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Primary school libraries in the Australian Capital Territory 1975 : provision in relation to schools commission policy and planningGoodman, Doreen M., n/a January 1976 (has links)
The basic purpose of this study is to analyse in
general terms Schools Commission policy and planning
in regard to the development of library resources and
services for Australian primary schools in both the
government and non-government education systems. The
core of the study is a survey of the provision and
needs of primary school libraries in the Australian
Capital Territory, based on the Schools Commission
Guidelines for library services in primary schools.
The survey is not an end in itself, but is a means
of appraisal of the school libraries program of the
Australian government as viewed at the grass roots
level in one particular area.
The report falls into two sections. Section I
is an introductory section which gives firstly an
overview of the work of the Federal government in
the development of school libraries and services
between 1968 and 1975. The introductory section also
analyses the development of the Schools Commission
guideline standards for primary school libraries,
and explains the role of the standards in relation
to both the 'needs' criterion of the Commission's
educational program and the equitable distribution
of government funds. The standards are not absolutes
in terms of precise structural specifications to be
applied in all circumstances, but rather an affirmation
of possibility in relation to a given ambit.
It is in Section II that the data from the survey
of the primary school libraries in the Australian
Capital Territory is analysed, and some comparisons
are made with the Monash University study of provision
and needs in primary school libraries carried out in
1975. The objectives of the ACT survey are not, however,
oriented simply to a factual statement of provision
and needs, but also to highlighting the instrinsic and
recurring administrative problems associated with the
provision of library resources services in schools.
Issues raised by the survey relate to differentiated
staffing patterns, obsolescence of materials, centralised
versus decentralised collections, tolerable loss rate
for books, custodial attitudes of teacher-librarians,
teacher attitudes to the library, production and use
of audiovisual materials by teachers and students,
community use of school libraries, identification of
needs by individual schools, availability of central
support services for selection and processing of
materials, funding for resource provision.
In regard to conclusions the report does not
attempt to offer anything but tentative suggestions,
because of the range of variables in most cases, which
could not be eliminated or controlled in a survey of
this. type. However, some factors do emerge which could
be the basis for more detailed analysis, such as the
nature of obsolescence in regard to school library
materials, and the relationship between types of library
service and the 'open' or traditional1 structure of
the school program. There is one factor which the
survey does show quite clearly, namely the gap that
exists between policy decisions taken at the national
level and the implementation of that policy at the
local level.
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Years 11 and 12 English curriculum in the A.C.T 1984Gordon, Phillipa, n/a January 1985 (has links)
In 1976, following the recommendations of the Campbell Report, school-based course development and assessment
replaced the New South Wales Higher School Certificate
courses and public examinations. Under the auspices of
the A.C.T. Schools Authority, the A.C.T. Accrediting
Agency took control of administering the new system.
Nine years after the system was introduced, the benefits
of the new system were very clear in the area of English
curriculum at Years 11 and 12 level. To a considerable
degree, the hopes of the Campbell Report have been
fulfilled in terms of providing students with greater
freedom of choice and flexibility in the selection of
options in an English course composed of a number of term
or term equivalent units. Assessment instruments have
become much more wide-ranging. Teacher/student
relationships have become less authoritarian. Teaching
strategies and learning approaches have generally made
students more active participants in the learning process.
The field study drew heavily on English course documents
in the senior secondary colleges, presenting an overview
of the workings of the English curriculum. Because
courses are being continually reaccredited, it was
necessary to set the curriculum overview at a particular
time, in 1984. As the A.C.T. is a small education system
in Australian terms, it was possible to gain some concept
of the whole picture, although 428 term units is not an
inconsiderable number.
The field study, because of its significant data base,
poses more questions than it answers. It does, to a
degree, present "what is", or rather "what was" in the
1984 English curriculum at Years 11 and 12 level in A.C.T.
colleges. And it points directions for further research.
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T. C. G. Weston (1886-1935), horticulturalist and arboriculturalist : a critical review of his contribution to the establishment of the landscape foundations of Australia's National CapitalGray, John Edmund, n/a January 1999 (has links)
My thesis research concerns Thomas Charles George Weston (1866-1935). Its principal
focus is his landscape vision for Australia's national capital in its founding days and his
innovative horticultural and arboricultural work in that vision's execution. Between 1913
and 1926 his work involved reversing, by afforestation planting and conservation measures,
the existing process of degradation of the site's landscape. He also achieved for the
new city a densely planted landscape using indigenous and exotic trees and shrubs.
Weston's pioneering work made a significant contribution to Canberra's contemporary
'city in the landscape' image.
Part of my research is about understanding the context of Weston's earlier professional
experiences in Britain and New South Wales in the period 1878 to 1912. A brief
insight into his personal life and career shows how the people he worked for, the skills he
acquired, and the type of landscapes he worked in shaped his approach to his landscape
activity at Canberra. Of particular note are the valuable influences of David Thomson
and Joseph Maiden, respected figures in botany and horticulture in Britain and Australia
respectively.
My research on Weston's achievements in Canberra demonstrates his technical and
professional thoroughness. I have documented all his work on a project-by-project basis
to provide accurate reference material for on-going professional practice and research.
His afforestation and conservation work from 1913 onwards and his urban planting in
the crucial 1921 to 1926 period reflects the depth of his training and skills and understanding
of landscape. Analyses of disputes between Weston and others including Walter
Burley Griffin demonstrate the soundness of his professional judgment.
I have concluded that Charles Weston had a clear vision of what he wanted to achieve,
the necessary skills and experience to achieve that vision and a thorough understanding
of the national capital site. He also possessed the necessary personal qualities to achieve
his vision which responded sensitively to the aspirations of Australians for their national
capital. Largely because of Weston Canberra will remain a highly significant step in the
development of Australian landscape architecture.
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A history of the School Library Association in Canberra and District : the first decade 1971-1981Haigh, Colleen, n/a January 1988 (has links)
This study traces many of the highlights which occurred during the first decade of the
history of the School Library Association in Canberra and District (SLACAD). The
roots of this association lie deep in the history of school libraries and teacherlibrarianship
in Australia. Many SLACAD members belonged to other state school
library associations and to the Australian School Library Association (ASLA)
confederation since the establishment of these associations in the 1960's. These
teacher-librarians have been dedicated in their attempts to further the cause of school
libraries and their teacher-librarianship profession. The decade covered by this study
embraces the greatest period of expansion in the development of school libraries seen in
Australian history. During this decade the A.C.T. established an independent education
system and it took many years for the A.C.T. Schools Authority administration to
finalise its organisation. SLACAD members were anxious that school libraries in the
A.C.T. should keep pace with school libraries in other Australian states and this study
documents the constant efforts of its members to obtain improvements in school
librarianship. Teacher-librarians in the A.C.T. have continued to maintain a close
liaison with ASLA and many A.C.T. teacher-librarians have held executive office in
ASLA. SLACAD has hosted seminars and conferences and this study documents
numerous submissions and reports which were a necessary feature of the expanding
A.C.T. school library association milieu.
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The primary principalship in the Northern Territory and Australian Capital Territory : a study of the changing role and procedures for promotion to the positionHawkins, Clive Richard, n/a January 1991 (has links)
This study researched two major aspects of the primary school principalship in the
Northern Territory and Australian Capital Territory viz., (1) How current trends in
educational governance have affected the role of the principal, and (2) Assessment and
selection procedures used for promotion to the principalship in the present educational
environment.
The context of the study has been outlined by presenting a brief historical and
organisational overview of public education in both Territories, along with an
examination of the literature on recent trends and issues in educational governance and
promotion procedures.
The research methodology used to examine the questions posed in this study is
qualitative or descriptive in nature. The data was collected through the use of a semistructured
interview technique and represents the ideas, opinions and perceptions of a
specially targeted group of principals and aspiring principals from both education
systems.
The findings demonstrated that many aspects of the role of the primary principalship in
the N.T. and A.C.T. are changing, due to a new set of values in educational policymaking
and increased political control. There was a high degree of similarity between
respondents in each Territory in regard to how the role is being reshaped.
It was also found that the level of support provided by both systems to assist principals
in coping with the changes has been inadequate and that the changes have led to a
degree of conflict and new job-related pressures for most primary school principals.
It was concluded that assessment and selection procedures should be rigorous and
demanding, commensurate with the significance of the position. In this regard both
educational systems need to improve present procedures by addressing perceived
weaknesses. To this end assessment centres may have a role to play.
Finally, further implications of the conclusions are addressed in terms of the necessity
for thorough preparation and training of aspirants to the principalship to enhance their
chance of selection and help them cope with the new expectations and demands of the
position. This responsibility should be shared between the aspirant, professional
associations and the employing education department.
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An implementation of a curriculum framework : a case studyHicks, June, n/a January 1988 (has links)
A Home Economics Curriculum Framework was developed
in 1984 in the A.C.T and implementation commenced in
1985. The purpose of this study was to examine the
implementation process in order to identify areas of
concern and difficulties encountered.
The study is set in the context of the establishment
of School Based Curriculum Development in the A.C.T
Education System and the program of Curriculum Review
and Renewal set up in 1983.
The initiation and development of the Home Economics
Curriculum Framework within this context was explored.
A case study was undertaken covering the period
1985-1987 involving six A.C.T High Schools which first
implemented the Home Economics Framework. Fullan's model
of implementation was used as a focus for the study and
both qualitative and quantitative data techniques were
applied.
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An ethnography of teacher perceptions of cultural and institutional practices relating to sexual harassment in ACT high schoolsHinson, Sandy, n/a January 1993 (has links)
This two year, topic-oriented ethnography documents teacher perceptions of
cultural and institutional practices relating to sexual harassment in 12 co-educational,
government ACT high schools. Participants include over one hundred and forty
teachers, seventy eight of whom have contributed formal interviews.
Through analysis and triangulation of ethnographic interviews, participant
observation data and school and Departmental documents, the study identifies cultural
and institutional practices which, according to teacher perceptions, contribute to:
� encouraging sexual harassment;
� discouraging reports of sexual harassment; and
� discouraging implementation of sexual harassment policy.
Emerging cultural and institutional practices include blame attribution, silencing
and gender construction which contribute to the marginalisation of some female
teachers (in terms of their career); some female students (in terms of their education)
and some male students who are perceived to be "gay" (in terms of their friendship
groups).
The usefulness, limitations and capacity to explain sexual harassment of a range
of theoretical approaches are discussed. These approaches include Attribution, Role,
Reproduction and Feminist theories. It is argued that, although accounting for the
majority of sexual harassment, these theories are limited in their ability to fully account
for:
a) all kinds of sexual harassment practised in ACT high schools;
b) the relationship between sexual harassment and other kinds of harassment
in ACT high schools; and
c) the extent to which some women teachers appear to support the practice of
sexual harassment.
Emerging Poststructuralist Feminism is proposed as a potentially useful
theoretical framework for explaining and responding to sexual harassment in ACT high
schools.
It is hoped that this study will contribute to informing the decision making of
those responsible for developing and/or implementing sexual harassment policy in ACT
high schools, including teachers, school counsellors, principals, and administrators.
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Early childhood science education : the study of young children's understanding of forcesHumffray, Jennifer Jane, n/a January 2000 (has links)
This study sought to investigate young children's understandings of the
science concept forces. A government preschool in the A.C.T. was the
setting for the study.
The research methodology consisted of pre and post interviews
conducted before and after a teaching sequence using an interactive
approach to teaching science (Biddulph and Osbome 1984). Interviews
were audio taped, work samples were kept and lessons and discussions
were audio taped during the teaching sequence.
This study examined three factors associated with young children's
understandings of the science concept forces. First, it documented
young children's understandings prior to any formal teaching in this
area. It was found that most children did hold views about the areas of
forces such as pushes and pulls, inertia, friction and gravity. Some of
these views are generally recognised by the scientific community as
being scientifically correct answers.
Second, this study sought to reveal if these prior views were changed
or reached a higher conceptual level after the experience of a three
week interactive teaching sequence on forces. It was found that in all
cases changes in language indicating higher level understandings, the
use of scientific terms and more detailed responses indicated that it
was possible and relevant at the early childhood level to teach the
concepts of forces.
A third aspect of this study sought to identify teaching strategies which
would effectively teach forces to very young children.
It became clear in this study that as young children already have views
about the concepts of forces it is possible to build on these views with
correct scientific knowledge and thus empower the young child in an
area of science which research has indicated may cause problems for
older learners.
It is therefore proposed that early childhood is a crucial time for
teaching correct science concepts in the area of forces.
This thesis has shown that young children, particularly those 4-5 years old, have
already formed views of forces, some scientifically correct and it is proposed that
building on this existing knowledge will empower the child in later learning in the
areas of physics and mechanics.
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Task overlap of librarians and library technicians : a study comparing the duties of librarians class one and library technicians grades two and three in special libraries in Commonwealth Government Departments and Statutory Authorities in the Australian Capital TerritoryHyland, Margaret, n/a January 1990 (has links)
The present study attempted to measure the overlap of tasks being
performed by Librarians Class One and Library Technicians Grades Two
and Three in special libraries located in Commonwealth Government
Departments and Statutory Authorities in the ACT. Overlap was also
measured between the two groups in libraries with six or more staff,
since size of library could have affected the results; and between
graduates (those employees with university or college of advanced
education degrees or graduate diplomas in library and information
science), and nongraduates (those without such qualifications).
To measure the overlap, a task list questionnaire was devised based
on task lists utilised in other research studies or which had been
the outcome of professional workshops. Work level guidelines and
position classification standards developed by pertinent Australian
employing authorities and the Library Association of Australia were
also used.
Results suggested that there may be considerable overlap in work
being performed by Librarians Class One and Library Technicians
Grades Two and Three in the nominated libraries. Of the eight
functional areas of library work into which the task list
questionnaire was divided, only two areas, Reference, and Current
Awareness and User Services, resulted in proportions of the groups
tested being assigned the tasks in significantly different
proportions. For the six other functional areas, representing 125 of
the 160 tasks Librarians Class One and Library Technicians Grades Two
and Three performed the same tasks in similar proportions. Testing
for size of library and qualifications of respondents made very
little difference to these results.
Conclusions drawn from the present study are limited because the
questionnaire ignored the level of importance and the time occupied
in completing these tasks. Other constraints occurred in relation to
conclusions which could be made. The questionnaire methodology as
utilised by the present study is more likely to evoke responses to
what is there; and it does not identify what should be done or how
well tasks are performed. The study is limited to special libraries
within Commonwealth Government Departments and Statutory Authorities
and is confined to three levels of staff only, Librarians Class One
and Library Technicians Grades Two and Three.
Despite these limitations, it seems clear that the levels of staff
included in the present study are often assigned tasks on the basis
of what tasks have to be done, rather than with regard to matching
level of task to level of position within the boundaries of the work
level guidelines; and this situation is also true of the larger
libraries with six or more staff.
These results have implications for those involved in educating
professional librarians and library technicians, for the
interpretation given by the profession to the meaning of
professionalism and for staff relations between librarians and
library technicians. Debate by the profession concerning the roles of
librarians and library technicians is an issue demanding urgent
attention.
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Mental health care and civil rights of the mentally disordered in the Australian Capital TerritoryIbell, Mary, n/a January 1984 (has links)
This study focuses on mental health care and the civil rights of
both the mentally ill and the mentally retarded (i.e. the mentally disordered),
citizens of the Australian Capital Territory.
The study begins by describing the historical background which
has affected current mental health care; the timespan stretches from
the nineteenth century when both the mentally ill and the mentally
retarded were institutionalised in the asylum, to the present time,
with the preferred community centred therapy and 'normalisation' of
the mentally disordered. It is explained that current mental health
theories recommend that the role of the psychiatric hospital (formerly
asylum), should be that of a crisis intervention centre only.
The effects of the carefully framed Lunacy Acts of the 19th
century are explored in relation to civil rights, as well as the
roles played by doctors and lawyers in asylum care.
The development of physical treatments, the emergence of psychiatry
as a discipline, the catalytic effect of World War II and then
the discovery of psychoactive drug therapy culminated in the writing
of the Mental Health Acts of the 1950's. The subsequent shift of
power from lawyers to doctors in the implementing of these Acts is
explained in relation to the civil rights of affected individuals as
is the effect of tensions which still exist between these two professions.
Current mental health care within the ACT is described, and
potential which exists for infringement of the civil rights of the
mentally ill and the mentally retarded is highlighted.
Recent and current frameworks for mental health care are critiqued, and
it is argued that improvement could be made to the latter by developing
a mental health model, in which the need for monitoring
civil rights is stressed.
Against this background, an analysis is made of the ACT Mental Health Ordinance (1981). The need for the new Ordinance is explained,
and the Ordinance is then examined in relation to its effect upon
mental health care in the ACT, and upon civil rights.
In conclusion, a summary is made of the findings of the study,
and inferences are drawn for the future of mental health care and for
civil rights of the mentally disordered in the ACT.
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