This study compares the views of three groups of art educators - secondary, tertiary pre-service lecturers, and scholars - about the content and structure considered important in art teacher pre-service education. Items of program content and structure, as well as issues in art-teacher preparation were gleaned from the writings of selected scholars and incorporated into a survey questionnaire. The survey was distributed to secondary art educators throughout Queensland and to art pre-service lecturers throughout Australia. An analysis of the results identifies areas and degrees of agreement and difference on items both within and between groups. The study can assist the development of art teacher pre-service programmes that reflect the values of both theoreticians and practitioners of art education. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Important policy decisions, it seems, are frequently taken without prior and careful assessment of the likelihood of successful implementation. The theoretical assumption implicit in this study is that both the ease and fidelity with which policy gets formulated into practice is dependent upon some carefully thought through assessment of basic questions such as: how receptive will those who are to be responsible for their implementation be? do such persons have the requisite skills? attitudes? is the surrounding infrastructure adequate? The study focused upon a number of overarching questions which fall into two major categories. First, which are the most important influences in curriculum decision areas? What individuals, groups of people or circumstances are seen by Humanities teachers themselves to have the greatest influence? Second, in the opinion of Humanities teachers what are the major problems they perceive to exist in their teaching speciality Humanities teachers clearly saw their colleagues who teach at the same form (or grade) levels as influencing them most. Teachers of other form levels were seen as next most important curriculum influencers. Other individuals within schools, such as educational technologists and careers officers and some curriculum support personnel from outside schools such as regional consultants and method lecturers, were not seen as generally having much influence on curriculum decisions. Groups such as subject associations and subject standing committees were seen by teachers as having relatively little influence on their curriculum decisions. The two problems which were identified by the greatest number of teachers as being serious are concerned with the lack of time. One is insufficient time for curriculum development, the other, not enough time for lesson preparation. Two other problems perceived as serious by many teachers concern insufficiencies in teacher education - both initial and in-service. Of the problems stated the two viewed as being least serious were 'the number of staff members with very little teaching experience' and staff 'turnover' from one year to the next. There is one overriding observation that comes through as one reflects upon this study. And, that concerns the viability of decentralized, school-based curriculum decision making in secondary technical schools of Victoria. School-based curriculum decision processes require collaborative approaches and attitudes on the part of those involved. However, many of the findings seem: to support the view that Humanities teachers really prefer to work on their own, to operate as solo practitioners. Consequently, initial teacher training and in-service education programmes need to acknowledge and develop the skills and attitudes required for collegial curriculum development processes. What teachers need most for curriculum development is time - time for collaborative curriculum development activities and for lesson preparation, and increased provisions for appropriate in-service activities. The data of this study raise certain questions about how effective key personnel such as principals and heads of department are in providing leadership in the curriculum development field or in establishing the appropriate milieu for school-based curriculum decision-making. A further question raised is what resources is the Education Department willing to make available to ensure successful school-based curriculum development? / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

On 1 July 1941 Mr Greenhalgh issued a writ against his co-shareholders in the Arderne Cinema Company, and thus began a series of cases which ended with a Court of Appeal Judgment handed down on,10 November 1950. During the almost ten-year period of the litigation, seven actions were brought by Mr Greenhalgh, five of which were taken on appeal. Mason1 writing in the Australian Law Journal said of the litigation "It thus represents something of an epic of litigious heroism· while Professor Sealy2 in a note in the Cambridge Law Journal dealing with the Clemens case3 in referring to a seemingly wide choice of remedies .... available to a minority through the courts ... remarks that many of them have a sorry history as the ghost of Mr Zuccani ...., Mr Sidebottom ...., Mr Greenhalgh .... and the many other unsuccessful litigants who haunt the pages of the textbooks could plainly testify." The first two references are to Allen v Gold Reefs of West Africa [1900] 1 Ch.656 and Shuttleworth v Cox Bros. & Co. (Maidenhead) [1927] 2 K.B. 9, of which more later and the third, of course, to Mr Greenhalgh of the Arderne Cinema company. D D Prentice4 In a Law Quarterly Review article entitled 'Restraints on the Exercise of Majority Shareholder Power' begins with the words: "The plight of Mr Greenhalgh is known to all students of company law and his fate has been held up as a salutary warning to all minority shareholders who have the temerity to do battle with the big battalions." Gower in Principles of Modern Company Law 4 ed (1979), referring to the last appeal, says "This last case, however, was merely the culmination of a long battle in the courts which is such an admirable illustration of the vulnerability of a minority shareholder that it is worthwhile summarising the whole story.

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