Faculty of Education - Theses
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ItemThe dawn of the thousand year reich : the ascendancy of didactic and neo-classical architecture during the Third Reich( 1978)In the past, Nazi architecture has been a much maligned subject which most commentators, historians and writers have carefully neglected. This legacy has left a deplorable lack of information, especially in the English language. This laudable position becomes more absurd for the copious amount of books, art journals, articles that flourished under the Third Reich are today virtually non-existent. Often when cited, the architecture is used in a hysterical fashion, usually in association with some alleged atrocity, thus pushing even further into the background the original concepts for the architecture's being. Had it not been for recent publications and research, carried out in West Germany, this thesis would have not been possible.
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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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ItemSecondary education in Van Diemen's Land, 1820-1857( 1972)The history of the establishment of any school system is necessarily an account of contrasting individuals and their diverse attitudes and efforts. Van Diemen's Land is no exception; the only factor enjoyed in common by nearly all of the private schoolmasters was their motivation - want of a more lucrative or appropriate occupation. Few schools prospered in Tasmania in the period up to 1850 for the colony lacked the prosperous middle-class that supported the English public and proprietary schools. A convict, Thomas Fitzgerald, was appointed as the first public schoolmaster in 1807 but nothing of a secondary nature was attempted until 1819. From that point a number of schools can be traced. The most remarkable would be those conducted at Pressland House, Melville Street, Hobart Town, by a succession of capable schoolmasters, in Launceston by Charles Price, and at Ellinthorp Hall, near Ross, by Mrs.G.C.Clark. However, the most insignificant seminary made some contribution to the traditions of culture and education in Tasmania, and for this reason, each founder deserves to be considered, whether of the English or Scottish tradition, Rugbeian or parochial school derivation, trained or self-taught, emancipist or free settler. Whilst free enterprise provided the temporary educational needs of Van Diemen's Land, Church and State pondered ways to establish more permanent institutions. The efforts of Archdeacons T.H.Scott and W.G.Broughton came to nought but activities commenced with the arrival of Sir John Franklin in 1837, a governor determined to set up a public school of the Arnoldian pattern in Tasmania. John Philip Gell was selected as foundation headmaster and, until the College could be built, he conducted the Queen's School. This venture failed during the severe economic depression in 1843. Sir John Franklin's successor, Sir John Eardley-Wilmot, did not share his predecessor's enthusiasm for the College so in its place the Church of England planned a Church-sponsored system of schools. Bishop F.R.Nixon promoted a fund-raising drive, largely in England, which resulted in the establishment in 1846 of Christ's College, a grammar school and quasi-university, and two feeder schools, Hutchins School in Hobart Town and the Launceston Church Grammar School. At about the same time another group, composed largely of Dissenters, launched a High School in Hobart Town. Both the High School and Christ's College failed during the 1850's but the two feeder schools survived the economic troubles and Tractarian disputes of the period. It is clear that in all these schools, although economic and political factors played decisive roles, the most significant factor was the character of the persons organizing and controlling the schools. It is necessary therefore to see what manner of men worked for education in Van Diemen's Land in the first half of the nineteenth century.
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ItemThe movement to establish a higher technological institute in Victoria, 1940-1963( 1976)The general thesis is that the series of episodes during this period, during which attempts were made to establish a higher technological institute, constitute an important background to the policy adopted with respect to non-university tertiary education in Victoria as a result of the Martin Report of 1965. In 1940 demands were made within the Technical Schools' Association of Victoria and the Council of Public Education by W.G. McRobert and G.R. King for degrees in technical science to be awarded by Melbourne Technical College. This is seen as initiating a series of moves forming a continuous thread, ending about 1963 with the Ramsay Report on the future of tertiary education in Victoria. The course of a number of proposals for a higher technological institute are traced: the movement for an institute of technology, 1943-1947, including the Seitz Committee and Report; the joint college of technology proposal by the University of Melbourne and the Melbourne Technical College, 1948-1950; the University of Technology Committee of 1955-1956 and the impact of the Murray Committee; the establishment of Monash University, 1958 and the search for alternative solutions to the problem of higher technological education; and the impact of the Ramsay and Martin enquiries during the early 1960s. Some themes developed include the effect of the 1939-1945 war on the public esteem for technical education; the attitude of the University of Melbourne towards proposals for other degree-granting institutions; the significance of the failure of the draft institute of technology bill, 1947; the failure of the university of technology proposal and the crisis over student demand for university education of the early 1960s; and the tension between state and commonwealth attitudes to the development of tertiary education in Victoria in the early 1960s. A continuous thread throughout the story is the aspiration of the Royal Melbourne Institute of Technology to attain an unquestioned pre-eminence in higher, technological education. Victoria was not, in fact, able to establish the higher technological institute which had been supported by a number of important groups in Victorian education during the period. An important conclusion is that the role of the technical colleges prescribed by the Martin Committee in fact pre-empted the situation by diverting the largest of Victoria's technical colleges from its possible destiny as a higher technological institute. Rather it became one of a number of colleges of advanced education whose purpose was to extend, in an economical manner, tertiary education opportunities on a broad front.
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ItemThe Victorian teachers' unions, 1946-1975( 1979)Victorian teachers' unions have a continuous history going; back to the 1880s although their influence prior to the Second World War was erratic. Teachers tended to be divided amongst themselves with the primary teachers dominating their post-primary colleagues. The 1946-1975 period saw dramatic changes in teacher. unionism and a growth in the field of white-collar unionism'. To start with Victorian state school teachers were unified within a confident V.T.U., which in 1945 had helped to. defeat the State Government and had subsequently seen, the establishment of the Teachers' Tribunal, but disunity. followed. The period became dominated: by the relationship between primary and post-primary teachers and the ensuing conflict led to the fragmentation of the V.T.U. and the establishment of separate unions for secondary and technical teachers v the V.S.T.A. and the T.T.A.V. The conflict was aggravated by the expansion in post-primary education and the fact that schools were ill-prepared' to cope with it. Thus the growing numbers of secondary and technical teachers became disillusioned with the conservatism of the V.T.U. and supported the establishment of new unions which catered specifically for their needs. These events led to a reassessment of the nature of teachers' unions and their methods of exerting influence. The V.S.T.A. and', to a lesser extent, the T.T.A.V., applied industrial tactics more commonly used by blue-collar unions in their attempts to initiate changes and. to make teaching a profession. The successes included abolition of some outmoded practices, control of entry to teaching, abolition of inspection, the development of a conditions policy and changes to the Teachers' Tribunal. Towards the end of the period in question a combination of internal and external factors-saw the V.T.U. lose some of its conservative image: and move closer to the other two unions, making a future federation of all state school teachers' unions a possibility. The three unions that evolved adopted a democratic structure, with large membership involvement and with policies decided by annual conferences and then implemented by all other levels - from council and executive down to, individual school branches. All three unions saw their function as developing industrial,, educational, pressure group, and social and "Friendly Society" policies and tactics. Teachers' unions continued to share many of the preoccupations and features of the white-collar movement. There was an uncertainty as to whether they should have allied themselves with the professions or with the blue collar unions. The uncertainty affected their methods of campaigning and their relationship with other bodies. Moves to develop closer links; with other unions through membership of the Trades Hall Council brought internal disagreements, although two of the unions took the step without encountering difficulties. The direction of the unions was influenced by two further factors: a change in the passive/conservative role of the dominant women members, and the difficulty of communicating policies. to the: public through the media.. Finally, there was more awareness; of the need of teachers to act in unity in the face of common problems, to develop links with other. employee organizations, and to look at new methods of strengthening their unions and planning for the future.
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ItemSchools and teacher training in the Veneto (Italy) 1815-1870( 1974)Education in the Veneto (also known as Venezia Euganea) was given, in the seventeenth and eighteenth centuries, mainly by religious Orders of both sexes. Little was done for the mass of the people. The most famous order was the Society of Jesus (Jesuits), principally concerned with secondary and university education. The teachers in this Order had to complete the rigorous course of the inferior colleges (corresponding to the later gymnasiums and lyceums) and the superior course (corresponding to university level). Those permanent teachers whose task it was to train other teachers had to complete even further university level studies. Uniformity of teaching techniques and methods was part of the Jesuit system. Under the guidance of experienced teachers the student received a thorough training in these techniques and methods. When the Jesuits were expelled in 1773 Gasparo Gozzi was given the task of planning reforms, but little change occurred. From 1805 to 1814 the Veneto became part of the Italic Kingdom set up by Napoleon. Various decrees sought to improve the quality of education and teaching but as these were mainly communal responsibilities they remained mainly in the hands of private institutions and religious orders. However, all teachers were required to make an oath of loyalty to the King (Napoleon) and provisions were made for the training of teachers for State Schools. The training took place either in selected major elementary schools (a three month course) or in normal schools (a six month course). When Austria returned to the Veneto it set up a state school system modelled on that of Austria itself. The teacher was confined to a rigidly prescribed curriculum and his work was closely supervised by an inspectorial system. Major difficulties arose in providing sufficient schools, trained teachers and enforcing the compulsory education provisions. Austria continued and extended the provisions for elementary teacher training made during the Italic Kingdom. Detailed instructions were set out regarding syllabii and teacher duties and responsibilities. The teaching method favoured in the elementary schools was the "normal" method which was composed of four parts - the use of initial letters, the use of tables, the use of reading in unison and the use of interrogations. The Austrian model also served for secondary education. After elementary school the students proceeded onto either a gymnasium or a technical school. These technical schools provided more practical courses and taught modern languages in contrast to the gymnasium where purely classical (Latin and Greek) were offered. The government prescribed the subjects to be taught and the texts to be used in all government, communal and episcopal schools, at least until the Concordat, signed between the Church and Austria in 1855, when the Church was given a freer hand in this area. The Austrian government also restricted the independence of private institutions which had a long tradition in the Veneto. When the Veneto became part of the new Kingdom of Italy in 1866, the numbers of schools were increased in all areas and a re-organized system of teacher training was introduced.
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ItemPayment by results as an innovation in Victorian education: with particular reference to the period 1868-1878( 1978)From 1863 to 1905 Victoria paid its teachers under the system of "payment by results". This system had been introduced in England by the Revised Code of 1862 and a version of it was adopted by the Victorian Board of Education in 1863. The essence of the system was that portion of a teacher's salary became directly dependent on the performance of his students in examinations. The aim of this thesis is to demonstrate that the system of payment by results was an unjust system based on unsound principles and that it encouraged teachers to concentrate too much of their efforts on the teaching for "results". The outcome was an excess of mechanical teaching, of "cram" and of rote learning. The system was unsound in principle because it was not based on any proven theory of pedagogy, but was introduced in order to satisfy a desire for economy and efficiency. It was unjust because it was based on an unfounded lack of trust in Victoria's elementary school teachers - as evidenced by the results regulations and, indeed, by the whole concept of payment for "results". We will see that built into the results formula were various punitive clauses which operated to penalise teachers unfairly for factors over which they had little or no control. Furthermore, under this system teachers were to become the only servants of the State whose livelihood depended, to a certain extent, on the "results" they produced. With the Education Act of 1872, the Education Department of Victoria came into existence - replacing the old Board of Education - and it inherited, and continued to apply, the system of payment by results. Under the new Minister of Public Instruction, the Education Department continued to support the principle of payment for "results". However, from 1873 to 1878 - as evidenced by a study of the Minister's and Inspectors' reports to Parliament - we see emerging a greater willingness on the part of the Department to concede that there was a good deal of merit in the complaints of teachers, and some important concessions were made accordingly. In 1877, Charles Henry Pearson was appointed to conduct a one-man Royal Commission into education in Victoria and, while Pearson found certain faults with the system of payment by results, he still believed that it was correct in its principle and should be retained in order to ensure a continued diligent effort on the part of the teachers. Pearson did, however, make some important proposals. He recommended that less of a teacher's income should be dependent on the "results", and he favoured doing away with the punitive regulations relating to age and attendance. These proposals would, he believed, eliminate many of the problems relating to mechanical teaching, to "cram" and to rote learning. His proposals, however, were not put into effect, and we see that, while certain amendments were made to the results regulations, and various proposals put forward for its modification, the essential nature of the system of payment by results remained unchanged throughout the life of the Board of Education - and for the first six years of Departmental control.
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ItemThe role of women in the Victorian Education Department, 1872-1925( 1977)This thesis examines the role of women teachers in the state schools of Victoria from 1872 to 1925. As women constituted half of the teaching service, and as the Education Department drew a distinction between teachers on the basis of sex, it has been possible to look at the women teachers as if they formed a homogeneous group. An examination of the legislation, the periodic reviews, the practices of the Department and other contemporary evidence, makes it clear that women teachers were essential to the maintenance of a widespread, comprehensive education system. This conclusion is based on two major factors, supply and cost. For many reasons women were always available as teachers and were employed extensively. As their employment was combined with the practice of paying women less than men for the same, or very similar tasks, the development and maintenance of a system of education was made easier for the governments of Victoria in spite of almost constant pressure for economy. These two aspects form the basis of parts 1 and 2. Through two case studies, part 3 approaches the role of women differently. The assumption is made that women do not form a homogeneous group but are divided by broad issues of class, religion and politics as well as narrow and more specific issues. Two kindergarten experts, women with diverse backgrounds, provide the material for the first case study. Their expectations, contribution and recognition are examined, as is their relationship with other members of the teaching service. The second case study concentrates on the Victorian Lady Teachers' Association, a small, militant, feminist group which worked to have any differentiation between teachers based on sex removed. Although the group was not representative of all women teachers, it frequently spoke for them and was an important educational force. The two case studies, therefore, look at some of the varied roles filled by women, but more particularly highlight the differences amongst them and the difficulties of making generalizations about women or women teachers.