Dissertations / Theses: 'Education and state Australia History'

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Jowle, Derek. "The General Board of Education in Western Australia 1847-1871: Its establishment and performance." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1385.

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This thesis is a history of the politics of education in nineteenth century Western Australia with a particular focus on educational administration. It traces the activities of the educational pioneers in Western Australia and in particular synthesises research material from a wide variety of sources to demonstrate and explain: •How and why these pioneers established an education system in Western Australia; •The difficulties faced by the pioneers and how they overcame those difficulties; •Why the General Board of Education ("the Board"), which was formed by the early pioneers, was established in 1847; •How and why the Board was terminated in 1871. To properly explain these issues it has been necessary to research the general conditions faced by the early settlers in Western Australia. Chapters one and two of the thesis provide an overview of the circumstances faced by the pioneers in Western Australia both generally and specifically with regard to education. Chapter three of the thesis is unique in that it dwells upon the major internal and external challenges posed by the Catholic Church's opposition to the Protestant makeup and ethos of the General Board that significantly affected church/state relations and the performance of the General Board in a politically and religiously turbulent era. Chapters four through to seven deal mainly with the development of educational administration in light of the General Board's overall performance. In order to adequately trace its establishment and performance during its twenty-four years of existence 1847-1871, the development of the General Board from a mediatory body of clergy and lawyers, to its incorporation in 1856, into the Colonial Secretary's Office, is imperative. This singular event was to eventually lead, to the gradual erosion of the decentralised structures of educational administration, and the translation of the Board into a civil service agency. This ‘developmental' theme coincides with its establishment and, along with its performance, traces the achievements and failures of the General Board from two perspectives : the level of success achieved by the Board in relation to its original intentions; and secondly; the influence that external factors, such as the Colony's extreme isolation and poverty and the secular and sectarian nature of society had on the eventual policy outcomes of the Board. An exposition of these extrinsic factors emerges from an analysis of the interactions of the General Board and its members with those of governors and prominent clergy, and moreover, from an assessment of its pragmatic and altruistic aims. This thesis will not only attempt to provide a history of the politics of education in nineteenth century Western Australia, but would also serve two other purposes. Firstly, the role and influence of the general Board in determining the fate of educational administration and education generally, is to be conveyed. And secondly, its chief purpose or utility would be to provide the background or precursory information to policy initiatives that acted as harbingers of centralised control. Awareness of the importance of the latter is significant, once it is understood, that the General Board, worked in an era when decentralised control, for both political and philanthropic reasons, was much in vogue. The General Board's avid quest to maintain a system of decentralisation, along with public style education, was examined in terms of the struggle to overcome the autocratic and populist excesses of governors and some clergy, who attempted the thwart, the altruistic aims of the original Committee. It is in the struggle that the dichotomy between public and elementary education, becomes synonymous, with that of a sectarian and secular system and hence society. Throughout the thesis a comparative approach was adopted with the educational systems and developments in Great Britain and the Colony of New South Wales with those of nineteenth century Western Australia. From the comparative analysis it was concluded that both the centralization of education and its compulsory status by law were global trends that lay beyond the power of the General Board to arrest. As a consequence this educational apparatus of the State could no longer function as intermediary between the competing and complementary interests of governors, clergy and the general populace. This was made poignantly clear with the abolition of the General Board upon the passing of the Elementary Education Act 187l (W.A). As an assessment of the formative years in Western Australia of State controlled education, the thesis attempts to fill the void left behind in past and present literature on educational history in Western Australia. In relation to the General Board, such literature fails to adequately examine its role and significance, in providing the impetus for the system of education in vogue today. The research is entirely feasible, easy to manage within the constraints of the word limit and time frame for submission. It is made all the more easier with the ready availability of primary and secondary material. It is hoped, that in filling the void, by way of providing a small history of the politics of education in nineteenth century Western Australia, an original contribution to the current stock of knowledge will be achieved.

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Jose, Jim. "Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj828.pdf.

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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.

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Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.

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Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.

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Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.

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Stephenson, Maxine Sylvia. "Creating New Zealanders: Education and the formation of the state and the building of the nation." Thesis, University of Auckland, 2000. http://hdl.handle.net/2292/30.

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Educational activity preceded official British presence in New Zealand. The development of the New Zealand state from crown colony, to a system of relatively autonomous provincial councils, to a centralized administration took place within a period of four decades. Co-terminous with and essential to the state's progressive securing of its authority was the institutionalization of separate national systems of education for Maori and Pakeha. Whilst the ascendancy of the state and the securing of education as a central state concern proceeded ultimately with the sanction of the state and in accordance with its objectives it was not a straight forward process in a young nation which was born democratic, but was struggling to consolidate political and cultural unity. The various stages and the ultimate form that education in New Zealand took were closely linked to shifts in the nature and role of the state in its formative years, in the nature of its relationship with civil society, and in its official relationship with Maori. This provided the context and dynamic of the shift to state control as public schooling came to dominate over private or voluntary efforts, and as the particularism of isolated provincial settlements was replaced by a system designed to serve the nation as a whole. Positing conceptual links between the development of national education and the processes of state formation and nation building in a colonizing context, this thesis argues that the institutionally differentiated form that universal education took in New Zealand produced a site through which socially, culturally and ideologically determined conceptions of “normality” would be legitimated and become hegemonic. By nationalizing education to legitimate a culture of uniformity based on a specific set of norms, individual New Zealanders were differentially created according to class, gender and ethnicity, and to physical, intellectual, behavioural and sensory functioning.

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Clark, Anna. "Teaching the nation : politics and pedagogy in Australian history /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00000860.

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Farrelly, Michael. "State, society and water management in late imperial Southeast China." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123264.

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This thesis is a study of water management systems in the late imperial (1368-‐1912) Minnan region (southern Fujian), China. Based on stone inscriptions and local gazetteers, I present case histories of several well-‐documented water management systems. I explore trends in social organization and state-‐society issues relevant to water management systems, with particular emphasis placed upon the means by which lineages came to control water management structures. I then consider the causes and characteristics of water management-‐related conflict, as well as trends in government intervention in related disputes, and the principles upon which local officials adjudicated these disputes. I argue that property rights status was important to adjudication, particularly the concepts of "official," "communal" and "private" land and resources. Finally, I contextualize Minnan water management systems among systems in other parts of China.
Cette thèse étudie les systèmes de gestion de l'eau pendant les dernières années de la période impériale dans la région de Minnan (dans le sud du Fujian) en Chine. L'histoire de plusieurs systèmes bien documentés de gestion de l'eau est présentée, à partir de l'étude de pierres avec des inscriptions et de registres locaux. Les tendances dans l'organisation sociale liée aux systèmes de gestion de l'eau et les problèmes politico-‐sociaux associés sont analysés, avec une attention toute particulière sur les moyens employés par les groupes pour contrôler les organisations qui gèrent l'eau. Les causes et les caractéristiques des conflits relatifs à la gestion de l'eau sont étudiées, ainsi que l'intervention des gouvernements et les principes suivis par les instances locales dans la résolution de ces disputes. Les auteurs soutiennent que le statut de la propriété importe dans l'attribution des ressources, en particulier les concepts de ressources « gouvernementales », « communales » et « privées ». En dernière partie, les systèmes de gestion de l'eau dans la région de Minnan sont mis en perspective avec les systèmes d'autres régions de la Chine.

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Southcott, Jane Elizabeth, and mikewood@deakin edu au. "Music in state-supported schooling in South Australia to 1920." Deakin University, 1997. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.104134.

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This thesis is a study of the establishment of the music curriculum in state-supported schools in South Australia from the beginnings of such schooling until 1920. There will be a discussion of issues to be explored and the method by which this investigation will proceed. A literature survey of relevant research will be included, after which there will be a sketch of the development of state-supported schooling in South Australia. Several broad themes have been chosen as the means of organising the historical material: the rationales offered for the inclusion of music in schooling, the methodologies, syllabi and materials of such music instruction, the provisions for teacher training in music, both preservice and as professional development for established teachers, and the place and function of music in schooling. Each of these themes will form the framework for a chronological narrative. Comparisons will be made with three neighbouring colonies/States concerning each of these themes and conclusions will be drawn. Finally, overall conclusions will be made concerning the initial contentions raised in this chapter in the light of the data presented. Although this study is principally concerned with the establishment of music in state-supported schooling, there will be a brief consideration of the colony of South Australia from its proclamation in 1836. The music pedagogical context that prevailed at that time will be discussed and this will, of necessity, include developments that occurred before 1836. The period under consideration will close in 1920, by which time the music curriculum for South Australia was established, and the second of the influential figures in music education was at his zenith. At this time there was a new school curriculum in place which remained essentially unchanged for several decades. As well as the broad themes identified, this thesis will investigate several contentions as it attempts to chronicle and interpret the establishment and development of music in state-supported schooling in South Australia up to 1920. The first contention of this thesis is that music in state-supported schooling, once established, did not change significantly from its inception throughout the period under consideration. In seeking a discussion of the existence and importance of the notion of an absence of change or stasis, the theory of punctuated equilibria, which identifies stasis as the norm in the evolutionary growth of species, will be employed as an insightful analogy. It should be recognised that stasis exists, should be expected and may well be the prevailing norm. The second contention of this thesis is that advocates were and continue to be crucial to the establishment and continued existence of music in state-supported schooling. For change to occur there must be pressure through such agencies as motivated individuals holding positions of authority, and thus able to influence the educational system and its provisions. The pedagogical method introduced into an educational system is often that espoused by the acknowledged advocate. During the period under consideration there were two significant advocates for music in state-supported schools. The third contention of this thesis is that music was used in South Australia, as in the other colonies/States, as an agent of social reform, through the selection of repertoire and the way in which music was employed in state-supported schooling. Music was considered inherently uplifting. During the nineteenth and early twentieth centuries, the music selected for school singing carried texts with messages deemed significant by those who controlled the education system. The repertoire was not that of the receiving class but came from a middle class tradition of fully notated art music in which correct performance and notational reading were emphasised. A sweet, pure vocal tone was desired, as strident, harsh, speaking tones were perceived as a symptom of incipient larrikinism which was not desired in schooling. Music was seen as a contributor to good order and discipline in schooling.

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Smith, Geoffrey M. "Sight and sound: The history of deaf education in Western Australia." Thesis, Smith, Geoffrey M (2019) Sight and sound: The history of deaf education in Western Australia. PhD thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/45694/.

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This thesis looks at Deaf education in Western Australia from the late 19th century. It argues that the impact of various factors such as developments in auditory amplification and assistive technology, changing educational pedagogies and in attitudes among the Deaf community, interacted over the years to significantly influence the manner in which Deaf and Hard of Hearing (D/HH) children have been educated in Western Australia. The concept of audism will be discussed which, while evident throughout much of the educational period under consideration, tended to be of a positive nature, with the aim of achieving academic, communicative and social competence to enable successful post-school life in a hearing world by D/HH students. In Western Australia, most D/HH education has revolved around the WA School for Deaf Children. From its beginning, the school embraced the combination method with the aim of developing communicative competence in its students. In 1967, the Telethon Speech and Hearing Centre was established also having a significant place in the history of Deaf education in Western Australia. Although taking a different approach to the educational instruction of D/HH children, TSH demonstrated an equal commitment to high educational outcomes for its students. By the 1980s, accepted pedagogy in terms of the education of the D/HH saw many students mainstreamed, with the resulting downsizing of residential institutions. The process of mainstreaming along with rapidly developing amplification technology and parental expectations required a reappraisal of the manner in which D/HH children were taught.

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Reid, Bryan. "Implementing curriculum change within a state education department region : analysis and conceptualization." Murdoch University, 1986. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060829.160229.

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The major aim of this study was to develop a conceptual model representing the implementation process of a curriculum change occurring in a State Education Department region. This development had its genesis in the now extensive body of literature related to the organizational phenomenon of planned change. Since its early development in the 1960ts, the study of planned change occurring i n organizations has grown in sophistication, encompassing a steadily evolving number of theoretical constructs. Such a construct, of recent origin, was that of perceiving implementation of the innovation as a discrete process within the total planned change process. Although stillinits infancy, this concept has attracted a steadily growing body of research, The present study co-ordi nated some of these findings to form the basis for a four-stage model representing the implementation process under a special set of circumstances. The application of the model was tested under field conditions. A longitudinal case study design was adopted because this was ideally suited to test the assumption of implementationas a process. The design was divided in to four sections : concepts related to the decision to change; concepts related to the effect the rationale for implementation had on teachers' behaviour; concepts related to the sequence of involvement of implementers; and finally, concepts related to the measurementof the degree of implementation for teachers and pupils. Field work was applied inarural educational region of the State of Western Australia. This region was established in 1979 as part of an Australia-wide trend. I t is well documented that at the commencement of the 19701s, Austral ian governmentcontrol led education systems were highly centralized. By the beginning of the 1980ts, all were facing major change, each incorporating some form of decentral ization. In Western Australia, a shift in power from central authorities to Regional Superintendents occurred. With the increase i n power, the Regions received more duties and became more complex organizations. To meet the demand of testing a complex theoretical model in the intricate field setting of a State Education Department region, a wide range of data-gathering techniques was used. Questionnaires were employed, some specifically designed to suit this study and some selected from other research. The breadth and depth of the data collected was extended by the use of interviews, both focused and unstructured. Information from a wide variety of perspectives was gathered by using direct observation. This was applied to the testing of the theoretical model and also used to validate data drawn from other sources. Content analysis techniques were also used to triangulate the findings from questionnaire and interview techniques. The findings of the analysis of the data,within a matrix of hypotheses and sub-hypotheses, provided powerful statistical evidence indicating that the innovation was judged as being implemented by the teachers and the pupils. Data collected were also analysed as part of the research plan incorporating four major hypotheses and twenty six sub-sections. Each sub-section has been investigated empirically. This strategy was used to test the applicability of the conceptual model as a technique to represent the process of implementation followed by an innovation in Oral English introduced into a rural region of a State Education Department. The model proved to be a very effective device, aiding in the comprehension of an implementation process that occurred under the particular conditions described in the thesis.

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Walsh, Lucas 1969. "For those who can climb? : a critique of the instrumental rationalisation of mass education and its relationship to democratic citizenship." Monash University, School of Political and Social Inquiry, 2002. http://arrow.monash.edu.au/hdl/1959.1/7959.

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Hantz, Catherine. "Early History of Earth Science Education in New York State (1865-1910)." Thesis, State University of New York at Stony Brook, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825281.

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By the end of the nineteenth century, the momentum for the idea of a more practical education better suited to life in a modern, technological world brought the first educational reform movements in the nation. Concurrent reform efforts at the state and national levels influenced both the historical development of Earth science education and the status of the Earth sciences in New York State’s secondary schools. Three themes received increasing attention: 1) the nature and college acceptance of the subjects in the secondary courses of study, 2) the time allocation for the subjects, and 3) the emergence and expectation of the incorporation of laboratory and fieldwork. These themes were also prevalent in discussions within the national committees that were meeting at the time.

The historical richness of educational reform efforts during the late 1800s and the early 1900s establishes an important foundation upon which the Earth sciences are grounded. To understand the influences that shaped the Earth science syllabus into its present form, and to establish a framework upon which recommendations for future curricular development can be made, an analysis of the origin and evolution of secondary Earth science is warranted. The research presented in this thesis explores the historical framework of the individual core Earth science topics (physical geography, geology, astronomy, and meteorology), beginning in 1865 with the introduction of the intermediate level physical geography Regents examination and ending in 1910 with the loss of astronomy and geology as accepted high school graduation courses. The chronological structure of this study is intended to establish a set of specific historical events that contributed to the present curricular structure of New York State’s Earth science course.

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O'Connor, Brian Edward. "History of Queen's College North Adelaide 1883-1949." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09EDM/09edmo183.pdf.

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Freese, John Richard. "A symbolic analysis of state educational policy and reaction in a selected state, 1915-1925." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186216.

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The role of nonpublic schools within American society has often been debated and challenged, yet for over three hundred and fifty years such schools have existed within what is now the United States. A significant portion of these nonpublic schools have been parochial schools operated by Lutheran denominations. Lutheran parochial schools were established by most European Lutheran immigrant groups to the United States, but the majority were established by German immigrants. German Lutheran immigrants to the United States initially established and maintained parochial schools to perpetuate their language, their culture, and their doctrinal standards. During World War I, extraordinary pressures from society and from the state came to bear on German Lutheran parochial schools. This study examined the public opinions and state policies within Nebraska from 1915-1925, as applied to German Lutheran parochial schools. The symbolic approach toward organizations was the analytical frame used for this study.

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Wilson, Philip. "Neither freedom nor authority : State comprehensive secondary education and the child-centred curriculum in South Australia 1969-79." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edmw752.pdf.

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Bibliography: leaves 113-135. This thesis investigates change in secondary schools in South Australia during the 1970s. Public concern about the purposes and organization of schools, and about education in general led to the establishment of a government enquiry in 1969, chaired by Peter Karmel. Its report, Education in South Australia, ushered in a period of rapid change. High schools and technical high schools were reshaped into comprehensive secondary schools. A significant element in this reform was the human capitalist idea that education is an investment in the development of the individual resulting in social and economic progress. This thesis examines the human capitalist basis of the reforms, the way in which child-centred open ideas were used in the reform of the curriculum and the impact of these on the schools.

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Jennings, Reece. "The medical profession and the state in South Australia, 1836-1975 /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09MD/09mdj54.pdf.

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Wigman, Albertus. "Childhood and compulsory education in South Australia : a cultural-political analysis." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phw659.pdf.

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Guillory, Melanie K. "An Analysis of Corporal Punishment Practices in the State of Tennessee." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10269344.

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This dissertation examines the use of corporal punishment in 142 Tennessee public school districts, as well as the data from the United States Department of Education Office of Civil Rights to identify demographic patterns and trends regarding corporal punishment in the state of Tennessee. This project also studies the relationship between school district enrollment and corporal punishment. This dissertation uses quantitative methods to analyze the data.

The results of this study finds that medium-sized school districts (student enrollment between 500 and 1500 students) report the greatest number of corporal punishment incidents. Also, a higher percentage of white students experience corporal punishment than nonwhite students in a majority of the years studied. The study also finds that a relationship exists between district size and corporal punishment practices. Corporal punishment rates in Tennessee's 10 largest districts are quite low. The findings of this research are similar to those found in past research in Texas, Mississippi, and North Carolina.

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Stevens, Robert Allan. "Demise of an antebellum college| A history of Illinois State University." Thesis, Nova Southeastern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105075.

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This dissertation investigated the demise of Illinois State University (ISU), a small antebellum Lutheran denominational college that existed from 1852 to 1867 in Springfield, Illinois. The professional higher education historiography has described the phenomenon of antebellum college demise, but a traditionalist theory of causality by unrestrained competition among religious denominations to found colleges, proposed in the early 20th century, was by the end of the century largely debunked by revisionist higher education historians as based on ahistorical concepts and inaccurate data. The study utilized the historical narrative method consisting of document review and content analysis. Using Clark’s (1972) concept of “organizational saga,” the study found that while ISU was in many ways indistinguishable from other denominational colleges in the United States of the era, ISU accumulated unsustainable debt on its edifice and failed despite determined founders. Durnford’s (2002) model of institutional sponsorship revealed that despite growth during the antebellum era, the Lutheran Church was riven by doctrinal, linguistic, national and personal rivalries that undermined its ability to sustain ISU. Five of the seven factors in Latta’s (2008) unique model of antebellum denominational college survival helped identify ISU’s strengths and weaknesses, and revealed that an unresolved crisis in leadership contributed to the school’s demise. This study provided data useful in furthering the development of a comprehensive revisionist narrative to explain antebellum college founding, demise and survival.

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Shanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia." Thesis, Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/304/.

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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare. The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy. The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment. The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.

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Shanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review : implications for higher education in regional Western Australia /." Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/304/.

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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare. The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy. The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment. The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.

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Hsu, Yeong-huei. "Song Gaozong (r. 1127-1162) and his chief councilors: A study of the formative state of the Southern Song dynasty (1127-1279)." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284092.

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In 1126, the Song was invaded by the Jin, a northern enemy who sprang up to become a continuing lethal threat to the survival of the Northern Song dynasty (960-1127). The Song people, in the meantime, suffered an unprecedented humiliation when their two emperors were captured and taken as hostages to the north by the invading Jin army. As the Song regime was collapsing, Zhao Gou (1107-1187), later referred to by his temple name as Song Gaozong (r. 1127-1162), strove to ascend the throne and perpetuate the Song regime in the south--known to historians as the Southern Song (1127-1279). The process was difficult not only because the Song emperor himself was relentlessly pursued by the Jin army, but also because the Song itself could hardly decide on an appropriate policy regarding the invaders. It took nearly sixteen years for the Song to finally settle in south China and obtain formal recognition from the Jin as a sovereign state. This dissertation adopts a method which focuses on studying the interactions between Song Gaozong and his series of ten chief councilors in shaping the future of the Southern Song. The successive chief councilors, appointed by Song Gaozong, are studied based on the Song records with special attention to their interactions with the emperor in discussing important issues. The dissertation evaluates each chief councilor's performance and explains why some chief councilors stayed in power longer than others. The dissertation also expounds how the Song emperor maintained a balance between two conflicting factions and how he struggled to consolidate his power in adverse circumstances. By consideration of Gaozong and the influence of successive chief councilors, the author depicts a picture showing how the Southern Song was established.

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Denholm, Michael. "Art magazines in Australia, 1963-1990 : a study of values, influence and patronage." Thesis, Canberra, ACT : The Australian National University, 1994. http://hdl.handle.net/1885/139448.

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Richardson, Niall B. "Work intensification and professionalism : A study of teachers' perceptions in the state school system in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/788.

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The past two decades have witnessed the introduction throughout much of the Western world of what has become known as economic rationalism, and for some commentators, as economic liberalism. Grounded in neoclassical economic theory, and with close kinship to the Taylorist and Fordist principles of the early decades of the twentieth century, the vision of economic rationalism has led to measures which have tended to favour the business sector in Australia. Throughout the 1990s, the focus has been on the notions of competitiveness, competition, productivity, efficiency, and profit, while the notions of the individual, and of social justice and equity, have often appeared to become correspondingly less important. As a result, there has emerged an increasing differentiation between the interests of capital and labour or, more broadly, between commercial and social interests. The differentiation is becoming increasingly stark, and one aspect which has attracted attention is that of work intensification. The thesis revolves around three research questions, related to the issue of work intensification, and with a focus on teachers. For the sake of the study, teachers arc deemed to include principals and deputy principals who, especially in smaller schools, have both teaching and administrative duties. The study examines the extent of teacher work intensification. Consequently, the first question is: "To what extent does work intensification exist amongst teachers in Western Australian State Schools?"

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Meadmore, Peter J. "Examining reformist discourses: Queensland state primary education, 1900-30." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36643/1/36643_Digitised%20Thesis.pdf.

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This is a study of Queensland's response to the reformist educational discourses of the late nineteenth and early twentieth century. Usually referred to as 'the New Education' or 'progressive education', these discourses originated in industrialised Northern Hemisphere countries as a response to social and economic conditions during the final decades of the nineteenth century. The study investigates the impact of these discourses on Queensland's educational history, noting the uneven effects of these imported ideas on local policies and practices, in particular the implementation of new syllabuses of instruction for primary schools. Queensland was selected as the site for this study for several reasons. First, it is acknowledged by scholars in the field of Australian education history that the history of education in that state is under-researched in comparison with other Australian jurisdictions. Second, Queensland's educational history poses a unique problem in terms of the means by which the reformist 1905 Syllabus was produced. The problem is that the Herbartian ideals which were the central tenets of the New Education were anathema to the creators of the syllabus-the long-serving senior administrators of the Department of Public Instruction, Gerard Anderson and David Ewart. The study asks how their jointly shared conservative belief in the efficacy of the moral-intellectual discourse of education and its associated faculty psychology and mental discipline theory could be rationalised in the process of introducing the 1905 Syllabus and later developments. The investigation has three key components: a background study of Northern Hemisphere reforms; a study of Queensland's educational history from 1860; and, an analysis of the implementation of the 1905 Syllabus in terms of pedagogical and nonpedagogical outcomes. The first component documents the wide ranging and at times conflicting discourses that made up these constructs and examines a number of practices that were transported to Australian colonies/states at the tum of the twentieth century. In considering Australian responses to educational reform, the introduction and implementation of reformist practices in several Australian states are examined. This analysis identifies the contingencies that allowed for their adoption, particularly through the introduction of a primary school syllabus that embraced the principles of these reformist discourses. The second component considers Queensland's response to reformist educational agendas. To do so, an examination is made of education in the colony and state of Queensland over the period from 1860 when the first educational legislation came into practice in the new colony until the events which led to the production of the 1905 Syllabus. In contextualising education in Queensland, an analysis of the dominant pedagogical, institutional and administrative discourses that constituted the operation of the state education bureaucracy in this period is presented. The paucity of provisions for teacher preparation is noted. It is concluded that the disposition of senior bureaucrats made the possibility of improvement unlikely. As demonstrated in the third component of the study, the implementation of the pedagogical reforms of the 1905 Syllabus was more difficult than its introduction. While the logistics of its introduction were made simple by the highly centralised bureaucracy of the Queensland Department of Public Instruction, the pedagogical principles underpinning the document were problematic. With no attempt being made to reform teacher training, together with the conservative influence of the school inspectors and the limiting effect of the State Scholarship examination on the syllabus, the probability of the new syllabus being successfully implemented was seriously diminished. In contrast to curricula and pedagogical reform, the 'non-pedagogical' discourses of physical wellbeing and scientific testing and measurement were more readily implemented. The wellbeing of the pupil population was achieved through the appointment of medical and dental professionals who examined every school child on a regular basis. Operating as part of a pastoral bureaucracy, this service did not depend on a major change in the disposition of the teaching service for its success. While scientific testing was not taken up by state education in Queensland for several decades, its failure to be readily adopted was due to the State Scholarship examination which, it was believed provided a similar service at a far lower cost. The study concludes that the transportation to Queensland of the educational ideas and practices of Northern Hemisphere was problematic philosophically and pedagogically. At the same time, they were readily appropriated by educational authorities seeking bureaucratic simplicity as well as legitimation of their programs of pastoral care.

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Frey, Christopher J. "Ainu schools and education policy in nineteenth-century Hokkaido, Japan." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3292445.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.
Title from dissertation home page (viewed May 28, 2008). Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4636. Adviser: Heidi Ross.

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Gardiner, Diane. "A historical analysis of the construction of education as an area of study at university-level in Western Australia." University of Western Australia. Graduate School of Education, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0183.

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[Truncated abstract] This thesis develops an understanding of how, historically, Education as an area of study (Education) has been constructed at each of the five universities in the State of Western Australia. The motivation for the study was the claim made by some academics that historically Education has been marginalised in certain universities in the UK, the USA and Australia, and that this marginalisation was intensified by a negative attitude towards its association with teacher preparation. Very little evidence, however, has been put forward to support this claim, thus highlighting a major neglected area of research. This thesis is a response to such neglect in relation to the situation in one state in Australia. The focus of the thesis is on the 'preactive curriculum' as represented in the plans and syllabi that outline what was included in programs and courses. An 'internal' analysis of relevant documents was conducted along with an 'external' analysis which considered the broader social, economic and political context. It was recognised that a study of the 'interactive curriculum' also needs to be conducted to gain insights into how the 'preactive curriculum' was mediated by lecturers and students. From the outset, however, it was deemed that this would constitute a further major study in itself. ... The most prominent were the 'academic', 'integrated', 'vocational', 'technical', 'pragmatic' and 'professional' orientations. The content of Education at the five universities also varied. Such variation offered breadth of opportunity for students. It also meant that, collectively, the universities served the needs of the State and their students by providing relevant and flexible curricula beyond what would have been possible in a 'one size fits all' model. Furthermore the claim that there was tension regarding the inclusion of 'Education' as an area of study within Australian universities generally, is not upheld for the Western Australian context. While this thesis contributes to an understanding of how, historically, Education as an area of study has been constructed in one State in Australia, much further research remains to be done in this field of curriculum history. In particular, future research could focus on the way in which Education, along with other areas of university study, have been constructed in the other states of Australia and overseas. The identification of areas of contestation and omissions from courses are also worthy of consideration. Finegrained studies of this nature could collectively make an important contribution to the understanding of the history of developments in the university curriculum at a macro level. Such work would, in the fullness of time, contribute to new understandings about institutionalised learning at tertiary level and provide historical insights to inform current practice as universities continue to try to find their way in a global society.

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Dale, Andrea. "Wrestling with a fine woman : the history of postgraduate education in Australia, 1851-1993." Title page, table of contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phd139.pdf.

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Errata pasted onto front fly leaf. Bibliography: leaves 329-355. Studies the expansion of postgraduate education in Australia, particularly the research degree. Analyses the credentialling role of the postgraduate degree and the influence of overseas models of postgraduate education. Argues that the changing relationship between the state, the universities and the research sector has had a strong impact on the postgraduate sector.

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Bowers, Denise E. "The History of the Rhodes State College Dental Hygiene Program." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1331051565.

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31

Trethewey, Lynne. "A history of age grading in South Australian primary schools, 1875-1990 /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht817.pdf.

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Piccoli, JoÃ£o Carlos Jaccottet. "History and status of physical education in state-controlled first-level schools in the state of South Rio Grande, Brazil /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259580263787.

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Smithson, Alan. "Control of state school curriculum in South Australia : issues arising from the vesting of authority in the Director-General, and with particular reference to the period 1970-1985." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phs6643.pdf.

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Bibliography: leaves 387-404. South Australia is unique amongst Australian States insofar as s82(1) of the Education Act 1972 vests the director-General of Education, rather than the minister of Education, with de jure control of State school curriculum. This locus of control is at odds with the well-established democratic convention that Ministers control the directive policy components of their portfolios. This thesis describes how this mode of curriculum control came about, its nature and implications, and mounts a challenge to its legitimacy. (abstract)

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Heacock, Holly. "Progressive Education in Appalachia: East Tennessee State Normal School and Appalachian State Normal School." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/378.

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In this thesis, I am examining how East Tennessee State Normal School in East Tennessee and Appalachian State Normal School in Western North Carolina interpreted progressive education differently in their states. This difference is that East Tennessee State began as a state funded school to educate future teachers therefore their school and their curriculum was more rounded and set to a structured schedule. Appalachian State Normal School was initially founded to educate the uneducated in the “lost provinces” therefore, curriculum was even more progressive than East Tennessee State’s – based strongly on the practices of farming, woodworking, and other practical skills. I will also be looking at what these different interpretations tell about the states, what it says about the Appalachia region, and how both schools applied these progressive ideas in their schools. Lastly, I will be answering how Progressive education, and normal schools affected the communities in East Tennessee and Western North Carolina.

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MacNeill, Molly. "Church and state : public education and the American religious right." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21237.

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In the late 1970's and 1980's, education issues formed a pivotal part of the American religious conservative agenda. The issues of school prayer, textbook content and the teaching of evolution in particular inspired lively debate and committed activism on the part of conservative Protestant leaders and activists. Confronting the behemoth of secular humanism, these leaders sought to win converts and to foment action in the converted through two separate modes of rhetoric: the emotional, which used impassioned arguments, and the intellectual, a more phlegmatic approach used to achieve political ends. Finding their roots in the 1920's, conservative Protestants have placed paramount importance on education issues throughout American history, believing that the United States is a fundamentally Christian nation, founded on a normative Protestant world view, and that American children should be taught according to these principles.

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Hart, Christine E. "The history and development of the education and training of library technicians in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1025.

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The history and development of the education and training of library Technicians in Australia is currently recorded in the literature in a piecemeal und uncoordinated manner. The aim of this research is to provide a current and coherent account of the history and development of courses, examine the role of major stakeholders and identify the major issues that have accompanied the evolution of education and training for paraprofessional library staff. A comprehensive chronicle of the education and training of library technicians will contribute to the research and literature of Library and information science in Australia. The research will examine: • why formal education and training courses for library technicians were introduced in Australia; • how education and training courses have developed and evolved in response to library industry workplace changes from 1970 to 2000; • what role the professional organisation, the Library Association of Australia, and its successor, the Australian Library and Information Association, has played in the education and training of library technicians; and • what impact government policy on vocational education and training has had, and continues to have, on the training of library technicians. An extensive examination and analysis of existing primary and secondary information sources, including books, journal articles, conference proceedings, government publications, online and Internet documents and TAFE course documentation was conducted in the course of this study. While the methodology was generally restricted to an examination of documentation available in published sources, it was supplemented with personal communication with relevant individuals and institutions where necessary.

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Pettingell, Judith Ann. "Panics and Principles: A History of Drug Education Policy in New South Wales 1965-1999." University of Sydney, 2008. http://hdl.handle.net/2123/4150.

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PhD
When the problem of young people using illegal drugs for recreation emerged in New South Wales in the 1960s drug education was promoted by governments and experts as a humane alternative to policing. It developed during the 1970s and 1980s as the main hope for preventing drug problems amongst young people in the future. By the 1990s drug policy experts, like their temperance forbears, had become disillusioned with drug education, turning to legislative action for the prevention of alcohol and other drug problems. However, politicians and the community still believed that education was the best solution. Education Departments, reluctant to expose schools to public controversy, met minimal requirements. This thesis examines the ideas about drugs, education and youth that influenced the construction and implementation of policies about drug education in New South Wales between 1965 and 1999. It also explores the processes that resulted in the defining of drug problems and beliefs about solutions, identifying their contribution to policy and the way in which this policy was implemented. The thesis argues that the development of drug education over the last fifty years has been marked by three main cycles of moral panic about youth drug use. It finds that each panic was triggered by the discovery of the use of a new illegal substance by a youth subculture. Panics continued, however, because of the tension between two competing notions of young people’s drug use. In the traditional dominant view ‘drug’ meant illegal drugs, young people’s recreational drug use was considered to be qualitatively different to that of adults, and illegal drugs were the most serious and concerning problem. In the newer alternative ‘public health’ view which began developing in the 1960s, illicit drug use was constructed as part of normal experimentation, alcohol, tobacco and prescribed medicines were all drugs, and those who developed problems with their use were sick, not bad. These public health principles were formulated in policy documents on many occasions. The cycles of drug panic were often an expression of anxiety about the new approach and they had the effect of reasserting the dominant view. The thesis also finds that the most significant difference between the two discourses lies in the way that alcohol is defined, either as a relatively harmless beverage or as a drug that is a major cause of harm. Public health experts have concluded that alcohol poses a much greater threat to the health and safety of young people than illegal drugs. However, parents, many politicians and members of the general community have believed for the last fifty years that alcohol is relatively safe. Successive governments have been influenced by the economic power of the alcohol industry to support the latter view. Thus the role of alcohol and its importance to the economy in Australian society is a significant hindrance in reconciling opposing views of the drug problem and developing effective drug education. The thesis concludes that well justified drug education programs have not been implemented fully because the rational approaches to drug education developed by experts have not been supported by the dominant discourse about the drug problem. Politicians have used drug education as a populist strategy to placate fear but the actual programs that have been developed attempt to inform young people and the community about the harms and benefits of all drugs. When young people take up the use of a new mood altering drug, the rational approach developed by public health experts provokes intense anxiety in the community and the idea that legal substances such as alcohol, tobacco and prescribed drugs can cause serious harm to young people is rejected in favour of an approach that emphasizes the danger of illegal drug use.

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Gillespie, Susan W. "Church, State, and School: The Education of Freedmen in Virginia, 1861-1870." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539626178.

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Stevens, Robert Allen. "Demise of an Antebellum College: A History of Illinois State University." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/33.

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This dissertation investigated the demise of Illinois State University (ISU), a small antebellum Lutheran denominational college that existed from 1852 to 1867 in Springfield, Illinois. The professional higher education historiography has described the phenomenon of antebellum college demise, but a traditionalist theory of causality by unrestrained competition among religious denominations to found colleges, proposed in the early 20th century, was by the end of the century largely debunked by revisionist higher education historians as based on ahistorical concepts and inaccurate data. The study utilized the historical narrative method consisting of document review and content analysis. Using Clark’s (1972) concept of “organizational saga,” the study found that while ISU was in many ways indistinguishable from other denominational colleges in the United States of the era, ISU accumulated unsustainable debt on its edifice and failed despite determined founders. Durnford’s (2002) model of institutional sponsorship revealed that despite growth during the antebellum era, the Lutheran Church was riven by doctrinal, linguistic, national and personal rivalries that undermined its ability to sustain ISU. Five of the seven factors in Latta’s (2008) unique model of antebellum denominational college survival helped identify ISU’s strengths and weaknesses, and revealed that an unresolved crisis in leadership contributed to the school’s demise. This study provided data useful in furthering the development of a comprehensive revisionist narrative to explain antebellum college founding, demise and survival.

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40

Gray, Jan. "The framing of truancy : a study of non-attendance policy as a form of social exclusion within Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1347.

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Truancy is a product of socially constructed knowledge. The final product of this knowledge provides insight into the defining features of current societal beliefs, values and fears, becoming a powerful framing influence for definitions of acceptable patterns of school attendance and behaviour. In this sense, the perceived incidence of truancy within a community has far more impact on the creation and enactment of public policy associated with young people who do not regularly attend school than the incidence itself. This does not deny the incidence of truancy, nor the empirical data indicating correlates of truancy, illiteracy, crime, poverty and unemployment. Truants do exist. How these students and actions are perceived, however, and the consequences for all stakeholders (both personal and public) are constructed through the particular perceptions of youth, school nonattendance, and crime. The focus of this study was to identify the ways in which cultural factors have influenced popular and academic constructions of truancy, and subsequent creation and enactment of public policy associated with truancy. A model was developed for identifying the framing influences for public policy associated with any socially defined construct, directing the identification of three defining cultures for the framing of truancy. Ethnographic methods were used to 'read' the culture of compulsory education through the interactions and decision making processes within stakeholding institutions in Western Australia. Four education districts were included in the study, with a particular focus on inter-agency processes within one of these districts. Participation in and observation of the whole gamut of policy in practice within an education district allowed a demystification of the policy and practice associated with students who both reject or are rejected by the school system. Access to district databases provided non-attendance data for 30,000 students over the eighteen month period of the study. Less than two per cent of students were defined as chronic truants, of whom a disproportionate number were Aboriginal students. The proportion of students defined as at educational risk through chronic truancy was remarkably similar to the proportion of students excluded from their education through behaviour management processes, including the disproportionate number of Aboriginal students defined as violent and abusive. Although there was little indication of a gender difference in truancy patterns (except for the over representation of adolescent Aboriginal girls), the suspension and exclusion data show an overwhelming proportion of boys defined as Attention Deficit Hyperactive Disorder reported by female teachers as evidencing major behaviour problems. Three cultures were identified as the major influences on the current framing of public policy associated with non-attendance. These cultures reflect community beliefs in punitive measures, a systemic reluctance to take responsibility for pedagogical and resource issues and perceptions of difference based on ethnicity and student behaviour. Such a framing of public policy associated with re-integration of recidivist offenders inevitably perpetuates a culture of social exclusion. There seems little chance for change in the production of public policy associated with these students within current community (and institutional) constructions of difference, responsibility and social justice. Re-framing cultures built on foundational beliefs, powerful public perceptions and images to reflect mediation, natural justice and cultural awareness is an enormous task for any community. However, such a shift in the framing influences for the creation of public policy would encourage the enactment of current legislative and regulatory frameworks associated with non-attendance to reflect inclusion and equity.

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Philpott, Rodger Frank. "Commercializing the university: The costs and benefits of the entrepreneurial exchange of knowledge and skills." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186730.

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The emergence of the global economy has forced the Australian government to revise economic strategies and to seek institutional changes. Higher education's new roles in research and human resource development, have been manifested in university commercialization activities. Mindful that Universities are prestige rather than profit maximizers, this study applies Schumpeter's (1942) theoretical model for the survival of a firm under financial stress. The model's responses, extended to education by Leslie and Miller (1973), include new products, new markets, restructuring, increased productivity and new supply factors. University entrepreneurial activities have monetary and non-monetary impacts. The non-monetary costs and benefits of Australian university enterprise were studied by Leslie (1992) and Leslie and Harrold (1993). In this study, academics at Curtin University of Technology (Perth, Western Australia) were selected as entrepreneurial or non-entrepreneurial subjects and surveyed on the non-monetary costs and benefits of entrepreneurial activities affecting Curtin's teaching, research and public service mission. This data were analyzed and subsequently compared with data obtained by Leslie (1992). Differences in academic perceptions were found among the Curtin respondents by gender, academic status, discipline area, entrepreneurship and non-entrepreneurship, and entrepreneurial revenue importance. Using the Leslie data inter-institutional differences were examined and an order of entrepreneurial institutional types proposed, with Curtin University described as a frontier entrepreneurial university. The taxonomy of costs and benefits developed by Leslie (1992) was revised with the addition of personal social costs, stress, networking and professional development. An estimate was made of the dollar value of non-monetary items; non-monetary benefits were three times the dollar value of monetary benefits; non-monetary costs were less than half the monetary cost levels. The ratio of non-monetary costs to benefits was 1:3.5. Academics in the disciplines of engineering and science had more favorable perceptions of entrepreneurial costs and benefits than respondents in business studies. Health science respondents were described as having pessimistic perceptions. Future research may look at the levels of commercial revenue and investigate the effects of the amount of financial success or failure on the entrepreneurial efforts of academics. In university enterprise successes seem to foster success and the favorable perceptions of academics.

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42

Winfield, Ann Gibson. "Eugenics and Education: Implications of Ideology, Memory and History." NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-04072004-131230/.

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Eugenics has been variously described "as an ideal, as a doctrine, as a science (applied human genetics), as a set of practices (ranging from birth control to euthanasia), and as a social movement" (Paul 1998 p. 95). "Race suicide" (Roosevelt 1905) and the ensuing national phobia regarding the "children of worm eaten stock" (Bobbitt 1909) prefaced an era of eugenic ideology whose influence on education has been largely ignored until recently. Using the concept of collective memory, I examine the eugenics movement, its progressive context, and its influence on the aims, policy and practice of education. Specifically, this study examines the ideology of eugenics as a specific category and set of distinctions, and the role of rhetoric and collective memory in providing the mechanism whereby eugenic ideology has shaped and fashioned interpretation and action in current educational practice. The formation of education as a distinct academic discipline, the eugenics movement, and the Progressive era coalesced during the first decades of the twentieth century to form what has turned out to be a lasting alliance. This alliance has had a profound impact on public perception of the role of schools, how students are classified and sorted, degrees and definitions of intelligence, attitudes and beliefs surrounding multiculturalism and a host of heretofore unexplored ramifications. My research is primarily historical and theoretical and uses those material and media cultural artifacts generated by the eugenics movement to explore the relationship between eugenic ideology and the institution of education.

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Luo, Yinan. "Ideas in Practice: the Political Economy of Chinese State Intervention During the New Policies Period (1068-1085)." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:14226107.

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I take the New Policies period (1068-1085) to be a critical juncture in Chinese history during which, for the first time, the Chinese state initiated systematic intervention into the market. This period witnessed the failure of plans to shape the collective action of bureaucrats and coordinate market actors through a host of organizing mechanisms. I explain why the policy makers in this historical process failed to incorporate and organize the ideas and interests of social actors, political elites and relevant bureaucracies into the state’s authoritative action. I argue that this failure was an outcome of the interaction between the political philosophy of the drafters of the New Policies and their historical context. In particular, it was a result of the incapacity of the drafters’ worldview to correctly explain and resolve unexpected problems in the policy environment, including the influence of political philosophies that were in fundamental conflict with the ideas of Wang Anshi, as well as the reaction of political elites to the New Policies, the rationales and behavioral modes of bureaucrats in financial markets and state monopolies, and unpredictable changes in the marketplace that bedeviled bureaucrats.

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Baker, Jonathan Tyler. "In a State of Access: Ohio Higher Education, 1945 - 1990." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1591187230823684.

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Mitchell, Andrew Hunter. "Institutions and endowments : state credibility, fiscal institutions and divergence, Argentina and Australia, c.1880-1980." Thesis, London School of Economics and Political Science (University of London), 2006. http://etheses.lse.ac.uk/835/.

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The thesis compares Argentine and Australian fiscal systems from the late nineteenth to the late twentieth centuries. It uses institutionalist and endowments approaches to evaluate the importance of state credibility and taxation on long run economic development. After rapid convergence in the early twentieth century, Argentina and Australia clearly diverged in the latter twentieth century. Divergence emanated from different institutional experiences, which ultimately originated from dissimilar experiences of state credibility. State credibility is the extent to which society trusts the state to act in its interests. Fiscal institutions are a clear and comparable measure of state credibility over time as they frankly express underlying political economy. As Argentina and Australia were once similarly successful settler economies with comparable geographic prospects for development, the comparison promises to transcend geographically deterministic explanations for development. Geography primarily consists of factor endowments and location. In fact Argentina was better placed to succeed in geographic terms than Australia. Yet Australia, not Argentina, secured the status of a developed country. Australia and Argentina exemplify the relative insignificance of geography in shaping development. Divergence resulted from a failure of Argentine institutions to generate sufficient space for negotiation and compromise, and a ‘latent civil war’ was entered from the 1930s until the early 1980s. A key finding of the thesis is that divergence in fiscal institutions, especially differing capacities to embed progressive systems of direct taxation was crucial to divergence in development. This finding is based upon the discovery of new evidence and the harmonisation of fragmented time series which enable comparison over a long period of time. Argentina and Australia took different paths in the latter half of the twentieth century due to distinct institutional environments and their legacies for social consensus and development.

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Sharp, Roma. "A history of public housing in Western Australia: The workers' homes board and state housing commission: Precursors of Homeswest." Thesis, Sharp, Roma (1993) A history of public housing in Western Australia: The workers' homes board and state housing commission: Precursors of Homeswest. Honours thesis, Murdoch University, 1993. https://researchrepository.murdoch.edu.au/id/eprint/41517/.

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Public housing in Australia and elsewhere has been, until recently, a neglected area of historical research. The social importance of housing is undeniable and, as such, a history of public housing in Western Australia is well overdue. This history of public housing in Western Australia is essentially an examination of two organisations: the Workers' Homes Board, established in 1912, and its post-World War II successor, the State Housing Commisson, since 1985 trading as Homeswest. The thesis is not so much an institutional history as an account of the key factors which shaped the nature of public housing in this State: demand for workforce housing by industry; demand for housing from people with low incomes; and the need for the state to encourage population and economic growth. Material factors, particularly in the immediate post-World War II period, have also impacted on the provision of public housing, as has the physical size and climatic variation of the State. This thesis provides evidence of the use of public housing as an instrument for social control in Western Australia, which is associated with the notion of housing as a reward, rather than a right. However, evidence is also provided to demonstrate that the policies and activities of both the Workers' Homes Board and the State Housing Commission were shaped by the agency of their clients, as well as by community values and opinions. The state's role in the provision of public housing m Western Australia has been found to have been largely positive. It has contributed to economic growth and resource development, provided infrastructure to attract industry, attracted migrants in the post war period with the promise of housing, and collaborated with other governments to decentralise a Perth-based bureaucracy. Most significantly, it has provided affordable housing for the State's low income earners and their families.

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47

Haingura, Felicity Kunyima. "Traditional and colonial education : the experience of the people living in the Kavango region of Namibia (1900-1966)." Thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/26217.

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Reid, Helen M. J. "Age of transition : a study of South Australian private girls' schools 1875-1925 /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phr3545.pdf.

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Schell, Patience A. "Teaching the children of the revolution : church and state education in Mexico City, 1917-1926." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286411.

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Kean, Hilda Kathleen. "State education policy 1900-1930 : the nature of the socialist and teacher trade unionist response." Thesis, King's College London (University of London), 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308612.

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Dissertations / Theses on the topic 'Education and state Australia History'

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