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Relevant bibliographies by topics / Primary Victoria Melbourne History / Dissertations / Theses

Dissertations / Theses on the topic 'Primary Victoria Melbourne History'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Wilson, Dean 1966. "On the beat : police work in Melbourne, 1853-1923." Monash University, Dept. of History, 2000. http://arrow.monash.edu.au/hdl/1959.1/8804.

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2

Andrews, Alfred 1955. "Football : the people's game." Monash University, Dept. of History, 2001. http://arrow.monash.edu.au/hdl/1959.1/9104.

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3

O'Hanlon, Seamus. "Home together, home apart : boarding house, hostel and flat life in Melbourne, c1900-1940." Monash University, Dept. of History, 1999. http://arrow.monash.edu.au/hdl/1959.1/8568.

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4

Lais, Peggy Jane. "Chamber-music in Melbourne 1877-1901 : a history of performance and dissemination /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/3825.

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5

Chooi, Cheng Yeen. "Blooding a lion in Little Bourke Street : the creation, negotiation and maintenance of Chinese ethnic identity in Melbourne." Title page, contents and summary only, 1986. http://web4.library.adelaide.edu.au/theses/09ARM/09armc548.pdf.

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6

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

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7

Ferris, Alison Jill 1949. "Classroom music in Victorian state primary schools 1934 to 1981 : curriculum support." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8472.

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8

Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.

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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context. This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.

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9

Nicholls, Philip Herschel. "A review of issues relating to the disposal of urban waste in Sydney, Melbourne and Adelaide : an environmental history." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09phn6153.pdf.

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Bibliography: p. 367-392. This thesis takes an overview of urban waste disposal practices in Sydney, Melbourne and Adelaide since the time of their respective settlement by Europeans through to the year 2000. The narrative identifies how such factors as the growth of representative government, the emergence of a bureaucracy, the visitation of bubonic plague, changed perceptions of risk, and the rise of the environmental movement, have directly influenced urban waste disposal outcomes.

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10

Davies, Susanne Elizabeth. "Vagrancy and the Victorians: the social construction of the vagrant in Melbourne, 1880-1907." 1990. http://repository.unimelb.edu.au/10187/372.

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In Melbourne between 1880 and 1907, the construction and propagation of a vagrant stereotype and its manifestation in law, constituted an important means of controlling the behaviour of individuals and groups who were perceived to be socially undesirable or economically burdensome.

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11

Cook, Marie. "Australian stories of coffee in Melbourne and environs: a selective cultural history." Thesis, 2005. https://vuir.vu.edu.au/18154/.

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It is difficult to locate the genesis of any subject of creative and critical inquiry. However, I consider I embarked on this MA research project because having a decent coffee was important to me, and I did not know why. I recall the precise moment I realised I was attaching special meaning to coffee. I was in a new cafe at Airey's Inlet, seaside town on the Great Ocean Road in Victoria, my home State, and I had ordered a cafe latte: The woman serving me was in her sixties and appeared to be out of her depth; she was most likely helping her daughter set up the cafe and trying to be useful. I imagined she lived on one of the surrounding farms - she reminded me of my mother. Her hands had probably made a thousand morning teas for shearers with big pots of tea, the best china for the jug of milk and tea cups, and big baskets of scones with cream and jam. But using an espresso machine had baffled her. I, on the other hand, no longer wanted the life of tea and demanded a decent coffee (Cook, 2005:15). At that moment I realised there were a number of reasons for me wanting that coffee to be 'decent'. They related to my growing up in the country and wanting to live in the city, to my experience of cafe life in Europe, and finally to personal rebellion - against certain conservatism of the 1970s in Australia, and ultimately against a colonial English custom of tea. This project is located in food and social history and focuses particularly on the introduction of espresso coffee to Melbourne in the 1950s and '60s, as in my view the Italian cafes of that period had the greatest influence upon present cafe culture. However, this project is not pure social or food history, as it synthesises my own personal experience, and that of my interviewees, with archival, scholarly and more journalistic/literary research, and with a particular approach to the writing of non-fiction narrative, known as 'creative non-fiction'. The final thesis can be seen therefore as a fusion of qualitative and scholarly research, with memoir and oral history - or, in summary, as what I have termed a 'selective cultural history'.

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12

Cheng, Yeen Chooi. "Blooding a lion in Little Bourke Street : the creation, negotiation and maintenance of Chinese ethnic identity in Melbourne." Thesis, 1986. http://hdl.handle.net/2440/113399.

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13

Waugh, John. "Diploma privilege: legal education at the University of Melbourne 1857-1946." 2009. http://repository.unimelb.edu.au/10187/5710.

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When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack.
Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.

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14

Nelli, Adriana. "1954, Addio Trieste ... the Triestine community of Melbourne." Thesis, 2000. https://vuir.vu.edu.au/15651/.

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Triestine migration to Australia is the direct consequence of numerous disputations over the city's political boundaries in the immediate post-World War II period. As such the triestini themselves are not simply part of an overall migratory movement of Italians who took advantage of Australia's post-war immigration program, but their migration is also the reflection of an important period in the history of what today is known as the Friuli Venezia Giulia Region. By examining the migrant experience of both first and subsequent generations of Triestines in the Australian city of Melbourne in a historical context, this study highlights the importance of both the past and the present experience in the process of migrant settlement and identity construction.

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15

Hurley, Kathleen. "The Melbourne story: an analysis of the city’s economy over the 2000s." Thesis, 2015. https://vuir.vu.edu.au/32278/.

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This thesis examines economic growth and change across the city of Melbourne over the 2000s. In the late 1970s to early 1980s, and again in the early 1990s, Melbourne was seen as having a bleak future, as a consequence of the deindustrialisation occurring in the city throughout the late twentieth century. However, Melbourne grew rapidly at the start of the twenty-first century, renewing its profile globally and attracting population. This thesis examines the factors behind the rise of Greater Melbourne over the 2000s, and specifically the rapid revival of the central city area of Melbourne. The study assesses the relevance of economic geography theories (the Global Cities hypothesis, the World City Network (WCN) and agglomeration economies) in relation to Melbourne’s economic growth. Globalisation related theories concerning knowledge cities and workers are also considered.

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16

Deighton, Nikki. "Defining the future: creating and sustaining e-confident schooling." Thesis, 2013. https://vuir.vu.edu.au/24332/.

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This thesis seeks to make a contribution to the debate about the role of ICT in education, by exploring schooling and pedagogical perspectives, identifying elements demanding systemic attention and defining a vision that is relevant and challenging to Australian education. Examining the notion of what e-confidence means for students, teachers, school leaders and schools enables a consideration of what strategies can be deployed for achieving this in all Australian schools.

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17

Smee, Cameron. "“If we were all, like, learning at the same time, we might have, like, the same experience”: an investigation into the development of physical subjectivities in early primary education." Thesis, 2019. https://vuir.vu.edu.au/40597/.

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There is growing consensus about the importance of physical activity and regular engagement is known to have a number of health and developmental benefits. Accordingly, research across a variety of fields has argued for the importance of laying the foundations for lifelong physical activity engagement in the early years. The school plays a central role in this effort by impacting children’s initial relationships with physical culture. Within the school, PE is often the primary vehicle for the promotion of physical activity. However, the problems with PE and its failure to connect with all children has been widely reported. Concurrently, there has been a significant physical activity dropout rate in adolescence for girls, and some boys. Scholarly attempts to address these concerns have focused mainly on late primary or high school settings, specifically curriculum and pedagogy. To date, very little research has focused on the early (Year One/Two) years of PE, when many children are developing their initial physical subjectivities. Rather than a period which all children enter as a ‘blank slate’, early PE is defined by the differing levels of experience that children bring to class. How these differing levels of embodied experiences are valued mean the children are constantly engaging in a range of stratified interactions. The outcomes of these interactions can have a profound impact on how students engage in physical activity, both in PE and on the playground. To examine how children are embodying and developing their physical subjectivities in these two spaces, a six- month ethnographic project was conducted at a primary school in Victoria. This allowed for the examination of the experiences of a Year 1/2 cohort through the implementation a variety of ethnographic and child-centred methods. Drawing on a theoretical approach, combining Bourdieu (1998) and Collins (2004), this thesis shows how the outcomes of PE activities, impacted the types of activities that children chose to engage in on the playground. Additionally, the findings show how the children play a key role in reproducing the dominant elements of the field (including the ‘naturalized’ gender order inherent in sport/PE) and the hierarchies that contextualized each activity. This research offers an in-depth focus into the complex social processes, in the playground and PE, which continue to usher children along seemingly pre-determined physical paths. This thesis concludes with a call for a critical approach to early PE that incorporates the different experiences of the children to create 2 curricula, with a particular focus on teaching children to be reflective of the impact of their embodied experiences. This also incorporates changes to the playground as a continuation of the PE space.

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18

Berger, Karen. "Performing belonging: meeting on and in the earth." Thesis, 2013. https://vuir.vu.edu.au/25361/.

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This Masters by Research project involves two ways of meeting that explore, in complimentary ways, the question of belonging. It comprises this exegesis and a performance at a spot near where I’ve lived for 15 years, on the banks of the Merri Creek in Melbourne. This spot is where John Batman probably met with Wurundjeri elders on June 6th 1835, with the aim of negotiating a treaty for the buying of 500,000 acres of their land. When I walk along the Merri Creek I feel that it is in some way ‘mine’, but know that this is only the case because the original inhabitants were violently prevented from maintaining their traditional lives here. For contemporary Aboriginal people, Australia can be felt as ‘theirs’ and ‘not theirs’; and many immigrant Australians who now ‘belong’ here were, either themselves or their ancestors, violently moved off their own homelands. It could be argued that Australians’ relationship to the land is paradoxical. I am interested in what theatre, specifically site-‐specific theatre, can do to address the issue of belonging. Neil Leach describes belonging as inherently performative.1 Assuming that the personal, social, historical and spatial are inseparable and interdependent, I have chosen a site that is particularly evocative of my (and hopefully other Australians too), exploration of connection to this country.

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