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1
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.
2
Oakshott, Stephen Craig School of Information Library & Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.
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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
3
Hallam, Gillian. "Trends in LIS education in Australia." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105355.
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Recent reforms to the higher education sector are presenting challenges for academic staff and university administrators across Australia. Within this context, LIS education faces its own specific issues and challenges. This paper reviews the current trends in the LIS education, looking at student numbers, aca-demic staffing and curriculum issues. Education providers also need to consider the career-long learning needs of the profession. It is argued that LIS educators cannot work in isolation: the LIS profession as whole must work together collaboratively to ensure it has a bright and relevant future.
4
Richardson, Christine. "The effects of TAFE/university articulation on the education of librarians in Australia." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/2581.
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The thesis examines those students in the department of Information Studies at Curtin University of Technology who have articulated into the Bachelor of Applied Science (Information and Library Studies) through holding an Associate Diploma which qualifies them as paraprofessional library technicians.An analysis of students in the department over a period of ten years examines the number and characteristics of library technicians upgrading their qualifications and compares the academic performance of articulating students with those who have no previous qualifications in librarianship. This examination reveals little difference in the academic performance of the two groups. Interviews with academic staff and students reveal attitudes towards articulation, articulating students, education and the relationship between the professional and paraprofessional levels in librarianship which will need to be taken into account in future curricula and course development.
5
Harvey, Ross, and Susan Ellen Higgins. "Defining Fundamentals and Meeting Expectations: Trends in LIS Education in Australia." IOS Press, 2003. http://hdl.handle.net/10150/105825.
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Library and information studies education in Australia is characterised by unresolved tensions, some of which have persisted for several decades. Among its characteristics and conflicts are a multi-tiered system of qualification, a high number of schools per capita with a wide range of discipline affiliations, a wide acceptance of distance learning, pressure for curriculum review, and the perceived need for a national approach to planning for the profession.
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Richardson, Christine. "The effects of TAFE/university articulation on the education of librarians in Australia." Curtin University of Technology, Faculty of Education, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16654.
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The thesis examines those students in the department of Information Studies at Curtin University of Technology who have articulated into the Bachelor of Applied Science (Information and Library Studies) through holding an Associate Diploma which qualifies them as paraprofessional library technicians.An analysis of students in the department over a period of ten years examines the number and characteristics of library technicians upgrading their qualifications and compares the academic performance of articulating students with those who have no previous qualifications in librarianship. This examination reveals little difference in the academic performance of the two groups. Interviews with academic staff and students reveal attitudes towards articulation, articulating students, education and the relationship between the professional and paraprofessional levels in librarianship which will need to be taken into account in future curricula and course development.
7
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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Clayden, Judith M. "Contested power, identity and status : an historical case study of library paraprofessionals in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/201.
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After an initial Interrogation of the theory of professions and historical writing, this study examined three major phases in the development of professional and paraprofesslonal library occupations in Australia. The early professionalising phase from the 1930s onwards where the Australian Institute of Librarians took control of education for librarianship was analysed In detail. Issues crucial to the understanding of subsequent development included the inequalities of library provision and funding, publicised by the Munn-Pitt Report of 1935 and reiterated by a series of later international consultants; conflict and contestation between librarians from different areas of the library and information sector; a lack of occupational status and measures undertaken to imrrove that status In the face of an Increasing femlnisation of the workforce. In a move to improve the status of librarians, the senior university librarians who dominated the Association's educational processes decided graduate qualifications would be essential. Although the Institute and later Library Association of Australia had evinced little interest In the education of 'non professional' or 'subprofesslonal' library workers, staff shortages In a time of higher funding levels resulted In the Victorian Branch of the Association sponsoring the first library technicians' course in 1970. As similar courses became available, the Association acted to ensure portabllity of qualifications and to enforce uniform educational standards.
9
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.
10
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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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.
12
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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Linnell, Greg. "The Institute of Professional Librarians of Ontario: On the History and Historiography of a Professional Association." Canadian Association for Information Science, 2008. http://hdl.handle.net/10150/106390.
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A descriptive analysis of the histories of the Institute of Professional Librarians of Ontario (1960â 1976) reveals not only the circumstances surrounding the creation, growth, and decline of this singular expression of the professionalization of librarianship but also foregrounds the ways in which the historical narration of the profession must look beyond the traditional delineation of intrinsic traits in order to circumscribe librarianship more adequately. To that end, consideration is given to one important factor, the Royal Commission Inquiry into Civil Rights (1964-71). It is evident that
historical recovery of this sort is crucial to the profession's self-understanding as it negotiates its contemporary stance with respect to both librarians and the publics that they serve.
14
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.
15
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.
16
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.
17
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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Thompson, Anthony H. "Academic libraries and audiovisual production services : the development of relationships in institutions of higher education in England and Wales." Thesis, Loughborough University, 1987. https://dspace.lboro.ac.uk/2134/10879.
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Libraries have always been seen as essential teaching and learning support services in academic institutions, while audiovisual production services have been a recent innovation of the last four decades. The recommendation of the Brynmor Jones Report of 1965 to set up audiovisual production services as separate central service units, has led to co-operation between audiovisual services and libraries in some institutions. This has culminated in some cases in the amalgamation of these services as 'learning resource services', a significant trend which is shown to be on the increase. This thesis examines the development of these relationships over the last 30 years, in those institutions of higher education in the categories of colleges and institutes of higher education, polytechnics and universities. By means of historical analysis, the timing and the reasons for these developing relationships is described. Case studies show the variety of organisational, service and human relationships that exist between services. The hypothesis that it is in the interests of the institution that these two academic support services should be amalgamated to form a single service; and that developments in the various aspects of information technology make the separation of libraries, audiovisual services and other more recent support services (such as computer units) increasingly untenable, is examined. The advantages and disadvantages of other forms of development and organisational structures, both at present and for the future, are considered. The thesis concludes with a set of questions which institutions that have not developed a single integrated or co-ordinated service should consider for their future development. The work presents a critical review of the subject hitherto unavailable.
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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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PhDWhen 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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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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McDougall, Mary Catherine, and m. c. mcdougall@cqu edu au. "First steps in becoming a teacher: Initial teacher education students perceptions of why they want to teach." Central Queensland University. School of Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050531.142515.
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This thesis focuses on why prospective teachers want to teach. It argues that prospective teachers draw on their own perceptions of what teaching means to them and that these perceptions are clarified and refined during the initial stages of their university study. Firstly, it examines what attracts and holds first year student teachers to teaching and whether they really want to be teachers. Secondly, it compares students perceptions of teaching at the start, during and at the end of their first year of their first year of university studies. Finally, it identifies the kind of early experiences at university and school sites that can either strengthen the initial commitment to become a teacher or might lessen the original desire to teach.
The context of the study is a regional university in a provincial city in Central Queensland. The selection of constructivism as a theoretical framework informed the research approach and allowed data to be gathered in a case study format using an iterative process to permit probing and identification of change, and reconstruction of relevant issues. In this research, data was collected through three individual interviews with nine first year prospective student teachers at the beginning, mid and end of that year. Constructivist analysis concepts were employed to draw from the data coded patterns, themes and issues displaying student teachers emerging perceptions of their first year of learning how to teach.
The thesis reports that student teachers in their initial year were enabled to articulate their co-construction of what it means to be a teacher. During the year they were able to build up their construction of what it means to be a teacher which, over time, alleviated earlier uncertainties as their decision to teach was affirmed. The process of construction of being a teacher identified qualities, knowledge and skills identified from the start to the end of the program, building from perceptions to reality, from the old to the new.
Conceptions of teaching as work, and the importance of relationships in teaching contributed to the satisfaction of student teachers and helped affirm their commitment in anticipating their future as a teacher. The findings of the study exemplify that a well-structured, collaborative teacher education program in the initial year will attract and retain many prospective teachers. This thesis gives a wider understanding of the first year of a teaching career.
The research builds a contemporary picture of what prospective teachers think about teaching in their first year of a teacher education program. The issues and problems identified in the context of a regional campus, underpin the results of this research. This research enables students voices to be heard and will inform teacher educators and others involved in teacher education to examine specific cases in the attraction and retention of prospective teachers.
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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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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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au, marnev@cygnus uwa edu, and Neville James Green. "Access, equality and opportunity? : the education of Aboriginal children in Western Australia 1840-1978." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071218.141027.
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This thesis is a history of schooling for Indigenous children in Western Australia between
the commencement of the first Aboriginal school in Perth in 1840 and 1978. The thesis
represents the view that, for most of this period, and regardless of policy, education for
Indigenous children was directed towards changing their beliefs and behaviours from
being distinctly Aboriginal to recognizably European. Four major policies for Aborigines
provide the framework for the thesis, these being amalgamation (1840-1852),
protection (1886-1951), assimilation (1951-1972) and self-determination (1973- ).
The amalgamation of the Indigenous popuIation with the small colonial society in
Western Australia was a short-lived policy adopted by the British Colonial Office.
Protection, a policy formalised by Western Australian legislation in 1886, 1905 and
1936, dominated Aboriginal affairs for the first half of the 2ofh century. Under this policy
the Indigenous population was regarded as two distinct groups - a diminishing traditional
population to be segregated and protected and an increasing part-Aboriginal population
that was to be trained and made 'useful'. In 1951 Western Australia accepted a policy of
assimilation, coordinated by the Commonwealth government, which anticipated that all
people of Aboriginal descent would eventually be assimilated into the mainstream
Australian society. This policy was replaced in 1973 by one of Aboriginal community
self-determination, an initiative of the Commonwealth government and adopted
throughout Australia.
The attempts at directed cultural change were evident in the 'Native' schools that opened
in Perth, Fremantle and Guildford in the 1840s where it was assumed that the separation
of children from their families and a Christian education would achieve the transition
from a 'savage to civilized' state. For another century the education of Indigenous
children on missions and in government settlements was founded upon similar
assumptions. The thesis acknowledges that the principal change agents, such as the Chief
Protectors of Aborigines, mission administrators and the teachers in direct contact with
the children, seriously underestimated both the enduring nature of Indigenous culture and
the prejudice in Australian society.
Between 1912 and 1941 a few government schools in the southern districts of Western
Australia refused to admit Aboriginal children. The exclusion of these children is
examined against a background of impoverished living conditions, restrictive legislation
and mounting public pressure on the State and Commonwealth governments for a change
in policy. The change did not begin to occur until 1951 when the Commonwealth and
States agreed to a policy of assimilation. In Western Australia this policy extended
education to all Aboriginal children. The thesis explores the provision of government
teachers to Aboriginal schools in remote areas of Western Australia between 1951 and
1978. The final chapter examines Indigenous perceptions of independent community
schools within the fust five years of the policy of self-determination and contrasts the
objectives and management of two schools, Strelley in the Pilbara and Oombulguni in
the Kimberley.
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Danaher, Patrick Alan, and danaher@usq edu au. "Learning on the Run: Traveller Education for Itinerant Show Children in Coastal and Western Queensland." Central Queensland University. Education and Innovation, 2001. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20060830.110820.
Full textAbstract:
Learning on the Run refers to the educational experiences of the primary
school children travelling along the agricultural show circuits in coastal and
western Queensland. This thesis examines those educational experiences by
drawing on the voices of the show children, their parents, their home tutors
and their teachers from the Brisbane School of Distance Education, which
from 1989 to 1999 implemented a specialised program of Traveller education
for these children (in 2000 a separate school was established for them).
The thesis focusses on the interplay among marginalisation, resistance
and transformation in the spaces of the show peoples itinerancy. It deploys
Michel de Certeaus (1984, 1986) concept of tactics of consumption and
Mikhail Bakhtins (1986a) notions of outsiddness and creative understanding
to interrogate the show peoples engagement with their absence of
place, the construction of their otherness and forms of seemingly
unproblematic knowledge about their schooling. Data gathering techniques
included semi-structured interviews with forty-two people between 1992 and
2000 in seven sites in Queensland - Mackay, Bundaberg (over two years),
Emerald, Brisbane, Rockhampton and Yeppoon - and document collection.
The thesiss major finding is that the show peoples resistance and
transformation of their marginalising experiences have enabled them to initiate
and implement a significant counternarrative to the traditional narrative (and
associated stereotypes) attending their itinerancy. This counternarrative has
underpinned a fundamental change in their schooling provision, from a
structure that worked to marginalise and disempower them to a specialised
form of Traveller education. This change contributes crucially to understanding
and theorising the spaces of itinerancy, and highlights the broader
significance of the Queensland show peoples learning on the run.
26
Ritzi, Christian. "Funktion und Leistung einer Forschungsbibliothek : die Bibliothek für Bildungsgeschichtliche Forschung des Deutschen Instituts für Internationale Pädagogische Forschung im Kontext der Historischen Bildungsforschung." Phd thesis, Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2007/1279/.
Full textAbstract:
Die kumulative Dissertation umfasst dreizehn Beiträge, die zwischen 1994 und 2006 aus je aktuellen Forschungszusammenhängen entstanden sind und in unterschiedlichen Zeitschriften und Sammelwerken publiziert wurden. Sie widmen sich Funktion und Leistung der Bibliothek für Bildungsgeschichtliche Forschung (BBF) als bildungshistorischer Forschungsbibliothek, die in einer Einleitung entlang einer professionstheoretischen Fragestellung systematisch eingeordnet werden. Beiträge und Einleitung gehen zum einen auf die Bestandsgeschichte der Vorgängereinrichtungen der BBF ein, die als Gebrauchsbibliotheken insbesondere eine institutionelle Grundlage zur Verberuflichung und Professionalisierung der Lehrer bildeten. Zum anderen widmen sie sich neueren Angeboten der 1992 in eine Forschungsbibliothek umgewandelten Einrichtung, die sich besonders an dem Bedarf des veränderten Adressatenkreises orientieren. Es handelt sich um Dienstleistungen, die einerseits dem Kontext einer digitalen Bibliothek zuzuordnen sind, andererseits das Konzept einer Forschungsbibliothek zu einer Forschungsstätte erweitern, mit der Aufgabe, zur Unterstützung des interdisziplinären und internationalen Diskurses der an Themen zur historischen Bildungsforschung arbeitenden Science Community beizutragen.The cumulative dissertation comprises thirteen contributions resulting from respective research contexts that were up to date at the time, that is from 1994 to 2006, and that were published in different journals and collective works. They are concerned with the function and services of the Bibliothek für Bildungsgeschichtliche Forschung (BBF) as a library for research in the history of education, and they are categorised systematically along a profession- theoretical question in the introduction. On the one hand, the contributions and the introduction address the historical development of the library stock in terms of its predecessors which, as practical user libraries, particularly served as an institutional basis for the purpose of teacher training and teacher proficiency. On the other hand, they refer to more recent offerings provided by the library, which was transformed into a research institution in 1992, i.e. services that are particularly oriented towards the needs of an altered target group. These services pertain to the context of digital libraries on the one hand, while on the other hand they extend the concept of a research library to a research institution that serves the task of contributing to the support of an interdisciplinary and international discourse among the science community of those working in historical educational research.
27
Lyons, Reneé C. "Education Resource Guide: Part III Annexation and Division – Our White House, Looking In, Looking Out." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2398.
Full textAbstract:
This education resource guide is designed to augment the content included in Part III of the NCBLA’s anthology Our White House: Looking In, Looking Out. Included on these pages are engaging activities and discussion questions regarding some of the articles and stories in Part III of Our White House.
28
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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Westwood, Jill. "Hybrid creatures : mapping the emerging shape of art therapy education in Australia." Thesis, Goldsmiths College (University of London), 2010. http://research.gold.ac.uk/6318/.
Full textAbstract:
This PhD provides the first organized view of art therapy education in Australia. It focuses on the theories that are used in this specialized teaching and learning process. It evolved from the authors’ immersion in the field as a migrant art therapy educator to Australia from the UK and a desire to be reflexive on this experience. The research questions aimed to discover the field of art therapy education in Australia: to find out what theories and practices were taught; and where the theoretical influences were coming from, in order to develop understanding of this emerging field. Positioned as a piece of qualitative research a bricolage of methods were used to gather and analyse information from several sources (literature, institutional sources, and key participants, including the author) on the theories and practices of art therapy training programs in Australia. This also included investigating other places in the world shown to be influential (USA and UK). The bricolage approach (McLeod, 2006) included: phenomenology; hermeneutics; semi-structured interviews; practical evaluation (Patton, 1982, 1990/2002); autoethnography (Ellis & Bochner, 2000); heuristic (Moustakas, 1990); and visual methodologies (Kapitan, 2010). These were used to develop a body of knowledge in the form of institution/program profiles, educator profiles, country profiles and an autoethnographic contribution using visual processes. Epistemologically, the project is located in a paradigm of personal knowledge and subjectivity which emphasizes the importance of personal experience and interpretation. The findings contribute knowledge to support the development of art therapy education and the profession in Australia, towards the benefit, health and wellbeing of people in society. The findings show a diverse and multi-layered field of hybrid views and innovative approaches held within seven programs in the public university and private sectors. It was found that theories and practices are closely linked and that theoretical views have evolved from the people who teach the programs, location, professional contexts (health, arts, education, social, community) and the prevailing views within these contexts, which are driven by greater economic, socio-political forces and neo-liberal agendas. The university programs generally teach a range of the major theories of psychotherapy underpinned with a psychodynamic or humanistic perspective. Movement towards a more integrative and eclectic approach was found. This was linked to being part of more general masters programs and economic forces. The private sector programs are more distinctly grounded in a particular theoretical perspective or philosophical view. Key words distilled from the profiles included: conflict, transpersonal, survival through art, pedagogy, epistemology, theory driven by context and mental health. Important issues for art therapy education were identified as: the position and emphasis on art; working with the therapy/education tension; the gender imbalance in the profession; Indigenous perspectives; intercultural issues and difference. The horizons of the field revealed the importance of developing the profile of the profession, reconciling differences towards a more inclusive view and the growth of research. A trend towards opportunities in the social, education and community areas was found, driven by the increasing presence of discourses on arts and wellness.
30
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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Matney, Brett E. "Using an animated geographic information system to improve the quality of secondary education of history in America a thesis presented to the Department of Geology and Geography in candidacy for the degree of Master of Science /." Diss., Maryville, Mo. : Northwest Missouri State University, 2008. http://www.nwmissouri.edu/library/theses/MatneyBrett/index.htm.
Full textAbstract:
Thesis (M.S.)--Northwest Missouri State University, 2008.The full text of the thesis is included in the pdf file. Title from title screen of full text.pdf file (viewed on September 5, 2008) Includes bibliographical references.
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Mckenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070326.142406.
Full textAbstract:
Historians have generally tended to represent the pioneering Catholic mission in Western
Australia as an homogenous ecclesiastical entity with little cultural diversity. With a few notable
exceptions the nature of the Western Australian colonial Catholic mission is portrayed as a
'hibernised' form of Catholicism with an Irish clergy taking care of the pastoral needs of a
predominantly working class Irish Catholic constituency. This thesis challenges the traditional
paradigm as restrictive, and argues that it ignores significant contextual influences and veils the
wider cultural tapestry in which the Western Australian pioneering Catholic mission proceeded.
The traditional analysis of the internal dynamics of the Catholic mission implies that there
was a beneficial, almost symbiotic relationship between sympathetic bishops and their 'valiant
helpers.' Internal conflicts concerning administrative issues have been represented as little more
than mere personality clashes.
The thesis takes a more critical contextual approach and argues that the manifestation of
internal dissension during this period can only be fully explained by taking account of external
influences rather than local conditions. These influences include both Gallican and Ultramontane
ecclesiastical perspectives as well as the individual community cultures that were transported
from Europe to the Perth diocese by missionary personnel.
This new perspective corrects the more traditional approach which overlooked the different
ecclesiastical approaches, orientations and community cultures that were represented within the
colonial Catholic mission. This expansion of the existing interpretative paradigm through which
historians view the West Australian Catholic mission in general and the development of the
school system in particular marks a significant shifi in the existing historiography. As a
consequence, scholars will in future take a more critical approach to the study of not only the
Catholic education system but also the Western Australian Catholic mission in general. Rather
than representing the definitive closing chapter it is intended that this work will invigorate
renewed historical interest in the development of the Australian Catholic mission.
33
Wicks, Keren. ""Teaching the art of living" : the development of special education services in South Australia, 1915-1975 /." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phw6367.pdf.
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Ledo, Wietske, and n/a. "Information needs of external students: a survey of the information needs of external students enrolled at the South Australian College of Advanced Education and resident in Whyalla, South Australia." University of Canberra. Library and Information Management, 1993. http://erl.canberra.edu.au./public/adt-AUC20050629.113625.
Full textAbstract:
The main purpose of the study was to investigate the library needs
and library usage of external students in remote areas. The study emphasised
external students' perception of their own library needs. Four distinct areas
of research evolved from the purpose of the study: to identify the library
service needs of external students; to identify library use by external
students; to identify external students' perceptions of library needs; and to
identify student status in relation to library use.
Information was collected by an interview with former external
students, a questionnaire to the libraries involved in the study and by
Nominal Group Technique (NGT) sessions with external students. The
primary instrument was a questionnaire to the external students in the
population under investigation requesting information of their library
usage and needs.
The population under investigation were external students enrolledin the South Australian College of Advanced Education (SACAE) and
resident in Whyalla, South Australia. It was decided to survey the total
population rather than a sample because of the small numbers involved.
Thirty-five responses were received out of a population of 52, representing a
response rate of 69 percent.
The results of the survey were analysed using a Statview SE statistical
package and a spreadsheet and graphics package, Excel. Frequency
distributions were computed to determine the number of respondents who
selected each option.
The study found that the external students who used libraries tended
to use a variety of libraries. Students used not only their own institution's
library, but the a range of libraries accessible to them in Whyalla.
The study concludes by identifying issues, recommending possible
solutions, and identifying areas for further research.
35
Lyons, Reneé C., and Deborah Parrott. "Mystery to History: Using Literature to Teach the Common Core." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2389.
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36
Quin, Robyn. "A socio-historical study of the construction of knowledge in secondary media education in Western Australia - whose knowledge?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1022.
Full textAbstract:
This thesis investigates the history of the construction of knowledge in the school subject media studies using the Western Australian experience as the case for the study. It seeks to explain why the subject media studies looks and sounds the way it does today through the production of a genealogy of the subject. The problems addressed are first, why was this subject introduced into the curriculum in the 1970s. Secondly, how has the knowledge in the subject been defined and contested, how and why has it changed in the course of the subject’s history. Thirdly, which knowledge attains the status of truth and becomes the accepted definition of what the subject is about.
37
Gyves, Clifford Michael 1969. "An English translation of General Qi Jiguang's "Quanjing Jieyao Pian" (Chapter on the Fist Canon and the Essentials of Nimbleness) from the "Jixiao Xinshu" (New Treatise on Disciplined Service)." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/278273.
Full textAbstract:
Qi Jiguang is recognized as one of the most successful generals of the Ming dynasty. Noted for his severe discipline and intense training, Qi led an army comprised of uniformed regulars and civilian auxiliaries against Japanese pirates in Zejiang province. His unprecedented victories earned Qi a reputation as a training expert. He composed his first military treatise, the Jixiao Xinshu (New Treatise on Disciplined Service) in 1560 while serving in Zejiang. The text discusses command and control, tactics, and training. Chapter 14, the "Quanjing Jieyao Pian" (Chapter on the Fist Canon and the Essentials of Nimbleness), endorses unarmed combat exercises as physical training for troops. No literary precedent for such a work has been discovered. Historical evidence suggests, however, that pre-Ming armies have used some forms of martial arts in training or demonstrations. Also, similarities between the "Quanjing" and modern taijiquan raise questions about a possible common martial arts heritage.
38
Achterman, Douglas L. "Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9800/.
Full textAbstract:
This descriptive, non-experimental study examines the strength of the relationship between California school library media programs and student achievement, using data from California criterion-referenced state-wide tests, publically available school and community demographic data, and a state survey of school library programs. Results indicate a substantial discrepancy in library staffing levels from the elementary grades through the high schools. Nevertheless, statistically significant correlations were found between certificated staffing levels and student achievement at each grade. Significant correlations persisted at the elementary and middle school when controlling for five of six school and community variables, and at the high school when controlling for all six of those variables. Bivariate correlations between total staffing and student achievement were significant at both the middle school and high school level when controlling for all school and community variables. Generally, the strength of the correlations between both certificated and total staffing tended to increase with grade level; at the high school level, correlations were among the strongest reported in any statewide study to date. There was a significant positive relationship between a majority of the 21 library services regularly provided and student achievement at all levels. Total library services were significantly related to student achievement at all levels when controlling for all school and community variables. In multiple regression analyses, there was an increasingly stronger relationship between total library programs and student achievement by grade level when controlling for all school and community variables. At every level, certificated and total staffing levels were associated with the strength of library program elements. The findings from this study confirm a host of prior research on the relationship between school libraries and student achievement and point to inequitable access to school library services in California. Results from this study might also provide a baseline of data for qualitative research that more deeply explores ways school library programs contribute to student achievement beyond ways measured by current standardized tests.
39
Thornley, Phoebe. "Broadcasting policy in Australia political influences and the federal government's role in the establishment and development of public/community broadcasting in Australia - a history 1939 to 1992." Diss., 1999. http://www.newcastle.edu.au/services/library/adt/public/adt-NNCU20021202.031413/index.html.
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Bradley, Johanna. "From chapbooks to plumb cake : the history of children's literature /." 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:3290182.
Full textAbstract:
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4636. Adviser: Violet Harris. Includes bibliographical references (leaves 101-106) Available on microfilm from Pro Quest Information and Learning.
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Young, Marisa. "Presentation counts : promotional techniques, the entrepreneurial spirit and enterprise in South Australian primary and secondary education, 1836-c.1880." 2005. http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:37046.
Full textAbstract:
From brochures in garden letterboxes to internet homepages, Australian schools now seek to attract enrolments through an array of positive representations of school life. Educational promotion is not a new phenomenon, even though some comments in the media may suggest otherwise. Australian educators to date know relatively little about the early development of educational promotion, despite historians? use of printed school advertisements as sources for information. The research questions posed here asks how entrepreneurial educators promoted the development of primary and secondary education in colonial South Australia.
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Downes, Gregory Maurice. "An oral history of women's football in Australia." Thesis, 2015. https://vuir.vu.edu.au/34684/.
Full textAbstract:
Women have been playing football (soccer) in Australia since the late
nineteenth century. Over the past forty years the game has grown significantly
with the national team achieving global recognition and the game becoming
more widely accepted within the male-dominated football culture. According to
FIFA there are an estimated 30 million women playing the game worldwide
(FIFA Women’s Football Survey 2014), with around 378, 000 playing in
Australia (Roy Morgan Research 2015). Despite this long and compelling
history, researchers have largely ignored the history of women’s football in
Australia, and the voices of women players remain unheard. The women’s
game is yet to be written into the history of the code.
My research project aims to address this shortage of knowledge by asking the
question – ‘What can the oral history of women who played and play the
game of football contribute to the understandings of gender and football
history in Australia?’ The research uses oral history as a method of qualitative
interview and is based on interviews with eighteen women and three men,
some of whom have represented Australia, other players, administrators and
referees. My methodological approach provides the participants with an
opportunity to express, in their own words, their role in the history of the
game.
43
Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria / Malcolm John Vick." Thesis, 1991. http://hdl.handle.net/2440/19413.
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Hewson, Alan Donald. "The history of obstetrics and gynaecology in Australia from 1950 to 2010." Thesis, 2016. http://hdl.handle.net/1959.13/1316878.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)This thesis provides an overview of obstetrics and gynaecology in Australia from 1950 to 2010. The author was an active member of the discipline over that timeframe and draws on his professional experience during the period under review as one of the tools to shape a historical analysis and interpretation of the complexities and significance of change. The care of women is seen as critical to the survival of humanity but many historians do not give this subject a high priority. This thesis seeks to remedy that deficiency by providing a detailed review of the discipline during the marked increase in knowledge in medicine after World War Two, which resulted in a dramatic improvement in safety for mothers and babies. It also includes a detailed outline of the life-saving advances in the discipline over the past 60 years. The thesis also documents the impact of a rapidly changing Australian society on the discipline and its practitioners, by analysing the historical background of their education and training, and the necessary adjustments in mindset and practice of the older generations to the confronting social and cultural issues of the 1960s and beyond. Many of the controversies explored have a long history, and include the background of role delineation in the discipline, the increasing impact of legal issues, the feminist debate, the changing site of delivery, and interventions in obstetrics. But the growing awareness of ethical dilemmas, obligatory continuing professional development and bureaucratic intrusion into practice needed inclusion. A focus of the thesis is the manner in which all these issues affected the region where the author spent his practising life, illustrated by graphs, diagrams and private files acquired over that period. The thesis should be a valuable resource for historians and others interested in the medical care of women and their babies in Australia during the second half of the 20th Century.
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Reid, Helen M. J. "Age of transition : a study of South Australian private girls' schools 1875-1925 / by Helen M. J. Reid." Thesis, 1996. http://hdl.handle.net/2440/18753.
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Calvert, John D. "History of the Adelaide Bible Institute (ABI) 1924-1962 with special reference to the development of its theological education." 2000. http://arrow.unisa.edu.au:8081/1959.8/25004.
Full textAbstract:
This research breaks new ground by examining the history and theological education of the Adelaide Bible Institute (ABI) between the years 1924 and 1962. ABI is now known as the Bible College of South Australia (BCSA). The College is an interdenominational evangelical Protestant bible training institute in Adelaide, South Australia, and was commenced in 1924 for the purpose of training young people for missionary service. This study was undertaken to research the history and theological education of ABI, its place in the international bible college movement and its contribution to the evangelical world of interdenominational missions.thesis (MA)--University of South Australia, 2000
47
Burrowes, Gunilla. "Gender dynamics in an engineering classroom engineering students' perspectives." Diss., 2001. http://www.newcastle.edu.au/services/library/adt/public/adt-NNCU20021210.142001.
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Bell, Fiona Ruth. "The Department of Information Studies, University of Natal : its role in education for librarianship in South Africa, 1973-1994." Thesis, 1998. http://hdl.handle.net/10413/5754.
Full textAbstract:
This thesis investigates the development of the Department of Information Studies, with the aim of assessing the role it has played in education for librarianship in South Africa from 1973 to 1994, a period of change and transformation in the country. Historical sources, both written and oral, have been traced, analysed, and where possible, verified against other sources, thus using historical method. The study, the first in-depth research into a library and information studies department in a South African university, was seen as necessary in order that the future development of the Department in question be placed upon as sound a socio-historical basis as possible. A literature review provides the context for the study and the thesis contextualizes education for librarianship within national and international library and information services (LIS) and again within the broader context of the South African socio-political and economic situation of this period. The Department's contribution within the University context is also assessed. The findings indicate that, in spite of its uneven development during the 1970s and 1980s, the Department has played an important role in LIS in KwaZulu-Natal, in South Africa and, to some extent, in the southern African region as a whole. This role revolves around training LIS practitioners from school library diploma to doctoral levels; producing and publishing research; participating in wider LIS initiatives and contributing nationally to leading education for librarianship.Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1998.
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McKenzie, Elizabeth St Clair. "A history of the Australian Capital Territory Schools' Authority, 1966-1980 : a process of change frustrated." Phd thesis, 1992. http://hdl.handle.net/1885/132402.
Full textAbstract:
This thesis examines the interaction of people during the
planning and implementation of a radical change in
Australian education: the creation of a decentralised,
participatory school system in Canberra. The motives and
priorities of the groups of stakeholders involved in the
change - the parents, teachers and administrators - are
examined. The members of the parents' group initiated and
campaigned for the establishment of a decentralised,
participatory school system for reasons, it is argued, derived
from their membership of the New Middle Class. The
teachers, represented in events by their union, were largely
preoccupied with their concerns to improve working
conditions and secure their fragile status as professionals:
priorities which at times brought them into conflict with
other stakeholders. Senior administrators in the
Commonwealth Department of Education together with those
in the Authority, were the members of the other key group
of stakeholders; with some notable exceptions, their priorities
determined by their role as advisors to their Minister and
their background and training in bureaucracy.
Achieving change is much more than passionately
believing in an idea and campaigning to have it adopted, as
the parents discovered. The social, economic and political
context in which it is situated, which can change over time,
and the congruence of the idea with other people's ideology, interests and agendas all play a part in determining the final
outcomes.
The first part of the thesis uses an Australian adaptation
of a strategic planning model as a framework to explain the
process used by the parents' group to plan the change they
sought; the scene is set, the main characters identified and the
decisions that were made and the actions taken to establish a
new and different school system examined. The second part of
the thesis is focused upon the implementation stage, and the
consequences of decisions made during the planning stage are
revealed when the expected outcomes are modified as
different groups facilitate or obstruct participation.
This thesis argues that while fundamental change occurred
in the new school system, by 1980, the vision of a new
democratic, participatory school system in the ACT was not
realised in its original form, because, during the planning, the
proponents of the change did not completely understand the
ideology, interests and agendas of all the key stakeholders'
groups, including their own, nor the influence these would
have on the achievement of full participation in the school
system. Nevertheless, the fact that the ACT Schools Authority
was established with administrative structures unique in
Australian education systems, was at that time, remarkable;
and its legacy, the belief that bureaucracy can be challenged
and participation should occur, endures.
50
Jose, Jim. "Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 / Jim Jose." Thesis, 1995. http://hdl.handle.net/2440/18644.
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