Dissertations / Theses on the topic 'Ruyton Girls' School History'

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

The very mention of the genre of the 'girls' school story' tends to provoke sniggers. Critics, teachers and librarians have combined throughout the century to attack a genre which encourages loyalty, hard work, team spirit, cleanliness and godliness. This dissertation asks why this attack took place and suggests one possible answer - the girls' school story was a radical and therefore feared genre. The thesis provides a brief history of the genre with reference to its connections with the Victorian novel and its peculiarly British status. Through examination of reading surveys, newspapers and early critical works it establishes both the popularity of the genre amongst its intended audience and the vitriolic nature of the attack against it. Biographical information about the writers of the school story begins to answer why the establishment may have been afraid of the influence of the purveyors of girls' school stories. By discussing their depiction of education, religion, women's roles and war the dissertation shows in what respects the genre can be seen as radical and shows how the increasing conventionality of the genre coincided with its decline in vigour and popularity. The influence of the oeuvre is then revealed in the discussion of its effects on adult literature.

Urban Education
Ph.D.
This study is an investigation of the development and one hundred year history of high school girls' sport in the city and suburbs of Philadelphia. Its focus is on how and why, over time, the experiences of schoolgirl athletes in the city of Philadelphia were different from the experiences of schoolgirl athletes in the surrounding suburbs. Using place, gender and race critical perspectives, high school yearbooks, augmented by oral histories, were used as primary resources to determine the origins of sport programs in public high schools throughout the region, the uneven impact of national professional standards on city and suburban schoolgirl sport programs, the creation of a unique city sport culture, the changes in school sport as a result of the suburbanization in the region and finally, the impact of suburban school district reorganizations on black schoolgirl athletes. Along with an examination of newspapers and other secondary sources this study suggests that suburban schoolgirl experiences emerged as the normative expression of schoolgirl sport.
Temple University--Theses

This thesis examines the ceramics, both full-scale and toy, and dolls recovered from the Industrial School for Girls (1859-1941) in Dorchester, MA, in order to assess the ways in which the Managers who ran the School used material culture to enculturate the girls, as well as how the girls used material culture to shape their own identities. This site provides a unique opportunity to study the archaeology of a single-gender, and predominately single-class and single-age. The Industrial School for Girls, as an institution whose aim was to better the lives of poor girls and give them economic opportunities, as well as to create a better class of domestic servants, embodies the complicated moralities of Victorian domesticity, gentility, and womanhood. Analysis of the function and style of adult and doll scale ceramic vessels indicates the control that the Managers had over the School’s material culture and how it was used to expose the girls to the proper goods that would help shape them into successful and well-behaved domestic servants. The ceramic vessels represented some of the forms required by the etiquette of the time to set a proper dining table, and many of them exhibit Gothic and floral motifs, representing purity and morality in the home. These items suggest that the Managers were making an effort to include the material culture of a proper Victorian home in order to raise their girls to be comfortable in and enculturated to that environment. The porcelain dolls recovered from the site, in both their number and condition, hint at some amount of material self-fashioning among the girls, suggesting that perhaps not all of their experiences were pleasant ones. The fact that so many dolls were discarded in the privy suggests that there was some manner of discontent among the girls that was taken out on their own dolls or the dolls of others.

This examination of the pressures and influences on London elementary schoolgirls is set in a period when local authority and state pressures for conformity over attendance and health regulations were placing increasing burdens on homes and families. Simultaneously emphasis on the training of daughters in domesticity and infant care, under professional guidance at school, was becoming a powerful obligation on educators. This obligation was expected to reach far beyond mere technical training, contributing to a structure of moral control with supervision extending beyond school into early years of employment. The newly established London County Council Education Authority, both in size and in the variety of elementary schools, offers rich material on the operation of this process of attempted control and of conflicts engendered within it. Attempts to establish a coherent and consistent moral structure for elementary schoolgirls presented acute difficulties which are considered in this thesis. Thus pressure for the teaching of domestic subjects met counter demands that general education for girls should have priority, with any narrowing of their horizons towards domesticity being resisted. Infant care tuition, launched with strong government backing, alarmed some educationists lest by stimulating girls' curiosity it might weaken the taboo on sex education. Simultaneously however, others sought to extend instruction in sex matters for the protection of young girls, or to advance eugenist beliefs. The fast-growing cinema, seen as a morally dubious form of mass entertainment, had also to be scrutinised and controlled. During the war years a degree of resistanm emanating from teachers, to the brutality of current propaganda marked a victory for the ideals of duty and service inculcated particularly for girls. By contrast attempts by teachers and administrators to extend moral control after schooldays largely failed, undermined by suspicion and impatience from home and from former pupils, by demands of employers and by post-war economies In education.

As the number of Islamic institutions increases in America, the need for greater understanding of the Muslim community, and the challenges faced by this minority, increases as well. This project seeks to provide such knowledge by exploring one of these rapidly growing institutions founded and funded by Muslims, private Islamic schools. Absent from media and literature is an understanding of Islamic schools and the experiences of youth as their attendees. This project addresses this gap through an ethnographic focus on female students at one Islamic school. Data was collected via interviews, focus groups, observation, and participant observation. This student-centered approach provides qualitative insight on the perspectives of Muslim girls on identity, schooling, and community in order to foster greater understanding of the mission, social function, and practices of Islamic schools.

Nella prima parte la tesi analizza la fondazione e i primi anni di attività dei quattro collegi femminili fondati in età napoleonica: il Reale Collegio delle fanciulle di Milano, il Collegio agli angeli di Verona, il Collegio san Benedetto di Montagnana e il collegio Maria Cosway di Lodi. Lo studio è stato condotto mediante una puntuale attività di ricerca negli archivi di stato di Milano, Verona e Venezia, e nell'archivio comunale di Montagnana. Il collegio di Milano fu il modello per gli altri collegi, ai quali fornì l'esempio dei regolamenti, dei programmi di studio e più in generale, dell'impostazione pedagogica complessiva di un moderno convitto laicale. Nel presente lavoro quindi vengono ricostruite la giornata delle educande e il livello della loro preparazione culturale in un'ottica di un rinnovato modello di donna. Si analizzano con attenzione i libri di testo adottati per comprendere la qualità dei saperi riservati alle donne. Nell'ultima parte della tesi, vi è uno studio quantitativo relativo all'età delle alunne e alla loro provenienza geografica e sociale.
In the first part the doctoral thesis analyses the foundation and the first years of activity of the four girls' boarding schools founded during the Napoleonic age: the Reale Collegio delle fanciulle in Milan, the Collegio agli angeli in Verona, the Collegio San Benedetto in Montagnana and the Collegio Maria Cosway in Lodi. The survey has been pursued through accurate researches in the state archives in Milan, Verona and Venice and in the municipal archives in Montagnana. The Milan girls' boarding school was the model for the other schools, to which it provided paragon for regulations, curricula and in general for comprehensive pedagogic methods of a modern lay boarding school. This work reconstructs the boarders' daily life and the level of their cultural background in the perspective of a renewed idea of woman. The chosen textbooks are carefully examined to understand the quality of knowledge intended for women. In the last part of the dissertation there is a quantitative study about the age of the schoolgirls and about their social and geographical provenance.

La mixité dans l'enseignement secondaire public en France commence avec la présence de filles dans les établissements de garçons, au tout début des années 1920. Le mélange des sexes pour apprendre ensemble s'est appliqué lentement au cours du XXème siècle et s'est imposé tardivement, en 1976, avec les décrets d'application de la réforme Haby. Cette « révolution pédagogique » s'accomplit silencieusement par le biais de circulaires qui autorisent ce qu'il convient de nommer comme du coenseignement dans les collèges et les lycées de garçons. Le regard historique sur l'évolution de la « coéducation » croise les discours et les pratiques pour mieux comprendre les enjeux de la mixité de sexe et l'évolution des représentations qui lui sont liées. S'appuyant sur les méthodes de l'histoire sociale et celles de l'histoire du genre, elle donne un éclairage nouveau sur la démocratisation de l'enseignement secondaire au XXe siècle. En variant les échelles d'analyses, la recherche s'attache à montrer comment les élèves et les familles, les professionnel-le-s de l'éducation et les cadres de l'administration publique perçoivent et vivent la mise en pratique de cette organisation scolaire nouvelle. Les représentations cartographiées permettent de situer les établissements coéducatifs dans l'espace national depuis les années trente et au milieu des années cinquante, alors que la norme de la séparation des sexes est encore à l’œuvre. En privilégiant une démarche chronologique, la recherche propose un panorama historique des éléments qui révèlent le mélange des sexes dans l'enseignement secondaire. Une première étape s'intéresse aux prémices des expériences de coenseignement dans l'entre-deux-guerres. Pour la même période, dans un second temps, l'analyse des discours permet de croiser les regards portés sur le mélange des sexes et les résistances qui s'expriment dans les différentes sphères de la société. Enfin, le troisième volet présente l'évolution de l'organisation de la mixité depuis la fin de la Seconde Guerre mondiale jusqu'au milieu des années soixante-dix. La mixité devient un modèle utile pour assumer la croissance démographique jusqu'à sa légalisation par la loi. L'histoire de la mixité dans l'enseignement secondaire n'est pas seulement celle de l'éducation des filles, c'est aussi l'histoire du lien que la société assigne aux rapports sociaux de sexes. C'est l'histoire des élèves filles et garçons instruit-e-s dans un lieu commun, avec les mêmes programmes éducatifs, qui au-delà du " socle commun " de l'enseignement primaire, ouvrent la possibilité de faire des études et des formations supérieures
Mixed-sex education in France's public secondary schools begins with the presence of girls in boys' institutions in the early 1920s. The practice of mixing sexes in schools developed over the 20th century, and was imposed belatedly in 1976 with the decrees of application of the Haby reform. Before this law, this ''pedagogical revolution'' was applied silently through administrative circulars authorising what was termed coeducation in collèges and lycées for boys. An historical perspective on the evolution of ''coeducation'' requires the examination of the intersection of discourses and practices to unveil the challenges of mixing sexes and the evolving representations related to it. Based on the methods of social and gender history, this dissertation offers new light on the democratisation of secondary education in the 20th century. Through the application of diverse scales of analysis, the dissertation demonstrates how students and families, specialists of education and managers in public administration perceived and experienced the putting into practice of this new way of organising schooling. The mapping of coeducational establishments functioning in the metropolitan space from the 1930s to the mid-1950s offers insights into the location of these schools at a time when the separating of the sexes is still the norm. Adopting a chronological approach, the first section of the research reveals how the experience of coeducation began during the period between the two world wars. Through the analysis of discourses of the period, the second section examines the different perspectives and points of views expressed on the topic of coeducation and the resistance it encountered in different layers of society. Finally, the third section analyzes how the organisation of mixed-sex education evolved from the end of World War II until the mid-1970s. It shows that until the Haby reform, mixed-sex education was used pragmatically, as a tool to address the schooage population's growth. The history of mixed-sex education in public secondary schools is not only the history of girls' education; it is also the history of the socially determined relationship between the two sexes. It is the history of students, boys and girls, instructed in the same places, with the same educational programmes, which beyond the ''shared base'' of primary education, opened opportunities in secondary education as well as in higher education

碩士
中原大學
宗教研究所
100
Abstract This thesis explores the historical development of the first western style girls’ boarding school in northern Taiwan – the “Tamsui Girls’ School” established by the Canadian missionary, Rev. George Leslie Mackay, in 1884, and the history of the “Taiwan Girls' Theological College,” which was reopened as trying to act as the successor of the “Tamsui Girl’s School.” Research is also conducted on the history of female missionary and the historical development of the woman education in northern Taiwan churches more than a century period, along with its revelation. The author has drawn a “flow chart of the establishment of the school by Rev. Mackay” through the study and clarification of the literature and expertise books and, with the aid of this picture, constructed the history of the “Taiwan Girls’ Theological College,” and the history of woman missionary. On the research methods, the author adopts the historical study and literature analysis to collect related historical materials for further research, analysis, and comparison. This article is divided into six chapters. Chapter one is the “Introduction,” and details are explored in following Chapters and sections. Chapter two is “The founder of the first girls’ school in northern Taiwan –Rev. George Leslie Mackay.” In 1884 he set up Western-style girls’ boarding school in Tamsui, preaching to women through education, and by using the private networks among women, led the women into knowing God. “The first western style girls’ boarding school in northern Taiwan – the Tamsui Girls’ School” discussed in Chapter three was Taiwan’s first Western-style girls’ boarding school, which opened a new trend for women’s education in Taiwan, developed a culture of learning and literacy, freed women from the fate of illiteracy, started with enabling women go to school the same way as men, thus rendered the women the key to gradually elevating their social status after receiving the education. The fourth chapter is “The history of development of female education in the church of Taiwan.” On the basis of the Tamsui Girls’ School established by Reverend Mackay, it developed into two schools with different attributes, one for girls’ general education and one for the woman missionary personnel’s cultivation education. After entering the Japanese rule period, in order to accommodate the Education Act of the Taiwan Governor General, the two female schools’ experienced a series of bewildering changes in name, accompanied by an intense change and transformation in essence. Chapter five is about “Woman missionaries in northern Taiwan.” In 1922, the first female organization – “The Women’s Missionary Society of The Presbyterian Church in Northern Taiwan,” with female believers mainly from local area, was established in the metropolitan church. It continued to operate the female schools which were gradually forgotten by the authorities of the Presbyterian Church in northern Taiwan. Through the organization of the woman groups of metropolitan churches and collective donations, it invited female missionaries to go everywhere to preach the Gospel of salvation and helped churches. Chapter six concludes the development of the female schools in northern Taiwan. Due to the establishment of the Department of Theology of the Taiwan Theological College &; Seminary, which recruits both male and female students, teaches Bible and theological courses, and also because that numerous local cogregations also have opened adult Sunday schools to conduct the religious education by Church, all make the student recruiting of the Taiwan Theological College &; Seminary become more and more difficult and put in the Process of prosperity to decline. This article has tried to propose a future approach for this school.

The Bryn Mawr School (BMS) is an exceptional college-preparatory school for girls founded in 1885 in Baltimore and still thriving today. This dissertation outlines the history of BMS from its founding to the present, using the school as a lens for exploring the evolution of girls' education with focus on changing understandings of the purpose of single-sex schools and their relationship to ideas about women and their place in society BMS's founders (among them noted educator M. Carey Thomas) planned an education for girls which would equal that offered in the best boys' schools of the day, and, indeed, BMS would be the first exclusively college-preparatory school for girls in the United States. BMS maintained unprecedented standards for academic achievement and improvement of physical health and was intended to serve as a model for women elsewhere to emulate But envisioning an exceptional education and translating those ideals into a working school institution were two different things. Long-time Headmistress Edith Hamilton was particularly instrumental in adapting BMS to the expectations of families in Baltimore in the 1890s and early 1900s. With the increasing popularity of higher education for women and the growth of city suburbs, BMS would further evolve in the 1920s and 1930s, essentially remaking itself in the image of fashionable country-day academies. By the mid-century, BMS was gradually becoming a school that mirrored, more than challenged, social expectations for girls By the 1960s, however, the relevancy of single-sex schools was in question as rarely before. Indeed, the modern preference for coeducation would force schools like BMS to reexamine their single-sex identities. By the 1980s, BMS was embracing a dialogue that offered promising new reasons why girls' schools should continue to exist, even thrive. Along with other single-sex institutions and a host of researchers and popular commentators, BMS would particularly explore issues of female difference which, notably, had been adamantly rejected by its founders in favor of emphasis on the similarities between the sexes. This dissertation thus concludes by exploring the nuances and implications of the modern dialogue about female difference and single-sex education
acase@tulane.edu

This dissertation examines the ways in which nineteenth-century American reformers used genteel, domestic buildings to reform defiant young girls. The Connecticut Industrial School for Girls opened in 1870 as a site dedicated to both academic education and industrial training, and founders chose the family system of structures to physically represent ideas of home and love while simultaneously demonstrating authority and power. They used the campus and its built forms as teaching tools, but they also used the seemingly beneficent environment to encourage and, at times, force new identities upon girls who were in danger of becoming delinquents. Believing girls who lived in dirty, urban conditions would become immoral and even criminal, authorities removed and relocated them into newly constructed spaces in a rural area, structures that together created a community. The site was a place for girls to grow stronger through healthy food and fresh air, education and attention. But the school also forced assimilation. Inmates were offered only one path forward and were educated under duress. The girls were casualties of a larger cultural conflict occurring in America, a battle around issues of class and environment. Their futures were placed into the hands of people who wanted to create an American population more educated, more skilled, and seemingly, more civilized. To understand this complex story, this study uses chapters that overlap in time but address different methodological approaches. Chapter One looks at nineteenth-century European precedents for the school, focusing on the ways in which reformers in England, France, and Germany originated the use of the family system to save children. Chapter Two locates the child-saving movement and family system in America, documenting early efforts at helping children through purpose-built structures and evolving educational ideology. Chapter Three examines the physical reality of the Connecticut Industrial School for Girls, documenting the ways in which authorities adapted the building plans to maintain control over inmates. Chapter Four explores the daily life of the inmates, adding people and their agendas to the structures. The study concludes with an examination of the family system in relation to institutional typologies in post-Civil War America.

abstract: This study examines the identity development of young women in the context of an urban high school in the Southwest. All of the participants were academically successful and on-track to graduate from high school, ostensibly ready for “college, career and life.” Life story interviews were co-constructed with the teacher-researcher. These accounts were recorded, transcribed and coded for themes related to identity development. The narrative interviews were treated as historical accounts of identity development and, simultaneously, as performances of identity in the figured world of the urban high school. The interviews reflected the participants’ ability to create a coherent life story modulated to the context of the interview. Generally, they used the interviews as an opportunity to test ideas about their identity, or to perform an ideal self. Several key findings emerged. First, while content and focus of the interviews varied widely, there was a common formulation of success among the participants akin to the traditional “American Dream.” Second, the participants, although sharing key long term goals, had a diverse repertoire of strategies to achieve their goals. Last, schooling, both informal and formal, played different roles in supporting the women during this transition from childhood to adulthood. Results indicate that multiple pathways exist for students to find success in US high schools, and that the “college for all” narrative may limit educators’ ability to support students as they create their own narratives of successful lives.
Dissertation/Thesis
Doctoral Dissertation Educational Psychology 2016

Research Doctorate - Doctor of Philosophy (PhD)
This thesis explores the history and heritage of the Newcastle Government Domain from its origins in the first European settlement at Newcastle in 1801 to its uncertain present as a largely vacated site of mental health care. The Domain is a significant holding of land at the centre of a growing urban area which has remained unalienated from the imperial, colonial and now state government because it has been seen as an asset to be applied to solving a series of contemporary challenges. Drawing upon public records, works of art and newspaper reports, the shifting uses of the Domain from centre of local administration, to military base, girls’ reformatory and asylum are traced demonstrating how the site contributed to meeting the responsibility for caring for the residents of New South Wales which fell to its governments. It is argued that rather than careful planning, decisions about the use of the Domain were largely the result of outside pressures. This is followed through in detail with regard to the establishment on the site in 1871 of an Asylum for Idiots and Imbeciles. A close reading of the extant records of this institution reveal that for several years, it served mainly as a repository for long term residents of older asylums. Only in the 1890s did it become populated by the intellectually disabled. Although it was an “accidental asylum”, the site was well suited to its purpose and has successfully hosted mental health services through to the present day. Its fraught transition from active health care campus to heritage site is traced to explore contemporary issues in heritage, in particular the rising interest in cultural landscapes, the role of interdisciplinary non-governmental organisations in heritage advocacy and the possibility of overtly recognising the positive benefits of heritage conservation for mental wellbeing at this and other sites. The Newcastle Asylum represented a new form of care in the colony of NSW and as such needs to form part of the cultural heritage of Newcastle because it contributed significantly to the social welfare of people in New South Wales.

The study investigates the role of religious education in the promotion of girls’ educational rights in peri-urban schools in Chingola district, Zambia. Fifteen schools were involved in the study and are all in the outskirts of Chingola town. Data was collected through oral interviews, questionnaires and observations. Questionnaires were given to 260 girls ranging from grade 5 to 9. Five questionnaires were distributed to each class. Besides the school girls, six instructresses were interviewed on cultural beliefs and practices that hinder girls’ progress in education. In addition, 15 teachers were also interviewed specifically to identify topics in Religious Education and their relevance in the promotion of self-confidence and self-esteem among girls as well as various teaching methods which promote learner-centredness. The Religious Education curriculum at primary, secondary and college levels of education was evaluated to assess its relevance to the promotion of girls’ education. Furthermore, contributions by some Non-Governmental Organisations and Religious Education towards gender equity in education and the Zambian government policy on gender were highlighted. The findings of the study were in four categories namely: cultural beliefs and practices that hinder girls’ progress in education, other problems affecting girl-child education besides cultural norms, freedom to enable girls to make their own constructive decisions, and topics in Religious Education which have the potential to promote self-confidence and self-esteem among the girls. The cultural beliefs and practices highlighted were the initiation ceremonies, early pregnancies and early marriages. The other problems hindering girls’ progress and advancement which came out vividly were long distances from home to school, poverty, boys jeering at girls when they got wrong answers and household chores. Further findings identified topics in Religious Education and their relevance towards the promotion of girls’ educational rights despite the influence of cultural beliefs and practices in the peri-urban schools. Some of the topics were ‘Advantages of having a friend’ taught in grade 1, ‘Growing in responsibility’ taught in grade 2, ‘Bravery and courage’ taught in grade 4, ‘Happiness’ taught in grade 5, ‘Development and co-operation’ taught in grade 6, ‘Marriage and family life’ taught in grade 7, ‘How people make choices’ taught in grade 8, ‘The talents people have’ taught in grade 8, ‘How people develop’ and ‘How religion helps people’ taught in grade 8, ‘Freedom and community’ as well as ‘Ambitions and hopes’ taught in grade 9. In conclusion, the research study has revealed that Religious Education as a subject has the potential to promote the girls’ educational rights and advancement in the peri-urban schools. Other subjects taught like Mathematics, Science and Technology are experimental subjects. They were rigid and cannot be bent while Religious Education leaves room for freedom in making concrete decisions. It deals also with emotions, values, and feelings. Mathematics imposes the facts without query.
Religious Studies
M.A. (Religious studies)

Indianapolis
This thesis examines the evolution of the adolescent sex education during from 1907 to 1975, from the perspective of Indiana and highlights the contingencies, continuities, and discontinuities across place and time. This period represents the establishment of the defining characteristics of sex education in Indiana as locally controlled and school-based, as well as the Social Health Association’s transformation from one of a number of local social hygiene organizations to the nation’s only school based social health agency. Indiana was not a local exception to the American sex education movement, but SHA was exceptional for SHA its organizational longevity, adaptation, innovation in school-based curriculum, and national leadership in sex education. Indiana sex education leadership seems, at first glance, incongruous due to Indiana’s conservative politics. SHA’s efforts to adapt the message, curriculum, and operation in Indiana’s conservative climate helped it endure and take leadership role on a national stage. By 1975, sex education came to be defined as school based, locally controlled and based on the medicalization of health, yet this growing national consensus belied deep internal contradictions where sex education was not part of the regular school health curriculum and outside of the schools’ control. Underlying this story is fundamental difference between social hygiene and health, that hygiene is a set of practices to prevent disease, while health is an internal state to promote wellness.