Academic literature on the topic 'School boards Victoria'
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Journal articles on the topic "School boards Victoria"
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Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.
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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.
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Tenbus, Eric G. "Defending the Faith through Education: The Catholic Case for Parental and Civil Rights in Victorian Britain." History of Education Quarterly 48, no. 3 (August 2008): 432–51. http://dx.doi.org/10.1111/j.1748-5959.2008.00158.x.
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The struggle to provide primary education for the Catholic poor in England and Wales dominated the agenda of English Catholic leaders in the last half of the nineteenth century. This effort occurred within the larger framework of a national educational revolution that slowly pushed the government into providing public education for the first time. Although state education grants at the elementary level began in 1833, lingering problems forced the government to establish a new era of educational provision with the controversial Education Act of 1870. This act created a dual education system consisting of the long-standing denominational schools operated by the different churches and new rate-supported board schools, operated by local school boards, providing no religious instruction or nondenominational religious instruction. In the closing years of the nineteenth century, the dual system grew intolerable for Catholics because local rates (property taxes) only supported the board schools and gave them almost unlimited funding while Catholic schools struggled to make ends meet on school pence and shrinking state grants, which Catholics had only had access to beginning in 1847.
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Hooper, Carole. "Access and exclusivity in nineteenth-century Victorian schools." History of Education Review 45, no. 1 (June 6, 2016): 16–27. http://dx.doi.org/10.1108/her-02-2014-0010.
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Purpose – In the mid nineteenth-century Victorian government-aided schools were patronised by a broad spectrum of the community, many of whom sought a higher, or “middle-class”, education for their children. The various educational boards responsible for the administration of the public system, while not objecting to the provision of advanced tuition, were determined to ensure it was not offered on a socially selective basis. The purpose of this paper is to examine how accusations that some schools had engaged in socially selective practices led to the eventual removal of higher subjects from the curriculum. Design/methodology/approach – Documentary evidence, particularly the correspondence between the central educational boards and the local school committees, is examined to assess the validity of the claims and counter claims made by those involved. Findings – It appears that administrators used accusations of social exclusion to justify the removal of advanced subjects from the curriculum; with the result that it was not until state high schools were established early in the twentieth century that a higher education was again offered in the public sector. Originality/value – The paper looks at an area of educational provision that has attracted little attention from researchers.
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McSwan, David, and Ken Stevens. "Post Secondary School Educational and Vocational Issues Facing Families in Rural North Queensland." Australian and International Journal of Rural Education 5, no. 1 (March 1, 1995): 45–49. http://dx.doi.org/10.47381/aijre.v5i1.394.
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Vocational choice has been a critical issue for rural Queensland families for many years although it remains a little documented aspect of the lives of secondary school students and their parents who live in the outback. While rural education has received official recognition as an area of disadvantage in the Australian education system for almost two decades (Schools Commission, 1975; Commission of Inquiry into Poverty in Australia, 1976) vocational choice in outback schools, which is central to the relationships between both school and work and school and tertiary education, has not been prominent in the research literature in spite of several recent reports (Boomer, 1988; Australian Education Council Review Committee, 1991; National Board of Employment, Education and Training, 1991). This research project has been designed to investigate the processes of post secondary school education and vocational choices for families in a representative community and to consider the implications of this issue for schools and policy makers. The research project was initiated by Dr David McSwan of James Cook University's Rural Education Research and Development Centre and Dr Ken Stevens of the Faculty of Education at Victoria University in Wellington in New Zealand. Specifically, the research will investigate how families with year ten, eleven and twelve students in a selected North Queensland community make choices about post secondary school education and careers.
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Sibbald, Tim. "The Role of Subject Associations in Leadership." International Journal for Leadership in Learning 22, no. 1 (June 20, 2022): 425–35. http://dx.doi.org/10.29173/ijll17.
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There is little research regarding subject associations though they have existed and contributed to education since Victorian times. Many jurisdictions report having many subject associations that share characteristic activities of conferences, workshops, publishing, and curriculum supports. These often foster grassroots leadership development that can, but do not have to, interact with formal school board defined leadership hierarchies. This article considers how subject associations fit with different theories of leadership including hierarchal and instructional leadership, transformational leadership, and distributed leadership. Difficulties with existing models of leadership are clarified and suggest issues suited to systematic research.
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Tuckfield, John. "Marking Latin Unseen Translations." Journal of Classics Teaching 19, no. 38 (2018): 65–69. http://dx.doi.org/10.1017/s2058631018000223.
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The unseen translation - translation of a passage of Latin that the student has not seen before, under constraints of time and with limited access to resources - is a persistent element of Latin courses, especially at school level. It is present in A Level courses in England (for example, OCR 2017), in the Scottish Highers (SQA, 2017), in the New Zealand curriculum (NZQA, 2017), and in Australia (VCAA, 2004; Board of Studies, 2009), to name but a few examples. In Victoria, courses have undergone various changes in the last 30 years, but the unseen has remained a constant: there seems to be a consensus among teachers and examiners that the ability to translate a passage of Latin on the spot is a rigorous and enduring test of at least one aspect of a student's skills in Latin.
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Lowe, Stephen. "White Subversion of Public School Desegregation in South Carolina, 1963-1970." American Journal of Legal History 60, no. 2 (June 1, 2020): 223–46. http://dx.doi.org/10.1093/ajlh/njaa003.
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Abstract Despite small victories for black South Carolinians in desegregating Clemson College and the University of South Carolina in 1963, federal court cases dealing with public education in the mid- to late 1960s reveal that South Carolina officials were willing to go to great lengths to preserve segregation. 1963 as a turning point on South Carolina’s desegregation history should be reconsidered. The state had no lack of white politicians, bureaucrats, and parents who continued to appeal to the courts to undermine the transformative intent of Brown v. Board. Despite some minor steps toward desegregation—small steps that whites were willing to allow as long as they helped to forestall any real integration—white South Carolinians were able, through legal delay and obfuscation, to subvert the promise of “integration with dignity.” Ultimately, policy-related efforts failed and by the early 1970s, desegregation had become a reality. However, personal defiance successfully thwarted integration, leading some white parents to permanently quit the public school system.
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Paul, Alison. "Fact and Fiction in Community Health." Australian Journal of Primary Health 3, no. 3 (1997): 110. http://dx.doi.org/10.1071/py97031.
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In July 1996, La Trobe University's Schools of English, Nursing and Public Health joined forces to produce a unique program for three Writers-in-Residence. For six weeks the writers spent one day a week teaching writing techniques to clients from two Community Health Centres. In response, the clients and staff drew on their experiences of illness and health, producing autobiographical and fictional works. The Writers-in-Residence Program was funded by the Literature Board of the Australia Council. Financial support was also provided by the Public Health Branch of the Victorian Department of Health and Community Services. The writers involved were author Andrea Goldsmith, playwright Ray Mooney and poet Earl Livings. Projects involving two of these authors are described here.
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Mews, Stuart. "From Shooting to Shopping: Randall Davidson’s Attitudes to Work, Rest, and Recreation." Studies in Church History 37 (2002): 385–99. http://dx.doi.org/10.1017/s042420840001487x.
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If Jose Harris was right when she asserted that ‘there was no such thing as a homogeneous Victorian work ethic’ and that a history of work, especially between 1870 and 1914, can only be written on the basis of the reported observations of, and reflections on, the work of individual farms, factories, homes, offices, and workshops, she would find few better sources than the astonishing variety of personal experiences and insights of Randall Davidson (1846-1930), England’s longest-serving Archbishop of Canterbury. Davidson’s early career touched a range of contacts from middle-class urban Edinburgh, to the Lowland small country estate, English public school, and Oxford college; as well as the doctor-dominated private sickroom, smart shooting parties on grouse moors, the staid Lambeth Palace bureaucracy, the tradition-infested Court at Windsor, the arcane Board of the British Museum, and the privileged confines of the House of Lords and West End clubs with their opportunities for strategic socializing and quiet persuasion. At the same time there was a coming to terms with the new consumer society as manifested in the new shopocracy of retail stores like Debenhams. These different worlds imposed their own power-structures, work expectations, and demands on both providers and purchasers. They produced their own stresses and strains which called for mitigation. The huge range of what constituted work was part of the concerns of the socially-alert clergyman in late Victorian Britain, none more so than Randall Davidson, who can be profitably considered as an exponent of, participant in, and observer of the place of work and use of time in his society.
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Bail, Jeannie, and Ailsa Craig. "The Alert Collector: Transgender Culture and Resources." Reference & User Services Quarterly 56, no. 4 (June 21, 2017): 249. http://dx.doi.org/10.5860/rusq.56.4.249.
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In recent years, there has been an increasing awareness of transgender culture, issues, and experiences. In popular culture, trans celebrities such as Laverne Cox, Chaz Bono, and Janet Mock have been a part of this shift, often acting as celebrity spokespeople to increase understanding of trans issues. Even with the greater visibility of trans lives in popular culture, ongoing court battles like G.G. v. Gloucester County School Board (a US case centered on trans students’ rights to use communal bathrooms congruent with their gender) demonstrate the need for greater understanding and acceptance.As co-authors, we have had the privilege of working with materials on loan from the Transgender Archives at the University of Victoria (Canada), the largest transgender archive in the world. This experience, which included collecting comments from library patrons who viewed the collection materials, highlighted for us the role that libraries and archives play in laying the groundwork for increased diversity, awareness, and inclusion related to trans lives, culture, and community. It is not only a matter of meeting the information needs of those who are coming out as transgender, but the wider community of family (spouses, children, parents, etc.), friends, and allies. And, alongside the value of providing information with direct practical application, patrons’ comments underscored how the inclusion of trans resources at the library enriches our cultural imaginary, and creates the space for imagining and living what they have sometimes felt to be “impossible lives.”
Dissertations / Theses on the topic "School boards Victoria"
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Davies, Llewellyn Willis. "‘LOOK’ AND LOOK BACK: Using an auto/biographical lens to study the Australian documentary film industry, 1970 - 2010." Phd thesis, Canberra, ACT : The Australian National University, 2018. http://hdl.handle.net/1885/154339.
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While much has been written on the Australian film and television
industry, little has been presented by actual producers,
filmmakers and technicians of their time and experiences within
that same industry. Similarly, with historical documentaries, it
has been academics rather than filmmakers who have led the
debate. This thesis addresses this shortcoming and bridges the
gap between practitioner experience and intellectual discussion,
synthesising the debate and providing an important contribution
from a filmmaker-academic, in its own way unique and insightful.
The thesis is presented in two voices. First, my voice, the
voice of memoir and recollected experience of my screen
adventures over 38 years within the Australian industry, mainly
producing historical documentaries for the ABC and the SBS. This
is represented in italics. The second half and the alternate
chapters provide the industry framework in which I worked with
particular emphasis on documentaries and how this evolved and
developed over a 40-year period, from 1970 to 2010.
Within these two voices are three layers against which this
history is reviewed and presented. Forming the base of the
pyramid is the broad Australian film industry made up of feature
films, documentary, television drama, animation and other types
and styles of production. Above this is the genre documentary
within this broad industry, and making up the small top tip of
the pyramid, the sub-genre of historical documentary. These form
the vertical structure within which industry issues are
discussed. Threading through it are the duel determinants of
production: ‘the market’ and ‘funding’.
Underpinning the industry is the involvement of government, both
state and federal, forming the three dimensional matrix for the
thesis. For over 100 years the Australian film industry has
depended on government support through subsidy, funding
mechanisms, development assistance, broadcast policy and
legislative provisions.
This thesis aims to weave together these industry layers, binding
them with the determinants of the market and funding, and
immersing them beneath layers of government legislation and
policy to present a new view of the Australian film industry.
Books on the topic "School boards Victoria"
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Women and the politics of schooling in Victorian and Edwardian England. London: Leicester University Press, 1999.
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Musgrave, P. W. Whose knowledge?: A case study of the Victorian Universities Schools Examinations Board, 1964-1979. London: Falmer Press, 1988.
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[Constitution and by-laws, together with rules and regulations of Victoria Industrial School for Boys, Mimico, Ontario: Passed by the Board of Management, February 24th, 1915]. [Toronto?: s.n., 1997.
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Musgrave, P. W. Whose Knowledge? Taylor & Francis Group, 1988.
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Musgrave, P. W. Whose Knowledge? Taylor & Francis Group, 1988.
Find full textBook chapters on the topic "School boards Victoria"
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Varty, Anne. "Theatre Children and the School Boards." In Children and Theatre in Victorian Britain, 178–97. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230286061_7.
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Gordon, Peter. "School Board Administration and Management." In The Victorian School Manager, 84–135. Routledge, 2019. http://dx.doi.org/10.4324/9781315828022-3.
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Gordon, Peter. "The Operation of Local Management Under the School Boards." In The Victorian School Manager, 136–72. Routledge, 2019. http://dx.doi.org/10.4324/9781315828022-4.
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Jacob, W. M. "Religion and Education in Victorian London." In Religious Vitality in Victorian London, 262–87. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192897404.003.0011.
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Most of the provision of elementary education for poor children in London was by churches until the Education Act 1870 and thereafter a considerable proportion of education continued to be provided by the churches. Christianly motivated people played a significant part in the development of the London School Board and its schools. To improve the quality of teaching in schools, teacher training was pioneered by Christianly motivated individuals and subsequently by churches. This enabled teaching to develop as a profession, especially for women. The development of elementary education and teacher training by the churches, contributed significantly to providing the clerks and shopworkers to support the commercial growth of London, and the immense expansion of the middle class.
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Rosen, Richard A., and Joseph Mosnier. "School Desegregation and the Swann Case." In Julius Chambers. University of North Carolina Press, 2016. http://dx.doi.org/10.5149/northcarolina/9781469628547.003.0010.
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This chapter examines Chambers's and his firm's immense contributions to the legal campaign to end school desegregation in the U.S. Chambers filed federal lawsuits against scores of recalcitrant school districts across North Carolina. His most significant victory was the landmark Swann v. Charlotte-Mecklenburg Board of Education ruling from the U.S. Supreme Court in 1971, hailed as the most significant schools ruling since Brown v. Board of Education in 1954. Litigating Swann at trial, Chambers convinced federal District Court Judge James B. McMillan to authorize the busing and other remedies to overcome a system of racially dual schools. Later, still just 34-years old, Chambers argued the case for the Legal Defense Fund at the U.S. Supreme Court. Chief Justice Warren Burger's unanimous opinion appeared an unqualified endorsement by the High Court of the use of aggressive remedies finally to defeat school desegregation. By the mid-1970s Charlotte had come to serve as a national model of successful transition to desegregated schools.
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Komline, David. "The Common School Awakening in Ohio." In The Common School Awakening, 167–91. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190085155.003.0007.
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This chapter narrates the key developments in the movement to systematize and professionalize Ohio’s schools, which culminated in 1837 with the creation of the office of the superintendent of common schools. In many ways, Ohio resembled Massachusetts: religious reformers pointed to the example of Prussia in a successful campaign to introduce legislative change. In other respects, however, the case of Ohio differed. One important contrast between the course of the Common School Awakening in the two states involves the scope of the legislative victories achieved in each. In Massachusetts, the board of education and state-sponsored normal schools that came into existence in the 1830s continued largely unchanged for decades. In Ohio, however, the awakening did not result in a state-sponsored normal school and the superintendent office that it created passed out of existence when its first occupant resigned.
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Jacob, W. M. "Women and Religion in Victorian London." In Religious Vitality in Victorian London, 196–225. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192897404.003.0009.
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New opportunities emerged in churches for women as volunteer district visitors, Sunday school teachers, and for poor women to be trained and employed as Bible and parish women, Bible-nurses, and elementary school teachers which broadened the sphere of women’s activities beyond their homes to their parishes. Some women also formed religious communities, initially relieving poverty, provide nursing care and education for poor children. Growing awareness of wider social issues, particularly in relation to poverty, led some middle- and upper-class women, motivated by faith, to begin to develop activities in a wider sphere, including improving conditions in workhouses and hospitals, and establishing ‘settlements’ and pioneering systematic ‘social work’ methods. Some women also began to undertake public ministries, notably in the Salvation Army, but also leading informal congregations. Women were also generous contributors to religious-based projects. Building on these experiences, religiously motivated women stood for election to public office as London School Board members, guardians of the poor and London County Councillors. Succeeding chapters show that women also played a significant part in faith-motivated philanthropic and educational initiatives.
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Rosenfeld, Michael J. "Social Science in the Courtroom." In The Rainbow after the Storm, 240–43. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197600436.003.0018.
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Chapter 18 describes social science research of the 1940s and 1950s that showed how segregation harmed both minority and majority populations and thereby played a role in the landmark Brown v. Board of Education decision of 1954. Between 1896, when the Supreme Court endorsed segregation in Plessy v. Ferguson to 1954, when the Supreme Court rejected segregation, social science had built a consensus about the many harms and costs that racial segregation imposed on Black and on White children. Like school desegregation, marriage equality’s victories in the courts were built on a social science consensus, specifically the social science consensus that children raised by same-sex couples have good outcomes.
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Haidarali, Laila. "Epilogue." In Brown Beauty, 261–62. NYU Press, 2018. http://dx.doi.org/10.18574/nyu/9781479875108.003.0007.
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This epilogue reemphasizes the arguments in the book. Brown-skin models acquired significant social status as African American women on an expanded global stage between 1945 and 1954—a short but critical period that marked the end of World War II, the hardening lines of Cold War politics, and the significant victory of Brown v. Board of Education that, in 1954, made segregation illegal in public schools. Indeed, during this short period and turning tide, a powerful iconography of beautiful brown women emerged to represent African-descended people in the United States by recasting beauty as a democratic right and function. Brown beauty was formalized, both at home and abroad, as a consumerist symbol of women’s successful negotiation of the trials of race, sex, and womanhood in the postwar nation, still half-segregated.
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Berk, Laura E. "A New View of Child Development." In Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.003.0005.
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In my three decades of teaching university courses in child development, I have come to know thousands of students, many of whom were parents or who became parents soon after completing my class. I also served on boards of directors and advisory committees for child-care centers, preschools, elementary schools, and parent organizations. And my research continually drew me into classrooms, where for countless hours I observed and recorded preschool and school-age children’s activities, social interactions, and solitary behaviors, in hopes of answering central questions about how they learn. As a byproduct of those experiences, parents repeatedly approached me with concerns about how to foster their child’s development in the early years. Their fervent questions, at times riddled with doubt and anxiety, revealed that creating optimum learning environments for young children at home—and ensuring their access to development-enhancing experiences in child care, preschool, and school—have become mounting parental challenges. Consider the following problematic situations that parents recently raised with me: • Bob and Sharon, parents of a 4-year-old: Our daughter, Lydia, could recite her ABCs and count from 1 to 20 by age 2 1/2. When we looked for a preschool, many programs appeared to do little more than let children play, so we chose one with lots of emphasis on academics. To me, Lydia’s preschool seems like great preparation for kindergarten and first grade, but each morning, Lydia hates to go. Why is Lydia, who’s always been an upbeat, curious child, so unhappy? • Angela, mother of a 4-year-old and 6-year-old: My husband and I have demanding careers and need to bring work home in the evenings. I’ve read that it’s the quality of time we spend with our children that’s important, not the quantity. We try hard to give Victor and Jeannine our undivided attention, but they’re often whiny, demanding, and quarrelsome. Many times we end up sending them to their rooms or letting them watch TV, just to get some peace after a long day. What’s the best way to create quality parent–child time? • Talia, mother of a 7-year-old: My son Anselmo, a first grader, constantly asks us to help him with his homework.