Melbourne Graduate School of Education - Theses

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    Geelong High School 1909-16 : a study of local response
    White, David Llewellyn ( 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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    The teaching of history in state-supported elementary schools in Victoria, 1852-1954
    Trethewey, Alan Robert ( 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.
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    Selfoverestimation and scholastic success
    Claughton, Warren G ( 1977)
    Three weeks before the end of year final assessments at school, 133 boys from forms one, three and five at a Victorian secondary school produced a self rating (SR) in six areas, general academic ability, industriousness in maths and in English, friendliness, and predicted final mark in maths and in English. Each student also rated all other members of his class in these six areas. The composite of these scores produced a group rating (GR) of each student in each of the six areas. The SR was then compared with the GR. If the SR>GR the student was defined as overestimating himself. The other two possible outcomes of this comparison were SR=GR (realistic) or SR
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    School in the middle years : four Melbourne independent boys middle schools
    Miles, Gregory McLennan ( 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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    Formal adult education in Victoria, 1890 to 1950
    Wesson, Alfred ( 1971)
    This history deals mainly with four official groups: a sub-committee of the University of Melbourne, the Extension Board; a voluntary agency symbiotic with the university, the Workers' Educational Association; the Joint Committee of these two; and a later, separate statutory body, the Council of Adult Education. Because, however, it is concerned with education it also takes note of some social history, history of ideas, and biographies. Adult education in Victoria has always been an offering made by its providers, rather than the result of a demand from potential students; and the innovations made, as each provision proved inappropriate to the community, have been based on an ideal or an idea. Those ideas appear to have been formed largely from two sets of pre-suppositions: some overall view of the nature of man, and some view of educational rigour - what degree of systematic teaching or learning was appropriate. In particular, the period under review saw the end of the motivating force of philanthropy in adult education, and the rise of something closer to the concept of a welfare service for all taxpayers. Chapter One covers the background of ideas abroad before 1891, and the institutions that embodied them in Victoria. Chapter Two takes the beginning of University Extension as the first major provision of adult education, embodying a philanthropic ideal originating in England. Chapter Three introduces the W.E.A., who challenged philanthropy and achieved state subsidy for the learning of the workers, now called upon by universal suffrage to share in government. The workers failed to cooperate with the movement, and Chapter Four details the hopelessness of both the Extension and the W.E.A. ideals as guides to practice, and the consequent parasitism of the Victorian W.E.A. on the university. Chapter Five covers the rejection of the W.E.A. from its entanglement in the counsels and finances of the university, its eventual extinction, and the successful move of the Director of Extension to push the management of adult education off the campus. Chapter Six is a brief overview.
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    An analysis of the recent reform movement in education, with special reference to Victorian secondary schools in the late nineteen sixties
    Willcox, Graeme ( 1977)
    The school reform movement in the nineteen sixties accompanied unprecedented change in culture and society. Curriculum reform was attempted throughout much of the developed world; in Victoria, the Curriculum Advisory Board was formed, and the Education Department initiated the Curriculum Reform Project for secondary schools. But the reform movement was complex; there were several distinct groups within it (deschoolers, educational technologists, and liberal humanists) whose aims and methods were often contradictory. The major reform philosophy in Victoria was liberal humanist and expressed most notably in the writings of the Director of Secondary Education, R.A. Reed, whose Curriculum Reform Project was not necessarily successful in its own terms, but nevertheless had a significant effect on secondary schooling in Victoria. The reform movement demonstrated how complex is the phenomenon of educational change; it is obviously more complicated than is suggested by the ideas of circular change or pendulum swing, and is perhaps best seen as resulting from the disturbance of equilibrium in a strong field of forces. Attempted liberal reform in Australia has led to the formation in 1973 of the Australian Council for Educational Standards, a group dedicated to the resistance of reform. There is presently a crisis in education, a crisis marked by uncertainty. The crisis should be resolved by encouraging alternatives in education, and by reorganizing educational institutions so that they can become more flexible and adaptable.
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    The origins and early history of the State secondary school teachers in Victoria, 1872-1926
    Reid, G. A ( 1968)
    In tracing the history of state secondary school teachers in Victoria from their origins in the primary teaching service until 1926, this study covers the areas relevant to teacher status - viz., teacher training, conditions and associations - and an attempt has been made to evaluate the progress made towards professional status. The Diploma of education course, initially a two-year University course aimed to train teachers of academic subjects, was instrumental in raising the academic and pedagogical qualifications of secondary teachers. It was, however, inadequate in that it did not train teachers in sufficient numbers, and it was always starved of finance and essential resources. The Diploma was supplemented by the post- Intermediate Trained Teacher's Certificate courses in manual and Domestic Arts and Commercial subjects. Because the education Department played a significant role in both systems of training and the teachers had no control of training standards, the progress that was made was achieved without reference to the teachers, and was offset by the increasing numbers of temporary teachers employed in the secondary schools. No significant progress was made by secondary teachers in determining their professional conditions. These were almost entirely decided by the centralized administration which widened and tightened its influence. Professional freedom in areas such as curricula was further limited by the uniformity imposed by the public examination system. State secondary teachers were willing conformists to these pressures restricting their professional activity, and directed most of their energy towards regularizing their position within the public service. Even in this sphere, they achieved little: their salaries were relatively poorer in 1926 than they had been in 1912, it took thirteen years to gain a Classification Board, and they rarely succeeded in gaining concessions even on minor matters. Hence state secondary teachers were enthusiastic supporters of the movement towards the uniting of all teachers within the one Union which culminated in 1926. By 1926, then, the greatest gain that state secondary teachers had made was in their training and qualifications. For the rest, their steps towards professional status were faltering and often retrograde.