Faculty of Education - Theses
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ItemThe class teaching of music in state-supported schools in Victoria, 1853-1905( 1956)While studying recent developments in the class teaching of music in schools both overseas and in Australia, I became interested in the way in which music had been introduced into the early schools of Victoria, and began to ask these questions. Who were the first teachers of music in Victoria? What methods did they use? From whom did they learn their methods and what was the content of their lessons? After some background reading and thought I decided to begin this investigation, limiting it for the present, to the content and method of teaching music in the state-controlled schools in Victoria from 1853 - 1905. In the pages which follow, I hope to show how a tradition of music teaching was established in Victorian schools, tracing through England, influences from Germany and France. So that the methods of teaching used and the content of the lessons may be revealed, a survey will be made of the life and work of those concerned with the introduction of music into the elementary schools of England and Victoria. The training; of teachers of class music in Victoria will be discussed and, in so far as it is relevent to the period being investigated, music in secondary education will be included. As far as I can discover, no other research has been carried out in this subject in Australia. I hope that what I have written will not only arouse interest, but assist in increasing among leaders in education an appreciation of the value of music in schools. I should like to thank the following people, all of whom have shown great interest and have given me help and encouragement: Mr. E.L.French and Dr. T.II.Coates, School of Education, The University of Melbourne; Mr. !1.C.Brideson, Research Service of The Public Library of South Australia; officers of The Mitchell and Public Libraries, Sydney, The Public Library of Victoria, The Library of The Australian Council of Educational Research, Melbourne, and the Library of The Royal Historical Society of Victoria, Melbourne; Mr. Geoff. H.Allan, Managing Director of Allan & Co., Melbourne, for the access to the diary of Mr. George Leavis Allan; Mr. bar' of Allan & Co., for his assistance in locating copies of early music published by Allan & Co.; Mr. J.Alex. Allan, Clifton Hill, Melbourne, author of "The Old Model School", who lent me relevent original documents; Mrs. A.L.Eastaugh, South Lyndurst, Seaford, for information about her relative Mr. August Siede; Miss Gladys Rhys Davies, Beach Street, East Malvern, author of "Music Makers of the Sunny South", for a copy of her book and access to the original notes from which it was written; and Mr. A.E.H.Nickson of the University Conservatorium, Melbourne, who gave me valuable advice.
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ItemCatholic higher education in Victoria : a survey based upon the careers of matriculation students, 1950 to 1955( 1966)The survey was based upon a complete census of the students from Victorian Catholic schools who presented for Matriculation between 1950 and 1958, and followed their careers until the end of 1964. The-first part compared the results of the Catholic and of the other schools in Victoria taken together. At Matriculation level, the students from the Catholic schools performed at least as satisfactorily as the students from the other schools. This was,due, however, to the boys rather than the girls, whose results were less satisfactory, than those of the other girls. At university level, the Catholic results in the first year examinations, as far as the limited data permit one to judge, appeared to be below the level of the other students; but when all years were taken into account; there was no significant difference in overall performance of the Catholic and other students. The second part of the survey studied the factors that determined the success or failure of the Catholic schools, and comparisons were made solely between Catholic schools. There was no significant difference between the results of Catholic boy and girl students in their best three subjects in a single presentation for Matriculation, nor between their pass-rates in the first or first three years in the university. The unmatched teaching institutes showed significant differences within each sex division in the Matriculation, but practically none in the first year and in the first three years in the university. The significant differences even at Matriculation, however, tended to disappear, when the institutes were matched on other circumstances influencing achievement. Finally, individual schools showed significant differences in Matriculation results within each sex division, but these tended to disappear in the first and first three years' university results. Significant differences between the results of those presenting for the first time and those for the second time, in favour of the latter, were frequently observed at Matriculation level but scarcely at all in the university. Among the other circumstances influencing achievement, at Matriculation level, socio-economic status was significant for boys' schools, in favour of the higher levels, but not for girls' schools. Size of Matriculation class was significant for boys' schools, in favour of larger classes (20 or more, compared with 10 to 19), but not for the corresponding larger classes in girls' schools (10 or more, compared with 1 to 9). Locality (metropolitan, urban, rural) was not significant for boys' schools, but it was for the girls', in favour of the metropolitan compared with the urban schools. Practically no significance was found in accommodation (boarding compared with day schools, or in educational classification (A and B class schools). At university level, the only circumstance that proved significant was size of class, in favour of schools with larger Matriculation classes among the boys (20 or more, compared with 10 to 19), and with smaller classes among the girls (1 to 9, compared with 10 to 19). On the whole, over the triennia, the standard of results for both male and female schools appeared to be improving significantly.
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ItemInfluences at work on the shaping of a Catholic girls' secondary school( 1989)1988 is the twenty-fifth year of the existence of Ave Maria College, a girls' Catholic secondary school at West Essendon, established in 1963 by the Franciscan Missionaries of Mary. This thesis endeavours to trace the forces which shaped it - the sociological, religious, political and economic forces which influenced its growth. It examines the background and development of the College under the guidance of the Franciscan Missionaries of Mary, the handing over of the College to the the Catholic Education Office on the departure of the sisters in 1975, the subsequent administration by an Interim Board of Management and its eventual development as an autonomous College within the Catholic Education system, and the laitization of the College which is a feature of many Catholic secondary schools of the 1980's.
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ItemMethodological issues in the calculation of enrolment retention rates( 1982)This study examines the methods used in calculating age- and grade- retention rates for secondary schools in the Victorian education system. It focusses on the methodology' used to obtain these statistics rather than on applications of the generated statistic. However, the administrative uses for which retention rates are calculated have been considered. As a consequence of applications of the retention statistic being diverse and requiring considerable detail to be fully understood, their discussion will be reserved to a separate appendix (see Appendix I, The Collection and Use of Enrolment Data in the Victorian Education Department). The use of school data to calculate retention may be regarded as an attempt to overcome the problems faced in collecting individual pupil data. The latter would necessitate the tracing of all individuals in each age-cohort separately over that time, a task requiring data-collection methods which are yet to be made available. ''Apparent" retention rates, as they are usually called, are used on the assumption that they are unlikely to differ from "exact" retention rates, those rates obtained when individual data is used, at least in the case of aggregates greater than the individual school level. Any errors resulting from this assumption can possibly be reduced by altering the method of calculating apparent retention rates. This thesis investigates a number of different approaches of calculating retention rates with this aim in view. This thesis does not attempt to reveal anything new about the factors which affect retention. However, it is clear that in exploring new methods of calculating retention, the influence of these factors must be kept in mind. Such factors may be of long-term rather than short-term influence or they may be an aggregate one rather than one which is exhibited at a particular school. The literature on the subject is equivalent to much of the work on social differences in educational achievement, since retention rates are in one respect the most rudimentary index of school achievement, the length of schooling. Thus, no attempt has been made to offer a review of the general literature. Instead, monographs or reports most relevant to the methodological aspects are cited in the footnotes at the appropriate points, or discussed within the text when necessary.
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ItemGeelong High School 1909-16 : a study of local response( 1978)The years 1909-16 saw the expansion of public secondary education within Victoria. It represents the working out of certain aims and policies for secondary schools between a centralised Education Department in Melbourne and the local communities that were financially involved in the provision of these facilities. This thesis will attempt to identify the forces shaping the development of Geelong High School. It will outline the aims and values of this community and evaluate the significance of their perception of what secondary education should be about. The study will look at the role of the Education Department - its director, its administrative philosophy and the attitude of the State Government towards the expansion of secondary education. The study will examine the interplay of these factors with the significant contribution of the school's educational leadership and philosophy. The main argument of the thesis is that the success of Geelong High School was to a large extent due to its support from a middle class. They saw in the school opportunities for their children resulting from an education that was financially beyond them at the prestigious fee-paying public schools. In responding to these needs the school would survive in spite of almost overwhelming odds in its early years. A comparative study with Colac Agricultural High School will be made to clarify the point that it was community support, and not legislation and regulations from the Department, that was to be the main reason for the success of Geelong High School.
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ItemThe teaching of history in state-supported elementary schools in Victoria, 1852-1954( 1965)The major concern of this thesis, then, is to trace and account for the introduction of History as a subject in 1886, to show its development in an initial period of transition as the implications of the new subject were explored, to follow it through the years of the "New Education" to the time when it became an established and accepted subject, changing little, to examine a period of exciting rediscovery and revision in the early 1930's, and finally, after another twenty years of relative but deceptive calm,to describe the changes which led to the introduction of Social Studies at the expense of History, Geography and Civics in 1954.