Faculty of Education - Theses
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ItemUneasy lies the head : the repositioning of heads of English in independent schools in Victoria in the age of new learning technologies( 2004)This study explores the discursive practice of six Heads of English in Independent Schools in Victoria during a period of major cultural change. This change has been associated with huge public investment in New Learning Technologies and shifting perceptions and expectations of cultural agency in communities of practice such as English Departments in Schools. In this social milieu tensions exist between the societal rhetoric of school management and marketing of the efficacy of NLTs as educational realities and discursive practices at a departmental level, embodying and embedding academic values and attainments. In their conversations with the author, the Heads of English reveal much about themselves and the nature and distribution of their duties and responsibilities within the local moral order of their schools and with their individual communities of practice. A model is developed of the dual praxis of the Heads of the Heads of English, mediated by autobiography and historically available cultural resources in a community of practice. As agents concerned to both maintain and transform their local culture of English teaching, and consequently the whole school culture, the Heads of English account for themselves as responding to their own `sense of place' in their own community of practice, but also the `structure of feeling' of the period by which their achievements and standing are known. This study of the persons of the English co-ordinators draws upon both Positioning Theory and critical realism to reveal the dynamic nature of both their identity and the social organization of English teaching in schools.
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ItemParent attitudes to an independent school( 1986)This thesis examines the attitude of a large, random sample of parents of a single independent school in Melbourne. The School, Carey Baptist Grammar, became co-educational in 1978, partly in response to changes in enrolment patterns. A review of the literature considers trends in parent attitudes and enrolments in government and non-government schools. The present trend in favour of non-government schools in Victoria has important implications for a school such as Carey. The survey reported in this thesis examines the background of Carey Parents, their reasons for choosing Carey, their attitudes to the School's objectives, assessment of the School's performance and whether they believe they are receiving "value for money". A range of specific conclusions and recommendations are reached. The limitations of using the data from this survey for comparison with other schools is discussed.
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ItemThe year co-ordinator in selected Victorian metropolitan independent schools : profile, practice and prospects( 1987)This study was designed to examine the position and role of the Year Co-ordinator in selected Victorian Metropolitan Independent schools. The principal objectives of the study were: (i) to discover what sorts of persons undertake this role and establish whether they have personal, academic and career characteristics in common; (ii) to look at the year co-ordinator's perception of the role; and (iii) to examine the career interests of year co-ordinators and, in particular, to gauge their opinions on how well their present role is preparing them for future responsibilities, such as Deputy Principal or Principal. A questionnaire was distributed to forty AHISA affiliated Independent schools in Victoria. Twenty eight valid responses were received. Six Principals returned their questionnaires stating that the position of year co-ordinator did not exist in their schools. The schools who did not reply were telephoned and it was established that year co-ordinators did exist in those schools.
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ItemSchool in the middle years : four Melbourne independent boys middle schools( 1978)This study revolves around the proposition that there is sound reason for the formation of an identifiable new stage for the schooling of children in the middle-years. Firstly, on the grounds that the transfer from primary to secondary school creates unnecessarily dramatic changes. Such changes not only involve adjustments to different teaching styles, different objectives and different organization patterns, but also to new people and strange surroundings. They also involve a choice of secondary school which, in spite of comprehensive trends, still narrows vocational opportunities. The provision of middle schools would enable the delaying of such choices with two less significant transfers. Secondly, on the ground that the grouping of children in the 10-13 age range would promote a closer examination of their special development needs, it would, encourage, if not force teachers to think outside traditional structures about the combination of the best in primary and secondary approaches, about the characteristic needs and important teaching principles, and about subject priorities and organizational patterns most appropriate to this stage. The following questions therefore provide the basis for the compilation of the material that follows. 1. (a) How are primary and secondary schools different? (b) What primary and secondary ideals and methods may be combined to best cater for the middle-years group? 2. (a) What are the special characteristics of the middle-years group? (b) What may the principle objectives for middle-years schooling be? 3. (a) How may the middle school be conceptualized? (b) What curriculum structures and organizational patterns may be most appropriate? These three general themes have been developed in sequence in each of the four sections of the thesis so that some of the problems are introduced in the first section, and in conjunction with this an attempt is made to introduce the boys themselves. The literature review on the other hand, establishes a basis for clarifying main propositions and the three research reports reviewed in this section come from Victoria, Scotland and New Zealand. The Victorian study was part of a dissertation completed in 1976 by the author. The choice of this work with the Scottish and New Zealand studies was not made with a comparative analysis in mind. Rather, these studies are included because they represent, as far as we can ascertain, the only major studies in this field. Although it is not possible at this stage to formulate specific hypotheses, in the third section there is an attempt to bring to light priorities for the schooling of children in the middle-years. Then the comparison of the four independent boys' middle schools follows and as far as possible, the three themes are developed here also. The thesis is titled "School in the Middle Years: Four Melbourne Independent Boys Middle Schools". It is a new field and these preliminary wanderings, although too general at times, seek to bring some of the problems into focus. The comparison of the four middle schools (Camberwell Grammar, Caulfield Grammar - Malvern House, Xavier College - Kostka Hall and Melbourne Grammar - Grimwade House) becomes in one sense a preliminary survey on which decisions about the development of this as an experimental study may be considered. In the final chapter this is taken up briefly, and one would hope to have the opportunity to take the study further at a later stage. This dissertation originally grew out of an examination of the primary to secondary school transition and some quite general but important conclusions emerged. These are here summarized. Strong links need to be established between teachers and students involved with the primary and secondary school transition. These links need to be formed between teachers at the Grade 6 and Form 1 levels, particularly in Education Department schools. During the year prior to transition, students require careful counselling and guidance with regard to selection of schools and in matters relating to the day-to-day organization and geographic layout of the secondary school to which they will go. Matters specifically relating to secondary school: time table, specialist rooms, methods of teaching, general expectations and the secondary school life style, all need emphasis. The possibility of special new-student orientation days and the careful use of counsellors and guidance officers is here highlighted. The teaching atmosphere in the first year of the secondary school needs to be carefully considered. It is desirable that the one teacher/one class relationships common to primary schools be continued as far as possible in order to provide security for students in an otherwise strange secondary school atmosphere. The clear differences between the primary and secondary schools, their different approaches to teaching and general philosophy need to be understood by teachers involved with students at the pre- and post-transitional stages. An understanding of these similarities and differences is fundamental to an understanding of the problems students face. Children will develop best when education is a continuing and an uninterrupted experience. This ideal has the best chance of being achieved in the one-campus school where divisions within the school can be established to match the growth stages of students and provide new challenges at all levels. The departmentalized approach in the secondary school is vastly different to the self-contained classroom approach in the primary school. Wherever possible these differences need to be understood and minimized by making adjustments to teaching methods and organization at the senior-primary and the junior-secondary levels. There is evidence to suggest that some students regard transition as an exciting new adventure with inbuilt growth opportunities. Teachers and parents need to present the opportunities in the secondary school in these terms. There is a liking amongst many students for the challenge of the new and an eagerness to experience those things that are different. There need not be a shrinking from added pressures. It is important that parents should be kept in close touch with teachers and Headmasters as decisions are made about the most appropriate secondary school, and as information is disseminated about the beginning-of-year procedures for enrolling students. Personal discussions and school visits are strongly recommended. There is not one age considered to be most appropriate for the primary-to-secondary-school transition. There is, however, some evidence to indicate that students of poorer ability from working-class type homes are likely to be more successful at the age of 12 or 13. It is asserted that given one to two more years of development these praticular students will make a more successful transfer to their new school. More advanced students from homes that provide educationally stimulating support are most likely to make satisfactory progress as they transfer to their new secondary school. These are the students who are likely to approach the challenge and the responsibility of their new school with plenty of confidence and a certain amount of adventure. The concept of a middle school, providing for children between the ages of 9 and 13 is promoted as an educationally and psychologically sound solution to the problems of transition as they are known in the present two-school system. Two less disturbing changes, from primary to middle and middle to secondary school, should provide for more effective sequencing of learning experiences over the twelve or thirteen years of schooling. The following conclusions which more particularly relate to the nature of schooling for the middle-years group, provided a basis for examining and comparing the four selected middle schools. It is not suggested that the comparison of these schools necessarily validates the conclusions, but it should help to clarify them. It is felt that the middle school should be a place that provides for the integration of experience through the continuance of a home-room system and for the specialization of experience through the use of subject teachers. If the primary school's preoccupation with the present and the secondary school's increasing concern for the future can be borne in mind, then the middle-school may be able to achieve a useful blend: security with enrichment, a grounding in basics with diversity and adventure, a ready response to the immediate and present with a sensible view of life to be faced in the future, a main concern for the process with certain realism about the importance of the end product. It is considered that the middle-school should aim firstly at fostering the intellectural growth of its students, including the development of critical faculties, inventiveness and creativity. Then secondly, at psychological health, promoting self esteem in interested, optimistic, active and expressive individuals. And finally the middle-school should aim to produce in its students a social sense, concern for the good of others and a desire to serve for the betterment of community. It is also concluded that the middle school curriculum will best cater for youngsters at this intensely personal, vulnerable but expansive stage if the creative arts can be structured near to the centre of things. What is being considered here is a school where the main medium for fulfilling student needs and for their exercising within the basic skills, is the creative and expressive aspects of curriculum. Thus we provide the means whereby activities in English, maths or social studies may be explored and where these experiences may be enriched. Chapter VIII begins with a general description of the four schools; Camberwell Grammar Junior School, Melbourne Grammar - Grimwade House, Xavier College - Kostka Hall and Caulfield Grammar - Malvern House. This is followed with an account of survey procedures including the design of questionnaires and methods for compiling and presenting data. Material here is again presented within the three themes of the thesis and then there is a description of the "fifth school", an interpretation of the sum of staffs' opinions about the life and style of the four schools. This is not an ideal school and the three main propositions stated above cannot be validated in this way. However, the survey enables a reflective commentary providing support and raising questions where necessary. The final Chapter of the thesis deals with the question of how this study may be taken up experimentally. There is a sense in which it is only possible at this early stage to declare the issues and provoke the search for clearer definitions. The multiple regression model is presented as one possible means for analysing the success of middle-schools in terms of their unique objectives; it is presented as one method suitable for comparing the four middle-schools with each other or with alternative schools.
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ItemProvision for students experiencing learning difficulties in independent, single campus, Protestant secondary girls' schools in Victoria( 1996)This study examines the support policies and provisions for students experiencing learning difficulties in five Protestant, independent, secondary girls' schools in Victoria. A multiple case study, utilising special teacher interviews and surveys of students' parents, was preferred. Supplementary information came from examination of school related documentation, school directories and selected interviews with students, parents and education professionals. Schools' reluctance to provide sensitive information impeded data collection in this study. Schools would not allow direct access to families and two even refused to forward a survey to students' parents. During interviews teachers showed considerable reluctance to share information concerning numbers of students experiencing learning difficulties, selection procedures and programs. Four major influences were revealed in the study: religion, government policies, funding and market forces. Other significant issues emerging included teachers' expressed need for on-going teacher training, and concern about the Disability Discrimination Act (1992). Parents highlighted the need to preserve student confidentiality. Both teachers and parents expressed positive views of the wide range of support services available in their schools, particularly increased parent involvement, inclusive/integrated education and the need for increased funds. Christian ethics rather than Protestantism influenced school provisions and hidden agendas revealed were selective enrolment practices and competition among the schools. Five recommendations were formulated: the need to clarify the implications of the 1992 Disability Discrimination Act for independent schools, further inter-school cooperation, employment of special education staff in all independent schools, formation of a parent lobby and further theological research into the religious and social responsibilities of church founded schools.
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ItemA comparative analysis of the role of deputy principal in independent schools in Victoria( 1983)The purpose of this study was to investigate the position and role of deputy principal, or its equivalent, in independent schools in Victoria. Due to the diverse nature of independent schools, the study had as its objectives: (i) To determine whether there were one or more deputy principal positions in each school, or none at all, and whether there were identifiable structural patterns of the principal-deputy principal relationship. (ii) To determine whether there were personal, academic and career characteristics that deputy principals had in common. (iii) To determine whether there was any common role definition for the deputy principal position in independent schools. A questionnaire was distributed to the 65 HMC and AHIGSV affiliated independent schools in Victoria. 46 valid responses were received from 41 deputy principals defined, for the purposes of the study, as the person(s) officially designated to act in the place of the principal in his/her absence. 5 other respondents, occupying the position(s) most closely resembling that of deputy principal, provided valid responses that were included for the purposes of statistical analysis as they appeared to occupy positions of similar status to that of deputy principal. These responses were from 42 schools. The general findings of the study were that: (i) The position did exist in most schools and the one-to-one principal-deputy principal structural relationship existed in the vast majority of schools. 'Deputy Head' was the most common title for the position. (ii) There appeared to be tendencies: (a) against females attaining the position in coeducational schools. (b) for deputy principals from Roman Catholic and Anglican schools to be at the extremes, with those from Roman Catholic schools occupying the younger and less experienced end of the spectrum. (c) for a low incidence of deputy principals to have higher degrees and formal training in the field of educational administration. (d) for a high proportion to view the position as a career' position, especially those from Anglican schools. (iii) It was not possible to develop a common role definition due to a low incidence of the use of written job descriptions and lack of commonality for the role, as currently performed. Deputy principals had a hand in almost every school duty area but the clear tendency was for shared rather than full responsibility.
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ItemToorak College, 1874-1958 : the survival of a girls' private school in Victorian society( 1986)As one of the oldest of Victoria's privately-owned girls' schools, Toorak College illustrates the influence of the principal in cultivating a clientele whose interests the activities of the school reflected and by whose support its survival was determined. Independent of church or corporation, Toorak College began in 1874 as a boys' school in Douglas Street, Toorak, and was converted to a girls' school in 1897. By 1919, transferred to a gracious building set in expansive formal gardens on the highest point of Glenferrie Road, Malvern, Toorak College presented to the public the appearance of a flourishing school. Ever sensitive to the expectations of a clientele that valued the practices of English education, its principals introduced practical subjects as advocated by Michael Sadler and critically considered the principles of the New Education Fellowship and the Dalton Plan. With the depression, 1929 - 34, and the war, 1939 - 45, the college, whose ownership had been transferred from its principal to a private company in 1927, entered a period of uncertainty. After eighteen months in uncomfortable temporary quarters, the school was transferred to a site on the Mornington Peninsula. The Company's financial resources were strained by the purchase of two properties and the remoteness of Frankston made the attraction and retention of competent staff difficult. By 1932, with its enrolment severely reduced, the college might have closed but for the efforts, little short of heroic, of the Directors and the Misses Hamilton. Gradually the school recovered, supported by a loyal constituency united by appeals to the school's longevity, the product of a fabricated claim of a foundation in 1854. Indeed, the ability of the principal to establish the solid standing of the school in the public esteem has been of greater importance in ensuring Toorak College's continuation than have its fine buildings or a curriculum in which serious scholastic studies were advanced at the expense of a training in the social accomplishments.
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ItemJourneying towards an effective learning organisation( 1999)According to current educational literature, viewing the school community as a Learning Organisation is the ultimate vision for schools because it enables these communities to respond creatively and adaptively to changes in society. Providing a means by which communities can handle change is critical if communities are to be effective, because change is the major aspect of daily life in a school. Effective Learning Organisations display certain characteristics and operate in distinctive ways. In schools, teachers play a vital role in establishing and maintaining the culture of the community. So, from their viewpoint, where their personal and professional lives often dovetail, this means creating a culture where a balance is achieved between the teachers' PERSONAL and PROFESSIONAL needs and thus, the individual and organisational learning of the school. The purpose of this study was to investigate where on this journey towards an effective Learning Organisation did my own school community stand. To this end, an original survey was designed which was based on the Key Issues arising from the literature about systematic approaches to developing effective Learning Organisations. This was administered to the teachers of my school to investigate the perceptions they had of themselves at work, both personally and professionally. The findings from the survey indicated that overall, the staff were very committed to their work at the school and were positive and comfortable about PERSONAL aspects of their work. They were less positive about PROFESSIONAL issues relating to the systems operating both inside and beyond the school community, particularly about those issues concerning their relationships with the Administration. This imbalance of PERSONAL and PROFESSIONAL perceptions is the most important outcome of the study. Linking individual learning to organisational learning is a vital feature of developing a view of an effective Learning Organisation. It would seem then, that this area in particular is a critical one for this school to address on its journey towards a more effective Learning Organisation.
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ItemThe development of new Christian schools in Australia 1975-1981( 1983)For a long time the established denominational schools and the state system of education provided the two main alternatives in education in Australia. Since 1975 there has been a proliferation of alternative schools. The growth of these new, small, non-government schools under the sponsorship and control of parents, churches, teachers and minority groups are currently adding a new dimension to public education. Not all these schools are Christian, though a significant number are. This thesis will aim to investigate the newly established Christian schools. The following categories are used to classify these schools. 1. Schools using Accelerated Christian Education materials. 2. Schools associated with the National Union of Associations for Christian Parent-Controlled Schools. 3. Schools associated with Christian Community Schools Limited. 4. Christian Community Colleges. 5. 'Other' Christian Schools. This thesis will provide an overview of the historical development, guiding philosophy, management structure and curriculum of schools in each category in order to ascertain both common and distinctive features. The reasons behind the establishment of these new Christian schools will also be explored. (From Introduction)