Faculty of Education - Theses
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ItemSociological aspects of service provision for people with intellectual disabilities in Victoria( 1993)This study examines relevant principles within the context of changing values and social structures, that underline the policy initiatives to support people with intellectual disabilities. It contains information about the system of service delivery in Victoria, its history, functions, developments, strengths and weaknesses. It investigates the effectiveness of service delivery to adults with intellectual disabilities by Adult Training Support Services (ATSS) within both the private and government sectors. Differences are drawn in the approach and understanding of normalisation and integration principles between the three selected ATSSs. The study measures the degree of success made by the implementation and outcomes of their respective programmes. This reflects the way the whole service system operates. Finally the service provision system was examined in terms of the minimum conditions necessary for a social system to function.
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ItemUniversity High School oral history project( 1994)This Project has been designed to provide the necessary basic historical research and guidelines for a continuing oral history project based at the University High School. The Project will have minimum supervision and volunteer involvement. The University High School Alumni Association plans to support this project as a continuing activity. The Project will rely on volunteer-interviewers and the research in this study has been designed to provide the basic knowledge required to conduct an informed interview. This Project is a school-based activity that draws its research material from school history publications, school literature and school archival material. The completed tapes can be used as a source of raw data. Chapter One introduces oral history. Chapters Two, Three and Four deal with secondary education history and Chapters Five to Eleven cover the school-sourced history of the University High School 1910-1985. Chapter Twelve gives guidelines for interview procedure and the processing of the completed audio-tapes for inclusion in the University High School Library Archives.
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ItemA history of Therry Regional College, Broadmeadows( 1997)The post-war period saw secondary education in Australia in a state of turmoil. Problems of overcrowding, a narrowly academic curriculum, combined with insufficient and unqualified staff, affected both government and non-government secondary schools, The Catholic secondary system had additional problems: the declining numbers of Religious, the increased presence of lay-teachers, and the 'Catholic dream' of a Catholic education for every Catholic child. Catholic educational authorities sought an economical solution to the problems besetting secondary education. Based on an American model, regional secondary schools were established across Melbourne to provide Catholic secondary education for Catholic youth. Therry Regional College, Broadmeadows, was one such Catholic regional secondary college. This history of Therry Regional College, Broadmeadows, examines the College as a Catholic regional secondary school administered by the Christian Brothers in the north-western suburbs of Melbourne. The school's growth paralleled changes in two major areas: Government funding, and the administration of Catholic schools by the Catholic Education Office. The significance of community is examined in relation to the changing faces of the people of Broadmeadows. This history of the College reflects the history of the local community: it is a story of struggle and courage in adversity.
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ItemTradition and change in the establishment of Mount St Joseph Girls' College 1964-1970( 1991)Social, political and economic influences invariably have bearing on the development of a school's philosophy, policies and practices, and must be considered integral to any school history. This is most evident in the post-war period, when the 'explosion' in numbers in post-primary schooling resulted not only in an expansion of schools but also, in a restructuring of traditional secondary school organisation and practice. For the first time post-primary schooling came to be recognised as a distinct and essential sphere of education. The establishment of Mt St Joseph Girls' College in 1964 by the Institute of the Sisters of St Joseph of the Sacred Heart was in direct response to changes in Australian society during the 1950s and 1960s. The Sisters of St Joseph, an Australian teaching Order, was established in the 1860s by Father Julian Tenison-Woods and Mary McKillop to provide Catholic primary education to the poor. However, in the 1960s, the Institute was prepared to adapt and meet the demand for secondary education by establishing secondary colleges. This thesis traces the establishment and development of the first secondary Josephite school in Victoria - Mt St Joseph Girls' College between the period 1964 and 1970. The recollections of students reveal that despite the Josephites' efforts to widen educational and occupational opportunities for working-class girls, school organisation, curriculum and practices, implicitly and explicitly directed girls to gender-specific educational and occupational paths; and to the notion that culturally valued womanhood was intrinsically related to marriage and motherhood. The study also indicates that it was not until 1969 that the Josephites introduced curriculum reform by replacing the multilateral form of school organisation (professional, commercial and domestic sciences), with a more integrated and comprehensive curriculum which cut across these divisions and catered for the needs and interests of a wide range of students. Although the benefits of this were not evident until the following decade, it must be emphasized that the Josephites had taken the first steps to remove the limitations placed on girls' aspirations, abilities and opportunities. v
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Item'With a smile in her voice' : a life of Jean Lawson 1908-1986( 1996)Jean Lawson was born in England in 1908 and migrated to Australia with her parents in 1914. Educated in private schools and at the Universities of Sydney and Melbourne, she had an exceptionally varied career for a woman of her generation, becoming a teacher, acting headmistress and school counsellor, a radio and stage actress and radio broadcaster, a senior officer in the wartime Women's Auxiliary Australian Air Force (WAAAF) and a writer. She was also an active member of the Melbourne Lyceum Club and of the Christian Science Church and she participated in a range of voluntary community activities. With interests spanning the sciences and the humanities, she was a well known figure in Melbourne's educational and cultural circles. Her life offers insights into several aspects of twentieth century education, particularly that of women - the role of small private schools in the education of middle class women in the first half of this century, the experience of female students in science faculties in the interwar years, the wartime training of WAAAF airwomen and officers, the impact of educative radio for children in the 1940s and 1950s and the nature of career counselling for girls in the fast changing world of the 1960s and 1970s. Thus rather than providing a traditional account which would spotlight Jean Lawson, throwing her life into a kind of isolation, while endeavouring not to diminish her own contribution in a variety of fields, her life has been used as a focus for exploring the wider experience of women involved in similar events and interests. Given her ability to alter direction and reinvent herself as circumstances changed, her life has also been considered in terms of the formation of female subjectivity and since much of her writing was autobiographical, theoretical issues concerning biography and autobiography have also been central.
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ItemThe girls of Melbourne High School, 1912-1934( 1998)The Education Act of 1910 marked the official entry of the state of Victoria into secondary education and the formal foundation of the school known as Melbourne High School. Prior to 1927, the students' educational experience at the school was nominally co-educational. As the state expanded its involvement in secondary education, a desire developed in official circles for a prestigious school to rival the independent schools of Melbourne. Coincident with this, the state also strengthened its view that boys and girls had different educational needs that would be best served by separate secondary schools. This view was implemented when the boys of Melbourne High School moved to their new premises in October 1927, leaving the girls in the old school buildings in Spring Street. Girls' secondary education was not a high priority for the Education Department during the 1920s and 1930s and the provision of an academic education for girls did not conform to government policy that girls should be educated for their future role as wives and mothers. The notion that women might enter the workforce was irrelevant to government planning. For Melbourne Girls' High School, this meant a lack of official interest, concern, commitment and activity. It also meant several years spent in temporary and often unsuitable accommodation as well as increasing uncertainty about the school's continued existence.