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Edith Cowan University

Curriculum and Instruction

Western Australia.

Articles 1 - 3 of 3

Full-Text Articles in Education

School Staff Positions On P1 Composite Classes, Elizabeth Stamopoulos Jan 2001

School Staff Positions On P1 Composite Classes, Elizabeth Stamopoulos

Theses: Doctorates and Masters

As a result of a government strategic decision in 1995, a new formation (the PI class) has emerged in Western Australian primary schools and its implementation is now set to accelerate across the state. Unlike multi-age groupings, PI is constructed when there are insufficient numbers of children to run straight pre-primary classes. School staff responsible for developing PI classes have raised a number of concerns. For example, the basis on which PI curriculum is to be built has yet to be promulgated. Also, a formal process for dealing with the ideological differences with respect to pre-primary and primary education has ...


Assessing Moral Reasoning Development Through Values Education Within A Western Australian Independent School, Kelvin Fairclough Jan 2000

Assessing Moral Reasoning Development Through Values Education Within A Western Australian Independent School, Kelvin Fairclough

Theses: Doctorates and Masters

The relationship between Values Education and corresponding moral reasoning development has been explored within a group of forty-six year eight students (twelve and thirteen years old). Participants were tested with a Sociomoral Reflection Objective Measure instrument to index their moral reasoning stage development (reported as a Moral Maturity Score). Randomly dividing the group into two equal proportions they were assigned to an Experimental or Control group. The Experimental group was presented with Values Education through exposure to age relevant moral dilemmas which envelope a societal value drawn from the Core Shared Values (Curriculum Council of Western Australia, 1998). Within each ...


The Continuity Of Literacy Development: Kindergarten To Year 1, Lennie Barblett Jan 1993

The Continuity Of Literacy Development: Kindergarten To Year 1, Lennie Barblett

Theses : Honours

The purpose of this study was to investigate the continuity of strategies and provisions that teachers use to develop children's literacy in kindergarten and Year 1. In two metropolitan Ministry of Education districts, 27 kindergarten and 25 Year 1 teachers completed a questionnaire concerning issues relating to literacy development in these two educational settings. From this population four teachers were interviewed to investigate areas of interest that arose from the questionnaire. The results showed that kindergarten and Year 1 teachers differed in the selection of strategies and provisions to promote literacy in young children. There was a clear delineation ...