Faculty of Education - Theses
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ItemOrganization theory and academic libraries( 1986)The thesis explores the extent to which organization theory is applicable to the study of academic libraries. An organization is defined as a social group formed and sustained by people as a device or tool to help them do particular things, and organizational theory is defined as a discipline that provides ways of looking at organizations in order to gain an understanding of them. These definitions are seen to satisfy the two major viewpoints among organizational theorists in educational administration, associated in the thesis with the names, R.H. Hall and T.B. Greenfield. The Hall viewpoint, aligned with the intellectual tradition of positivism, is objective, and concentrates on the collective features of organizations. The Greenfield viewpoint is subjective, and concentrates on values and experiences of the individual as the essential reality of organizations. Models are derived from the work of the two theorists, and presented in parallel, using a systems approach, within a common research framework. The purpose of the research framework is to demonstrate that the two viewpoints are complementary rather than contradictory. The thesis then proceeds to examine each factor in the Hall model within the research framework by means of a survey of organizational characteristics of academic libraries in Victoria. Respondents to the survey were the chief librarians of those libraries or their representatives. The Greenfield model is used to justify reliance in the survey on the subjective perceptions of the respondents, rather than on objective statistical data about the libraries. Hypotheses and propositions concerning the relationship among the factors from the Hall model, environment, strategy, structure, technology, and organizational effectiveness were formulated and tested, and were largely supported by the survey results. The most noteworthy result was the strong support for the analyzer strategy which seeks to preserve the status quo while engaging in low risk innovation. In order to demonstrate the practical applicability of the theoretical framework developed in the thesis, the particular issue of the feasibility of entrepreneurship by academic libraries is briefly explored in terms of the theory.
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ItemA descriptive portrayal of the role of the principal in a Catholic parish primary school during the period of development of a curriculum policy statement( 1982)Arguments about the efficacy of school-based curriculum development, involving teachers in curricular decision-making, are conducted at many levels, while teachers in schools continue to confront the myriad daily problems which make up the normal classroom life. There is constant pressure on teachers to become more aware, more informed and more "professional", while still meeting the enormous demands of classroom teaching. In this educational climate, the role of the principal as administrator, as educator and as senior architect of the school curriculum becomes crucial. This is particularly true in the Catholic parish primary school, which is somewhat distanced from the centralised bureaucratic tradition of the state primary schools. In this case study of a single parish school, the process of producing a curriculum policy document has taken over two years. The task is seen to be difficult and affected by the need to write a rational, sequential explanation for a public audience which expects such a precise account, of an educational reality which is very personal, varied and unpredictable. The real curriculum in this school is founded on the personality, background, ideals and style of the principal, and the greatest benefits of the process seem related to the growth in educational awareness of teachers and in interaction between all staff members to the benefit of the whole school community. The school as a whole was observed, with special focus on the authority and influence of the principal, in an attempt to portray the management of the curriculum in a way which teachers can identify. Human resources rather than library references turned out to be the key. The study has produced a sense of achievement but not the opportunity to make clear judgements. Decision-making has been seen to proceed in a personal and problematic way. Generalisations are not possible, but doubts are raised about whether a written curriculum policy can reflect the full complex reality of a school's real rationale or practices.
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ItemA history of the psychology, guidance and welfare work of Counselling, Guidance & Clinical Services (formerly the Psychology Branch and the Psychology & Guidance Branch) 1947-1985( 1986)The development of the school psychology, guidance and welfare work of Counselling, Guidance and Clinical Services (formerly the Psychology Branch, then-the-Psychology and-Guidance Branch) 1947-1985 is presented. Archival material and interviews with former administrators provided the sources of the finding. On the whole, the services developed in the manner described in the literature on this topic. The very early work was in the traditional mode: psychometric, direct services to children. Subsequently, the range extended to include the four levels of intervention discussed by Joel Meyers (1973): direct services to children, indirect services to children, direct services to teachers and services to the school as a system. In addition, services to the Department/Ministry of Education and to the community of which the school is a part were provided. Some research was conducted and liaison with tertiary institutions and professional bodies was emphasized. The extension of the range of services appears to have been an appropriate response to the increasing demands on the psychology, guidance and welfare staff. Current developments in Victorian education suggest that, while all levels of intervention will be required, much attention should be given to services to the school system and to the community of which the school is a part. Services at the systems level, however, will continue to be geared to facilitating the optimal development of the individual child in the system. Suggestions for further research are made.
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ItemA planning scheme for school development( 1991)A general introduction into the problems associated with the cultural and religious maintenance of Muslim immigrants leads to a rationale for the need for Islamic schools for Muslim children. Problems encountered in the establishment of the first Islamic School in Australia at Coburg in Melbourne indicate among other things a failure of a lack of planning. A planning scheme for implementation by the Coburg Islamic School can be devised by looking into the literature on planning theory as it relates to schools, and listing the key elements of the planning process. An exploration of these elements can then make it possible for an inexperienced planning team to implement a planning exercise based on the scheme devised. The members of the School Board of the Coburg Islamic School have the ultimate responsibility for planning and it is unlikely that any members of the Board have expertise in planning. Therefore the provision of a planning scheme with explanations should enable members of the School Board to successfully implement a planning exercise. To optimise the chances of success, indications relating to the Coburg Islamic School can be provided for each of the elements. These indications, being drawn from the School's present situation and stated intentions, can expedite the process of implementing a planning exercise for the School.
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ItemVisions, values and versatility: an examination of the management committees in adult education( 1988)Adult education in Victoria is community based. An integral part of the adult education system throughout the State are the adult education committees of management. Adult education centres were mostly initiated by these committees and developed in response to expressed community needs. These committees of management are the subject of this thesis. The problems experienced by these committees in the context of a changing adult education scene are examined. In particular, membership of the committees, the roles and responsibilities of committee members, the methods of decision making, the general operation of the committees and the predominance of women in adult education. A management and training strategy that leads to the more efficient operation of an adult education committee of management is proposed. Attention is focused on the committee members for the forty-three Local Advisory Committees to the Council of Adult Education in Victoria. It is hoped that this study will benefit these committee-members and as well, the paid staff who are employed by the committee.
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ItemThe changing role of the headmaster?: a study of two Ivanhoe Grammar School headmasters, 1915-1974( 1985)The organization of this study is straightforward. The first chapter discusses the origin of the Headmaster tradition and school management. The second chapter reviews the development of educational administration and its relationship to business administration. The third and fourth chapters deal with a study of two Ivanhoe Grammar School Headmasters, 1915 to 1974. The last chapter examines the different leadership styles of the headmasters and concludes that although these styles may vary, due to a variety of factors, the function of a headmaster remains basically the same.