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1
Phipps, Kathy, and n/a. "Comparative study of teachers in N.S.W. Department of Education support units (South Coast Region) and teachers in N.S.W. Department of Education special schools (South Coast Region) relating to the implementation of curriculum document for students with severe intellectual disability." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061112.124101.
Full textAbstract:
The following research project was a comparative study of
teachers in Support Units and teachers in Special Schools. They were
teachers currently involved with the implementation of the 1989 NSW
Department of Education Mandatory Curriculum Change for the
education of students with severe intellectual disability.
The purpose of the research was to present a comparative
study on teachers' responses, in both educational settings, examining
their understanding of the curriculum change, the concerns of
individuals and the levels of curriculum usage in relation to the factors
affecting implementation.
The application of the Concerns-Based Adoption Model of
Change (Hall and Loucks, 1987), enabled the study to focus on the
various forms of the innovation, including the innovation configuration,
stages of concern, and the levels of use from the two given
perspectives, teachers in Support Units and teachers in Special
Schools, in relation to the major factors affecting implementation.
The study findings highlighted that in both educational
settings, change is accomplished by individuals and is a highly personal
experience, demanding adequate support by facilitators of the change
through appropriate actions, in order to assist effective and successful
implementation of the change.
2
Kemp, Rosslyn J., and n/a. "Teachers' perceptions of the impact of inservice courses and their preferences for particular models of inservice." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060809.171422.
Full textAbstract:
The need for inservice training of teachers has increased as the
nature of schooling changes, and underlying philosophies,
structures and theories undergo revision. An understanding of
how teachers perceive inservice courses may assist in designing
inservice programs which best meet the needs of education
systems, schools and individual teachers.
This study examined teachers' perceptions of inservice as it
affects them in their schools, and their acceptance of different
content and structures of inservice models. It also examined
different groups within the teacher sample, to establish whether
differences in gender, the area of teaching they are involved in,
their years of teaching experience, or the number of inservice
courses they attend affect their perceptions.
The subjects for the study were a group of Kindergarten to Year
12 teachers from randomly sampled schools in the Western
Region of New South Wales Department of School Education.
The survey was completed by 304 respondents and a randomly
selected sub-sample participated in a semi-structured interview.
Results of the study shows generally that teachers do value the
impact of inservice courses, both in the classroom and on their
own sense of professional development, and that they have
preferences for particular content and models of inservice
courses.
3
Franklin, Richard Charles. "Epidemiology of Farm Injuries in New South Wales." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/1930.
Full textAbstract:
Injuries to people living and working on farms in New South Wales continue to be a significant burden on the health system, Workers’ Compensation system, agricultural industries and farming families. Strategies to reduce the number and severity of injuries suffered by farmers and people working on farms rely on accurate information. Unfortunately there is no one dataset available to describe the circumstances surrounding farm injuries and the size of this burden in Australia. Hence, a number of different data sources are required to provide a picture of farm injuries. To date, there has been very little critical examination of what value each of these datasets provides to describing farm injuries. This Thesis aimed to: • Undertake surveillance of injuries occurring to people on farms or during agricultural production in NSW using data from an Emergency Department, NSW Hospital Separations information, NSW Workers’ Compensation Claims, and ABS Deaths data. • Critically examine the utility of Emergency Department, Hospital, Workers’ Compensation, and ABS Deaths Data for the surveillance of farm injuries in NSW. • Critically examine data classification systems used in Emergency Department, Hospital, Workers’ Compensation, and ABS Deaths data collections to describe the breadth of farm injuries in NSW. • Define the priority areas for farm injury prevention initiatives in NSW based on the information obtained from the examination of the data from Emergency Department, Hospital, Workers’ Compensation, and ABS Deaths. • Evaluate the effectiveness of the NSW Rollover Protective Structure (ROPS) rebate scheme and examine the utility of the data currently available in NSW to measure the performance of the program. Four datasets, Tamworth Emergency Department, Hospital Separations, Workers’ Compensation and the Australian Bureau of Statistics (ABS) Deaths data were used to provide information on the surveillance of farm injuries, describe the breadth of classifications used to describe farm injuries, and define priorities for the prevention of farm injuries. There were 384 farm-related injuries which presented to the Emergency Department at the Tamworth Base Hospital between 1 September 1997 and 31 August 1998. Emergency Department data collected in this study used the Farm Injury Optimal Dataset (FIOD) for classification, which allowed for a comprehensive picture of the circumstances surrounding the injury event. The three most common external causes of injury were related to horses, motorcycles, and animals. Commonly people were working at the time of injury. Children represented 21% of the people injured. The average number of injuries per 100 farms per annum was 34.7. An examination of hospital discharge data for NSW was undertaken for the period 1 July 1992 to 30 June 2000 where the location of the injury was a farm. Classification of cases in this dataset conformed to the International Classification of Disease (ICD) versions 9 and 10. There were 14,490 people who were injured on a farm during the study period. The three most common external causes of injury were motorcycles, animals being ridden and agricultural machinery. Children represented 17% of all farm injury cases. The rate per 1,000 farms ranged from 19 to 42 per annum. An examination of Workers’ Compensation claims for agricultural industries in NSW between 1 July 1992 and 30 June 2001 was undertaken. The ‘Type of Occurrence’ classification system was used to code the claims. There were 24,332 claims of which the majority were males (82%). The incidence of injury / disease in agriculture per annum varied from 37 per 1,000 workers to 73 per 1,000 workers. The rate per 1,000 agricultural establishments varied from 54 to 76. The average cost of a claim was $10,880 and the average time lost per claims was 9.2 weeks. There were 81 deaths and 3,158 permanent disabilities. The three most common agents were sheep / goats (5%), ferrous and non-ferrous metals (5%), crates / cartons / boxes / etc (5%). Using ABS deaths data to examine the deaths of people working and living on farms was limited to males whose occupation was recorded as ‘farmer and farm manager’ and ‘agricultural labourer and related worker’. There were 952 deaths over the period 1 January 1991 and 31 December 2000. The information provided a consistent series of cases over time. Areas where prevention should be directed included motor vehicle accidents; falls; agricultural machinery; other machinery; firearms; poisoning; and drowning. Using any one of the datasets alone to examine people injured on farms not only underestimates the number of people injured, but also misses particular types of agents involved in farm injuries. Each of the datasets used in this Thesis provides a different perspective of farm injury in NSW. By examining the information together, there are a number of areas which are consistently represented in each dataset such as falls and agricultural machinery. While no one dataset provided all the information that would be useful for the prevention of injuries, the available information does provide direction for the development of prevention strategies. The overall weakness of the information provided is that it misses a number of risk factors that contribute to farm injuries such as fatigue and training. The lack of appropriate denominator information also makes it difficult to directly compare the datasets and estimate the size of the problem. There are a number of additional coding categories that could be included in each dataset that would provide a better understanding of the different groups at risk of sustaining an injury on a farm or during agricultural work. These coding categories include activity at time of injury, admission to hospital, and occupation. An example of the use of data to determine the effectiveness of a farm injury prevention program is the ‘NSW Rollover Protective Structure (ROPS) Rebate Scheme’ evaluation. Tractor rollover deaths have been identified as an issue for prevention by Farmsafe Australia; however, such deaths were not identified in any of the datasets used in this Thesis due to coding limitations in the ABS data. In this Thesis information about the evaluation of the ‘NSW ROPS Rebate Scheme’ is presented. The scheme was successful in fitting 10,449 ROPS to tractors and the following lessons were learnt: when providing a rebate, the administration (i.e. sending the cheque) needs to be done well; advertising is important and should be co-ordinated, increase the awareness of the risk(s) the intervention is aiming to prevent and effectiveness of subsequent solution (s); the program should ensure there is an increased awareness of the outcome the intervention is aiming to prevent; if regulation is part of the program, enforcement needs to undertaken; and should address any barriers to uptake. The information provided in this Thesis highlights the substantial burden that farm injury places on the agricultural and rural sector of NSW. While there is no one data source that can describe the circumstances and the burden of farm injuries, the currently available datasets do provide an insight into the circumstances of farm injuries and the burden these injuries place on health, Workers’ Compensation, agricultural industries and farming families.
4
Franklin, Richard Charles. "Epidemiology of Farm Injuries in New South Wales." University of Sydney, 2007. http://hdl.handle.net/2123/1930.
Full textAbstract:
Doctor of Philosophy (PhD)Injuries to people living and working on farms in New South Wales continue to be a significant burden on the health system, Workers’ Compensation system, agricultural industries and farming families. Strategies to reduce the number and severity of injuries suffered by farmers and people working on farms rely on accurate information. Unfortunately there is no one dataset available to describe the circumstances surrounding farm injuries and the size of this burden in Australia. Hence, a number of different data sources are required to provide a picture of farm injuries. To date, there has been very little critical examination of what value each of these datasets provides to describing farm injuries. This Thesis aimed to: • Undertake surveillance of injuries occurring to people on farms or during agricultural production in NSW using data from an Emergency Department, NSW Hospital Separations information, NSW Workers’ Compensation Claims, and ABS Deaths data. • Critically examine the utility of Emergency Department, Hospital, Workers’ Compensation, and ABS Deaths Data for the surveillance of farm injuries in NSW. • Critically examine data classification systems used in Emergency Department, Hospital, Workers’ Compensation, and ABS Deaths data collections to describe the breadth of farm injuries in NSW. • Define the priority areas for farm injury prevention initiatives in NSW based on the information obtained from the examination of the data from Emergency Department, Hospital, Workers’ Compensation, and ABS Deaths. • Evaluate the effectiveness of the NSW Rollover Protective Structure (ROPS) rebate scheme and examine the utility of the data currently available in NSW to measure the performance of the program. Four datasets, Tamworth Emergency Department, Hospital Separations, Workers’ Compensation and the Australian Bureau of Statistics (ABS) Deaths data were used to provide information on the surveillance of farm injuries, describe the breadth of classifications used to describe farm injuries, and define priorities for the prevention of farm injuries. There were 384 farm-related injuries which presented to the Emergency Department at the Tamworth Base Hospital between 1 September 1997 and 31 August 1998. Emergency Department data collected in this study used the Farm Injury Optimal Dataset (FIOD) for classification, which allowed for a comprehensive picture of the circumstances surrounding the injury event. The three most common external causes of injury were related to horses, motorcycles, and animals. Commonly people were working at the time of injury. Children represented 21% of the people injured. The average number of injuries per 100 farms per annum was 34.7. An examination of hospital discharge data for NSW was undertaken for the period 1 July 1992 to 30 June 2000 where the location of the injury was a farm. Classification of cases in this dataset conformed to the International Classification of Disease (ICD) versions 9 and 10. There were 14,490 people who were injured on a farm during the study period. The three most common external causes of injury were motorcycles, animals being ridden and agricultural machinery. Children represented 17% of all farm injury cases. The rate per 1,000 farms ranged from 19 to 42 per annum. An examination of Workers’ Compensation claims for agricultural industries in NSW between 1 July 1992 and 30 June 2001 was undertaken. The ‘Type of Occurrence’ classification system was used to code the claims. There were 24,332 claims of which the majority were males (82%). The incidence of injury / disease in agriculture per annum varied from 37 per 1,000 workers to 73 per 1,000 workers. The rate per 1,000 agricultural establishments varied from 54 to 76. The average cost of a claim was $10,880 and the average time lost per claims was 9.2 weeks. There were 81 deaths and 3,158 permanent disabilities. The three most common agents were sheep / goats (5%), ferrous and non-ferrous metals (5%), crates / cartons / boxes / etc (5%). Using ABS deaths data to examine the deaths of people working and living on farms was limited to males whose occupation was recorded as ‘farmer and farm manager’ and ‘agricultural labourer and related worker’. There were 952 deaths over the period 1 January 1991 and 31 December 2000. The information provided a consistent series of cases over time. Areas where prevention should be directed included motor vehicle accidents; falls; agricultural machinery; other machinery; firearms; poisoning; and drowning. Using any one of the datasets alone to examine people injured on farms not only underestimates the number of people injured, but also misses particular types of agents involved in farm injuries. Each of the datasets used in this Thesis provides a different perspective of farm injury in NSW. By examining the information together, there are a number of areas which are consistently represented in each dataset such as falls and agricultural machinery. While no one dataset provided all the information that would be useful for the prevention of injuries, the available information does provide direction for the development of prevention strategies. The overall weakness of the information provided is that it misses a number of risk factors that contribute to farm injuries such as fatigue and training. The lack of appropriate denominator information also makes it difficult to directly compare the datasets and estimate the size of the problem. There are a number of additional coding categories that could be included in each dataset that would provide a better understanding of the different groups at risk of sustaining an injury on a farm or during agricultural work. These coding categories include activity at time of injury, admission to hospital, and occupation. An example of the use of data to determine the effectiveness of a farm injury prevention program is the ‘NSW Rollover Protective Structure (ROPS) Rebate Scheme’ evaluation. Tractor rollover deaths have been identified as an issue for prevention by Farmsafe Australia; however, such deaths were not identified in any of the datasets used in this Thesis due to coding limitations in the ABS data. In this Thesis information about the evaluation of the ‘NSW ROPS Rebate Scheme’ is presented. The scheme was successful in fitting 10,449 ROPS to tractors and the following lessons were learnt: when providing a rebate, the administration (i.e. sending the cheque) needs to be done well; advertising is important and should be co-ordinated, increase the awareness of the risk(s) the intervention is aiming to prevent and effectiveness of subsequent solution (s); the program should ensure there is an increased awareness of the outcome the intervention is aiming to prevent; if regulation is part of the program, enforcement needs to undertaken; and should address any barriers to uptake. The information provided in this Thesis highlights the substantial burden that farm injury places on the agricultural and rural sector of NSW. While there is no one data source that can describe the circumstances and the burden of farm injuries, the currently available datasets do provide an insight into the circumstances of farm injuries and the burden these injuries place on health, Workers’ Compensation, agricultural industries and farming families.
5
Millar, Nance Marie School of Sociology & Anthropology UNSW. "???Through the looking glass ?????? from comfort and conformity to challenge and collaboration: changing parent involvement in the catholic education of their children through the twentieth century." Awarded by:University of New South Wales. School of Sociology and Anthropology, 2006. http://handle.unsw.edu.au/1959.4/32262.
Full textAbstract:
This sociological investigation examines the changing role of parents in the education of their children in Catholic schools in New South Wales over the twentieth century. Catholic Church documents specifically state primary parental responsibility for their children???s religious education. Catholic schools were established to inculcate faith, and assist parents??? role. This thesis asks, to what extent that role has been realised? It unravels the processes that determined and defined the changing role of Catholic parents during this period, and identifies significant shifts in institutional thinking and practices related to parents and resultant shifts in cultural and social perceptions. After half a century of conformity and comfort, a significant era followed as the Australian Church responded to challenges, including financial crisis for Catholic schools, reform in the Australian education system, and the impact of the Second Vatican Council. Cohorts from three generations were selected. Interviews and focus groups elicited memories that were recorded and analysed, in terms of the integral questions; the role and involvement of parents in Catholic schools. Participants recalled their own childhood in Catholic schools and, where applicable, as parents educating their own children, or as religious teachers. The analysis was theoretically informed by the work of Durkheim, Greeley, Coleman and Bourdieu. A review of Church documents and commentaries through the twentieth century, bearing on the education of children, showed the official Church position. Despite numerous rhetorical statements issued by Catholic authorities, emphasising the role of parents as ???primary educators???, the practical responses ranged from active encouragement to dismissal. Teachers in Catholic schools and related bureaucracies were, seemingly, reluctant to initiate a more inclusive partnership role. Gradually, and in a piecemeal fashion, the Catholic Church and its schools have been responding to growing parental consciousness of their role and responsibilities. A significant shift was signalled by the New South Wales Bishops in establishing the Council of Catholic School Parents, to be supported by a full-time, salaried Executive Officer, in 2003. But any accommodation to new understandings of parent/teacher, or family/school relation is complex and not to be oversimplified as a simple sharing, or ceding of authority.
6
Harapin, Diane G. "Teachers knowledge of the law in New South Wales." Thesis, School of Policy and Practice, 2003. http://hdl.handle.net/2123/13118.
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7
Brady, Wendy. "Indigenous Australians and non-indigenous education in New South Wales, 1788-1968." Thesis, The University of Sydney, 1996. http://hdl.handle.net/2123/12822.
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Gillies, Donald Robert. "Perception of change in education, training and development in the NSW Royal Police Service, post the Wood Royal Commission /." Electronic version, 2005. http://adt.lib.uts.edu.au/public/adt-NTSM20060822.160739/index.html.
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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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Gannell, Gary. "More than a calling the experiences of new principals in Christian schools in New South Wales /." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050111.102346/index.html.
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Scrivener, Gladys, University of Western Sydney, and Faculty of Arts and Social Sciences. "Rescuing the rising generation : industrial schools in New South Wales, 1850-1910." THESIS_FARSS_XXX_Scrivener_G.xml, 1996. http://handle.uws.edu.au:8081/1959.7/376.
Full textAbstract:
The Industrial Schools Act introduced State coercion into the ‘childcare’ of the colony, and industrial schools became legal enforcers for other welfare institutions. This thesis provides an account of two industrial schools in nineteenth and early twentieth century New South Wales, focusing on the children and the lives they lived within the institutions and relying heavily upon primary sources. NSS Vernon enrolled destitute, neglected and delinquent boys. The curriculum, combined with an elaborate system of rewards, proved effective as reformative agents and after 1911 the ship’s coercive function was taken over by other reformatory schools and by a system of probation. About one third of girls admitted to ISG Newcastle were older, sexually delinquent girls. Inappropriate site, inadequate preparation, insufficient and untrained staff, lack of suitable curriculum and denial of support from the Colonial Secretary led to total failure of the school. Physical and verbal abuse was in evidence at Newcastle and resurfaced after the change of enrollments to mostly older girls about the time of the school’s transfer to Parramatta in 1887. After 1905 committals were aimed at maintaining street order and parental authority, to house the ‘uncontrollables’ and ‘incompetents’ and to provide a lock hospital for the control of venereal disease. The expressed purpose of the school to provide ‘good useful women’ dovetailed neatly with the introduction of probation, mostly for boys, which was enforced ‘through the mother’Doctor of Philosophy (PhD)
12
Scrivener, Gladys. "Rescuing the rising generation : industrial schools in New South Wales, 1850-1910." Thesis, [Campbelltown, N.S.W. : The Author], 1996. http://handle.uws.edu.au:8081/1959.7/376.
Full textAbstract:
The Industrial Schools Act introduced State coercion into the ‘childcare’ of the colony, and industrial schools became legal enforcers for other welfare institutions. This thesis provides an account of two industrial schools in nineteenth and early twentieth century New South Wales, focusing on the children and the lives they lived within the institutions and relying heavily upon primary sources. NSS Vernon enrolled destitute, neglected and delinquent boys. The curriculum, combined with an elaborate system of rewards, proved effective as reformative agents and after 1911 the ship’s coercive function was taken over by other reformatory schools and by a system of probation. About one third of girls admitted to ISG Newcastle were older, sexually delinquent girls. Inappropriate site, inadequate preparation, insufficient and untrained staff, lack of suitable curriculum and denial of support from the Colonial Secretary led to total failure of the school. Physical and verbal abuse was in evidence at Newcastle and resurfaced after the change of enrollments to mostly older girls about the time of the school’s transfer to Parramatta in 1887. After 1905 committals were aimed at maintaining street order and parental authority, to house the ‘uncontrollables’ and ‘incompetents’ and to provide a lock hospital for the control of venereal disease. The expressed purpose of the school to provide ‘good useful women’ dovetailed neatly with the introduction of probation, mostly for boys, which was enforced ‘through the mother’
13
Perry-Indermaur, Astrid. "Regimes of truth : gender, achievement and parent participation in New South Wales public schools /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050921.134833/index.html.
Full textAbstract:
Thesis (Ph.D.) -- University of Western Sydney, 2004."A thesis submitted to the University of Western Sydney, in the total fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : p. 251-268.
14
Perry-Indermaur, Astrid. "Regimes of truth : gender, achievement and parent participation in New South Wales public schools." Thesis, View thesis, 2004. http://handle.uws.edu.au:8081/1959.7/707.
Full textAbstract:
The participation of parents in the schooling of their children has become a central policy objective of the education sector in Australia as well as other parts of the developed world. The discourse of parent participation emphasises a need for parents to be involved in order to maximise the benefits of their child’s education. Parent participation includes such practices as parents and schools working as partners to improve the well-being and achievements of an individual child to formal participation of parents in decision-making forums. This thesis approaches the issue of parent participation through a study of parent advocacy bodies as they deal with policy issues and interface with parents as the school level and governments at the policy level. The policy area of gender equity is used as an illustrative example to analyse parent advocacy bodies’ structures and ways of operating. As a result of the empirical work that involved semi-structured interviews, observation techniques and extensive use of archival material, this thesis revisits the theory of positional goods as it reflects the notion and understanding parents have broadly that education is positional in that only few can achieve the highest levels of education and hence effort is exerted in ensuring their child achieves as highly as possible. This thesis argues that gender equity is caught in this thriving to capture a positional good that is elusive for most but appears enhanced by the use of adequate gender equity strategies. The action of parents within parent advocacy bodies reflected the fight over scarce resources that were perceived to be enhancing educational outcomes for girls at the expense of boys.
15
Perry-Indermaur, Astrid, University of Western Sydney, College of Social and Health Sciences, and School of Applied Social and Human Sciences. "Regimes of truth : gender, achievement and parent participation in New South Wales public schools." THESIS_CSHS_ASH_Perry-Indermaur_A.xml, 2004. http://handle.uws.edu.au:8081/1959.7/707.
Full textAbstract:
The participation of parents in the schooling of their children has become a central policy objective of the education sector in Australia as well as other parts of the developed world. The discourse of parent participation emphasises a need for parents to be involved in order to maximise the benefits of their child’s education. Parent participation includes such practices as parents and schools working as partners to improve the well-being and achievements of an individual child to formal participation of parents in decision-making forums. This thesis approaches the issue of parent participation through a study of parent advocacy bodies as they deal with policy issues and interface with parents as the school level and governments at the policy level. The policy area of gender equity is used as an illustrative example to analyse parent advocacy bodies’ structures and ways of operating. As a result of the empirical work that involved semi-structured interviews, observation techniques and extensive use of archival material, this thesis revisits the theory of positional goods as it reflects the notion and understanding parents have broadly that education is positional in that only few can achieve the highest levels of education and hence effort is exerted in ensuring their child achieves as highly as possible. This thesis argues that gender equity is caught in this thriving to capture a positional good that is elusive for most but appears enhanced by the use of adequate gender equity strategies. The action of parents within parent advocacy bodies reflected the fight over scarce resources that were perceived to be enhancing educational outcomes for girls at the expense of boys.Doctor of Philosophy (PhD)
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Harman, Kenneth John. "The contribution of Dr. John Dunmore Lang towards education in New South Wales, 1823-1878." Thesis, The University of Sydney, 1999. http://hdl.handle.net/2123/17788.
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Pettingell, Judith Ann. "Panics and Principles: A History of Drug Education Policy in New South Wales 1965-1999." Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/4150.
Full textAbstract:
When the problem of young people using illegal drugs for recreation emerged in New South Wales in the 1960s drug education was promoted by governments and experts as a humane alternative to policing. It developed during the 1970s and 1980s as the main hope for preventing drug problems amongst young people in the future. By the 1990s drug policy experts, like their temperance forbears, had become disillusioned with drug education, turning to legislative action for the prevention of alcohol and other drug problems. However, politicians and the community still believed that education was the best solution. Education Departments, reluctant to expose schools to public controversy, met minimal requirements. This thesis examines the ideas about drugs, education and youth that influenced the construction and implementation of policies about drug education in New South Wales between 1965 and 1999. It also explores the processes that resulted in the defining of drug problems and beliefs about solutions, identifying their contribution to policy and the way in which this policy was implemented. The thesis argues that the development of drug education over the last fifty years has been marked by three main cycles of moral panic about youth drug use. It finds that each panic was triggered by the discovery of the use of a new illegal substance by a youth subculture. Panics continued, however, because of the tension between two competing notions of young people’s drug use. In the traditional dominant view ‘drug’ meant illegal drugs, young people’s recreational drug use was considered to be qualitatively different to that of adults, and illegal drugs were the most serious and concerning problem. In the newer alternative ‘public health’ view which began developing in the 1960s, illicit drug use was constructed as part of normal experimentation, alcohol, tobacco and prescribed medicines were all drugs, and those who developed problems with their use were sick, not bad. These public health principles were formulated in policy documents on many occasions. The cycles of drug panic were often an expression of anxiety about the new approach and they had the effect of reasserting the dominant view. The thesis also finds that the most significant difference between the two discourses lies in the way that alcohol is defined, either as a relatively harmless beverage or as a drug that is a major cause of harm. Public health experts have concluded that alcohol poses a much greater threat to the health and safety of young people than illegal drugs. However, parents, many politicians and members of the general community have believed for the last fifty years that alcohol is relatively safe. Successive governments have been influenced by the economic power of the alcohol industry to support the latter view. Thus the role of alcohol and its importance to the economy in Australian society is a significant hindrance in reconciling opposing views of the drug problem and developing effective drug education. The thesis concludes that well justified drug education programs have not been implemented fully because the rational approaches to drug education developed by experts have not been supported by the dominant discourse about the drug problem. Politicians have used drug education as a populist strategy to placate fear but the actual programs that have been developed attempt to inform young people and the community about the harms and benefits of all drugs. When young people take up the use of a new mood altering drug, the rational approach developed by public health experts provokes intense anxiety in the community and the idea that legal substances such as alcohol, tobacco and prescribed drugs can cause serious harm to young people is rejected in favour of an approach that emphasizes the danger of illegal drug use.
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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.
Full textAbstract:
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.
19
McQueen, Kelvin. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050714.144022/index.html.
Full textAbstract:
Thesis (Ph.D.) -- University of Western Sydney, 2003.A thesis presented to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.
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Kelly, Jan (Janice Venetta). "Not merely minded : care and education for the young children of working women in Sydney : the Sydney Day Nursery and Nursery Schools Association, 1905-1945." Phd thesis, University of Sydney, 1988. http://hdl.handle.net/2123/4088.
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McQueen, Kelvin. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/619.
Full textAbstract:
This thesis examines from an historical perspective the series of events between 1995 and 1999 in which the public school teachers’ union, the New South Wales Teachers federation, challenged the NSW and Australian government’s provision of funding to private schools. Such funding is known colloquially as state aid. The state aid struggle is conceived in this thesis as an industrial relations contest that went beyond issues simply of state aid. The state aid struggle was a centrepiece of the Teachers Federation’s broader challenge to government’s intensification of efforts to reduce the federation’s effectiveness in shaping the public school system’s priorities. This thesis contends that the decisive importance of the state aid struggle arose from the fundamental strategy used by governments to lower the cost of schooling over time. To achieve this they undertook the state aid strategy – cost reductions would flow from residualising public schools, de-unionising teachers and deregulating wages and conditions. The state aid strategy was implemented through those areas of policy and funding over which the Federation had negligible control or where the Federation’s membership was disunited. The Federation was undermined by governments using policy initiatives to fragment teacher unity. By the end of 1999, governments’ prosecution of the state aid strategy did not seem to have been diverted from the main thrust of its course by the federation’s struggle.
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Crickmore, Barbara Lee. "An historical perspective on the academic education of deaf children in New South Wales 1860s - 1990s." Diss., Connect to this title online, 2000. http://www.newcastle.edu.au/services/library/adt/public/adt-NNCU20030228.130002/index.html.
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Liu, Margaret Ze-Yu. "Energy efficiency retrofits of tertiary education buildings: An investigation of case studies in New South Wales." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16336.
Full textAbstract:
Improving the energy efficiency of existing building stock has been acknowledged as one of the most critical environmental challenges facing the building industry. However, the efficacy of such retrofits in improving energy efficiency has not been comprehensively explored. Existing tertiary education buildings have been particularly underserved by previous research in this area. Previous methods for evaluating the impact of retrofits, for the most part, measured the differences between annual energy consumption immediately before and after the retrofit. Monitoring energy consumption in previous case studies has generally been limited to the initial 12 -18 months post-retrofit. The longer-term impact of energy efficiency retrofits on energy trends has not been adequately examined. This renders most reported figures on the impact of retrofit on energy consumption unreliable, or limited at best, as they fail to allow enough time for retrofitted systems to reach their peak efficiency. The lack of long-term monitoring in the post-retrofit period may have been due to perceived difficulties in keeping track of the many variables in a particular building, both building-related and occupant-related, for extended periods. The lack of sub-metering in many buildings added another layer of complexity in determining retrofit impact, as it restricted assessment to only a broad energy trend analysis, rather than a precise measurement. In addition, there were insufficient suitable energy-use-intensity (EUI) benchmarks against which to assess energy consumption, given each building’s unique mix of space use. A total of 12 case studies from 4 tertiary education institutions in New South Wales were investigated in this study. The retrofit scope predominately involved works in HVAC (heating and cooling) and lighting, the two leading areas of energy use in an average university building. Most of the retrofit cases involved both active and passive systems, with active systems being the majority of the work scope. A preliminary building space audit was carried out for each case study to establish the size and percentage of spaces allocated to each use. Each space category was allocated with a low and a high EUI benchmark, amalgamated from existing literature. This range was then weighted according to the percentage of space use to form a customised EUI range for each building. The pre- and post-retrofit EUIs of the building were then measured against 4 the benchmarks to indicate their relative performance. The result of the preliminary audit established a broad metric of each building’s general energy performance, given its space composition. The data analysis component of this study consists of two parts: an energy trend analysis and a multivariate regression analysis. The energy trend analysis offers a broad view of energy variations against seven energy-related parameters: energy cost, campus-wide consumption, mean external temperature, heating degree days, cooling degree days, total degree days and daylight hours. The multivariate regression analysis is a comprehensive assessment of variations in the regression relationship between energy and following five parameters: mean external temperature, heating degree days, cooling degree days, total degree days and daylight hours. The combination of these two analyses offered detailed insight into the behaviour of the retrofitted systems and their interaction with external environmental variables. The results suggest that although energy usage seemed to have decreased in most cases, there were many issues that eroded the gains in energy efficiency over the long term. This brought to light the many complex and sometimes conflicting interests involved in retrofitting. There were significant gaps between the case study EUIs and the current industry benchmarks that are considered best practice for existing tertiary education buildings. The results from investigating the EUI benchmarks in turn raised questions about the feasibility of some current standards and suggest the need for a set of achievable benchmarks in current retrofit practice. Buildings in the tertiary education sector are some of the most varied and complex of all existing building stock. As the case studies in this thesis were considered to be a subset of commercial buildings, this research and its findings contribute to our understanding of energy efficiency not just in tertiary education buildings, but also in commercial buildings and the built environment at large.
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Ritter, Ann Leonora. "William and Mary Windeyer in colonial New South Wales : simultaneous bearers of two traditions." Phd thesis, Department of History, 1995. http://hdl.handle.net/2123/4994.
Full textAbstract:
Thesis (Ph. D.)--University of Sydney, 1996.Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Department of History, Faculty of Arts. Degree awarded 1996; thesis submitted 1995. Includes bibliography. Also available in print form.
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Proctor, Helen. "Gender and merit: A history of coeducation and gender relations at an academically-selective public secondary school, Parramatta High, New South Wales, 1913-1958." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/20126.
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McQueen, Kelvin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." THESIS_CAESS_HUM_McQueen_K.xml, 2003. http://handle.uws.edu.au:8081/1959.7/619.
Full textAbstract:
This thesis examines from an historical perspective the series of events between 1995 and 1999 in which the public school teachers’ union, the New South Wales Teachers federation, challenged the NSW and Australian government’s provision of funding to private schools. Such funding is known colloquially as state aid. The state aid struggle is conceived in this thesis as an industrial relations contest that went beyond issues simply of state aid. The state aid struggle was a centrepiece of the Teachers Federation’s broader challenge to government’s intensification of efforts to reduce the federation’s effectiveness in shaping the public school system’s priorities. This thesis contends that the decisive importance of the state aid struggle arose from the fundamental strategy used by governments to lower the cost of schooling over time. To achieve this they undertook the state aid strategy – cost reductions would flow from residualising public schools, de-unionising teachers and deregulating wages and conditions. The state aid strategy was implemented through those areas of policy and funding over which the Federation had negligible control or where the Federation’s membership was disunited. The Federation was undermined by governments using policy initiatives to fragment teacher unity. By the end of 1999, governments’ prosecution of the state aid strategy did not seem to have been diverted from the main thrust of its course by the federation’s struggle.Doctor of Philosophy (PhD)
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Carroll, Colleen, and n/a. ""What is the Environment Anyway"?: A Study of Children's Perceptions of the Notion of Environment." University of Canberra. Education, 2002. http://erl.canberra.edu.au./public/adt-AUC20050331.122220.
Full textAbstract:
This interpretive study focused on the way in which children
make sense of the notion of environment. This study attempted a
comprehensive examination of children's perceptions of the notion
of environment in an Australian context. There is a concerted effort
to create environmental education programs targeted for children
yet we have little understanding of how children make sense of
the concept of environment. The study examined perspectives from
children aged 11 to 13 living in close proximity in New South Wales,
Australia. Children's perspectives were gathered through a drawing
activity as well as small group interviews. In order to provide a larger
conceptual picture of children's perceptions data was also gathered
from the surrounding community. Parents, teachers, principals
and local media's perspectives on the notion of environment
were investigated. The study showed that children perceive the
environment as nearly synonymous with nature. They also perceive
the environment and nature to be a place without people. Children
were very concerned about environmental issues, especially issues
in their local areas. Children generally did not attribute individuals
with responsibility for the environment. Children's ideas were
examined alongside those from the broader community revealing
relationships and links between community practices and children's
perceptions of the environment. This study addresses a gap in the
literature by providing a comprehensive exploration of children's
perceptions of the notion of the environment and examining links
to the portrayal of environment in the context of the surrounding
community. Findings provided a solid basis upon which to augment
the design of programs in environmental education.
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Fischer, Imke. "Years of silent control the influence of the Commonwealth in state physical education in Victoria and New South Wales /." Connect to full text, 2001. http://hdl.handle.net/2123/4031.
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Thesis (Ph. D.)--School of Social, Policy and Curriculum Studies, Faculty of Education, University of Sydney, 2001.Title from title screen (viewed 12th February, 2009) Includes bibliographical references. Also available in print form.
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Rothery, Barbara Joan. "Story writing in primary school : assessing narrative type genres." Phd thesis, Department of Linguistics, 1990. http://hdl.handle.net/2123/11443.
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Fischer, Imke. "Years of silent control : the influence of the Commonwealth in state physical education in Victoria and New South Wales." Phd thesis, School of Social, Policy and Curriculum Studies, 2001. http://hdl.handle.net/2123/4031.
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Thesis (Ph. D.)--School of Social, Policy and Curriculum Studies, Faculty of Education, University of Sydney, 2001.Title from title screen (viewed 12th February, 2009) Includes bibliographical references. Also available in print form.
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White, Rachel Anne. "Effective Music Teaching in New South Wales: How School Music Programs Promote Consistent High Achievement in the Higher School Certificate." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25804.
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The aim of this study is to determine the key characteristics of high achieving school music programs in New South Wales (NSW), and to highlight the fundamental pedagogical practices of their teachers. It builds on previous research examining successful teaching practices. This thesis explores how effective teaching, positive school cultures and co-curricular programs support the consistent high achievement of students in the Higher School Certificate (HSC) teaching and examination context. It also explores the role of parents, gifted education, authentic learning, and the effect of the Australian Tertiary Admissions Rank (ATAR). It aims to fill a gap in the literature related to high achievement in music education in Australia, but more broadly in the areas of effective music teaching, gifted education, and how high achieving music programs benefit school cultures.
This grounded theory study identified the top 10% of secondary school music programs in NSW through a quantitative analysis of HSC Music results from 2007–2016. Fifty teachers at 23 schools were interviewed about their pedagogy, processes, teaching philosophy, and the perceptions of music in the broader school community. The results of the qualitative data show that robust cocurricular music programs, expert teachers, and supportive leadership are key contributors to their students’ high achievement. Gifted pedagogy, authentic learning practices, and parental perspectives were reported as also influencing the provision of effective music programming. This research reinforces the need for equity in access to quality music education for all students and the importance of effective and informative advocacy.
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Wyatt, Anne. "Training occupational health and safety committee members: a critical evaluation of the effectiveness of the 1987 workcover program." Thesis, The University of Sydney, 1996. https://hdl.handle.net/2123/29515.
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Eleven case studies are presented in volume two of this thesis. The case studies address a broad range of issues relating to OHSC effectiveness. They report on OHSCs in a diversity of workplaces across a number of variables. As we11, they show evidence of having widely challenged the OHSC training package over a period of several years. The eleven case studies which are presented have been divided into five categories which are described below.
The six major case studies present OHSC training, and in some cases other related training, which has been tracked in a workplace for a period of time. This has allowed the observation of trends over time such as the impact of certain changes, compared with the cross-sectional approach taken in the minor case study.
The minor case study ( case 7) provides a one-off insight into the problems of an OHSC. The composite committee training case (case 8) stands alone. A composite committee is one where people from a number of organisations come together for OHSC training. This type of training brings its own particular set of advantages and disadvantages.
The fourth type of case study ( case 9) concerns middle management training. This case illustrates the subtleties that can occur in an organisation which can undermine the management of OHS and lessen the impact of the OHSC. Reality, as opposed to rhetoric, is illuminated by this case during middle management OHS training. The training was undertaken as a result of a recommendation by the OHSC.
The fifth category of case study illustrates the importance of undertaking refresher OHSC training. What can be achieved by it is illustrated in case 10. Finally, an example of a report that was prepared following OHSC training is included which illustrates the type of feedback that the researcher considers it is relevant and important to give to the OHSCs. management and other stakeholders in the workplace following OHSC training.
Each case study is preceded by an abstract to guide the reader. The overall case study results are presented and discussed in chapter seven of the thesis in volume one.
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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.
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Trimingham, Jack Christine. "Kerever Park : a history of the experience of teachers and children in a Catholic girls' preparatory boarding school 1944-1965." Phd thesis, School of Social and Policy Studies in Education, 1997. http://hdl.handle.net/2123/6641.
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Barnes, Geoffrey R., of Western Sydney Macarthur University, and Faculty of Education and Languages. "A motivational model of enrolment intentions in senior secondary science courses in New South Wales (Australia) schools." THESIS_FEL_XXX_Barnes_G.xml, 1999. http://handle.uws.edu.au:8081/1959.7/53.
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This thesis presents a set of models of enrolment behaviour in senior secondary science courses in New South Wales (Australia) schools. The models have been developed out of concerns about declining enrolments and continued sex differences in enrolments in these courses. They use the framework of the Science enrolment Model (SEM), a framework which uses an expectancy/value approach to examine the relationships between the various influences and their combined effect on enrolment behaviour. The SEM was constructed by fitting the factors which have been shown to influence enrolment behaviour in the sciences to the structure of the General Model of Academic Choice, a model of achievement related behaviour developed by Eccles and colleagues. Models were constructed for enrolment behaviour in three specialist science courses; Biology, Chemistry and Physics and two non-specialist science courses; General Science and Science for Life. These five courses account for 97 percent of enrolments in senior secondary science in New South Wales. Measures of enrolment intentions were predicted by, measures of interest, perceived career value, TER value (value as a means gaining university entrance) and a combined measure of self-concept and performance expectations. These constructs were, in turn, predicted by measures of perceptions of parent and teacher attitudes, perceptions of past performance, attributions for past performance and personality measures. The enrolment models explained between 60% and 70% of the variance in enrolment intentions in the specialist science subjects. 'Career value' was found to be a major influence on enrolment behaviour in all five subjects. The expectancy and value variables explained approximately 80 percent of the sex difference in enrolment intentions in the specialist science subjects. Career considerations accounted for between 30 percent and 50 percent of this differenceDoctor of Philosophy (PhD)
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Mueller, Fiona Jane. "Separate but equal? the enduring appeal of the single-sex public high schools of New South Wales /." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080303.145544/index.html.
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Couper, Brian J., and n/a. "Residential police education and its implications for curriculum design." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060629.170144.
Full textAbstract:
The current policy in New South Wales of referring to
its law enforcement body as Police without reference to the word
"force", is testimony to the re-emergence of the concept of community
policing.
This study deals with this phenomenon and the concept
of discretion, which allows police to take action according to
the dictates of a given situation rather than always act within
the strict letter of the law. While the power of discretion
should be used lawfully and ethically, political, legal and social
acceptance of such an approach allows a more flexible strategy
for coping with issues associated with deviant behaviour and
social injustice.
Therefore, the study present a holistic approach to
a curriculum for police recruits. It deals with the linking
of "reactive" and "proactive" policing strategies by means of
discretion and in so doing enhances the police officer's ability
to make a reasoned judgement in choosing between a number of
alternatives according to the dictates of the situation.
The proposed curriculum takes account of new policing
strategies, students' needs and career aspirations, modem
technology, effective teaching methods and the need for recruit
training to be attuned to dynamic changes in social needs and
demands.
The study also emphasises the need for further research
into the role of field training officers and the integration
of field training with academy education as a vital component
in the preparation of a police officer for the complex role ahead.
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Miskolci, Jozef. "Inclusive Education and Distributed Leadership: A Qualitative Research Study of Primary Schools in New South Wales (Australia) and Slovakia." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/11679.
Full textAbstract:
This thesis explores how research participants perceive and understand the concepts of inclusive education, distributed leadership and their relationship in practice in two public primary schools: one in New South Wales (Australia) and one in Slovakia. These two schools were identified by external informants as good practice examples of inclusive education. To explore participants’ understanding of these concepts, their relationship and how they manifest in practice in the two schools, the study used qualitative research methods based on interviews and group discussions collected through ethnographic procedures. The thesis scrutinises the research problem of whether practising distributed leadership in any way hinders, assists or is irrelevant to practices of inclusive education in the two schools through two theoretical paradigms: organisational and socio-political. When looking through the prism of the organisational paradigm, the thesis exposes two main understandings of inclusive education, distributed leadership and their relationship, which offer two different answers to the research problem of this thesis. In the first understanding, practising distributed leadership principally neither assists nor hinders achieving goals of inclusive education. The concept of inclusive education is narrowly seen as a set of goals that target students exclusively, and not adult school stakeholders, while distributed leadership is only seen as a set of processes with no specific goal. In the second understanding, distributed leadership is constructed as an indispensable component of inclusive education. This understanding broadens the target group of inclusive education from exclusively students to all school stakeholders, and extends distributed leadership beyond its narrow frame of only including processes to also encompass democratic goals and inclusive values as well. The thesis exposes that both perspectives are held in the researched schools, which may influence how inclusive education and distributed leadership are practised across the sites. In contrast, when looking through the prism of the socio-political paradigm, the thesis reveals that research participants presented a limited understanding of inclusion, while positioning the main problem either in individual children or schools as organisations. This thesis discusses particular wider social and political conditions or contexts of the two researched primary schools which may significantly constrain and shape their practices of inclusion and distributed leadership and also how these practices relate to each other.
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Scott, Nathan Benjamin. "A study examining the ICT literacy levels of music educators in the New South Wales Department of Education & Training." Thesis, 2013. http://hdl.handle.net/1959.13/1037112.
Full textAbstract:
Masters Research - Master of Music (MMus)The use of technology in the Australian secondary school education system has increased considerably over the last two decades. While technology may effectively be implemented at a general level, the uptake in specific disciplines such as music often lags behind. This is significant as a limited use of technology can impact on the success of a student’s studies, future opportunities of employment or education, and, importantly, overall career paths. Issues of technological integration in education are not new. It was highlighted in 2004 when the Australian Federal Minister for Education, Science and Training, the Hon Dr Brendan Nelson MP, commissioned a report into the delivery of music education in the Australian schooling system. The report, co-ordinated by Murdoch University and released publicly in November 2005 entitled The National Review of School Music Education (Australian Government Department of Education, Science and Training, 2005), indicated that technology should be a mandatory part of the music education process and that music educators must equip themselves with the necessary skills to deliver such education. Central to this implementation is the technological competency of the music educators themselves. In order to ascertain information about certain aspects of competency, this study considers the perceived level and range of technological familiarity of a selection of secondary school music educators working in the New South Wales (NSW) Department of Education and Training. It also considers attitudes towards technology. The study, while somewhat limited in scope, noted that most of the music educators surveyed possessed a good level of general technological literacy and many were fluently using this in their teaching. There was also a smaller element that evidenced an amount of disconnect between their personal use of technology and its application in an educational context. Additionally, it identified a number of possible factors that may be affecting technological implementation in music including curriculum, resourcing, familiarity with current technology, training and educational practice itself.
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Wilson, Teresa J. "Influences of employment classification upon the lived experiences of beginning career change teachers within New South Wales Department of Education high schools." Thesis, 2019. http://hdl.handle.net/1959.7/uws:52262.
Full textAbstract:
Over the past two decades, international and Australian research has investigated the high numbers of beginning teachers resigning from the teaching profession. Beginning teacher resignations have financial impacts upon education departments, high schools and individuals, while also impacting students’ learning and causing teacher shortages. Within New South Wales (NSW), Australia this issue is becoming more critical against the backdrop of an ageing teaching workforce and forecast increases in student numbers. One of the strategies utilised by the New South Wales Department of Education (NSW DoE) to improve the size and quality of the teacher workforce is the increased recruitment of career changers, as they bring with them a range of skills and experiences that can be utilised within the school and classroom environments. Complicating their entry into the Australian teaching profession is a changing employment context in which beginning teachers can increasingly only secure temporary positions. The aim of this study was to explore, describe and interpret the lived experiences of beginning career change teachers (BCCTs) in NSW DoE high schools with a focus on gaining an understanding of how policy frameworks and school-based practices contribute to the provision of professional development and support (PD&S) for BCCTs and to their retention. Drawing upon Bronfenbrenner’s Ecological Systems Model, this study viewed BCCTs as being at the centre of a complex, multi-layered ecosystem. It examined the impacts of NSW DoE policy frameworks within the exosystem and differing school-based practices (microsystem) upon individual BCCTs’ transition into teaching and upon their decision to remain in or leave the teaching profession. A sequential explanatory mixed-methods approach was used, wherein both quantitative (survey) and qualitative (semi-structured interviews) data were collected, analysed separately and then merged. The overarching finding of this study is that employment in temporary or permanent positions significantly influences BCCTs’ access to PD&S opportunities within the NSW DoE exosystem and within individual high schools (microsystems). This research found a lack of knowledge in and communication between the NSW DoE where policy is developed, high schools where policy is implemented into school-based practices, and individual BCCTs. Additional findings identified that there are differences between the PD&S that BCCTs and BFCTs can access and in their sense of efficacy; however, these were not statistically significant results. The research found that BCCTs face a number of impediments to participation in PD&S opportunities, including workload pressures and family commitments. Nevertheless, the majority of the BCCTs indicated that the reasons they retrained as a teacher were still valid and that they would remain within the teaching profession irrespective of the lack of permanent employment and the continual challenges.
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Pietsch, B. "Principals in remote New South Wales, Australia: The work lives of central school principals in the context of devolution reforms of the New South Wales Department of Education and Training, and social and economic changes in remote Australia." Thesis, 2013. https://eprints.utas.edu.au/17568/1/Whole-Pietsch-_thesis.pdf.
Full textAbstract:
This thesis investigated the work lives of principals of central schools situated in remote inland areas of the state of New South Wales (NSW), Australia. This research considered how the situational contexts of central school leadership in remote NSW have affected the work lives of principals of central schools in remote NSW. These contexts included the education policy context of devolution of government school systems, the community context of remoteness and low socio-economic status (SES) and the specific school context of leading a small school and leading both secondary and primary departments.
Research literature such as Ballet and Kelchtermans (2008), Gronn and Rawlings-Sanaei (2003) and Southwell (2008) on the factor of the education policies of devolution in the work lives of principals described characteristics which match the attributes of work intensification including longer hours of work, more tasks to be completed in a day, and diversification of skills. However, current literature has much less data about the particular contexts of the work lives of principals living in, and working with the issues of, remote and low SES communities. There is even less data about the implications for principals attempting to provide secondary education in such communities.
This research study used a mixed methods design beginning with a survey questionnaire of all principals of central schools in NSW. Nearly half of the survey respondents then participated in a longitudinal program of interviews conducted in the schools of the principals. The rapport with principals developed by the researcher as an „insider‟ facilitated the collection of rich data on the work lives of the principals. Many of the issues raised had not been fully researched in broader studies.
The study confirmed the research of Starr and White (2008) and Hatton (1995, 1996), who reported “massive intensification” in the work lives of principals in remote Australian schools. In addition, the study provided a more nuanced understanding of the work intensification of these principals as it reported on the many aspects and consequences of the personal, family, social and professional isolation of principals in remote schools as they responded to issues related to high welfare needs of students and of the community in general.. Principals were threatened with violence and, in several cases, were required to respond to high levels of child sexual abuse in their communities. Participant principals in this study were professionally isolated and faced limited career prospects. The data in this study provided a greater understanding with respect to the issue of low numbers of applications for the principalship, particularly in remote areas.
Much of the literature on school leadership is generic in nature with considerable reliance on theories of leadership and management which have been developed in non-school contexts. This study suggested that there needs to be more research on the variety of educational and social contexts in which principals work in order to provide a more nuanced understanding of the work lives of principals of remote, low SES schools and the high stakes in the career prospects of these principals. For policy makers, a removal or amelioration of the disincentives in remote school principalship identified in this study would appear to be more urgent and more effective than the current policy of provision of incentives to work in such schools.
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Le, Marquand Emma. "Beyond compliance : harnessing accountability measures in schools as tools for professional praxis." Thesis, 2018. http://hdl.handle.net/1959.7/uws:51809.
Full textAbstract:
This Masters of Research thesis is an evaluation of the mandated policy for all NSW Department of Education teaching staff, the Performance and Development Framework, and its accompanying Performance and Development Plan, as implemented in one school over 2017 and 2018. The benchmark for the evaluation is whether the implementation has gone ‘beyond compliance’ (Groundwater-Smith, Mitchell, & Mockler, 2016) to produce meaningful teacher professional development or whether it is simply resting as a compliance measure. The tool for analysis in the policy enactment in the one site of Karragung High School is the practice architectures framework (Kemmis et al., 2014) , which was employed through a case study involving whole staff surveys and focus groups. The findings indicate that endeavouring to reach compliance whilst not seeking to impede teacher autonomy at the site studied, has in fact rendered the Performance and Development Plan as a functional irrelevancy for most staff and the potential for enhanced teacher praxis has not been harnessed through this policy. There is clear evidence that many of the staff are self-reflective teachers keen to develop their skills and capacity, but the link between this and their engagement with the Performance and Development Plan has not being made possible through current school leadership practices.
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Fitzgerald, Tove-Lysa. "The epidemiology of communicable disease in the Hunter New England region, New South Wales." Master's thesis, 2015. http://hdl.handle.net/1885/99055.
Full textAbstract:
Background
The Hunter New England (HNE) Local Health District (LHD) in New South Wales (NSW) faces many public health challenges. These challenges include infectious diseases, vectorborne diseases, zoonoses and other important diseases such as salmonellosis. The HNE region also faces social challenges that impact on the health of its residents such as the health inequalities experienced by Aboriginal and Torres Strait Islander people.
Surveillance is a critical component in enabling public health practitioners to address these challenges. Through surveillance mechanisms, public health practitioners can observe trends over time, detect aberrations, develop hypotheses, reveal associations and identify risk groups. This informs public health action and can generate or influence the development of public health policy and programs. The HNELHD has a number of surveillance systems in place to enable surveillance of public health issues, however, examining the usefulness of current systems and developing new methods of surveillance are critical steps in disease control strategies.
Methods
A number of epidemiological studies utilising different methodologies and surveillance systems were undertaken to meet some of these public health challenges. To address the challenges of foodborne outbreaks detected through routine surveillance, an unmatched case-control study and two retrospective cohort studies were carried out. One of the cohort studies utilised a novel online survey to obtain information on illness and food consumption. In addition, a case-series investigation explored epidemiological links between cases of norovirus and food consumption.
To meet the challenges of surveillance of the pathogens causing gastroenteritis and subsequent stool specimen collection for patients presenting to hospital with bloody diarrhoea, a retrospective cohort study was conducted. The aim of this study was to explore the predictors of stool specimen collection. The study utilised data linkage to link emergency department and laboratory surveillance data.
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To meet the challenges of influenza surveillance, a formal evaluation of the healthdirect Australia influenza-like illness surveillance (ILI) system was undertaken, using the United States Centres for Disease Control and Prevention evaluation guidelines. A time-series analysis was utilised to compare the performance of healthdirect Australia influenza-like illness data to other established influenza surveillance systems.
Results
The foodborne outbreak investigations resulted in the detection and remediation of both a Salmonella and norovirus source that had been identified as the cause of illness in two outbreak investigations.
The stool specimen collection study identified age and type of hospital a patient presented to were predictors of stool specimen collection. This will inform targeted public health interventions.
The evaluation of the healthdirect Australia ILI surveillance system validated the usefulness of the system at a national, state and local level. There was strong support for jurisdictional level data. The analysis of the healthdirect Australia ILI data demonstrated that the healthdirect data was consistent with Flutracking and laboratory data but diverged during the pandemic.
Conclusion
The use of surveillance data provides a basis for the epidemiological investigation of public health issues in the HNELHD, including Salmonella, norovirus and influenza. The outcomes of these investigations can have a positive impact on the health of the residents in this region.
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Alomari, Ali H. "Stressors and coping strategies for emergency department nurses in New South Wales of Australia." Thesis, 2019. http://hdl.handle.net/1959.7/uws:56126.
Full textAbstract:
Purpose: The aim of this study was to identify factors that contribute to stress for emergency departments (ED) nurses. In addition, this study identified some preferred strategies for ED nurses to minimise stress. Method: The research methodology is a cross-sectional survey. This survey was sent to a sample of ED nurses working in New South Wales (NSW), Australia. Two standardised scales were used in the survey, the Expanded Nursing Stress Scale (ENSS) and Maslach Burnout Inventory (MBI). The sampling method for this research is a non-probability purposive sampling approach. Results: The results of the study indicated that ED nurses in NSW experience stress in their work settings mostly because of problems in dealing with patients and their families, high workload, and uncertainty concerning treatment. In addition, the results outlined some of the preferred strategies that ED nurses in NSW use to minimise stress such as seeking workplace support, spending some quality time with friends and families, and implement self-regulation techniques like exercise, humour and meditation. Furthermore, the results showed that ED nurses in NSW experience high levels of burnout at their work settings. Conclusion: The results of this study provide useful implications for nurses, managers and educators in NSW, Australia. These implications can be used as one part of a suite of initiatives to minimise stress and a better working environment for ED nurses in NSW. Moreover, the study results can provide nursing students and newly graduate nurses who might start working in ED with useful insight and tips in dealing with stress at their work settings.
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Ritter, Ann Leonora. "William and Mary Windeyer in colonial New South Wales simultaneous bearers of two traditions /." 1995. http://hdl.handle.net/2123/4994.
Full textAbstract:
Thesis (Ph. D.)--University of Sydney, 1996.Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Department of History, Faculty of Arts. Degree awarded 1996; thesis submitted 1995. Includes bibliography. Also available in print form.
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Nash, Daphne. "Transforming knowledge : Indigenous knowledge and culture workers on the south coast of New South Wales." Phd thesis, 2009. http://hdl.handle.net/1885/150645.
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"Perception of Change in Education, Training and Development in the NSW Police Service, Post the Wood Royal Commission." University of Technology, Sydney. Faculty of Education, 2005. http://hdl.handle.net/2100/298.
Full textAbstract:
This study examined the perception held by members of the NSW Police Service as to the effectiveness of changes made to education, training and development, post the recommendations made by the Wood Royal Commission in 1997. The Commission report highlighted a number of important education, training and development issues. The literature on policing indicated that police jurisdictions have a need to both anticipate and respond to changes and events occurring in the communities they serve. This study thus examined both the general and police literature covering change, culture, management and leadership, professionalisation and the main education, training and development topics that were included in the Commission report. An historical scan of developments within the NSW Police Service was also made. The study basically adopted an empirical, quantitative research methodology, supplemented by qualitative statements made by participants during discussion sessions. Two separate questionnaires were developed: one for respondents in the broader NSW Police Service (one city and one rural region), and the other for sworn officers and academic staff at the NSW Police Academy. The Service questionnaire addressed participant perception of the effectiveness or otherwise, of changes made in relevant aspects of individual, team and organisational learning. Opportunity was also taken to analyse responses to the Service questionnaire, based on a range of selected demographic characteristics. The Academy questionnaire addressed the perceptions held about the effectiveness or otherwise, of changes made in general learning issues, curriculum development, course delivery and the evaluation of training. An analysis of combined responses to like questions in both the Service and Academy questionnaires was also made. Both Pre and Post Royal Commission perceptions, as recorded on a five point Likert scale were collected. From the resulting mean difference scores potential change in the respondent's perception of the effectiveness of the changes made were determined. The findings indicated that respondents perceived some improvement in the effectiveness of education, training and development Post the Wood Royal Commission. There were some important findings related to: (a) perceived differences between the formal Academy recruit training and probationer practicum or field training; (b) the need for 'Professionalisation' Vs 'Craft' training; (c) leadership role models of learning and the creation of a learning culture and climate; (d) the role of knowledge management in intelligence-led and evidence-based policing; (e) the use of information technology and distance learning strategies; (f) the development of reflective practice and the gaining of lessons learnt from experience; (g) the provision of leadership development; (h) support for continuing professional development, as a part of fostering self-managed lifelong learning and, (i) the consistent Quality Assurance review of both the course curriculum and evaluation of training effectiveness at the Academy. The findings have possible implications for practice and further research in the NSW Police.
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s." Thesis, 2000. http://hdl.handle.net/1959.13/24905.
Full textAbstract:
This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s." 2000. http://hdl.handle.net/1959.13/24905.
Full textAbstract:
This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
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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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