Faculty of Education - Theses
Permanent URI for this collection
Search Results
1 - 4 of 4
-
ItemDonald Clark : the first chief inspector of technical schools( 1980)Australia is a country which has always honored its pioneers. Our history, both written and oral, is suffused with images of stubborn battle against seemingly overwhelming forces of finance, economy, climate, and society. Our cities and towns are dotted with monuments proclaiming the strength of those who fought and won the battles. Donald Clark was Victoria's foremost pioneer of technical education. His life was an unending battle to make society realise the importance of technical education. His monument is the technical education system in Victoria, the schools and colleges that even today are organised along lines he established and according to a philosophy he propounded. What kind of man leaves such a monument behind him? This thesis will attempt to examine the development of Clark's beliefs and attitudes and will tell the story of the battles he fought in his lifelong effort to build in Victoria a system of technical education of value to the people, the State, and the world.
-
ItemA comparative study of ten Victorian Protestant girls' school histories 1875 to 1920( 1985)In recent years a number of histories of independent girls' schools have been published and it now seems an appropriate time to draw together some aspects of this history. This thesis will trace some of the common features of these histories with a view to explaining the changes in the development of female education in Victoria during the period 1875 to 1920.(From Introduction)
-
ItemA history of the psychology, guidance and welfare work of Counselling, Guidance & Clinical Services (formerly the Psychology Branch and the Psychology & Guidance Branch) 1947-1985( 1986)The development of the school psychology, guidance and welfare work of Counselling, Guidance and Clinical Services (formerly the Psychology Branch, then-the-Psychology and-Guidance Branch) 1947-1985 is presented. Archival material and interviews with former administrators provided the sources of the finding. On the whole, the services developed in the manner described in the literature on this topic. The very early work was in the traditional mode: psychometric, direct services to children. Subsequently, the range extended to include the four levels of intervention discussed by Joel Meyers (1973): direct services to children, indirect services to children, direct services to teachers and services to the school as a system. In addition, services to the Department/Ministry of Education and to the community of which the school is a part were provided. Some research was conducted and liaison with tertiary institutions and professional bodies was emphasized. The extension of the range of services appears to have been an appropriate response to the increasing demands on the psychology, guidance and welfare staff. Current developments in Victorian education suggest that, while all levels of intervention will be required, much attention should be given to services to the school system and to the community of which the school is a part. Services at the systems level, however, will continue to be geared to facilitating the optimal development of the individual child in the system. Suggestions for further research are made.
-
ItemSocial studies in Victorian technical schools, 1938-1974( 1987)This thesis investigates the changes which have occurred in social studies in Victorian Technical Schools from 1938 to 1974. Social studies first appeared in Victoria when it was introduced into Preston Technical School during 1938. By the early 1940s social studies was starting to replace history and geography in most Victorian Technical Schools. Its status was low, and its course of study was usually reserved for those technical students who were labelled as under-achievers who would probably not progress beyond forms 3 or 4. The boys were relegated into the trades, while the girls headed for domestic courses. The teaching of social studies during the 1950s was undertaken by many teachers who had escaped from teaching subjects traditionally associated with an academic discipline, and by teachers who were unqualified. This situation remained virtually unchanged up until 1967. The whole "aura" of social studies and its curriculum went through something of a renaissance, which had its birth in 1967 at Burwood, Victoria, at the U.N.E.S.C.O. Seminar on the "Teaching of the Social Sciences at the Secondary Level". Immediately following the Burwood Seminar, the Victorian Advisory Committee on the Teaching of Social Science in Secondary Schools was established. In 1968 the Technical Schools Division set up a Standing Committee on Technical Schools Social Studies (SCOTSSS), and in the same year curricula autonomy was devolved, and the Director-General of Education in Victoria gave all schools in the state the right to determine their own curriculum. The Victorian Secondary Social Science Project (SSSP) was established in 1971 under the jurisdiction of the Victorian Advisory Committee, while the National Committee on Social Science Teaching (NCSST) held its first meeting in November 1971. In 1972 the Victorian Association of Social Studies Teachers (VASST) created a regular journal, Study of Society. Other key factors which have helped in the development of social studies have been the direct financial assistance from federal sources, overseas influence on social studies/ science teaching, a. rapid upsurge of student teachers completing social studies method courses, and a unique body of curriculum personnel working outside the Education Department. All of the above factors were instrumental in the re-birth of the subject of social studies in Victoria's Technical Schools since 1967.