DOCSLIB.ORG

Discourses, Decisions, Designs: an International Comparative Analysis of “Special” Educational Policy Making in New South Wales, Scotland, Finland and Malaysia

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Discourses, Decisions, Designs: an International Comparative Analysis of “Special” Educational Policy Making in New South Wales, Scotland, Finland and Malaysia Discourses, Decisions, Designs: An International Comparative Analysis of “Special” Educational Policy Making in New South Wales, Scotland, Finland and Malaysia BY PEI WEN CHONG A Thesis Submitted to Macquarie University and University of Edinburgh In Fulfilment of the Requirements for the Degree of Doctor of Philosophy Macquarie University, School of Education University of Edinburgh, Moray House School of Education (16 JANUARY 2013) TABLE OF CONTENTS Heading Page TABLE OF CONTENTS i LIST OF TABLES AND FIGURES vii ABSTRACT ix THESIS STATEMENT x ACKNOWLEDGEMENTS xi Preamble: Structure of the Thesis xiii Chapter 1: Competing Goals, Competing Discourses: The Influence on Student Support Services 1.1 Introduction 1 1.2 Education Policymaking – The influence of Inclusion and Neo-liberalism 2 1.3 Using PISA for international benchmarking 10 1.4 The case for comparative case studies 13 1.5 Purpose of the study and research questions 18 1.6 Limitations and assumptions 19 1.7 Conclusion 20 Chapter 2: Literature Review 2.1 Introduction 21 2.2 Education policy-making in a globalised world 22 2.3 A journey towards inclusion 2.3.1 The advent of special education 24 2.3.2 The medical and social models 27 2.3.3 From integration to inclusion 29 2.3.4 Why inclusion… and how? 30 2.3.5 Shifting labels - true inclusion is still far away? 34 2.4 Impact of neo-liberalism in education 36 2.4.1 School choice and marketisation 37 i 2.4.2 Standards-based reform and competition 39 2.4.3 Accountability: A new modality of central control and intervention 41 2.4.4 International student assessment 45 2.5 Conclusion 46 Chapter 3: Methodology 3.1 Introduction 48 3.2 Research design 49 3.3 The selection of documents 53 3.4 Ethical approval 54 3.5 Procedures and the selection of participants 54 3.6 Interview schedule 55 3.7 Interview themes and questions 57 3.8 Data analysis 58 3.9 Setting the context: New South Wales, Scotland, Finland and Malaysia 62 3.9.1 New South Wales 62 3.9.2 Scotland 64 3.9.3 Finland 65 3.9.4 Malaysia 66 3.10 Conclusion 68 Chapter 4: New South Wales Case Study 4.1 Introduction 70 4.2 The macro level: historical background 71 4.2.1 Education governance and the schooling structure 72 4.2.2 The political context and international scene 73 4.2.3 Participation in international student assessments 75 4.2.4 Conclusion 76 4.3 The meso level – policy development 76 4.3.1 The purpose of education 77 4.3.2 Important concepts in NSW legislation 78 4.3.3 Legislation and development of student support provisions 79 4.3.4 Funding allocations and targeted areas 82 4.3.5 Enrolment trends 85 ii 4.3.6 Reflecting on policy development 87 4.3.7 Neo-liberal influence 88 a) High-stakes assessment and streaming 89 b) School-choice policies 90 4.3.8 Conclusion 92 4.4 The micro level: interview discourses 92 4.4.1 The medical dominance: disability as the main benchmark 93 for student support 4.4.2 Inclusion embedded in a continuum of support services 97 4.4.3 Neo-liberalism as an inhibitor to inclusion 101 4.5 Conclusion 105 Chapter 5: Scottish Case Study 5.1 Introduction 107 5.2 The macro level: historical background 109 5.2.1 Education governance and the schooling structure 111 5.2.2 The political context and international scene 111 5.2.3 Participation in international student assessments 112 5.2.4 Conclusion 113 5.3 The meso level – policy development 114 5.3.1 The purpose of education 114 5.3.2 Important concepts in Scottish legislation 116 5.3.3 Legislation and development of student support provisions 117 5.3.4 Additional support for learning 118 5.3.5 Funding allocations and targeted areas 120 5.3.6 Enrolment trends 123 5.3.7 Reflecting on policy development 128 5.3.8 Neo-liberal influence a) High-stakes assessment and streaming 128 b) School-choice policies 130 c) Accountability and benchmarks 132 5.3.9 Conclusion 133 iii 5.4 The micro level: interview discourses 134 5.4.1 The implementation gap: inclusive policies, mixed provision 135 and school realities 5.4.2 Neo-liberal influence on the rise 138 5.5 Conclusion 141 Chapter 6: Finnish Case Study 6.1 Introduction 143 6.2 The macro level: historical background 144 6.2.1 Education governance and the schooling structure 146 6.2.2 The political context and international scene 147 6.2.3 Participation in international student assessments 149 6.2.4 Conclusion 151 6.3 The meso level – policy development 151 6.3.1 The purpose of education 151 6.3.2 Important concepts in Finnish legislation 153 6.3.3 Legislation and development of student support provisions 154 6.3.4 Funding allocations and targeted areas 156 6.3.5 Enrolment trends 158 6.3.6 Reflecting on policy development 162 6.3.7 Neo-liberal influence 162 a) High-stakes assessment and streaming 163 b) School-choice policies 163 c) Accountability and benchmarks 164 6.3.8 Conclusion 165 6.4 The micro level: interview discourses 165 6.4.1 The dissolution of the institution-based medical model 166 6.4.2 Inclusion as the ingrained mindset in society and 167 political practice 6.4.3 Towards inclusive education in Finland 168 6.4.4 The resistance of market-led strategies 171 6.5 Conclusion 174 iv Chapter 7: Malaysian Case Study 7.1 Introduction 175 7.2 The macro level: historical background 176 7.2.1 Education governance and the schooling structure 177 7.2.2 The political context and international scene 178 7.2.2 Participation in international student assessments 179 7.2.3 Conclusion 181 7.3 The meso level – policy development 7.3.1 The purpose of education 181 7.3.2 Important concepts in Malaysian legislation 182 7.3.3 Legislation and development of student support provisions 184 7.3.4 Funding allocations and targeted areas 186 7.3.5 Enrolment trends - the integration movement 187 7.3.6 Reflecting on policy development 191 7.3.7 Neo-liberal influence 192 a) High-stakes assessment and streaming 193 b) School-choice policies 194 c) Accountability and benchmarks 195 7.3.8 Conclusion 197 7.4 The micro level: interview discourses 197 7.4.1 The rise of integration under a persisting medical model 198 7.4.2 Neo-liberal discourses on the increase 202 7.5 Conclusion 205 Chapter 8: Comparative Analysis and Discussion 8.1 Introduction 208 8.2 Discourses: Neo-liberalism and inclusion as travelling policies in the four contexts a) New South Wales 210 b) Scotland 211 c) Finland 213 d) Malaysia 215 8.3 Decisions: Relative priorities in policy development a) Education Governance and Academic Standards 217 v b) Educational marketisation 222 8.4 Designs: “Special” Education Support Systems 224 8.5 Tensions between equity and efficiency 228 8.6 Conclusion 229 References 234 APPENDIX Appendix A: Journal article - Chong, P.W. & Graham, L.J. (2012). The 294 ‘Russian doll’ approach: developing nested case-studies to support international comparative research in education. International Journal of Research & Method in Education. Appendix B: Macquarie University ethics approval letter 309 Appendix C: University of Edinburgh ethics approval letter 311 Appendix D: Malaysia research approval letter 312 Appendix E: Information statement and consent forms for 314 interview participants vi LIST OF TABLES AND FIGURES Heading (based on chapter numerals) Page Table 3.1: A conceptual framework to build “nested” case studies for vertical 49 and horizontal comparison across and between international contexts Table 3.2: New South Wales interview participants 56 Table 3.3: Malaysian interview participants 56 Table 3.4: Finnish interview participants 56 Table 3.5: Scottish interview participants 57 Table 4.1: Percentage of student enrolment in NSW public support services 86 Table 4.2: NSW interview participants profile 93 Table 5.1: Central and local government expenditure on school education 121 2002-03 to 2007-08 Table 5.2: Enrolment of pupils with a co-ordinated support plan and/or 123 individualised education plan (additional support needs) Table 5.3: Enrolment in independent schools 132 Table 5.4: Scottish interview participants profile 134 Table 6.1: Finland’s results in PISA 150 Table 6.2: Educational budget by type of expenditure 2008 157 Table 6.3: Finnish education policies 154 Table 6.4: Pupils transferred to special education in Finland according to 159 educational settings Table 6.5: Finnish interview participants profile 166 Table 7.1: Student placements in special schools and integrated programs 188 2004 – 2010 vii Table 7.2: The privileges and rewards obtained by high performing schools 196 Table 7.3: Malaysian interview participants profile 198 Figure 2.1: School-community inclusive education model 33 Figure 4.1: Historical trend in annual enrolment of students with a confirmed 82 disability Figure 4.2: Enrolment percentage of students with a confirmed disability in 86 different educational settings within NSW government schools, 2005 – 2011 Figure 5.1: Number of state special schools 124 Figure 5.2: Enrolment trends based on percentage of total student population 125 with four support arrangements Figure 5.3: Percentage of Scottish school population within each Scottish index 127 of multiple deprivation (SIMD) decile by type of difficulty Figure 6.1: The Finnish school system 146 Figure 6.2: Full-time special education enrolment trend 1998 – 2010 160 Figure 7.1: The education and assessment structure 178 Figure 7.2: Students with special needs in special schools (SS) and integrated 188 program (IP) 2004 - 2008 viii ABSTRACT This research draws on a nested case-study approach to investigate the influence of neo-liberal and inclusive discourses in education policy decision-making and the design of student support structures in New South Wales (Australia), Scotland, Finland and Malaysia.
Load more

Recommended publications
  • Report on Scottish Government Budget 2021-22 Published in Scotland by the Scottish Parliamentary Corporate Body
    Published 23 February 2021 SP Paper 954 2nd Report, 2021 (Session 5) Finance and Constitution Committee Comataidh Ionmhais is Bun-reachd Report on Scottish Government Budget 2021-22 Published in Scotland by the Scottish Parliamentary Corporate Body. All documents are available on the Scottish For information on the Scottish Parliament contact Parliament website at: Public Information on: http://www.parliament.scot/abouttheparliament/ Telephone: 0131 348 5000 91279.aspx Textphone: 0800 092 7100 Email: [email protected] © Parliamentary copyright. Scottish Parliament Corporate Body The Scottish Parliament's copyright policy can be found on the website — www.parliament.scot Finance and Constitution Committee Report on Scottish Government Budget 2021-22 , 2nd Report, 2021 (Session 5) Contents Introduction ____________________________________________________________1 UK Economic and Fiscal Outlook __________________________________________2 Future trading relationship with the EU ______________________________________2 Borrowing_____________________________________________________________3 Scotland’s Economic and Fiscal Outlook ____________________________________5 Scotland-specific economic shock__________________________________________6 Future trading relationship with the EU ______________________________________7 Impact of Covid-19 on the Scottish Budget __________________________________9 Budget 2020-21 In-Year Revisions _________________________________________9 COVID-19 Funding in Budget 2021-22 _____________________________________10
    [Show full text]
  • New Powers, New Scotland? How the Scottish Parliament Could Use Its New Tax and Benefit Responsibilities
    REPORT NEW POWERS, NEW SCOTLAND? HOW THE SCOTTISH PARLIAMENT COULD USE ITS NEW TAX AND BENEFIT RESPONSIBILITIES Spencer Thompson and Russell Gunson March 2016 © IPPR Scotland 2016 Institute for Public Policy Research ABOUT IPPR SCOTLAND IPPR Scotland is IPPR’s dedicated cross-party progressive thinktank for Scotland, based in Edinburgh. Our research, together with our stimulating and varied events programme, seeks to produce innovative policy ideas for a fair, democratic and sustainable Scotland. Our aim is to stimulate and engage in widespread dialogue on the issues that really matter for Scotland’s social, economic and political future. All of our work is guided by the goals of social justice, democracy and sustainability. IPPR Scotland Hayweight House 23 Lauriston St Edinburgh EH3 9DQ T: +44 (0)131 281 0886 www.ippr.org/scotland Registered charity no. 800065 This paper was first published in March 2016. © 2016 The contents and opinions expressed in this paper are those of the authors only. NEW IDEAS for CHANGE CONTENTS Summary ............................................................................................................3 1. Introduction ....................................................................................................5 2. Tax and benefit powers in Scotland ...............................................................7 2.1 Current powers ................................................................................................ 7 2.2 Powers from 2016 ..........................................................................................
    [Show full text]
  • The Open Budget Survey 2019 Results for Scotland's 2017/18 Budget
    The Open Budget Survey 2019 results for Scotland’s 2017/18 Budget 29th April 2020 The Scottish Human Rights Commission was established by the Scottish Commission for Human Rights Act 2006, and formed in 2008. The Commission is the National Human Rights Institution for Scotland and is independent of the Scottish Government and Parliament in the exercise of its functions. The Commission has a general duty to promote human rights and a series of specific powers to protect human rights for everyone in Scotland. www.scottishhumanrights.com This report has been developed based on research undertaken by Kirstie English. Table of Contents 1. Introduction: Scotland and the Open Budget Survey ............................ 3 1.1. Human rights budgeting ................................................................. 3 1.2. Open Budget Survey ...................................................................... 3 1.3. Scotland and the OBI ..................................................................... 4 1.4. Report structure ............................................................................. 5 2. The Open Budget Survey Results for Scotland: Budget Year 2017/18 . 6 2.1. Introduction .................................................................................... 6 2.2. Transparency Score (Open Budget Index) ..................................... 7 2.3. Oversight Score ........................................................................... 13 2.4. Public Engagement Score ...........................................................
    [Show full text]
  • The Barnett Formula
    BRIEFING PAPER Number 7386, 28 May 2021 By Matthew Keep The Barnett formula Inside: 1. The formula 2. Issues 3. Recent fiscal devolution www.parliament.uk/commons-library | intranet.parliament.uk/commons-library | [email protected] | @commonslibrary Number 7386, 28 May 2021 2 Contents Summary 3 1. The formula 4 1.1 Introduction 4 1.2 How does the formula work? 5 Comparability percentage 5 Population proportions 6 Examples 7 1.3 UK Government spending announced outside of a spending review 7 1.4 A block grant floor for Wales 8 1.5 A non-statutory formula 9 1.6 Government transparency 9 1.7 Formula bypass 10 1.8 Origins 10 2. Issues 11 2.1 A needs-based formula 11 2.2 Equity 12 2.3 Barnett squeeze 13 3. Recent fiscal devolution 16 3.1 Block grant adjustment 16 Indexing BGAs in Scotland 17 Indexing BGAs in Wales 18 BGA in Northern Ireland 18 Further information about fiscal devolution 20 3.2 Recent legislation and Barnett 21 Appendix 1. Calculating the Home Office’s comparability percentage 24 Appendix 2. Calculating Scotland’s Barnett consequentials for 2018/19 25 Cover page image copyright: DIL_1336 by Switchology. Licensed under CC BY 2.0 / image cropped. 3 The Barnett formula Summary The devolved administrations in Scotland, Wales and Northern Ireland Details of how the receive grants from the UK Government that fund most of their devolved spending. The largest such grant is the ‘block grant’. administrations are funded, including the The Barnett formula calculates the annual change in the block grant.
    [Show full text]
  • Inquiry Into a Legislative Budget Process
    Welsh Parliament Finance Committee Inquiry into a legislative budget process August 2020 www.senedd.wales The Welsh Parliament is the democratically elected body that represents the interests of Wales and its people. Commonly known as the Senedd, it makes laws for Wales, agrees Welsh taxes and holds the Welsh Government to account. An electronic copy of this document can be found on the Welsh Parliament website: www.senedd.wales/SeneddFinance Copies of this document can also be obtained in accessible formats including Braille, large print, audio or hard copy from: Finance Committee Welsh Parliament Cardiff Bay CF99 1SN Tel: 0300 200 6565 Email: [email protected] Twitter: @SeneddFinance © Senedd Commission Copyright 2020 The text of this document may be reproduced free of charge in any format or medium providing that it is reproduced accurately and not used in a misleading or derogatory context. The material must be acknowledged as copyright of the Senedd Commission and the title of the document specified. Welsh Parliament Finance Committee Inquiry into a legislative budget process August 2020 www.senedd.wales About the Committee The Committee was established on 22 June 2016. Its remit can be found at: www.senedd.wales/SeneddFinance Committee Chair: Llyr Gruffydd MS Plaid Cymru Current Committee membership: Alun Davies MS Siân Gwenllian MS Welsh Labour Plaid Cymru Mike Hedges MS Rhianon Passmore MS Welsh Labour Welsh Labour Nick Ramsay MS Mark Reckless MS Welsh Conservatives Brexit Party The following Member was also a member of the Committee during this inquiry. Rhun ap Iorwerth MS Plaid Cymru Inquiry into a legislative budget process Contents Chair’s foreword ....................................................................................................
    [Show full text]
  • Devolution of Tax Powers to the Scottish Parliament: the Scotland Act 2012
    Devolution of tax powers to the Scottish Parliament: the Scotland Act 2012 Standard Note: SN5984 Last updated: 23 January 2015 Author: Antony Seely Business & Transport Section At present there are two sources of revenue under the control of the Scottish Parliament: local taxes (council tax and business rates), in respect of its responsibilities for local government, and the power to impose a ‘Scottish Variable Rate’ (SVR) of income tax: that is, amending the basic rate of tax by up to 3p in the £. The Scotland Act 2012 devolved three further powers: the power to set a Scottish rate of income tax (SRIT) from April 2016, and to introduce taxes on land transactions and on waste disposal from landfill, replacing the existing UK-wide taxes Stamp Duty Land Tax and Landfill Tax from April 2015. The Act also provides powers for new taxes to be created in Scotland and for additional taxes to be devolved, subject to certain criteria. While the receipts from the SRIT are to accrue to the Scottish Government, HM Revenue & Customs will continue to be responsible for assessing and collecting income tax across the UK. In February 2013 the Scottish Government and HMRC agreed a memorandum on their respective responsibilities in establishing and operating the Scottish Rate.1 The Scottish Government has introduced legislation to establish a new Land and Buildings Transactions Tax, and a Scottish Landfill Tax, from April 2015. Operational responsibility for collecting these taxes will be given to Registers of Scotland and the Scottish Environment Protection Agency, respectively. The Scottish Government has also introduced legislation to establish Revenue Scotland – the tax authority responsible for the administration of all devolved taxes.
    [Show full text]
  • Report on Scottish Government Budget 2020-21 Published in Scotland by the Scottish Parliamentary Corporate Body
    Published 21 February 2020 SP Paper 683 1st Report, 2020 (Session 5) Finance and Constitution Committee Comataidh Ionmhais is Bun-reachd Report on Scottish Government Budget 2020-21 Published in Scotland by the Scottish Parliamentary Corporate Body. All documents are available on the Scottish For information on the Scottish Parliament contact Parliament website at: Public Information on: http://www.parliament.scot/abouttheparliament/ Telephone: 0131 348 5000 91279.aspx Textphone: 0800 092 7100 Email: [email protected] © Parliamentary copyright. Scottish Parliament Corporate Body The Scottish Parliament's copyright policy can be found on the website — www.parliament.scot Contents INTRODUCTION 1 STRATEGIC CONTEXT FOR BUDGET 2019-20 1 Economic Outlook 4 Wellbeing Budget 7 SCOTTISH INCOME TAX 9 Income Tax Revenue Forecasts 10 Net Tax Position 11 Earnings Growth 13 Employment Rates 15 Distributional Issues 16 Demographic Change 18 Behavioural Responses 19 Forecast Error 20 SOCIAL SECURITY 22 Block Grant Adjustments 23 Forecast Error 26 MANAGING BUDGET VOLATILITY 28 Resource Borrowing 28 Scotland Reserve 29 Managing Reconciliations 30 EU FUNDING 34 EU Structural Funds 35 CAP 36 Erasmus+ and Horizon 2020 37 SCOTTISH PARLIAMENTARY CORPORATE BODY 38 Office Holders 39 Brexit 40 CONCLUSION 40 Finance and Constitution Committee Budget scrutiny 2020-21, 10th Report (Session 5) Finance and Constitution Committee To consider and report on the following (and any additional matter added under Rule 6.1.5A)— (a) any report or other document laid before
    [Show full text]
  • Guide to the Scottish Budget – Subject Profile 11 October 2011 11/74 Ross Burnside
    The Scottish Parliament and Scottish Parliament Infor mation C entre l ogos. Financial Scrutiny Unit Briefing Guide to the Scottish Budget – Subject Profile 11 October 2011 11/74 Ross Burnside This briefing describes the principles and processes underpinning the Scottish Budget. It considers how well the Scottish Budget process measures up to budget scrutiny best practice, and outlines some of the important budgetary issues that might develop over the course of this Parliament. It updates SPICe Briefing 07/33. CONTENTS EXECUTIVE SUMMARY .............................................................................................................................................. 3 THE BUDGET PROCESS ............................................................................................................................................ 4 INTRODUCTION .......................................................................................................................................................... 5 INTRODUCTION .......................................................................................................................................................... 5 ORIGINS OF THE BUDGET PROCESS ..................................................................................................................... 5 FINANCIAL ISSUES ADVISORY GROUP (FIAG) ................................................................................................................ 5 LEGISLATIVE BASIS ....................................................................................................................................................
    [Show full text]
  • Scotland's Finances
    Weekend 4 Scotland’s Finances: Explanation of Terms and useful background materials Introduction In Weekend 4, the Assembly is invited to consider Scotland’s finances, including where funding comes from and how decisions about tax and spending are taken. For further information, please see Weekend 4 Introductory note. The Secretariat have prepared this introductory factsheet which includes: - Section 1: Explanation of some of the key terms that will come up in evidence (split into ‘Part 1: Budgets and Finance’ and ‘Part 2: Tax’) - Section 2: A list of links to useful background material - It is not essential to read all of this material in advance since the presentations at the weekend will cover the relevant issues. However, we know that Members can find it helpful to familiarise themselves with what will be discussed and we hope you find this material a useful resource in the lead up to Weekend 4. As the list of background material is quite extensive, we have highlighted a few online resources, that you may find interesting: - Scottish Government: Scotland's finances 2019-2020: key facts and figures, a guide setting out key information about how the system of public finances in Scotland stands in 2019 to 2020 and how this system is changing https://www.gov.scot/publications/scotlands-finances-2019-2020-key-facts-figures/ - Scottish Parliament: Where does Scotland get its money from?, a video prepared by the Scottish Parliament’s Financial Scrutiny Unit in 2016, which explains how the Scottish budget is funded. It looks at the block grant, how the Barnett formula is calculated and the impact of new tax powers.
    [Show full text]
  • Scotland's Future in the United Kingdom Building on Ten Years Of
    SCOtland’S FUTURE IN THE UNITED KINGDOM SCOTLAND OFFICE Scotland’s Future in the United Kingdom Building on ten years of Scottish devolution Presented to Parliament by the Secretary of State for Scotland By Command of Her Majesty November 2009 Cm 7738 £14.35 © Crown Copyright 2009 The text in this document (excluding the Royal Arms and other departmental or agency logos) may be reproduced free of charge in any format or medium providing it is reproduced accurately and not used in a misleading context. The material must be acknowledged as Crown copyright and the title of the document specified. Where we have identified any third party copyright material you will need to obtain permission from the copyright holders concerned. For any other use of this material please contact the Office of Public Sector Information, Information Policy Team, Kew, Richmond, Surrey TW9 4DU or e-mail: [email protected]. ISBN: 9780101773829 Printed in the UK by The Stationery Office Limited on behalf of the Controller of Her Majesty’s Stationery Office ID 2335106 11/09 804 19585 Printed on paper containing 75% recycled fibre content minimum. iii CONTENTS Chapter Page Preface by the Prime Minister iv Foreword by the Secretary of State for Scotland v 1 Introduction 1 2 Devolution – Ten years on 3 3 A framework for successful cooperation 5 4 Strengthening the financial accountability of the Scottish Parliament 8 5 The powers and functions of the Scottish Parliament 13 6 Conclusions and next steps 20 Annex A: The Government’s response to the Commission’s recommendations 21 iii SCOTLAND’S FUTURE IN THE UK SCOTLAND’S FUTURE IN THE UK PREFACE BY THE PRIME MINISTER For more than 300 years the Union has brought together the people of this country in the most successful multi-national state the world has ever known.
    [Show full text]
  • AMS112 1973-1974 Lowres Web
    ' I CO.VER: Preparators put the ftnal touches to th.e. ie/1 model in the Australian Museum's Hall of Life. I REPORT OF THE rfRUSTEES OF THE AUSTRALIAN MUSEUM FOR THE YEAR ENDED 30 JUNE, 1974 Ordered to be printed, 20 March, 1975 ACKNOWLEDGEMENTS The Trustees, Director and staff of the Australian Museum have pleasure in thanki ng t he fo llowi ng organizations which provided funds by way of research grants or grants-in-aid, assisting Museum staff in undertaking research and other projects of interest to the Museum: Australian Research Grants Committee Australian Biological Resources Study Interim Council Australian Institute of Aboriginal Studies Australian Council for the Arts CSIRO Science and Industry Endowment Fund The Australian Department of Foreign Affairs lan Potter Foundation The Commonwealth Foundation The British Council The Myer Foundation BHP Ltd james Kirby Foundation Bernard Van Leer Foundation Argyle Arts Centre Further acknowledgements are listed under Appendix 2. COVER: Preparators put the finishing touches to the cell model in The Australian Museum's Hall of Life. (Photo: Howard Hughes Aurtraflan Museum.) 2 THE AU STRA LIAN MUSEUM BOARD OF TRUSTEES PRESIDENT K. l. Sutherland, D.Sc., Ph.D., F.A.A., A.R.I.C., M.I.M.M.Aust., F.R.A.C.I. CROWN TRUSTEE W. H. Maze, M.Sc. OFFICIAL TRUSTEES ELECTIVE TRUSTEES The Hon. the Chief justice Sir Frank McDowell The Hon. the President of the Legislative Council R. J. Noble, C.B.E., B.Sc. Agr., M.Sc., Ph.D. The Hon. the Chief Secretary G. A. johnson, M.B.E.
    [Show full text]
  • A History of Physical Education, School Sport, and Health Education in New South Wales Public Schools from 1880 to 2012
    The three-legged race: A history of Physical Education, School Sport, and Health Education in New South Wales public schools from 1880 to 2012. Michelle Gorzanelli Faculty of Arts and Social Science University of Sydney 2018 A thesis submitted to fulfil requirements for the degree of Doctor of Philosophy (PhD) I certify that the intellectual content of this thesis is the product of my own work and that all the assistance received in preparing this thesis and sources have been acknowledged. Michelle Gorzanelli Acknowledgements Completion of this doctoral thesis was possible with the support of several people. Most significantly, this feat was possible because of the unconditional support provided by David Baxter, who always made himself available to clarify my thought process and offer guidance that extended this PhD into my professional development and career progression. My manager Associate Professor Kathie Ardzejewska was also very supportive in terms of my personal welfare, and development as an academic. Ben Kooyman was kind enough to undertake the editing work and I acknowledge his meticulous work and attention to detail. I am very much grateful to Mum, Dad, my sister Bec, and my husband Sean for encouraging and believing in me every step of the way. Without their support I would not have been able to manage study along with my everyday life. Sean was understanding and patient during the tough times and stayed by my side. To my little and beautiful soul, Kaden, you have been on this journey without even knowing it and my love for you kept me motivated and dedicated to making sure this achievement came true.
    [Show full text]