Dissertations / Theses on the topic 'High schools Victoria'
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1
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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Daniels, Ray Education Faculty of Arts & Social Sciences UNSW. "The management of change in six Victorian secondary colleges." Awarded by:University of New South Wales. School of Education, 2001. http://handle.unsw.edu.au/1959.4/18223.
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This study explored change in six Victorian secondary colleges some four years into the major school-system change program known as ?????Schools of the Future?????. The purpose of the study was to identify successful models and practices for positive school change by exploring school change from the school level perspective. A focus of the investigation was an organizational development program designed by a North American professor of organization and management in which Victorian school principals were trained as their schools entered the ?????Schools of the Future????? program. The project was guided initially by four major research questions to which six additional research questions were added as the research progressed. The research methodology was qualitative. The data for this investigation were collected in 1997. The main means of gathering them was the in-depth interview of the principals of the six schools in the study and of the four members of staff they nominated as knowledgeable about their school?????s change processes. A follow-up questionnaire to the interview, a telephone questionnaire that asked principals for background information about their schools, and a study of school documents were also sources of data. The analysis and interpretation of the data related to charge in the schools was presented in the forms of six case studies and a multisite study. Eleven variables and eighteen insights identified the aspects associated with successful change across the sites. The study?????s three major findings identified the critical importance in the success of change of the school?????s organizational culture and individual participants in change processes, its relationship to elements in its external environment and the nature of its planning for change. A theoretical framework for positive school change environments was developed. It combined the elements associated with successful change in the study. This framework may prove useful as a basis for further research on systemic change in schools and as a point of reference for those actually engaged in leading the change process in schools and school systems.
3
Cheung, Chun-ming, and 張俊明. "New roles of school principals in school-based management reform: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961502.
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Trinchero, Beth. "Counter Narrating the Media’s Master Narrative: A Case Study of Victory High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/261.
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Since the publication of A Nation at Risk (National Commission on Excellence in Education, 1983), Berliner and Biddle (1995) have argued media have assisted leaders in creating a “manufactured crisis” (p. 4) about America’s public schools to scapegoat educators, push reforms, and minimize societal problems, such as systemic racism and declining economic growth, particularly in urban areas. The No Child Left Behind (NCLB) Act (2001) functions as an important articulation of this crisis (Granger, 2008).
Utilizing the theoretical lenses of master narrative theory (Lyotard, 1984), Critical Race Theory (Delgado & Stefancic, 2001), and social capital theory (Bourdieu, 1986; Coleman 1988), this study employed critical discourse analysis (Reisigl & Wodak, 2009) to unmask the mainstream media’s master narrative, or dominant story, about Victory High School (VHS), which was reconstituted under the authority of the NCLB Act (2001). Findings revealed a master narrative that racialized economic competition, vilified community members, and exonerated neoliberal reforms.
Drawing on the critical race methodology of counter-narratives (Yosso, 2006), individual and focus group interviews with 12 VHS teachers, alumni, and community elders illustrated how reforms fragmented this school community, destroying collective social capital, while protecting the interests of capitalism and neoliberalism.
By revealing the interests protected by the media’s master narrative and beginning a counter-narrative voiced by members of the community, this study contributes to recasting the history of the VHS community, to understanding the intersections between race and class in working class communities of color, and to exposing the impact of neoliberal educational reforms on urban schools.
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Lipine, Tavita. "Education of secondary Samoan students in New Zealand : the road to success : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-thesis, 2010. http://hdl.handle.net/10063/1317.
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Moitoso, James Anthony. "The Air Force Junior Reserve Officers' Training Corps: A handbook for substitute teachers." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1468.
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Blake, Damien, and mikewood@deakin edu au. "From risk to relationship: Redefining pedagogy through applied learning reform." Deakin University. School of Social and Cultural Studies in Education, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060517.150434.
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The Victorian Certificate of Applied Learning (VCAL) emerged to provide more relevant curriculum programs that would cater for increasing retention rates of post-compulsory students. It is also an example of the new learning arising from contemporary debates and reforms that highlight inadequacies of the more traditional modes of learning.
This thesis focuses on the pedagogical and sociological issues emerging from the VCAL being introduced as an alternative learning pathways for at-risk students within a traditional secondary school culture. Through the eyes of an insider-researcher, the thesis argues for a deeper understanding of applied learning as a re-engaging pedagogy by studying the schooling experience of VCAL students and teachers.
The thesis concludes that traditional academic modes of teaching contribute to the social construction of at-risk students and argues that secondary school pedagogy needs to be redefined as a cultural phenomenon requiring teachers to be reflexively aware of their role in bridging the gap between students life experiences and the curriculum.
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Horsley, Jennifer M. "Critical connections : high-ability students' perceptions of factors that influence NZQA Scholarship : a mixed method study : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1140.
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Daniels, Ray. "The management of change in six Victorian secondary colleges /." 2001. http://www.library.unsw.edu.au/~thesis/adt-NUN/public/adt-NUN20020604.120324/index.html.
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Hillman, Robert P. "Transition from secondary school to university." 1999. http://repository.unimelb.edu.au/10187/421.
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Transition between secondary school and university can be a time of stress and anxiety. It is a time when decisions about courses and careers can have extraordinarily significant implications. It is, therefore, a time when information about courses, universities and university life must be effectively presented and thoughtfully comprehended. This study explores secondary student insights into university before and during the crucial decision making process as well as the consequences of those insights and decisions. (For complete abstract open document)
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Kotsiras, Angela. "The effects of acceleration on students' achievement in senior secondary mathematics: a multilevel modelling approach." 2007. http://repository.unimelb.edu.au/10187/1704.
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Despite the vast research on the effects of acceleration programs on student achievement there is little quantitative confirmation of the benefits of these programs and there is no research that investigates the effects of acceleration on students’ VCE Mathematics study scores.This research attempts to fill this gap by considering four years of data provided by the Victorian Curriculum and Assessment Authority (VCAA) relating to achievement in mathematics. Acceleration in this study means the completion of the Year 12Mathematical Methods study during Year 11. The data constitutes experimental data for content acceleration and the results of students from schools without such acceleration programs provide the corresponding control data. However, the acceleration decision is not taken randomly by schools, so this data is only quasi-experimental in nature. The measures of mathematical achievement (Mathematical Methods and Specialist Mathematics study scores) are carefully audited, and are accepted as reliable and valid by the Victorian education system. Controlling for individual characteristics such as gender and prior knowledge, and allowing for moderation effects due to school sector (Government, Catholic and Independent) and school class setting (single-sex or coeducational), the effects of content acceleration are measured using multi-level modelling.
This study examines the effects of acceleration on the VCE Mathematics study scores of students who completed both Mathematical Methods (Units 3&4) and Specialist Mathematics (Units 3&4) in Victoria, over a four-year period (2001-2004). On average this involved 5341 students from 341 schools in each year with 829 students included in a content accelerated program.
The results suggest that content acceleration is beneficial, especially for students with higher prior knowledge scores. The quasi-experimental nature of the data means that a causal relationship between acceleration and students’ mathematical performance can be claimed. In particular, this study showed that the effect of acceleration on students’ Mathematical Methods (the Year 12 study taken in Year 11 by accelerated students) study score was not significant. However, the effect of acceleration on students’ Specialist Mathematics study scores was significant. Accelerated students performed, on average,2.7 points higher (on a 50 point scale) than equal ability age-peers who were not accelerated. Interestingly, for accelerated students who scored in the top 2% for their General Achievement Test, in the mathematics, science and technology component, their Specialist Mathematics study scores were on average, almost 5 points higher (on a 50point scale) than their equal ability age-peers. The statistical control of other factors means that these results can also be generalised to other states, other countries and, probably, to other subjects.
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Fisher, Kate. "Aboriginal students' high school mathematics experiences: stories of opportunities and obstacles." Thesis, 2010. http://hdl.handle.net/1828/3103.
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The mathematics education experiences of Aboriginal high school students has
received little research attention. Ten urban Aboriginal high school students in Victoria, BC facilitated a narrative qualitative inquiry. Bandura’s (1986) four sources of selfefficacy and social cognitive theory were used to examine the students’ stories.
Performance mastery experiences were found to dominate the formation of students’
sense of competence. Experiences were centrally impacted by students’ affective
domain. The importance of relationality and an inter-connection between all four sources
of self-efficacy are also noted. Implications for future research and practice are provided.
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Kuo, Heng-Yi, and 郭恆毅. "Is Boxing Significant? A Case Study of the Needs Hierarchy of Participating in Victory High School Team." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/51042991683137247257.
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碩士真理大學
休閒遊憩事業學系碩士班
102
The purpose of this study based on Maslow's hierarchy of needs is to explore the significance of high school students to participate in school boxing team. This study employs the photo- elicitation method to interview the seven participants from the Victory High School Boxing Team. The results showed that the participants learn the life skills including communication with each other and self-management ability. Besides, the participants get their positive personality development in the process of training and competition. In addition, the participants get satisfied with safety need for advancing to college or university and stable economic condition, with love and belonging need for coach’s caring and team members’ friendship, with respect need for self-affirmation and attention from coach and team members, and with self-achievement need for dream coming true via self-potential development and victories. The significant meaning of joining the boxing team came from the self- development and needs’ satisfaction. However, psychological pressure could be an obstruct participation in school boxing team.
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Lo, Wen-Yuan, and 羅文苑. "A study of a comprehensive high school student turns defeat or adversity adversity into victory in his school career----understanding the resilience." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/40942907856527105576.
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碩士國立中正大學
教育研究所
93
Abstract The objective of this study is to understand how a comprehensive high school student turned defeat or adversity into victory in his academic achievements. In his school career , he encountered, tackled, then turned around the failure, frustration, and pressure from the studying, then gained the top score and enrolled in a national technical university through the recommendation and selection system. This study adopts life-history narrative research oriented with a qualitative research approach, and uses a purposive sampling. The theme of resilience arises from the data-analyzing process. There are 2 targeted questions in this study: 1. How did the sampled student adopt, tackle, and turn around the failure and frustration he had during his school career , in order to learn if resilience existed? 2. What mechanism did the sampled student’s resilience use to turn defeat or adversity into victory in order to reach successful academic achievement? Conclusions of the study are summarized as follows. 1. The way the sampled student overcame difficult situations was derived from his resilience. The resilience was composed of 2 factors: (1) internal protective factor: flexible attitude, orientation to deal with problems, high self-esteem, self-disciplined, optimistic attitude about life and sympathy. (2) external supportive factor: support from, and expectations of, the family, assistance from the teachers, as well as the school''s administrative resources and facilities. 2. There are 3 dimensions in the mechanism of resilience to turn defeat or adversity into victory: personal belief, important persons'' encouragement and assistance, and effective strategy in studying. 3. The failure and frustration which occurred within the school career likely provided opportunities for the student to turn defeat or adversity into victory. Finally, this research offers recommendations for junior high school students, external supportive factors, and future related studies. Keywords: resilience turn defeat or adversity into victory junior high school students
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Matsuda, Miho. "A case study of the distribution of high wind speeds in the Greater Victoria area using wind data from the School-Based Weather Station Network." Thesis, 2014. http://hdl.handle.net/1828/5341.
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This thesis presents the distribution of strong wind and wind pressure in the Greater Victoria area associated with winter mid-latitude cyclones based on climate data from the School-Based Weather Station Network during 6 selected days in the winters of 2006, 2007 and 2008. The objectives of this study are i) to test whether synoptic conditions favourable to severe mid-latitude cyclonic storms that are well described in the literature were associated with the selected storms, ii) to determine the time patterns of high wind speed and its direction and maximum gusts, iii) to test necessity of considering the spatial variation in air density and its controls in general assessments of the spatial variation in wind pressure and wind damage potential in the local area, iv) to identify potential areas susceptible to wind damage. Observations taken every second were from Davis Vantage Pro2 TM Plus weather stations located on the southern edge of school building roofs. Thirty-minute means and gust wind speeds were used. All six storms went north of Victoria. The synoptic conditions associated with the selected mid-latitude cyclones agreed with the ones described in literature. Strongest winds at most stations were generally from the southwest, and multiple wind speed peaks were found. The daily
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maximum gust wind speeds were found before and/or after the highest mean wind speed peak. The spatial variation in air density and its controls were found to be negligible. Although there are a number of interacting causes of the distribution, strongest winds were at stations with smooth surrounding surfaces, close to the southern shoreline, on exposed slopes and/or near relief constrictions. The area with greatest wind speeds and damage potential was found from the east of downtown extending to Lansdowne Middle School. This study provides new knowledge of winds in the Greater Victoria area and contributes to people’s better response to wind storms, land use planning and forecasting severe windstorms.Graduate
0368
mmatsuda@uvic.ca
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Kneebush, Trent. "Hi-tech place, Melbourne : technology precincts and the development of high technology industry in metropolitan Melbourne." Thesis, 1994. https://vuir.vu.edu.au/17933/.
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In essence, the following thesis examines the development of high technology industry
(HTI) in metropolitan Melbourne. The thesis focuses on an assessment of the Victorian
Government's spatially-focussed HTI development policy known as the 'Technology
Precincts Policy" (TPP) which was adopted in 1988. Under this policy, five technology
precincts have been established in Melbourne to encourage the development of HTI.
Two main approaches were employed to evaluate the TPP, namely, a review of relevant
literature and an analysis of unpublished data obtained from and produced by the ABS
specifically for this thesis. The primary analysis involved determining the geographical
orientation and locational preferences of HTI in Melbourne compared to the location of the
five designated technology precincts.
From the findings of the two research approaches, it is concluded that the TPP is not relevant, accurate or successful policy in terms of the development of HTI in Melbourne.
This is primarily because the policy is too spatially-focussed and the designated
technology precincts do not reflect the actual factors that influence the location and
development of HTI in Melbourne.
Given the thesis findings, an alternative HTI development policy for Melbourne is
recommended. The recommended policy focuses on the Melbourne metropolitan area as
a whole and would involve a range of integrated and co-ordinated State Government
initiatives and measures. Its goal would be an economic and urban environment in
Melbourne which encourages innovation and HTI development throughout the metropolis,
rather than seek a specific outcome in a particular spatial order.
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Kelly, Noelene J. "Shoulder to the wind : a lyrical evocation of the Bogong High Plains." Thesis, 2013. https://vuir.vu.edu.au/21720/.
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This thesis comes in two parts. In the first instance it is a journey into the space and light, the wetlands and the wildflowers, the rocks and creatures and winds of the high plateau region of Australia’s south-east corner. Within this elongated spine of high country rise the Bogong High Plains, a series of peaks and sub-alpine grasslands bordered by forests of snow gum and alpine ash. These High Plains are the subject of this thesis. What you will find here is creative in form. It is composed of a series of personal and place-based essays in the nature writing tradition. While these lyrical essays arise from my own extensive engagement with the High Plains, they attempt an ecological perspective; they endeavour to write the High Plains over time and from multiple viewpoints, including those of Aboriginal custodians and geological scientists, cattlemen and ecologists, as well as my own phenomenal experience. Mostly, they are a response—protective, celebratory, artful, tinctured at times with grief and loss and, perhaps more frequently, with amazement—to a rare and increasingly threatened place. These creative essays are accompanied by an exegetical reflection that contextualises the creative work and examines a range of issues and discourses which either arose from or impinged upon the work as it took shape.
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Keefe, Rachael Louise. "The Brandy Creek fossil flora." Thesis, 2012. https://vuir.vu.edu.au/26233/.
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A detailed quantitative study of the fossil flora, paleoclimate and paleoecology of the Eocene Brandy Creek fossil site, Bogong High Plains, Victoria, Australia was undertaken. Taxonomic assessment of Leaf macrofossils reveal 18 morphotypes that have affinity with nearest living relatives including Lauraceae genera Cryptocarya, Endiandra and Litsea and the families of Cunoiaceae and Elaeocarpaceae. The pollen and spore record at Brandy Creek reveals 36 paynomorphs, with many of them having affinities with fossil and modern Dicksoniaceae, Araurcariaceae and Proteaceae and Nothofagus.