State Primary schools would participate in the project in 1995. This study is a record of how the staff at one State Primary School reacted to the implementation of this mandated assessment project. It draws upon literature on teacher change and from the British National Curriculum to identify issues relating to the Victorian context. Using teacher concerns as a focus this study explores the affective reaction of the teachers in the study and the extent to which they accommodated or rejected the change. It explores to what extent teacher interpretations of change are affected by various sources of information. And whether these sources impacted upon the acceptance or rejection of the Learning Assessment Project. A number of issues that need to be taken into consideration when implementing educational change were identified. It also focuses on Hall and Loucks (1978) theory of the Stages of Concern, identifying that in the case of mandated change, teachers concerns do not follow the same pattern as those identified by Hall and Loucks."

 
 

"Moriarty, P. J. (1995). A study of the processes and methods involved in the introduction of Aboriginal studies in the curriculum of three rural Catholic primary schools. Ascot Vale VIC, Australian Catholic University."

 MEd
 
"Using a predominantly ethnographic research methodology this thesis examines how an Aboriginal Studies unit was planned and implemented in three rural primary classrooms. Despite the wealth of history and cultural significance of the east Gippsland area, the existing curriculum was limited to colonial history and colonial interests. Also apparent was that the few attempts to introduce Aboriginal Studies had been short lived and ineffective. After comparing the progress in this area in different states, an implementation process was chosen and trialled in three non-Aboriginal, rural, Catholic primary schools. The implementation process was studied primarily using participant participation and qualitative action research techniques. However it became apparent in the early stages of the research that the implementation process was only successful if certain factors and prerequisites existed in the classroom. An outcome of the study was the identification of the factors and preconditions that enable students to develop a wider, more inclusive perspective of contemporary Australia. These were found to be the necessary ingredients for the achievement of the learning outcomes of the Aboriginal Studies curriculum. A second outcome was the identification of the elements of a successful implementation process. By documenting the curriculum change process it was possible to gain some understanding of the scope and difficulty of this process. As the study progressed however its focus moved from its initial goal of a mechanical implementation of a new curriculum topic to a process that challenged the perceptions, understanding and beliefs of the participants (including those of the researcher). What did you learn that was new? (Researcher) 'I suppose most of it was new to me really because I hadn't really had much...anything to do with Koories so even just meeting and talking them just as normal people...that was a new thing. I suppose it gave me great insight into their whole culture really, like why they are...how they are perceived as stereotyped...and how they are trying to get away from that as a whole.' (Class Teacher - Carol). This change in focus resulted in a greater understanding of the difficulty and tension that confronts curriculum innovation in this area."

 
 

"Moses, K. R. (1995). The silence of the frogs: dysfunctional discourse in the 'English-only' Aboriginal classroom. Parkville VIC, University of Melbourne."

 MA
 
"This study of classroom discourse was prompted by a dilemma: the apparent contradiction between the language planning policy of an education department and the reality of language use in the classroom. Of the 83 schools in the Northern Territory that are located in predominantly Aboriginal communities, only 20 are identified as being 'bilingual' by the NT Education Department and even fewer have formal bilingual programmes that are operational. The rest are designated 'English-only'. This distinction between the 'bilingual' and 'English- only' programmes in Aboriginal schools is not, primarily, based on the language background of the students or their communities. The 'English- only' approach to Aboriginal education in the Northern Territory makes use of neither an English as a second language curriculum nor ESL qualified teachers. It does, however, provide for the appointment of a local Aboriginal ' teaching assistant' who is a fluent speaker of the vernacular and whose main job it is to make comprehensible to the students the non- Aboriginal teacher's discourse. In this provision there is some recognition that the 'English-only' classroom has more than one language of instruction. However, since many Aboriginal teacher assistants have limited English language skills and few are given any formal training, language learners in the 'English-only' classroom are often submerged in the target language well beyond the point at which input is comprehensible. This study seeks to look closely at the discourse patterns that are discernible in one ' English- only' Aboriginal classroom. In particular the focus will be on the way in which the whole-class setting of much classroom discourse, a setting which engenders particular behaviour patterns, precludes the successful participation of Aboriginal students and provides them with little opportunity to display their communicative ability. The study is centred on a small 'English-only' one-teacher school south-east of Tennant Creek and focuses on the discourse patterns that emerge from the whole- class interaction. These interactions, it will be shown, are determined and dominated by the non- Aboriginal teacher and do not encourage effective second language learning."

 
 

"Mouritz, P. D. (1995). The Victorian Certificate of Education: the change process and teacher practice. Parkville VIC, University of Melbourne."

 MEd
 
"There are two key issues in this study. Firstly, to examine the extent to which teacher practice has changed during the first year of implementation of the Victorian Certificate of Education's Year 11 legal studies study design, unit 1, criminal law and civil law. The second key issue is to explore the extent to which any change in teacher practice is due to the new course and the manner in which it was implemented. For this study the case study approach was used with a series of cross case techniques when analysing the data. Three cases were selected for study. Several different methods of data collection were employed. To develop the cross case synthesis cross site analysis techniques were used. Key writings on implementation and the process of implementation in relation to teacher practice were reviewed. This process is explored through the examination of several theories and models on implementation. How teachers perceive a change to existing curriculum programs and the extent to which that curriculum leads to a modification in teacher practice is also examined in detail. The major findings and conclusions drawn from this study indicate that the teachers' pedagogical judgments, plans and decisions reflected a reasonably narrow collection of educational goals which were shaped by the realities of their classroom environments. The teachers prioritised most matters on a cost benefit ratio. They also underwent a period of uncertainty about the change which compounded their reluctance to move away from established classroom practice and adopt certain teaching techniques that complemented the flexible nature of the study design. Decisions regarding teacher practice were orientated around 'tried and true' techniques that met a number of preconditions. Specifically the need to balance the competing academic needs and interests of their students; student willingness to cooperate and feel comfortable with the teaching style adopted; perceptions of what the new content and assessment offerings required, and the limitations of time. The end result was a general reluctance to discard established methods of teacher practice given these classroom 'realities'. The major findings, therefore, indicate that an educational change in terms of a modification to teacher practice has been difficult to achieve."

 
 

"Neels, B. (1995). A model of cognitive style: a multicultural perspective to curriculum design and implementation. Parkville VIC, University of Melbourne."

 MEd
 
"The purpose of this present study is to validate a model of cognitive style that takes account of learning in a multicultural environment. The need for such a model is evident in the current trend towards transnational curriculum. Whilst curriculum outcomes may be perceived to be cross cultural, the means by which these are attained is in part a consequence of learner cultural variables. A model of cognitive style based on contemporary theories of learning and in particular individual differences in information processing was developed and modified to account for a range of multicultural variables. Following in depth evaluation of the model by five experts in the area of multicultural education, a revised model was designed. Its implications for multicultural education are discussed."

 
 

"Ollis, D. (1995). Standing strong or standing weak?: equal opportunity, violence against women and the school curriculum: a case study. Parkville VIC, University of Melbourne."

 MEd
 
"Despite violence against women becoming a very public issue in recent years, remarkably little material on this subject has so far found its way into the school curriculum. This thesis examines a set of curriculum materials called 'Standing strong', which specifically aims to help students make sense of violent and sexually abusive relationships. The thesis outlines and evaluates the materials in light of their ability to achieve one of the major objectives of recent equal opportunity policy, namely, to help achieve 'equality between the sexes, and improve the conditions of life for girls and women...taking account of their cultural, language, and socioeconomic diversity...'. (Commonwealth Schools Commission, 1987: recommendation 2, p.25). The evaluation takes two main forms, one theoretical, the other empirical. The theoretical evaluation draws upon recent post structuralist and constructionist feminist writings. The empirical evaluation is undertaken by drawing upon the research findings derived from indepth interviews with 24 young women who had used the 'Standing strong' materials during their secondary school education. The thesis argues that 'Standing strong' is flawed theoretically, and that this is likely to hamper its usefulness in practice. The research data confirm this pessimistic conclusion. The thesis concludes by reflecting on whether a focus on education might be more of a hindrance than a help to the development of a meaningful and effective solutions to violence against women."

 
 

"Page, J. M. (1995). Another world like here: futures studies and early childhood education. Parkville VIC, University of Melbourne."

 MEd
 
"This thesis examines the discipline of futures studies and its potential for application in early childhood education. The need for an increased futures orientation in education is established by a survey of the overwhelmingly negative commentaries of youths on the topic of the future. These comments, it is argued, point to a vacuum of understanding about the future which educators should seek to counterbalance. This task should be particularly emphasised by early childhood educators since they share a commitment to the central objective of laying foundations for life long learning. Futures studies offers a useful methodology for this task. The thesis examines the major tenets of futures studies and its translation into primary and secondary educational settings. The applicability of futures studies to early childhood education is established by demonstrating the many principles which futures studies and early childhood education share in common. A futures focused curriculum need not involve the educator in any radically new philosophical and educational frameworks. It, rather, provides a means of extending and rearticulating existing developmental objectives from the vantage point of new perspectives. The thesis resolves the issue of whether or not futures concerns are beyond the reach of four and five year olds by examining how preschool children conceive time and the future. Young children are seen to possess many of the qualities which futures studies seem to reinstill in adults and older children. The educator should seek to capitalise on this by combining the positive aspects of children's innate perceptions of future time with the more abstract 'adult' understanding of time. A research project on preschool children's attitudes towards the future sheds further light on their understandings of the future while also enabling their own opinions on the topic to be heard. The thesis then defines the principal objectives of a futures focused curriculum and translates them into practical learning experiences. It concludes by exploring the implications of the findings contained in the thesis for early childhood education and by discussing some of the ways in which the educators themselves might come to terms with the issues articulated in this study."

 
 

"Paivanas, M. C. (1995). A review of the syllabus and methodology of a Greek bilingual secondary school in Victoria - how communicative are they? Parkville VIC, University of Melbourne."

 MA
 
"lnspired by research on communicative competence and Communicative Language Teaching (CLT) theory, the study sought to identify the extent to which syllabus and methodology at a Greek Bilingual Secondary College were communicative. Furthermore, its aim was to establish whether a relationship between syllabus and methodology exists in the teaching of Modern Greek and whether there is a link between Years 7-10 and VCE in terms of these. Data were collected mainly by using the COLT (Communicative Orientation of Language Teaching) scheme, by analysing the existing syllabus and by means of teacher surveys. The results indicated that, in fact, both syllabus and methodology were mainly not communicative in nature, although isolated, restricted and relatively insignificant samples of communicative behaviour occurred in some of the classes. Syllabus and methodology were linked since they were mainly form-focused although the fact that teachers were not aware of the syllabus suggests that this link was not achieved with conscious effort. Teachers did, also, stray from the syllabus both willingly and unwillingly. When considering syllabus and methodology, the link between Years 7-10 and VCE was rejected since the aims of the VCE are clearly communicative and meaning- focused. The role of form- focused instruction within the communicative paradigm was, also, briefly considered."

 
 

"Pilbeam, S. (1995). The school production: a study in four parts. Parkville VIC, University of Melbourne."

 MEd
 
"The thesis begins with an academic introduction to relevant material and an overview of the major philosophical themes and debates in drama in education over the past fifty years. This also provides important background information to the rest of the study, placing the school production, drama, the teachers and the curriculum development work in a broader context. A representative range of schools in the Melbourne metropolitan area with a history of school performance of at least ten years was surveyed. The survey sought to find out how and why things had changed over this period, in general and in particular. Both quantitative and qualitative research methods were used. The information is presented under themes which lead to considerations of models and possibilities regarding the school production and drama performance in schools."

 
 

"Polesel, J. (1995). Victoria high school scholastic selection, social class, gender and ethnicity in an Australian public high school: a study of a secondary school in Melbourne's northern suburbs. Parkville VIC, University of Melbourne."

 PhD
 
"This thesis is based on data collected from a longitudinal study of a cohort of upper secondary students in a working class Australian public high school. The study focuses on processes of scholastic selection and examines the relationship between the academic curriculum and students' social class, gender and ethnicity. It explores the way in which these processes create and maintain inequalities in educational outcomes, as measured in terms of early school leaving, curriculum location, scholastic achievement and entry into university. The study concludes that school level processes relating to curriculum offerings, promotion policies and approaches to teaching and learning have an important effect on student outcomes, with regressive and rigidly academic approaches and conservative teacher values contributing to disadvantage girls, particularly migrant girls and students from low social status backgrounds."

 
 

"Rietdyk, D. (1995). Current trends in the teaching of science and the degree to which they are being implemented in some Melbourne schools. Bundoora VIC, La Trobe University."

 MEd
 
"Science has long been considered a core area of study in the curriculum of all secondary students. However, for many years there has been a low demand, by students, to study this subject in the post compulsory years. In order to rectify this, there have been many changes proposed, during the past 30 years, to the methods by which science is taught, and the contents of science curricula. These proposals have been investigated to determine the degree to which they are being implemented in some schools in Melbourne. Also considered are the methods by which information concerning curricula changes is disseminated to teachers. The degree to which this information is effectively and convincingly transmitted is considered. The course contents of 15 teachers at 11 schools were investigated. Also 2 teachers on secondment to the Ministry of Education and a further 2 on secondment to a School Support Centre were canvassed about their role in science curriculum development. This investigation indicates that only some of the ideas considered had been taken up and only by a few of the teachers. However, this only occurred at an informal level and little mention was made of these ideas in the official school syllabi. If these themes were being widely adopted by teachers one would expect some indication of this to become apparent in the investigation, in spite of the relatively small number of teachers sampled. In addition, one would anticipate their inclusion in science departments' official syllabi if indeed they were being considered by more that a very few schools."

 
 

"Roche, M. (1995). Multicultural education: policy responses to cultural diversity 1972-1989. Bundoora VIC, La Trobe University."

 PhD
 
"Multiculturalism evolved as a policy in Australia between 1972 and 1989 in response to the growing demands of ethnic minority groups for increased equality and recognition of cultural diversity. During that period, policy makers, in attempting to achieve a balance between the dominant majority and diverse ethnic minority groups, have tried to reconcile the policy tensions deriving from the conceptual contradictions of multiculturalism which espouses the maintenance of cultural identity and the celebration of cultural diversity in a socially cohesive nation, equality and social justice, and more recently, economic efficiency. The Fraser Government responded to these dilemmas by translating multiculturalism into a policy which defined ethnicity in terms of cultural difference, thus emphasising the expressive dimensions of multiculturalism centred in the private domain and ignoring issues of structural inequality centred in the public domain. Thus, ethnic minority interests were accommodated with the minimum threat to the prevailing interests and values of the dominant majority. The Hawke Government, after initial indifference, recast multicultural policy in essentially utilitarian terms by emphasising its economic benefits in the face of deteriorating economic conditions. Accordingly, the Hawke Government placed increased emphasis on the instrumental dimensions of multiculturalism centred in the public domain. These shifts in multicultural policy were reflected in the changing emphases in multicultural education which successive Governments believed to be crucial in the implementation of multicultural policy. The multicultural education policies of the Victorian state Liberal and Labor Governments demonstrate two contrasting approaches in Commonwealth/State relations. Where the state Liberal Government was reactive to Commonwealth policy, its Labor counterpart adopted a proactive position which, initially, was ahead of the Commonwealth Government's policy in many respects. The thesis analyses the ways in which successive Governments have reconciled the policy tensions deriving from the conceptual contradictions of multiculturalism, both to balance competing interests and to adapt the policy to meet changing ideologies and circumstances."

 
 

"Russell, B. E. M. (1995). Competency-based training: assumptions which need further debate. Bundoora VIC, La Trobe University."

 MEd
 
"In the pursuit of educational outcomes relevant to world best practice, competency-based curriculum is widely seen as the most appropriate tool. Thus in Australia all areas of vocational education and training are now drawn together through the Australian National Training Authority (ANTA) into an exclusively competency- based system. This paper focuses on the area of adult migrant English, which is a part of that system. The resultant improvements in articulation, the development of a culture of accountability, the usefulness of competency-based curriculum in focusing a course, and the hard work and commitment which have gone into shaping this evolving system, are all deserving of due recognition. However this paper questions whether all elements of curriculum can be effectively stated and measured in 'can do' or 'does' form. It is argued that the abstract forms of knowledge identified as underpinning competence, cannot be meaningfully defined or objectively measured in competency terms; attempts to do so require the stripping away of complexities, ambiguities, contradictions, interpretations and interconnections which are the essence of such forms of knowledge. It is further argued that the notion that abstract/subjective areas of knowledge can be effectively translated into objective competencies is based on pedagogical assumptions which need wider debate, and that that debate needs to encompass the view of reality in which such assumptions are rooted."

 
 

"Sawford, J. (1995). University High School Oral History Project. Parkville VIC, University of Melbourne."

 MEd
 
"The University High School Oral History Project has been designed to provide the necessary basic historical research and guidelines for a continuing oral history project based at the University High School. The Project will have minimum supervision and volunteer involvement. The University High School Alumni Association plans to support this Project as a continuing activity. The Project will rely on volunteer interviewers and the research in this study has been designed to provide the basic knowledge required to conduct an informed interview. This Project is a school based activity that draws its research material from school history publications, school literature and school archival material. The completed interview tapes can be used as a source of raw data. Section one introduces oral history. This is followed by an introduction to secondary education history and then the school sourced history of the University High School 1910- 1985. Guidelines are provided for interview procedure and the processing of the completed audio tapes for inclusion in the University High School Library Archives. An edited interview is presented which was taped during the research for this Project. The interview provides specific information which is verified and incorporated in a history of the provision and naming of the Matthew Stanton Sharman Hall."

 
 

"Shadbolt, A. (1995). Using action methods in health education. Parkville VIC, University of Melbourne."

 MEd
 
"This study examines the usefulness of action methods for the teaching of health education to children. A model for the training of teachers in the use of these methods was developed, implemented and evaluated. The literature on the philosophy and methodology of psychodrama, a creation of Moreno, is reviewed highlighting some reported uses of psychodramatic method with children. The application of action methods to the school environment is considered with a particular emphasis on its usefulness and limitations for the teaching of personal development and human relations. A survey of local primary schools found that the health education taught is missing areas of the curriculum that tend to be sensitive and emotionally charged, mostly in the area of human relations. Lack of specialised training and resources are put forward as factors contributing to the omission of major portions of the health education curriculum in the schools. Training in the use of action methods is one intervention that is put forward as a form of professional training that will help teachers in health education delivery. A two part training program in action methods was delivered to teachers in a regional rural centre. It included a series of workshops and follow up in the classrooms of workshop participants. Teachers and children found action methods to be useful classroom strategies for learning about health and human relations. The training structure was useful for assessing the individual training needs of teachers and children. The training program was found to be insufficient for adequate skill acquisition, however, the follow up component was crucial for the evaluation process. The indications of these findings for teacher training are discussed emphasising the importance of maintaining a balanced view of the place of action methods as only one teaching strategy, albeit a very effective and powerful one."

 
 

"Skubiszewski, L. (1995). Searching for a fair assessment. Parkville VIC, University of Melbourne."

 MEd
 
"The full implementation of the VCE in 1992 represented significant changes to senior secondary schooling in Victoria. These changes were strikingly evident in the new assessment methods and procedures of the Art test CAT. The difference between the HSC Art Appreciation examination process and the 1992 VCE Art test CAT assessment was more than a difference in practices and methods. The ideological foundations of the two examination systems were vastly different. The HSC system served to rank students so that universities could select the best candidates. The Board of Studies (BOS) promoted the VCE as more 'equitable', 'accountable' and 'inclusive 'than the HSC. These concepts derived from the recommendations of the Blackburn Report (1985) which advocated major reform of the senior curricula and assessment. Five experienced Art Appreciation examiners were interviewed in order to acquire a perspective of the two examination systems during a time of change ( 1987-92) and ultimately focused upon the fairness values that were evident in the examination process. Published policy statements were compared regarding fairness and equity with the examination practices that the five examiners described and analysed during the interviews. The theories of Foucault and Bourdieu enabled the author to understand that examinations are part of a systematic social selection process. How can 'fairness' be defined and embodied in examination practices if examinations inherently represent a form of social power? Bourdieu and Foucault nourished this type of reflection. The Blackburn Report, the views of the five examiners and the social theories of Foucault and Bourdieu led the author to consider the Art test CAT (1992) as a representation of the equity values that were defended by the BOS. Fullan's theories revealed that disorder usually accompanies educational change and added another dimension to this investigation of ' fairness and justice' in the Art Appreciation examination (1987- 92). In addition, this research study evaluates the practice of the BOS policy regarding equity and fairness, as evident in the VCE Art test CAT assessment process (1992), because the Board promoted the view that the VCE would provide greater equity and fairness to all Victorian students than the HSC."

 
 

"Smith, G. (1995). Night of the notables: a program for gifted and talented students intended to provide modelling for life from the lives of the eminent and famous for use as gifted education in schools. Parkville VIC, University of Melbourne."

 MEd
 
"One of the continuing needs for the education of gifted and talented children is the provision of effective role models who are their intellectual peers. Being gifted brings special conditions and demands special provisions for a differentiated education. This thesis documents the development, implementation and evaluation of an educational program intended to cater for the needs of gifted and talented children. It uses the lives of eminent personalities to provide gifted children with role models in life for coping with the phenomenon of giftedness. It argues that such studies provide real world role modelling, mastery of life long skills and a strong motivation to achieve. The theoretical base selected is George T Betts' autonomous learner model, where longer and deeper personal research is supported by at home, in class and in school provisions to encourage students to develop higher level communication skills and better self concepts about themselves as gifted persons. The program, entitled the Night of the Notables, is a flexible educational program, being both user and teacher friendly, one that can be used as enrichment or extension in selected groups or in general ability classrooms, over shorter or longer time spans, for both gifted and talented, and across several age groups. It emphasises student choice and commitment and so is similar to Renzulli Type III Enrichment for gifted education. The thesis documents the progress of the study with lower secondary students at a suburban independent school, analyses data supporting hypotheses about increased mastery of selected cognitive skills and improved affectivity, and provides original materials developed to run the program. Implications for preferring similar methodologies for teaching gifted and talented are explored."

 
 

"Smith, K. V. (1995). Teachers' perceptions of teaching primary school science. Melbourne VIC, RMIT University."

 MEd
 
"What does 'teaching science in the primary school' mean to primary teachers? Evidential in the inquiry are teacher responses to interview questions which encourage teachers to reflect on and interpret their classroom practices. The growing body of research on teacher thinking in relation to educational change is based in a context which acknowledges that teaching is more than just behaviour, it is as suggested by Freeman 'thoughtful work'. Decisions about what to teach, why, who the students are and how the teacher feels about them are all a part of the way a teacher constructs an individual perception of the reality of his/her classroom. Studies have demonstrated that such perceptions are a result of personal experience and so may differ from teacher to teacher and each teaching situation. These perceptions guide a teacher through the complex process of planning and implementing curriculum in their classroom, impacting on decisions at all levels. This study focuses on these perceptions in the area of science and uses a phenomenographic approach, to describe primary school science through the eyes of the teachers that teach it. It is a study of the different ways primary teachers 'experience, perceive, apprehend, understand and conceptualise' this area of their teaching. The evidence used for this study consists of 12 interviews conducted with primary school teachers. These were transcribed and rigorously analysed in an attempt to discover the different ways that primary teachers perceive the teaching of science in the Primary School. The study attempts to describe these different perceptions which teachers may and do choose to use when expressing their understanding of 'this phenomenon'. The result is the identification of three perceptions containing component parts which are detailed in three categories of description; A, B and C. Sections of interview transcripts are used to demonstrate the types of responses which were characteristic of the perceptions identified. Although three perceptions are outlined these are rarely used in isolation but may actually be used simultaneously by primary teachers depending on the context of their science teaching situation. The insights into teacher practice which this study offers are discussed and the implications and issues which these categories inherently hold for professional development programs are also explored. The study is done within a framework that holds educational theory and practice as dialectic in nature. Although discussed briefly, this relationship is not subjected to inquiry in this work. In the long term the information that this study provides may contribute to understanding the process of change in primary science education. Specifically, by empowering teachers to identify their own perceptions. This knowledge may assist them to become more active players in the process of effective curriculum change, 'agents' of change rather than 'victims' of the same. This may be a crucial factor towards ensuring that the outcomes of such change are personally productive and meaningful for each teacher. "

 
 

"Steele, D. (1995). The Wesley College Technology Enriched Graphing Project. Parkville VIC, University of Melbourne."

 MEd
 
"Graphics calculators are rapidly becoming more affordable to students of mathematics. In time, it can be expected these calculators will become as essential a tool for mathematics students as scientific calculators are now. This thesis investigates how best to use graphics calculators to improve student achievement and understanding of senior secondary graph sketching topics. The Wesley College Technology Enriched Graphing Project was an experimental study which involved 180 Year 11 students (8 intact classes) over 15 lessons at two campuses of this large coeducational independent school. Two teaching programs were devised, which differed in the degree of teaching emphasis on issues of scaling and obtaining a complete picture of a graph. The effect of frequency of calculator use was also investigated with a 2 x 2 experimental design. Daily use of the calculator was found to lead to significantly more improvement on general graphing questions than less frequent use. The teaching emphasis on scaling led to significantly more improvement in students' ability to deal with potentially misleading questions where the finite view of a function provided by the calculator omitted important features. Students' attitudes to calculator use were very positive. In the light of these results it is recommended that schools move as quickly as possible to personal ownership of graphics calculators by students and that teaching programs emphasise scaling issues. This approach takes no more time than traditional teaching methods, but confronts student difficulties and leads to better understanding of functions."

 
 

"Twigden, J. A. (1995). A policy sociology: the formation and implementation of a visual arts curriculum in a Victorian Catholic Girls School, Catholic Ladies College. Bundoora VIC, La Trobe University."

 MEd
 
"This study constitutes an examination of the formation and implementation of a visual arts curriculum policy in a Victorian Catholic Girls School, between 1989 and 1993. This enquiry has been conducted in order to: reveal the ways people involved in the construction of visual arts curriculum have exerted an influence on the dynamic structure of visual arts policy formation and implementation; reflect on aspects of visual arts curriculum which may be perceived to empower or disempower participating people; reveal possible tensions and conflicting interests which may have been operating as part of the visual arts curriculum process; identify from the perceptions of school personnel the way in which art education policy was 'lived' out in the classroom. Questions to be explored and statements of the theories to be used as a basis for interpretation of data are provided. A background for the study is presented. The historical context of the visual arts at Catholic Ladies College is mapped, along with broader state policies and practices which have influenced visual arts curriculum provision. Theories and literature which inform this study are examined, including Anthony Gidden's Theory of Structuration which presents a broad sociological basis for examining the structure of institutions and their dialectical relationship with people and Raymond Williams' historical and sociological model for the study of culture. Following the collection of data from interviews and questionnaires, perceptions people had of the visual arts curriculum process are documented. Data is interpreted in the light of Giddens' Theory of Structuration and Williams' concepts for the interpretation of culture. In conclusion, recommendations are made, including the value of student art exhibitions as a significant constituting element in visual arts curriculum formation and implementation."

 
 

"Whitsed, C. (1995). Australian Seventh-Day Adventist junior and middle secondary religious education. Oakleigh VIC, Australian Catholic University."

 MEd
 
"The purpose of this thesis is to describe characteristics of an appropriate model of religious education for Seventh Day Adventist junior and middle secondary schools in Australia. In order to describe these characteristics the history and philosophy of Seventh Day Adventist education is examined. The Adventist secondary school system was founded on the educational philosophy of Ellen White whom they considered to be a prophet. God inspired Ellen White to write directives concerning the content and structure of the Adventist curriculum. The initial attempts to introduce the guidelines established by Ellen White caused some confusion and a little resentment. However, after a few years this situation was rectified and Adventist education firmly established itself. Ellen White endorsed the 'redemptive framework' as being the only suitable basis for any educative endeavour. A review of Adventist curriculum documents reveals that this is still fundamental to education. In textbooks, framework documents and other such material, the most important goal is considered to be the development of a redemptive relationship between Christ and the student. Contemporary theory relating to religious education and in particular 'education in faith' and 'education in religion' models of religious education is analysed and Adventist curriculum documents are critically reviewed. The purpose of this examination is to establish criteria by which one can review and describe the mode of religious education currently employed in Australian junior and middle secondary schools. A survey of Adventist junior and middle secondary 'Bible' teachers is conducted in order to determine if any changes can be identified between the contemporary position in relation to the purpose, goal and direction of Adventist religious education and the historical perspective. It is concluded that contemporary Adventist educators still espouse the same educational philosophy as their predecessors, but there is a changing emphasis in content and orientation. Whilst teaching the Seventh Day Adventist tradition, the teachers believe that it is also important to teach religious ideas and concepts other than those relating strictly to the Adventist church. The study concludes that the ultimate purpose of Adventist religious education is the redemption of the student."

 
 

"Wilkinson, J. W. (1995). Teachers' interests in school amalgamation. Parkville VIC, University of Melbourne."

 MEd
 
"This contemporary social history reconstructs policy debates that arose during the amalgamation of three high schools and three technical schools into a new multicampus college in the predominantly working class western suburbs of Melbourne. This took place under the comprehensive curriculum provision and school reorganisation policy of the Victorian State Labour Government in the period 1989 to 1992. This policy was part of a transnational movement in educational modernisation in the industrialised capitalist countries. The study focuses on the expression of high school and technical school teachers' interests in various local policy making forums during the amalgamation. The study examines issues that include: school closure, representation and participation, facilities and staffing, redeployment, promotion, subject hierarchy and curriculum ideology. The study is informed by theory in the fields of the micropolitics of school organisation and the sociology of school subjects. The study concludes that the definition of this new college was directly related to teachers' ideological, vested and self interests, and that in general, school amalgamation outcomes are better explained when these interests are taken into account. The study also suggests that local conflict arising from centrally mandated comprehensive curriculum and systemic reforms reflects contradictions in the underlying social structure, as the traditional institutional form of schooling for the working class, the technical school, and that for the middle class, the high school, become threatened."

 
 

"Williams, A. (1995). Content-based language teaching: problems and promise. Bundoora VIC, La Trobe University."

 MEd
 
"This thesis examines approaches to content-based language teaching ( CBLT) in the context of the teaching of English as a second language (ESL) in secondary schools. Issues relate to the nature of the second language curriculum, and the way that the cultural incorporation of ESL students may be effected by schooling. It is argued that ESL students need to be provided with some explicit attention to key elements in each of these areas of learning, if schooling is to be an empowering process, helping ESL students to develop as bilingual people in a multicultural society. The literature on content-based language teaching is surveyed. The nature of descriptive frameworks of practice in CBLT, frameworks for the implementation of CBLT, attempts to define the elements of CBLT and definitions of CBLT are explored. The nature of the practices that claim, or are described as CBLT is explored. Three representative implementational frameworks for CBLT are examined in relation to the way that they integrate language and subject matter, the extent to which they involve learners in paying attention to language, subject matter and cultural factors relevant to schooling. Problems involved in current approaches to CBLT that relate to the need for reference to a broader language curriculum are identified and the potential that CBLT has in identifying the language and other learning needs, and of providing integrated instruction for ESL students in secondary schooling is discussed."

 
 

"Yeoh, S. I. (1995). The selection and role of literacy texts in the ESL classroom. Parkville VIC, University of Melbourne."

 MEd
 
"This study investigated five secondary teachers' selection of literary texts and perception of the role literature plays in the English as a second language classroom. The teachers were chosen from four schools in the Melbourne metropolitan area and were interviewed individually except for one school where two teachers were interviewed for the research. The interviews were tape recorded and transcribed and formed the main body of data. As supplementary data, interviews were also conducted with ten students (one 'good' student and one 'weak' student chosen by each teacher). The case studies revealed that criteria for text selection were related to considerations for students' needs, features of the text, the teachers' preferences in reading, practical issues related to the availability of text and examination requirements. The research confirmed the perceptions of writers on this area who have maintained that literature is often used as a context for generating language activities and for imparting knowledge about the target culture. The data also found that literature was used to affirm the students' own cultural identities."

 
 

"Zevenbergen, R. (1995). The construction of social difference in mathematics education. Geelong VIC, Deakin University."

 PhD
 
"This study investigated the social context in which the learning of mathematics occurred. It examined the practices of schools and mathematics in order to identify the ways in which they contributed to the construction of social difference. Accordingly, this study was concerned with how schools and mathematics classrooms contribute to working class students lack of success in mathematics. Three primary schools in regional Victoria participated in the study and were representative of social groups and the different school systems. Classrooms from Year 1 (6-7 year olds) and Year 5 (10-11 year olds) were observed over a period of eight months. The study examined four levels of school practice. Firstly, the beliefs that structure teachers' practice were examined. Secondly, rituals such as school assemblies and mathematics lessons were found to convey messages to students about what the individual schools value within their students. Thirdly, organisational practices within the school and classrooms were examined. These include the ways in which the schools allocated funds, involve their parents, organise their timetables and the particular emphases that they have in certain curriculum areas. The very subtle uses of language were analysed in order to see how teachers positioned students in ways which constructed them as learners of mathematics. The differences that occurred in these practices could be seen to contribute to the difference outcomes likely to occur in the later years of schooling. It was argued that these differences mean that students from middle classes would be more likely to undertake and be successful in the study of mathematics than their working class peers."

WA

 
 

"Adams, Z. E. (1995). Recent developments in the mainstreaming of blind students into lower secondary school class music. Crawley WA, University of Western Australia."

 MMusEd
 
"The purpose of this study is to investigate recent developments in the mainstreaming of blind students into lower secondary music classes and to determine to what degree the music curriculum has to be modified to meet the needs of integrated blind students. The study investigates: the significance of the role of the home environment and external support networks concerning blind students undertaking school music programs and the impact of informal learning experiences on the musical learning process of blind students; the general attitudes of both blind and sighted staff and students associated with the integration of blind students into lower secondary mainstreamed classrooms; the effectiveness of integrated music programs within the school environment and the modification of these programs and resources to meet the needs of blind students; the impact of private music teaching systems on blind students undertaking music within the school environment; and the current direction of integration in Australia and the possible influence of European trends. An analysis of the Western Australian Unit Curriculum Class Music and Instrumental and Ensemble components 7611 and 7621 was undertaken to determine the appropriateness of the syllabus in music instruction for blind students. Information regarding blind students attending lower secondary mainstreamed classrooms was collected from a selection of sample schools in Brisbane, Sydney and Melbourne, but the main focus of the research was a case study currently enrolled in a school in Perth which offered class music units. The research showed that the highly developed listening, perception and aural skills acquired by the majority of blind students in the music learning environment questioned the focus of visually based music literacy programs undertaken by secondary school music students in Australia. It also revealed that the majority of blind students encountered in the study found that mainstreamed music learning was less satisfying than their musical experiences with other blind students, indicating that the current European trend towards more segregated learning may be appropriate for blind students in Australia. Also the validity of Braille music literacy could be challenged by the use of current technology such as voice activated screen reading computers."

 
 

"Ashby, M. I. (1995). Curriculum change and the unit curriculum: a retrospective evaluation. Murdoch WA, Murdoch University."

 MEd(Hons)
 
"In 1988 the Ministry of Education, Western Australia implemented the 'Unit Curriculum' into Secondary High Schools throughout the state. The result of this implementation was considerable planned change to the curriculum affecting all lower school students in Western Australian government high schools. This change to the curriculum was a direct response to the 'Report of the Inquiry into the Education in Western Australia', better known as the 'Beazley Report'. This document cited a number of recommendations which were the stimuli for the aforementioned curriculum changes. However current evidence indicates that most of these desired changes dissipated in a very short period of time. The resulting impact of this ineffective curricula change is the fact that the 'Unit Curriculum' is no longer a compulsory curriculum for schools, only six years after its initial implementation. This study provides a retrospective account of the steps taken to implement this innovation. Semi- structured interviews were conducted with a group of science teachers in order to develop retrospective accounts of teachers' perceptions and reactions to the curriculum implementation process. The data from this study indicated that the innovation was implemented through power strategies. Recommendations are made which will attempt to address the problems that were produced by this curriculum innovation."

 
 

"Bennett, M. (1995). Drug use harm reduction education: investigating attitudes and expectations toward drug education in diverse social groups. Bentley WA, Curtin University of Technology."

 MSc
 
"Traditionally, high school drug education is based on the belief that abstinence and delayed onset of (legal) drug use are the only reliable strategies for reducing drug-related harm. High risk drug use (injecting) poses numerous risks to public health, including HIV/ AIDS, Hepatitis C and various other blood borne infections. The international drug education research community has begun to call for a greater emphasis to be placed on the teaching of low-risk drug and sexual practices rather than relying on abstinence only approaches to reduce drug-related harm. Current anti-drugs legislation and the absence of any compulsory drug education for year 11 or 12 students in Western Australia has meant that formal research into young people's illicit drug use has been minimal. Thus, the current kindergarten to year 10 (K- 10) drug education program is founded on invalidated theory about best preventive practice, limited epidemiological surveys, and data drawn from clinical and crisis care research that is atypical of most (high school) drug users, and perhaps of limited relevance to the youth group most at risk of drug-related harm. In this study, six diverse social interest groups were investigated to determine the level of congruence between youth and adult attitudes and expectations toward drug education. A content analysis of the data gathered from key informant focus interviews was used to develop a questionnaire, which was piloted, psychometrically tested and then administered to high school students, school administrators, parents, health and non- health education teachers, and community police officers. The results revealed many differences between the adult and youth groups sampled (N=429), many of which have important theoretical and practical implications for the future development of effective, user relevant drug education programs aimed at reducing the harm to young people resulting from high risk drug use and drug-related sexual practices."

 
 

"Bradley, G. (1995). English teaching: what do we really assess? Murdoch WA, Murdoch University."

 MEd(Hons)
 
"This study attempted to determine if English teachers' marking concurred with checklists they produced prior to the marking. That is, did the teachers assess what they thought they would assess? English is a relatively subjective field in which it is sometimes difficult for teachers to agree on items such as the outstanding features of a piece of writing. Because of this, it was hypothesised that there would be a significant lack of agreement between what individual teachers thought they would mark for and what they actually marked for, and between teachers. Seven very experienced teachers from one state senior secondary school and one private senior secondary school participated in the study. A typical Year 10 task and piece of writing was provided for teachers to mark. Before they saw the writing, the student's task was explained to the teachers and they all individually compiled a checklist indicating the features they would mark for when assessing the writing. The checklists and the marked writing were compared to find similarities and differences between teachers. The checklists and marking of each teacher were compared also in terms of similarities and differences. Although the sample size was small, it is of interest that the results of the study are supported by Diederich. In slightly less than half the cases, teachers did not agree on the order of the categories they would value. Neither did they value the categories in the same order in both their checklists and their marking. These results are significant for all English teachers because they indicate a need for further efforts to reduce marker variability."

 
 

"Brown, S. M. (1995). The place of role modelling in girls' participation in mathematics and science. Crawley WA, University of Western Australia."

 MScEd
 
"One of the most frequently cited reasons for girls' under participation in mathematics and science is the lack of female role models. Consequently, a common intervention strategy to encourage girls to continue studying mathematics and science is the importation into schools of one or more women successfully working in such fields as science and engineering. Little research has been done into the effectiveness of these 'occupational' role models as most of the literature on role modelling actually refers to secondary and tertiary teaching staff. This dissertation discussed the use of occupational role models in a school visiting program. The methodology of the study followed a pretest, treatment, posttest approach with the pre and posttests taking the form of two questionnaires. These were used to gather data on attitudes towards women in science and engineering and on the behaviour of 15 year old students in terms of mathematics and science subject choices. By analysing the data it was possible to assess the changes in both attitude and behaviour of the students resulting from contact with the women occupational role models. The conclusions were that contact with the female role models not only helped to break down stereotyped attitudes towards mathematics, science and related careers but also appeared to influence subject choices for both girls and boys."

 
 

"Cheung, D. S. P. (1995). Measurement of the degree of implementation of school based assessment schemes for practical science. Crawley WA, University of Western Australia."

 PhD
 
"The purpose of this research was to investigate how the degree of implementation of school based assessment schemes for practical work in science can be systematically conceptualised and then measured. The Teacher Assessment Scheme for the advanced level practical chemistry in Hong Kong was used as the context for the present research. To construct a theoretical base for measuring degree of implementation of that scheme, five dimensions of implementation were identified. These five dimensions are related to logistic arrangements, use of assessment activities, the quality of the relationship between assessment, teaching and learning, knowledge of the characteristics of the assessment scheme, and attitude towards school based assessment. A conceptual framework was built by breaking down each dimension into attributes and these into content areas. The research methods used in the present study incorporated some modifications on most previous designs in order to resolve the two methodological issues of data validity and method specific biases. Based on the conceptual framework, three measuring instruments (namely, a student questionnaire, a teacher questionnaire and an observation schedule) were constructed. A total of 1377 students and 63 teachers participated in the survey, and a subsample of teachers was selected for direct observations. The construct validity of student survey data on the degree of implementation was demonstrated through confirmatory factor analysis and multitrait multimethod analysis. A total of ten attributes of implementation were found with the five conceptual dimensions. Triangulation of students' perceptions, teacher self reports and independent observational data resulted in convergent findings for three attributes of implementation and inconsistent findings for the other seven attributes. Plausible explanations for the convergent and inconsistent findings are proposed, considering possibilities such as student bias, teacher bias, situational factors and accuracy of direct observation data. This study contributes to curriculum implementation research because new knowledge is available to systematically measure the degree of implementation of school based assessment schemes for practical work in science. The process of conducting the present research (eg. identification of the dimensions of the construct degree of implementation. Development of the conceptual framework, data collection, data analysis) represents a new approach to measurement of curriculum implementation and may be applied to measure the degree of implementation of other curriculum innovations."

 
 

"Free, L. J. (1995). The use of the keyboard laboratory in the first year of secondary school music with specific reference to seven schools in Perth, Western Australia. Crawley WA, University of Western Australia."

 MMusEd
 
"The purpose of this study is to investigate the use of the keyboard laboratory in Year 8 music with specific reference to seven schools in Perth, Western Australia. To achieve this aim, the following areas are considered: the nature of curriculum documents for junior high school music; the evolution of the keyboard laboratory; existing texts currently in use in keyboard laboratories; and current school practices in Western Australia. These areas are reviewed within the following parameters: the keyboard laboratory, a group of six or more electronic keyboards connected to a main ' teaching' console which allows a teacher to communicate with the students individually, in groups or as a class; the junior secondary school music curriculum in Western Australia, also bearing in mind the national curriculum statement which refers to the need for the inclusion of: the common and agreed goals for schooling in Australia; and the three major organisers of the music strand of the proposed National Arts Curriculum: creating, making and presenting; arts criticism and aesthetics; and past and present contexts. (A National Curriculum Statement in the Arts 1993 p.22). The study examines the value/merits of a keyboard laboratory from the point of view of its effective use in the Year 8 classroom. It presents the evolution of the keyboard, explores a variety of ways in which keyboard experiences can develop skills, understandings and positive attitudes and reviews different methods and class keyboard texts currently in use in selected secondary schools in Western Australia based on information derived from a field study conducted by means of questionnaires and recorded interviews. Finally, it discusses the implications for future action and suggests recommendations regarding the use of the keyboard in the classroom."

 
 

"Graham, E. N. (1995). An analysis of the curriculum process as represented by the development of history and geography in Western Australian primary schools 1890-1936. Murdoch WA, Murdoch University."

 PhD
 
"The present study traces the evolution of the history and geography syllabuses in Western Australian education in the period from 1890- 1936. This period was selected because it provides a valuable case study of the kinds of problems which beset the stages of curriculum dissemination and implementation. The study is important because no adequate survey of the history of the geography and history syllabuses seems to exist. The main contribution of this study is to trace the evolution of the history and geography syllabuses, and to identify some distinctive features which may be ascribed to the special circumstances of Western Australia. The study contributes both to our understanding of history and geography as a curriculum area, and the special problems posed by curriculum process. One outcome of the study will be a model depicting factors that facilitate or impede the curriculum process."

 
 

"Grant, P. (1995). Problems and prospects for teachers changing to a competency-based constructivist science classroom. Bentley WA, Curtin University of Technology."

 MSc
 
"This study explores the opportunity provided to science teachers to incorporate teaching approaches compatible with constructivist views of learning into competency based teaching. In doing so, the study aims to investigate the extent to which the educational philosophies these different curriculum frameworks represent are compatible. The results indicate that teachers' perceptions of the goals of constructivist competency based science programs and their actions within the classroom are influenced by their established pedagogical beliefs, their concerns about how the programs will affect them directly within the classroom, their beliefs about science teaching and learning and the nature of science and their own personal objectives for teaching. For many teachers, the constructivist programs created contradictions between their own beliefs about science teaching and science knowledge and what this program expects of them as teachers. Where teachers came to the programs with constructivist views of learning and teaching, they were more likely to adopt teaching approaches, in particular problem based approaches, which were compatible with the constructivist intentions of the programs. On the other hand, teachers who brought with them more traditional beliefs about science and about learning and teaching, were constrained in how they could respond to the programs. They translated the constructivist intentions of the various competencies, in particular problem solving and organising and communicating scientific ideas, so that, to a large extent, they were able to continue doing in the classroom what they previously had been doing. Teachers perceived that the competency based programs required of them a role very different from that required in the traditional programs. In particular, teachers considered that a fundamental aspect of the competency based programs was a shift in responsibility for learning from the teacher to the student. However, again, the ideas of learner control and student responsibility for learning were interpreted by teachers in ways which enabled them to continue in established roles within their classrooms with which they were comfortable. Without complementary sets of beliefs about the nature of science and science teaching it would appear that teachers will have great difficulty understanding the intentions of the new programs. And, that even where they do have these beliefs, they may still be constrained by the lack of appropriate images of what constructivist teaching and learning environments might look like."

 
 

"Hahnel, P. (1995). The modification, implementation, and evaluation of an HIV/AIDS education programme for students in Year 10. Perth WA, Edith Cowan University."

 MNurs
 
"This research addresses the issue of HIV/AIDS education for Year 10 students. The purpose of this study was twofold: to provide baseline data on students' knowledge, beliefs, and attitudes about HIV and AIDS (Phase 1), and to evaluate the effect of an education intervention on possible determinants of behaviour (Phase 2). The study drew a non- random convenience sample of 269 students from two senior high schools in Perth, Western Australia. One school received the education intervention; the other was used as the control group. Phase 1: A questionnaire-was administered to gather baseline data on AIDS knowledge, attitudes, perceived risk, and intention to change risk behaviours. Students were also asked to Identify sources of HIV/ AIDS information. Results revealed that students knew most about the prevention of HIV/AIDS, and least about its transmission. Phase 2: A pre-test was administered to both groups to gather data on existing AIDS knowledge, attitudes, perceived risk, and intention to change risk behaviours. The data gathered in Phase 1 also served as the pre- test data in Phase 2. Following the pre-test, students in the experimental group were given an HIV/AIDS education program, and tested immediately following its completion. Six weeks later, both groups were evaluated using a questionnaire identical to the pre- test and intervention test, to allow comparison of data between the groups, and to evaluate the effect of the intervention. To allow for pre-test differences, post- test scores were subtracted from pre-test scores. Using these difference scores, t-test analyses were conducted to test the hypotheses. Results indicated support for hypotheses investigating the effect of the intervention on adolescents' knowledge about HIV/AIDS, perceived severity, and perceived pressures. However, differences in responses relating to knowledge of prevention, preventive intentions, and perceived barriers, were not statistically significant. At post- test, the experimental group maintained knowledge levels, felt less threatened and less susceptible to AIDS, acknowledged fewer pressures, and were less inclined to practice preventive health behaviours. Study findings have implications for nursing practice, health education, planning, and research."

 
 

"Henderson, D. G. (1995). A study of the classroom and laboratory environments and student attitude and achievement in senior secondary biology classes. Bentley WA, Curtin University of Technology."

 PhD
 
"The major purpose of this study was to determine associations between students' perceptions of the classroom and laboratory learning environments and their attitudinal and achievement outcomes. A second purpose was to examine the magnitude of gender differences in students' learning environment perceptions and in their attitudinal and achievement outcomes. A sample of 489 students completed the Questionnaire on Teacher Interaction (QTI) and the Science Laboratory Environment Inventory (SLEI). Responses to two attitude questionnaires, achievement on an external written examination and performance in practical tests were used as student outcome measures. Statistical analyses confirmed the reliability and validity of the QTI and the SLEI when used with senior secondary biology students. Investigation of associations between students' perceptions of the learning environment and student outcomes and of the unique and common contribution of the QTI and SLEI scales to the variance in student outcomes indicated that associations of students' perceptions of the learning environment were stronger with the attitudinal outcomes than with cognitive or practical skills outcomes. It was also indicated that there was some commonality between the QTI and SLEI scales was found in their contributions to the variance in attitudinal outcomes but almost no commonality was found in their contributions to variance in cognitive and practical skills outcomes. Statistically significant gender differences were found in students' responses to the QTI and SLEI but not in student outcomes."

 
 

"Horne, E. (1995). Paradigms and practice in environmental education: policies of Australian state educational authorities, and teachers' perceptions of their practices in Western Australian schools. Crawley WA, University of Western Australia."

 MEd
 
"This dissertation aimed to explicate the major paradigms in environmental education, the paradigm adopted by each Australian state educational authority, perceptions by environmental organisations of the performance of state authorities in environmental education, perceptions by teachers in one state, Western Australia, of the amount of support they had from the state educational authority in this area, and the form the environmental education had taken in the schools. The study initially explicated paradigms from the research, then used surveys, most of which incorporated qualitative, standardised, open ended questions, to gain responses from the state educational authorities, environmental organisations and teachers. The teacher survey, in addition, incorporated a section constituting closed, quantitative questions. The paradigms explicated from the research were labelled ' rationalist', 'thematic' and 'holistic', each differing in the way in which curriculum is determined, the type of resources utilised, the degree to which education about, in and for is undertaken, the source of control of learning in environmental education, the extent and diversity of environmental education in the school, the amount of community interaction, the type and degree of action taken, and the amount of emphasis on causal aspects of environmental problems. It was found that most state education authorities adopted the ' rationalist' approach to environmental education. One state was classified within the 'thematic' approach and one state adopted an ' holistic' approach. Teachers' perceptions generally agreed with those of environmental groups about the support given by educational authorities to environmental education. Both groups were dissatisfied with the general lack of support given to environmental education by educational authorities. Teachers in Western Australia were mainly involved in teaching about the environment, and thus classified in the 'rationalist' paradigm. Some teachers had seemed to progress into the 'thematic' approach, but may have been limited by systemic inertia. This dissertation explores teachers' feelings and attitudes, and connects and identifies many levels of thinking and the diversity of teaching and learning practices in environmental education."

 
 

"Kennedy, D. M. (1995). Meaningful learning in chemistry: a pragmatic constructivist approach to instructional design of hypermedia incorporating students' prior knowledge. Bentley WA, Curtin University of Technology."

 MSc
 
"The advent of powerful and relatively cheap personal desktop computers has led to an explosion in software designed to provide information, entertainment, and education. In the eyes of many educators, however, the software that is purported to be educational has failed to deliver its promised potential. The consensus about this apparent failure is the use of an inappropriate instructional design model of computer aided learning or hypermedia. Earlier models of instructional design developed from the precepts and assumptions that underlie the behavioural/objectivist pedagogy of teaching and learning. This thesis examines instructional design of hypermedia in chemistry from a pragmatic constructivist pedagogy of teaching and learning. This interpretive study explicated students' preinstructional knowledge of the topic 'rates of chemical reactions' by means of concept mapping and interviewing. The emergent hypotheses in the data reconstruction resulted in three major assertions that address students' prior knowledge constructions, students' non formal language and students' shared lifeworld constructions. Five implications for instructional design which evolved from the assertions argue that students' preinstructional knowledge constructions can be used to enhance meaningful learning of chemistry. The implications support: the incorporation of students' lifeworld knowledge constructions; the use of non formal language; valuing students' lifeworld experiences; developing propositional linkages between students' more common alternative frameworks and formal concepts; and developing propositional linkages between the macroscopic and molecular view of chemistry. The final component of the study proposes a new model of hypermedia design. The model supports meaningful learning in chemistry by providing: an individualised approach to learning by students; and a framework to develop propositional linkages between students' preinstructional knowledge constructions and formal chemical concepts."

 
 

"Lawlor, P. M. (1995). The process of curriculum development in the field of adaptive art for students with disabilities: a case study of curriculum application. Bentley WA, Curtin University of Technology."

 MEd
 
"This study examines the processes curriculum planning teams undergo when developing a curriculum in Adaptive Art, the field of art education for students with disabilities. The importance of art education for students with disabilities has been highlighted by the impact of new policies of inclusion in regular art education classes, and by recognition of the need for high quality education of students in segregated education settings. Qualitative methodology has been employed, in the form of a case study, to describe the processes associated with curriculum development. The study observed adaptive art classes, consulted experts in the field and examined both literary and documentary sources. The findings indicate that a range of decisions is needed concerning aims, content, method and evaluation in order to develop an effective adaptive art curriculum. It is concluded that Adaptive Art is connected to art education and should distance itself from traditional links to art therapy; that adaptive art curriculum involves a wide range of people who share responsibility in its planning and delivery that effective communication between all involved is essential, and that more attention is required in the area of strategy than for the other curriculum elements, to ensure that students with disabilities participate in high quality art education."

 
 

"Leggett, B. M. (1995). School development planning: a study of competing agendas. Murdoch WA, Murdoch University."

 PhD
 
"The focus of this study is on school development planning, the centre- piece for devolution in Western Australia. The thesis explores the way in which the policy requirements evolved within the Central Office of the Ministry of Education, the stated intentions for the policies, and contrasts these intentions with the policies' operation in, and impact on, one senior high school, the Focus School. It is argued that the discursive practices associated with school development planning represented a major shift in the discourses of Central Office, a shift which was not echoed in the Focus School by 1992. Further, that devolution has allowed, if not caused a divergence of the discursive practices of Central Office and secondary schools, to the point where different discourses may be operating. The thesis explores the discourse/s of Central Office and the Focus School through an examination of the language and logic, the procedures and practices, the organisational structures, the power relations, the assumed meanings and the underlying values which surround school development planning. The analysis is organised around three agendas associated with school development planning: school improvement, accountability and participative decision- making. The analysis suggests that the single, curriculum based discourse which linked Central Office and school practices prior to devolution was still the dominating discourse in the Focus School at the end of 1992. In contrast, in Central Office, political imperatives and the importance attached to particular notions of accountability and specific management forms had produced a different set of discursive parameters. It is suggested in conclusion that acceptance of the legitimacy of different discourses may be more productive than an assumption that secondary schools and Central Office can, and should, share the one common discourse."

 
 

"Mailes, W. H. (1995). A study of the efficacy of a mathematics enrichment course at the lower secondary school level. Bentley WA, Curtin University of Technology."

 MSc
 
"Enrichment is a well accepted method of satisfying the needs of talented students in our schools. One recent addition to the enrichment material available in Australia is the Maths Challenge, produced by the Australian Mathematics Trust. The Challenge is nationally accredited through the Australian Mathematics Trust and the University of Canberra, and full statistical evaluation is sent to participating schools at the end of each program. This study sets out to assess the efficacy of the Maths Challenge. The Gauss Series was used with a 'top set' Year 9 class at an all boy private school in Perth. Fourteen students, (the experimental group) volunteered to take part in the Gauss Series (the enrichment program). The other fifteen students in the class became the control group for the experiment. There was no difference in the treatment received by the experimental and control groups except participation in the Maths. Challenge. The study used quantitative and qualitative measures to assess the effectiveness of the enrichment program. The quantitative measure was of performance on selections of problems taken from earlier Australian Mathematics Competition papers at regular intervals in a repeated measures design. The qualitative assessment used a questionnaire to determine attitudes to problem solving administered to both groups at the beginning and again at the end of the program, and a series of classroom interviews of a randomly selected sample. Students were encouraged to participate, to question, and to give their own methods of solution of problems to the group and to explain them to others. Quantitative results showed that the experimental group improved its performances on the AMC papers, the measure of problem solving ability, compared with the control group. Qualitative results were inconclusive, with little evidence from the attitude questionnaire or from the interviews of any change in attitude to problem solving as a result of the enrichment program. As a general conclusion it seems that the Maths Challenge is an effective program in improving performance in problem solving, although there was no evidence of any change in attitude to problem solving as a result of the program."

 
 

"Mazibuko, E. Z. (1995). The mediation of teaching through central curriculum controls: four case studies of history teaching in Year 12 in Western Australia. Perth WA, Edith Cowan University."

 PhD
 
"The purpose of this study was to examine how experienced Year 12 history teachers in Western Australia managed the tension between content coverage and teaching for deeper understanding of the subject matter. To examine this question, four experienced history teachers in four high schools in Perth, Western Australia took part in the study. These teachers were observed teaching history in Year 12 during the 1994 school year and they were also interviewed on aspects of their teaching, the syllabus and the TEE examination. The students in these classrooms were also interviewed during the data collection period. The stories of these teachers are presented in four case studies. Evidence from this study indicates that the experienced Year 12 teachers have learned to make compromises in the way they teach and manage content coverage in such away that they are able to achieve high levels of examination performance while maintaining a focus on conceptual learning. The teachers managed this balancing act by(a) representing high examination performance and conceptual understanding of the subject matter as a single objective rather than as two objectives in opposition, (b)ensuring that students had a broad conceptual understanding of the key issues contained in the examination syllabus so that the students could independently construct answers to the kinds of questions contained in examinations and (c) selectively emphasising and teaching in depth some parts of the syllabus though the whole syllabus was covered at least superficially. Though the teachers would have preferred more personal control over the selection of content and assessment procedures, they nevertheless saw the external examination to have merit; however, as this study has demonstrated, the external examination is clearly a fallible means of student evaluation."

 
 

"Moroz, W. (1995). Student and teacher attitudes toward social studies in government primary schools in Western Australia. Bentley WA, Curtin University of Technology."

 PhD
 
"This study investigates the status of social studies and the factors affecting student and teacher attitudes toward the subject. The underlying theoretical basis for the study contends that attitude toward social studies is a function of the interrelationship of student, teacher and learning environment variables. To obtain the empirical database for the study, two questionnaires were constructed. The survey involved a sample of and their teachers from government primary schools located in Perth. The findings suggest that social studies has a low status among students and that there is a significant decline in their attitudes toward the subject across Years 4 to 7. Middle primary students valued the subject: they felt it is important and useful, but by Year 7 students' attitudes toward it were negative. The research suggests that the reasons for this poor image and decline in status across the year levels may be attributed to the teacher- centred, didactic pedagogy and uninteresting content. Students perceived that teachers enjoyed teaching the subject, but themselves rated it twelfth in a list of thirteen subjects. By contrast, teachers rated social studies third: they enjoyed teaching it and thought it important. However, they did not see a need for more teaching time for social studies, even though many of them found difficulty in covering the skills, knowledge and values required by the K-10 syllabus. Teachers perceived that students enjoyed the subject and found it interesting. Students proved astute judges of teachers perceptions. However, the reverse was not the case: teachers were not aware of what their students thought of the service being provided in this learning area. The concern is that the low status of social studies, the dramatic decline in attitudes toward the subject across Years 4 to 7 and the perceptual mismatch between the students and their teachers about the learning environment impacts in a negative way on student learning in social studies."

 
 

"Nayton, A. (1995). An examination of Western Australian alternative education programs for adolescents at risk. Crawley WA, University of Western Australia."

 MEdPsych
 
"An examination of Western Australian programs developed to meet the needs of students considered 'at risk' of failing to complete their secondary education was undertaken. In the initial phase interviews were conducted with senior teachers or education officers from eight of 10 alternative secondary school programs funded by the Department for Community Development and the Ministry of Education targeting ' at risk' students. Information about the objectives, strategies and outcomes for each program was gathered as well as criteria for referral. Comparisons were made with the findings of the 1991 Western Australian Parliamentary Inquiry into Youth Affairs. It appeared that the initiators of the programs had identified objectives and strategies that reflected the concerns raised and the problem areas identified by the 1991 inquiry. There was, however, an emphasis on improving academic achievement, increasing attendance and providing a more student centred curriculum rather than responding to the problem areas of delinquency, disruptive behaviour, poor social skills and the obstacles created by poverty. Overall there was little in the way of outcome data available across the eight programs making it difficult to determine actual success. In the second phase of this research one of the alternative programs was studied in more detail. Behavioural objectives set by the staff for each student referred to the program were monitored and progress made was rated both by the staff and self rated by the students. It was found that by the end of the school year three of the six participating students were described as having fully achieved the stated outcomes, one partially achieved and the remaining two were effectively unsuccessful. The findings suggest that alternative education programs rely heavily on staff/student relationships and the flexible approach taken by staff to student management and the curriculum. In addition, focusing on identified behavioural problem areas and developing strategies to respond to these unacceptable behaviours was found to be a positive approach."

 
 

"Pascoe, B. (1995). The influence of primary school music programmes on student choice of music studies in lower secondary schools. Perth WA, Edith Cowan University."

 MEd
 
"The omnipresence of music in today's adolescent society in Australia is evidenced by the fact that adolescents, almost without exception, listen to and enjoy music throughout most of their leisure time, and indeed, much of their study time. A large portion of their financial resources is spent on music and its associated promotional material. It could be said that music plays a major part in their subculture and their lives. The obvious fulfilment and satisfaction enjoyed by our adolescents through music is not, however, reflected in the comparatively small number of students who choose or qualify to undertake music studies at high school. A study by the US Department of Education (1988) indicates that, while from Kindergarten to Year 6 80 per cent of students participate in music, in Years 7 and 8 this falls to 48 per cent and by Years 11 and 12 only 9 per cent of students participate in music classes. There are no figures available to identify the number of primary school children in Western Australia who are currently participating in music instruction at school. However, according to Education Department philosophy and the Western Australian Student Outcome Statements (1994), all children should have the opportunity to experience a variety of arts subjects in primary school so they can make informed choices regarding areas of speciality in secondary school and later in life. The Education Department of Western Australia census figures (1994) identified only 7.6 per cent of Western Australian students participating in music programs in Year 10, the final year of compulsory schooling in Western Australia. While it is acknowledged that there are many factors influencing the pursuit of secondary school music studies, including parent attitude, socioeconomic status, and home music background, personality and physical attributes, the question arises whether, despite the presence of other influences, a child may elect to undertake high school music studies primarily because she or he has been exposed to music in primary school and had the opportunity to display an aptitude for music. The purpose of this study is to establish whether the study of music in the primary school classroom and the enjoyment or nonenjoyment of music lessons are significant factors influencing students' choice of music studies in high school."

 
 

"Sinclair, P. (1995). Differential outcomes of various models of work experience. Perth WA, Edith Cowan University."

 MEd
 
"In Western Australia an increasing number of secondary school students participate in work experience programs. Different models of work experience are becoming more common. The Ministry of Education promotes the use of four such models. The purpose of this study was to examine the outcomes of work experience, as perceived by secondary school students in selected government schools, to see if there were any differences according to the model of work experience used. These perceptions were further examined to see if there was a significant difference in perceived outcomes according to other independent variables of student gender, year level, geographic location, duration of work experience or recency of work experience. Data were collected by means of a questionnaire. Students completing work experience in the survey period in responding government secondary schools with appointed Youth Education Officers were asked to complete the questionnaire using a Likert Scale of attitude response. The results of the questionnaire were analysed using multiple analysis of variance. This gave an objective measure of the extent of achievement, as well as indicating any significant differences according to the independent variable examined. The study concluded that work experience produces positive outcomes in areas related to the employability, career choice, educational attitude and social development of students. No evidence was found to suggest that there is a significant difference in any of these outcome areas according to the independent variables of model of work experience used, the year level of the students or their geographic location. The data did support conclusions of significant differences in one or more outcome areas for the independent variables of gender, length of work experience and recency. No independent variable produced significant differences in all outcome areas. No evidence was found to suggest that there is a significant difference in any of these outcome areas for any of the independent variables according to the model of work experience used."

 
 

"Smith, J. A. (1995). Generating positive attitudes towards science: impact of various visit formats at Scitech. Murdoch WA, Murdoch University."

 MEd(Hons)
 
"Scitech Discovery Centre is an interactive science and technology centre located in the City West Complex, metropolitan West Perth, Perth, Western Australia. Scitech has a comprehensive range of approximately 170 interactive exhibits, through which it promotes its message - that science and technology are exciting, fun and highly relevant to every day life. A substantial proportion of Scitech's visitors are primary and secondary students on school visits. To achieve its educational objectives, Scitech offers school groups a choice of three different visit formats. Teachers select and book a visit type for their class or group according to the age and ability level of their students and the educational objectives of their visit. The main purpose of this study was to investigate the impact of a school visit to Scitech on generating positive attitudes towards science in students. More specifically, the study was designed to investigate the impact of various visit formats at Scitech on generating positive attitudes towards science. The secondary purpose of this study was to investigate students' preferences for a teacher regulated teaching/learning setting in class versus a shared regulated teaching/learning setting and their relationship to the visit format experienced and the observed changes in attitudes. Over two hundred students, from nine different Western Australian primary schools representing various backgrounds, participated in the study. The students completed the regulation of learning preference questionnaire and the attitude scale two to three days prior to their school group visit to Scitech. They filled in the same attitude scale two to three days after visiting Scitech. Analyses of the data from the pre-visit/ post-visit instrument showed that there were no overall changes in students' attitudes towards science as a result of a single school visit to Scitech. Thus it follows that there were no differences among the three visit formats at Scitech on generating positive attitudes towards science in students. However some changes on their own were significantly different - the personal confidence and perception of ability in science learning in students in two of the visit formats. With regard to students' preferences for a teacher regulated teaching/learning setting versus a shared regulated teaching/learning setting in class there were no significant differences between students' preferences, the visit format experienced and the observed changes in attitudes."

 
 

"Thiele, R. B. (1995). Textbook authors', teachers' and students' use of analogies in the teaching and learning of senior high school chemistry. Bentley WA, Curtin University of Technology."

 PhD
 
"This thesis reports a series of studies into textbook authors', teachers', and students' use of analogies to improve students' understanding of abstract chemistry concepts. The five research problems considered: the nature and extent of analogy use in textbooks; the views of textbook authors and editors concerning analogies; how, when, and why analogies were used by experienced chemistry teachers; the development of an instrument to determine chemistry students' understanding of analogies; and how chemistry students use the analogies presented as part of their chemistry instruction. Study one reports the findings of an investigation of ten chemistry textbooks used by Australian students for the nature and extent of analogy inclusion. The study found that, while used sparingly, analogies were employed more frequently in the beginning of textbooks and that the analogies used concrete analog domains to describe abstract target concepts. Study two involved interviews with the authors of eight of the above mentioned textbooks to determine authors' views on analogies and their use in textbooks and teaching. The study identified a relationship between how frequently analogies were used by the author and what he or she considered to be the characteristics of a good chemistry teacher. Each author had a good understanding of the nature of analogy. They appeared to favour analogies embedded in text or placed in margins rather than as post synthesisers or advance organisers. Study three reports an investigation into six chemistry teachers' use of analogies in Western Australia and England. This study found that the teachers drew upon their experiences and professional reading as sources of the analogies that tended to be spontaneously used when they felt their students had not understood an explanation. Study four describes the development of analogy maps, instruments used to determine the effectiveness with which students map given analogies. A rating system enables researchers to compare students' effectiveness at mapping analogies with variables such as analogy type. Studies five and six describe how a combination of interviews and analogy map surveys were used to investigate how students used analogies in chemistry. The study found that students felt more confident with pictorial verbal analogies although they were not necessarily able to map these analogies better than verbal (only) analogies"

 
 

"Trimmer, K. J. (1995). Performance of girls in physics: an analysis of the effect of change in the Western Australian physics examination on performance of girls. Murdoch WA, Murdoch University."

 MEd
 
"An important innovation in the Western Australian physical science curriculum has been the introduction of a new Year 11 and Year 12 Physics syllabus designed to be more relevant to the needs of female students. The new Physics syllabus was taught in Year 12 and examined, in the Tertiary Entrance Examinations, for the first time in 1994. The new Physics syllabus differs from the old syllabus in several ways that enhance increased participation and achievement of girls. The teaching and assessment emphases have changed away from the standard application of mathematical type formulae towards a greater role for laboratory work, the topics are embedded in contexts to emphasise the applied nature of physics and its links to technology and engineering, and the social relevance of physics is included. The format of 1994 Western Australian Tertiary Entrance Examination in Physics reflected this syllabus change by contextualising the problems and introducing a new section in which students were required to respond to questions requiring comprehension and interpretation of written material rather than the solution of numerical problems. The aim of this study was to investigate whether or not the performance of girls relative to boys had improved in the 1994 Tertiary Entrance Examinations in Physics when the new syllabus was first examined. To check for relative improvement, the results of the 1993 examination of the old syllabus were used as the baseline data. Comparisons of raw examination marks, school assessments and final scaled combined scores in Physics were made for males and females of equal ability, as determined by their Tertiary Entrance Score. The Rasch model was used to determine item characteristics curves for each item on the 1994 Physics paper, for males and females, in each section of the 1994 paper to determine any differences in the functioning of the items. The results of this analysis indicate that, as intended, performance of girls on the 1994 paper shows a relative improvement over the performance of girls in the previous year."

 
 

"Zehnder, S. C. (1995). Teacher planning in an era of accountability for student outcomes. Perth WA, Edith Cowan University."

 MEd
 
"The focus of the study of teaching has shifted gradually away from the process-product research paradigm to one which emphasizes the role of teacher and student thought processes. Researchers have identified teacher planning as an area of study likely provide insights into the role of teacher thought processes. Since the 1970s a number of important studies into teacher planning have been completed. An examination of the teacher planning literature revealed that certain types and functions of planning recur in the research. The literature also shows that the rational-linear planning models which are prevalent in teacher pre- service education do not adequately describe teacher planning in practice. Several studies have attempted to describe teacher planning in terms of models. Although these studies more closely described actual teacher planning, modelling of teacher planning is incomplete. Some research has also attempted to establish relationships between teacher planning and teacher actions and the subsequent outcomes for students. Western Australian schools are presently subject to a climate of change driven principally by economic considerations. A fundamental shift in emphasis has occurred in teacher accountability policy and as a result teachers are now accountable for the outcomes of students instead of the traditional accountability for planning programmes of work. Case study techniques were used to examine the extent to which these policy changes and the associated de- regulation have affected the planning practices of six teachers. The thought processes involved in planning were described and a naturalistic model of planning was developed. The study found that the teachers did not plan as they 'should' in two respects. First, they only applied rational models when using planning formats which assisted them with the writing of objectives. In this respect the teachers did not apply the rational models from their pre-service education. Second, the teachers did not apply an outcomes approach to planning, as required by the Education Department accountability policy. The study also examined the six teachers' perceptions of accountability and the accountability techniques applied in two schools. The teachers perceived accountability as a professional obligation. Teachers were not being held accountable for planning within the school management information system. Although the focus for accountability discussions had shifted to accountability for student outcomes, the teachers continued to apply an activities- first approach to planning."

top of page