Faculty of Education - Theses
Permanent URI for this collection
Search Results
1 - 10 of 24
-
ItemWalter Bonwick (1824-1883) : Walter Bonwick and the establishment of music teaching in the national schools of Victoria, 1855-1856( 1990)This thesis examines the development of music teaching in the National Schools in the vicinity of Melbourne for the years 1855 and 1856. While Walter Bonwick was not the first music teacher to be appointed by the National Board, he was the most influential, and from his appointment in February, 1855, began a career which was to span a quarter of a century. He continued as a vocal music teacher and later as a instructor of music teachers with the National Board and. its successors until his death in 1883, at the age of fifty-eight. Walter was a member of a circle of colonial teachers and- writers who were connected by marriage, and his success in obtaining a position with the National Board was certainly in part the result of the influence of his family and their friends. But the significance of his music teaching in 1855 and 1856 was his insistence on a modification of Hullah's system. Walter persuaded the Board that Hullah's system for teaching vocal music was unsuitable for the schools in the colony because the course was too long, the exercises too tedious, and the music not sufficiently pleasing or attractive to children. His solution was to request the Board to sanction the introduction into National schools of a Manual of Vocal. Music to be compiled by him. The Board agreed to his proposal, and so began a series of publications for instruction in the schools. This paralleled a similar request to the Board by his brother James to sanction his publication of a Geography text book for use in the schools. Walter's weekly reports reveal a wealth of detail of the incidents of colonial life; flood, heat, falling trees, death, and even toothache. They also show Walter to be sensitive, hard-working, and dedicated to his music and his pupils. The Secretary and Commissioners of the Board - are treated with respectful familiarity; rather unexpected in a subordinate. One hundred miles a week by horse, Walter was the archetypical peripatetic vocal music teacher.
-
ItemCultural preservation : the Estonian experience in Australia 1947-1987( 1987)This study is based on an historical perspective which traces the origins and development of Estonian organisations which are viewed as representing the 'conscious' attempts to preserve Estonian culture in Australia. The organisational problems and strategies to preserve the culture are examined in terms of the relationship between strategies used by the Estonian community and those used simultaneously by the wider community in response to changes in social relationships and emerging government policies. A major source for research material has been through oral history sources in interviews and contacts with several ethnic Estonians(primarily immigrants),who have been actively involved with organised Estonian cultural life : extensive interviews were conducted in Melbourne,Sydney, Thirlmere,Adelaide and Canberra; the writer has also spent almost twelve months being actively involved in some of the Estonian organisations including the Melbourne Ladies' Choir, Festivals and concerts. Other important sources of information include the Eesti Paevad Albums(Estonian Festival Albums, 1954-1986),historical writings about Estonia and Estonian people,contemporary publications, research and other projects, an original questionnaire for second generation Estonians,and the writer's participation in the National Research Conference on Ethnicity and Multiculturalism at the University of Melbourne (May 14 - 16) in 1986. Part 1 introduces the underlying concepts of 'culture', 'community' and 'ethnicity',with a section on the relevant historical and geographical background of Estonia and Estonian immigrants. Aspects of the Estonian culture within the Australian context are examined using an adaptation of Raymond Williams' interpretation of culture this study stresses the importance of creating a balanced interpretation of Estonian culture at three levels,that is,the 'living community','recorded' culture and 'selective tradition' in the argument for developing strategies for preserving the Estonian culture through the process of mainstream education. Part 11 follows on from the foundations laid by the 'Old Estonians'(pre-World War ll),and outlines the changing role of major Estonian organisations such as the Festivals,Choirs, Estonian school,the press,and to a lesser extent the Church,in preserving the Estonian culture according to emerging trends within the Estonian community and the surrounding culture. Part 111 highlights the nature of the 'ageing' and diminishing Estonian community in Australia,with - the emergence of the younger generation of ethnic Estonians in Australia as the vehicle for the creation and transmission of Estonian culture. The intercultural context and the nature of contemporary social relationships provide evidence of the change from the ethnic exclusiveness of the earlier period,to the widening framework for Estonian ethnicity and interest in preserving the Estonian culture. Many of the current developments from within the Estonian community and its wider context are presented as evidence of trends which are moving towards the realization of crucial strategies which are needed to preserve the Estonian culture in Australia through the process of education.
-
ItemCatholic Ladies' College : a case study in Catholic education in Victoria( 1990)This case study of Catholic Ladies' College Eltham Victoria shows major shifts in its style of operation from the late nineteenth century to the present. These shifts are seen as reflections of change in the philosophy and provision of Catholic education generally, as it responds to different historical and social pressures. Evidence for the Chapters dealing with the general background of Catholic education has been largely drawn from histories and sociological investigations, while evidence for the particular history of the school has been largely drawn from archival material documents, interviews and survey results. Findings are that within the school changes in style and direction can be noted which illustrate major trends and changes in Catholic education. Some evidence of differences in style of operation between Catholic, government and independent schools was found in the contemporary context, though full organization and school climate studies were not conducted.
-
ItemComputer-assisted instruction in history( 1987)The usefulness of computer-assisted instruction in the teaching of history is evaluated in this thesis. A number of evaluation schemes were reviewed and one, the MicroSift checklist, was applied in the assessment of some history programs used in schools in Australia. The MicroSift checklist was used within the context of Scriven's evaluation of software. Further evaluation of several of the programs was undertaken in two Melbourne Secondary Schools using Stake's Countenance Model. Questionnaires were administered to students and staff in both schools. Some evidence was found that the history programs had been well received in the schools. Comments have been made about the successfulness of employment of computers in Australian schools, and some recommendations offered for the development of appropriate software for South African use.
-
ItemEqual pay and the women teachers of the Victorian Education Department, 1939-1967( 1992)The history of equal pay for women teachers commenced well before the Commonwealth Conciliation and Arbitration Commission awarded equal pay for work of equal value in 1972. This thesis examines the financial status of women teachers in the state schools of Victoria between 1939 and 1967. In particular, it covers the campaign for equal pay. This campaign was persistent and hard fought under the guidance of people such as Hilma Cranley, and with the support of influential trade unions and favourable international policy. In Victoria, female teachers constituted nearly half of the primary teaching service yet traditionally meagre regard was paid to their status. Women teachers were discriminated in terms of pay despite their skills and responsibilities being recognised as tantamount to men's. A study of the discrimination and the protracted campaign to achieve equal pay through the analysis of the policies of the governments, wage legislation, contemporary evidence and the archival records, makes it clear that the teachers' reasons for equal pay were legitimate and morally irrefutable. However, social attitudes, the set up of the work force, financial considerations and government reluctance slowed the introduction of equal pay. Through the examination of women's growing importance in the Australian working scene and social influences of the time, such as the Second World War, the teachers' equal pay campaign has been interpreted. The Victorian Teachers' Union monitored these changes, and as public support for equal pay grew, so did the prospects for achieving equal pay. As women were increasingly essential to the maintenance of a comprehensive education system, their low wage status could not be ignored. The teacher s campaign, with particular emphasis on the Victorian Teachers' Union, is therefore the focus of this thesis. The study concludes that the women's teachers financial status did improve, however, the struggle for equality of opportunity was still ongoing.
-
ItemYoung single factory women in 1927 : a study of issues of women and work( 1990)In 1927, a Department of Labour inquiry focussed upon a group of young female metalworkers employed in a Melbourne factory. A range of contemporaries, including the female workers, gave evidence to the inquiry, resulting in recommendations regarding female work conditions. This thesis aims to investigate the process of deliberation which took place at the inquiry. Issues of women and work contained within the resulting report raise questions concerning working women's experiences which have relevance not only to contemporary labour legislation but also to subsequent feminist historical analysis
-
ItemGreek educational system : 1900-1987( 1989)Examining the history of the Greek Educational System in the twentieth century, we discover widespread and constant demands for reform in order to meet the challenges of a modernizing nation-state. Politicians, administrators, parents and students at every period expressed the need for educational reform although fundamental differences in the. proposed remedies-can be observed. Yet, for a variety of reasons - political, economic, ideological, and social - most reforming proposals had very limited success, even though in some cases the related measures were legislated for. Generally, the educational reform impetus in every. period reflected the theoretical and ideological -perspectives and practical concerns of the governments in' power, as well as the 'conflicts ' and contradictions of a rapidly developing society with deeply rooted historical traditions. From its foundation to the present reforms, although it appeared that great efforts had been made to reform the structure and content of the Greek education system, because of circumstances or because of successful counter-reforms following changes in the ruling party, things remained basically unaltered. The movement for educational reform in Greece can be examined in terms of six historical periods when major attempts were made by the government to change the structure and content, of the educational system: (a) 1913 and 1917, under the administration of Eleftherios Venizelos' government; (b) 1929, under the administration of the Liberal Party headed by E. Venizelos; (c) 1957-63, under the first administration of Premier C. Karamanles; (d) 1964-65, under the government of G. Papandreou; (e) 1974-77, under the administration of Premier C. Karamanles and the "New Democracy" political party; (f) 1981-86, under the recent administration of the PASOK (Panhellenic Socialist Movement) government headed by A. Papandreou. Throughout the twentieth century educational reform has been considered imperative for the country's social and economic development. It is significant to note that the major thrust of educational reform has been to bring changes in the elementary and secondary sectors of the school system. Since 1974, however, there has been considerable pressure for the reform of university and other tertiary level institutions. An overview of the reform movement during the twentieth century will provide the necessary historical background and conceptual framework against which the contemporary educational reforms can be analysed and assessed.
-
ItemDonald Clark : the first chief inspector of technical schools( 1980)Australia is a country which has always honored its pioneers. Our history, both written and oral, is suffused with images of stubborn battle against seemingly overwhelming forces of finance, economy, climate, and society. Our cities and towns are dotted with monuments proclaiming the strength of those who fought and won the battles. Donald Clark was Victoria's foremost pioneer of technical education. His life was an unending battle to make society realise the importance of technical education. His monument is the technical education system in Victoria, the schools and colleges that even today are organised along lines he established and according to a philosophy he propounded. What kind of man leaves such a monument behind him? This thesis will attempt to examine the development of Clark's beliefs and attitudes and will tell the story of the battles he fought in his lifelong effort to build in Victoria a system of technical education of value to the people, the State, and the world.
-
ItemInterpreter services for Australian migrant communities and problems related to the provision and training of interpreters( 1986)A documentation of the development and implementation of support services for migrants must consider two types of support: 1. Assisting migrants to acquire English language skills in order to be able to function as members of the community, and an appreciation, by the community, especially by professionals and service agencies, of the difficulties resulting from incomplete or insufficient language competence and from cultural differences. 2. The availability of interpreter services for non-English speaking individuals and for those professionals or agencies servicing the needs of non- or minimal English sneaking individuals or groups. Though the need for interpreter services was initially thought to be a short-term need, based on the assumption that non- English speaking settlers would quickly acquire sufficient English language skills to be able to function as members of the Australian community, evidence, presented within this thesis, substantiates the claim that the need for interpreter services will be a long-term one in the Australian context. This thesis attempts to bring together information relating to policies developed and efforts made in the period of 1945 to the present day, in order to provide an overview of what has been achieved, the impact on the community and evaluation which has taken place. Documentation provided clearly demonstrates that the provisions made do not provide adequate interpreter services as support services to any but a small (if growing) percentage of those within the community who are linguistically disadvantaged, particularly as the services are largely based within government departments and not community based.
-
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)