Faculty of Education - Theses
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ItemThe impact of the zone based professional development program, "Skill review and professional development", on knowledge, understanding and practice within selected school communities( 1995)While engaged in documenting a retrospective account of a zone based professional development program, Skill Review and Professional Development, which aimed to support school communities in the implementation of skill review and professional development according to the Tripartite Agreement on School Development Planning, I reflected on a statement by Harwayne (1992): 'We take courses. We attend workshops. We read books, We get lots of information. But the really important information comes later on. It comes when we take that seed information back to our classrooms, when we experiment and innovate and invent, when we make it our own. The story really is 'to be continued' (p.337 ). This reflection led to the following questions which drove my investigation: # has the 'seed information' collected during the program been taken back to the school level?; # have school communities been able to 'experiment', 'innovate' and 'invent' in order to make skill review and professional development their own?; and, # in what areas has the zone based professional development program, Skill Review and Professional Development, impacted at the school level? The information gathered to discover the answers to these questions was qualitative in nature and comes from those involved directly with the delivery and implementation of the program. The information draws on what happened at the zone level and what is now happening at the school level. The gathered data took the form of words: written and anecdotal; record and document observations; and transcripts of discussions and interviews, as words captured the spirit of the happenings. The writings of Joyce and Showers (1987), Joyce and Weil (1992), Fullan and Stiegelbauer (1991), Hargreaves (1992), Fullan (1993), Johnson (1993), Guskey (1994) and others have helped make sense of the impact of this program at the school level.
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ItemAn education to prayer: the establishment and development of a parochial school in the Catholic parish of St. Brendan's Flemington, Melbourne. 1887 -1947( 1990)�� the present system of Catholic Education in Australia developed not from any predetermined plan but as a result of the conflicting forces in educational development in the nineteenth century and the circumstances of the times." In the latter half of the nineteenth century �conflicting forces� and �the circumstances of the times� resulted in the establishing, in 1887, of a Catholic primary school in the inner Melbourne suburb of Flemington. (From Introduction)
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ItemThe Sisters of Charity: education, independence, church and state( 1993)This thesis establishes the independence of the Sisters of Charity in Australia and examines the implications this had for their work amongst the Catholic community and their relations with the Catholic Church hierarchy. It is a history of the Sisters' response to the needs of the Catholic community, these needs often being determined by governmental action beyond the control of the Catholic Church and its servants. As the first community of Religious Sisters to arrive in the colonies the Sisters ministered to the women convicts of the Female Factory at Parramatta. With the abolition of transportation they moved to Sydney where they enlisted the support of influential citizens in the establishment of St. Vincent's Hospital. Their service to education in Victoria commenced with the Education Act of 1872 and the abolition of State aid. Such conditions led Archbishop Carr of Melbourne to invite the Sisters of Charity to found a community in the city. A consequence of this and other factors was the establishment of St. Columba's College, Essendon. Finally, this thesis considers the Registration of Teachers and Schools Act of 1905 and its influence on the Sisters of Charity in formalising already existing teacher training practices. This was also the case for other Religious Congregations involved in teacher training and education.
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ItemThe provision of English as a second language programs in Victorian Catholic primary schools, 1970-1988( 1989)This thesis examines the programs in English as a second language provided by the Catholic Education Office of Victoria to its primary schools between 1970 to 1988. The CEOV response to Government policies and funding for English as a second language programs for immigrant children is described and analysed. Data concerning these programs is analysed for ten selected Catholic primary schools, who submitted proposals in 1985, and for twenty selected Catholic primary schools who submitted proposals in 1988. The results show that despite good intentions and committed efforts, the teaching of English as a second language in Victorian Catholic primary schools remains a poor relation.