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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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 origins and early history of the State secondary school teachers in Victoria, 1872-1926( 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.
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ItemNon-professional and non-governmental organisations and the provision of public education, 1850-1969( 1971)The beginnings of the public education system in New South Wales are briefly examined to set the background for the development of public education in Victoria. An examination is made of the system of patrons instituted under the administration of the National Schools Board and the Common Schools Board. The 1872 Education Act replaced the patrons with boards of advice, and the 1910 Education Act replaced the boards of advice with the present system of school committees and councils. The effectiveness of the boards of advice and the school committees and councils is also assessed. A common theme is shown to have emerged from the earliest time, that the professional educationist has firmly maintained that the non-professional and non-governmental organisation has only a minor contribution to make in the control of public education. The final chapter indicates that there appears to be some change forthcoming in this attitude, because the non-professional and non-governmental organisations are beginning to realize the need for political rather than organisational action.
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ItemEducation and state control in Victoria, 1900-1925( 1963)This is an attempt to make sample assessments of State-controlled education in Victoria in the first quarter of this century, to define the nature of State control and to judge of its quality and effectiveness. The term 'State control' has been interpreted to include partial and indirect control as well as that which is complete and direct: hence Part III has been devoted to control exercised by the State over private and denominational schools, for this extension of the State's arm was characteristic of the period. Within the State's own Department system, the whole field proved too vast for one thesis: therefore, on the assumption that the system at the Primary level was fairly well established before the turn of the century and that other Melbourne researchers are covering the field of technical education, attention in Part II has been focussed on the establishment of State high-schools. Part I, on administration, naturally treats of the system as a whole. Another limitation imposed by space and time concerns sources of material. Any assessment must embrace causes as well as results, and in that even the sample field proved too large for detailed consideration of a wide range of causes, attention has been concentrated on internal evidence -- that is, evidence contained in Department documents and reports. Apart from practicability where evidence is embarrassingly plentiful, one justification of this approach is that in the period under survey Victorian State-controlled education was dominated by the strongest and most influential of its several Directors, Mr. Frank Tate. It has been the fashion to count this domination to the credit of Victoria's first Director and to the great advantage of the State. But one of the assumptions underlying the commentary in the pages that follow is that in a democratic society the professional administrator and his officers should not be obliged or even permitted to determine the social objectives underlying the processes of education. It is theirs as experts to determine the most appropriate means by which the goal shall be reached after it has been determined and defined by the community through its elected representatives. (From Introduction)
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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)