The main purpose of the study was to ascertain the perceived attitude of system administrators, school board lay members and teachers in promotion positions to the degree of school autonomy to be developed as a means for controlling significant areas of governance in A.C.T. secondary schools. Sub-problems related to the main problem were: 1. What are the perceptions of the system administrators, school board lay members, and teachers in promotion positions regarding - (a) the preferred distribution of control to be exercised by each group? (b) the perceived attitude of each group of the two other groups perceptions of the preferred distribution of control? 2. What are the areas of governance in A.C.T. secondary schools, where opinions of the three groups indicate conditions of latent, perceived, and felt-manifest conflict existing between any two of the groups involved? 3. What areas of governance have the highest level of perceived concern as indicated for all respondents and each group separately? 4. Is there any relationship between the degree of perceived professional orientation of promotional teachers and, (a) the amount of school teaching staff control desired, (b) the level of concern, (d) the number of conflicts perceived? Data were collected with a two-part questionnaire. The first part was designed to study policy formulation and was administered to 237 potential respondents. The second part was modified from Corwin's (1970:370) professional orientation instrument and was administered to 175 potential respondents. Control graphs were used to present the distribution of control that was preferred by each group, for each of the twenty-four areas of governance. Balance of control graphs were used to present the relative location on the total control spectrum of firstly the three groups of desired distribution of control and secondly how each group perceived variations in the distribution of control between the three groups. Criteria was established to enable an analysis of conflict conditions in terms of latent, perceived and false-manifest conflict. The degree of concern, over disagreement in each area of governance, was ascertained by using a five point "Likert" scale. An analysis of the data indicated that all groups desired a shift in the balance of control from the previous administrative dominance-primacy position. However, there was a significant difference between the three groups perception of where the new balance should be established. In particular, teachers in promotion positions were loath to conceed very much control to the newly established school boards. The apparent extent and nature of the conflict varied among the groups. In terms of latent conflict, five cases were identified relating to teachers, four cases were identified relating to system administrators, and three cases were identified relating to school boards. In terms of perceived conflict, three cases were identified relating to teachers, two cases were identified relating to school boards, and no perceived conflicts were identified in the case of system administrators. In terms of felt conflict, thirteen cases were identified relating to school boards, nine cases were identified relating to system administrators, and seven cases were identified relating to teachers. In the terms of possible felt-manifest conflict, eight cases were identified relating to school boards, six cases were identified relating to system administrators and four cases were identified relating to teachers. The areas of governance concerned with staffing were prominent in many of the conflict situations identified. The areas of governance indicating the highest level of concern were directly related to the areas identified as having possible felt-manifest conflict. The principle area of concern was the appointment of promotion teachers to individual schools. The study did show a high correlation between a high level of professional orientation and a desire for increased school teaching staff dominance-primacy. This indicated some consultations were acceptable by professional orientated teachers although ultimate policy formulation should stay with the school teaching staff. The significance of this finding, while lending some support to the open professional model developed as an ideal in the study, seemed to be counteracted by the limited role perceived for school boards by teachers involved in the study. This result tended to imply that the shift in the balance of * control as far as teachers were concerned, should be towards a closed professional model rather than towards an open professional model argued for as the ideal model for teacher professional development.

This study sets out to describe the current situation in the Home Tutor Scheme in the Australian Capital Territory, and to evaluate the Scheme's effectiveness in achieving its goals as listed in the Australian Institute of Multicultural Affairs Review (1980). These stated goals were: to improve the students' English language proficiency, to encourage integration of the students into the wider community, and to prepare them to attend more formal English language classes. The writer also considered a further question in evaluating the Scheme, whether it satisfied the needs and expectations of the tutors and the students. There were two sections to the investigation: the main study, in which the progress of eighteen tutors and their students was followed for a period of up to six months, and a subsidiary study that was designed to assess the generalisability of the data elicited in the main study. A range of instruments were employed. In the main study, findings were derived principally from interviews, and from lesson reports written by tutors. In the subsidiary study, data were collected by means of questionnaires issued to a greater number of tutors and to students from the Scheme's four major language backgrounds. The introductory chapter sets out the purpose of the study and explains its relevance in the current Australian context. This is followed, in Chapter 2, by a review of the relevant literature and previous research. The design of the study is set out in Chapter 3, where details are given of the procedures and instruments employed to gather data. In Chapters A, 5 and 6, the results of the study are presented. Discussion of these results and a consideration of their implications may be found in Chapter 7. In the final chapter, Chapter 8, the findings are summarised and recommendations are made for future developments in the Scheme. In summary, the study found that in the ACT the Scheme was achieving some success in its language teaching and social objectives, and in satisfying its student clientele. It was also found, however, that the Scheme's operational efficiency was hampered by the low level of staffing and that a significant number of tutors withdrew from the Scheme after a short period because they were not experiencing a high level of satisfaction. The recommendations made would, it is thought, lead to greater efficiency of organisation and could raise the level of tutor satisfaction.

School Performance Review and Development (SPRAD) was a major innovation in school evaluation in the Australian Capital Territory. One of its aims was to encourage teachers and parents to work together in evaluating and developing policy across all areas of school life: Administration and Management, Finances, Curriculum and Assessment, Staff and Student Welfare and overall School Climate. SPRAD is different from other forms of school review in that it is system-initiated but kept under the control of the participants. The ACT Department of Education and Training supplies the resourcing and consultative assistance. One of the hopes for SPRAD was that, in bringing teachers and parents closer together, it would create a greater understanding of where each group stood in relation to the other and strengthen parent/teacher relationships. The focus areas for this study were parent participation in classroom and related activities, the various channels of information employed within the school such as school newsletters, reports and interviews, specific notices and letters relaying matters peculiar to class groups and school sectors, parent/teacher information-sharing sessions, parent/teacher involvement in board and P & C activities, and other forms of formal and informal contact. The study highlights the differences and similarities between teachers and parents in relation to "professionalism" and "partnership", and areas of conflict highlighted by Beacham & Hoadley (1979) who discuss the Fortress Model of Schooling, and Darland (lanni et al: 1975) who writes of the "anyone can teach attitude" displayed by many members of the public, i.e. the attitude that because all people have had some experience of schooling, then their opinions on education carry as much weight as those of the professionals; the feeling that what was good for them is good for their children, because they have "been there, done that" and teachers do not really know very much more than they (the public) do. SPRAD was seen to be a helpful factor in developing some aspects of parent/teacher relationships. Satisfaction with parent participation in classroom activities had increased overall despite some drops in actual parent presence at the activities because of the movement of children into the Senior areas of the school. Another example was the lessening of the degree of dissatisfaction with teachers' professional development programmes, especially pupil-free school development days.

The intention of this study is to examine the role of art, craft, and design education in primary and secondary curricula, to outline from a personal viewpoint what is actually happening in the ACT system of education, to suggest reasons for what is happening, and to make recommendations for improving art, craft, and design education in ACT schools. The study begins by exploring definitional problems, and examines a range of views on the nature of art and design before establishing the definitions upon which the ideological framework of the study is based. The relationship between art, craft, and design is discussed, including what they have in common and where they are essentially and significantly different. It is argued that there are major misconceptions about the nature of art, craft, and design and their role in education at primary and secondary level, and there are perceptual barriers which inhibit the ability of educators and the community to overcome these misconceptions. They include: The failure of the majority of art, craft, and design educators, at all levels, both to define their terms and to develop and articulate a defensible philosophy which demonstrates the importance of these areas of education to our community and to our culture and The failure of the majority of educators outside these specialist areas but in positions which require them to make or influence decisions which shape the educational experiences, values, and future lives of children in their care, to inform themselves about the role of art, craft, and design in education, or to seek and act on informed advice. Supported by visual material, a justification for art, craft, and design in the curricula of schools is based on ways in which we learn to understand the world by interpreting information obtained through the senses, forming concepts, and expressing and communicating ideas, thoughts, and feelings in various forms of communication including visual representations. The way we interpret information is influenced by our environment, learning, and experiences. The study outlines the structure of the ACT system of education, and discusses possibilities and limitations for art, craft, and design education in schools within this context. Uninformed perceptions are identified as a major barrier to change. A proposal for long term in-service in art, craft, and design education for primary and secondary teachers is discussed. The proposal is based on a holistic approach, with courses grouped as related but independent units, each capable of further division into modules. When developed the in-service proposal was a response to perceived needs at both primary and secondary levels of education, current educational values, existing economic restraints, and existing resources. The progress of the proposal is traced from its inception in 1977 to its demise in 1983. The study concludes by reflecting on major issues, proposing the need for informed and powerful leadership, and offering a wide range of recommendations for future action.

This thesis explores alienated students' perceptions of the organizational health of a Year 7 to 10 A.C.T. high school. The study emerged at the theoretical level from a concern that school effectiveness studies focussed too narrowly on student academic attainment as an indicator of an effective school. A broader view of effectiveness would hopefully show that in the case of comprehensive co-educational government high schools, student alienation could have a powerful effect in undermining the achievement of academic goals in such schools. Because these schools have little control over their student clientele and require compulsory student attendance until age 15, it seemed a degree of alienation was inevitable. The task for high school administrators, it was hypothesized, lay in minimizing these alienation levels in order to reduce the impact such student alienation might have on other school effectiveness indicators like teacher commitment, teacher morale and time on task in classes. My experience as a practitioner, in the Student Welfare area of a large ACT government high school, also indicated that the traditional "top down" strategy of much research in the field of Educational Administration that concentrated on the perspectives of principals and teachers only gave one view of the processes within a school. The other, complementary "bottom up" view came from students. In particular, it was hypothesized, the perspectives the most alienated students in a government high school held towards the organizational health of the school might represent an unusual test of school effectiveness. This was because the commitment of such students towards the school and its stated academic goals was most problematic. The promotion of a school "culture" or "ethos" that could integrate low level and high level alienation students, and thereby foster school effectiveness, appeared to be possible only to the extent that high level alienation students could be kept on side or neutralized by high school administrators. These speculations were largely confirmed in this study. Apart from the interaction of sex and year level with alienation, the other major finding was that teacher consideration, or the extent to which teachers show concern for students as individuals, was the only organizational health dimension that produced a significant difference between students on the basis of alienation level. In short, the study is not concerned with student alienation as such. Rather it is concerned with understanding how alienated students perceive a relatively effective school. This would hopefully enable that alienation to be minimized and managed.

The study set out to determine the influenza vaccination rate and to identify factors important in the process of vaccination acceptance decision making for a group of the well elderly in the A.C.T. Prediction of vaccination acceptance was compared using three measures: stated behavioural intention, report of past vaccination acceptance and a multiattribute utility decision model. In this study no one method of prediction was obviously better than another. The most important findings of this study included the marked variations in vaccination rates based on type of residence of the group members. Of the 15 variables of the decision model, factors related to the infection of influenza and possible complications of influenza were seen as the most important factors by both acceptors and nonacceptors of the vaccine in making the decision to have the injection. These findings can be incorporated into an area vital for nursing intervention, the planning of nursing programmes of health promotion and health maintence for the well elderly population.

This thesis examines the views of A.C.T. primary school teachers about their work to build a picture of the culture of primary school teacher work of primary schools in the Australian Capital Territory. I define teaching culture to mean the behaviour, work practices, beliefs and possible habits teachers display in their efforts to perform the task of teaching. This description of teaching is possibly similar to what some authors describe as the 'sociology' of teaching (e.g. Barton and Walker, 1981). It is also a reflection of Deal's suggestion that culture describes 'the way things are done around here1 (Deal, 1985:605). In this case the study builds a picture of primary school teacher perceptions of the way things are, the culture of primary school teacher work, in the A.C.T. primary teaching system. The study has been designed to identify key workplace issues which preoccupy A.C.T. primary school teachers now and what they perceive to be the significant issues of the future, that is by the year 2005. The Delphi methodology was chosen to be the means to gather and refine information and perceptions from teachers its ability to clarify and refine issues and because the Delphi has amongst its advantages anonymity for participants and the use of experts in the data gathering. The study found that a high proportion of teachers feel stressed about attending meetings, yet wanting at the same time a say in the running of their school. Other results were that teachers considered they are poorly supported by the wider community and that a significant reward of the job was the interaction with the children. Teachers also believe that instructional methods will be radically different by 2005. The study aims to provide current information about the culture of primary school teacher work to teachers themselves and to present to interested authorities and institutions, such as the Department of Education and Training and The University of Canberra or the Australian Catholic University, recommendations for further research and practice to assist in policy design regarding the work teachers do. Some recommendations to the Department of Education and Training include: · the culture of primary school teacher work should be actively promoted to inform the community of the complexity of teacher work and to attract quality applicants to the profession; · that classroom teachers are resourced, at comparable levels to Public Servants or Departmental officers, with equipment such as computers and furniture; · that consideration be given to providing more inservice opportunities for teachers to pursue during stand-down (school holiday) time. Recommendations made to teacher-training institutions include: · regular research and reviews of teacher-training programs, with particular emphasis placed on beginning teacher needs and competencies and to highlighting areas newly recruited and experienced teachers consider require more training; · the design of comprehensive upgrading programs catering for the needs of newly appointed and experienced teachers.

In 1980, the A.C.T. Schools' Authority through the curriculum development section together with its curriculum consultants, helped to initiate and develop a pilot programme In relation to Year 6 students about to proceed to Year 7. This programme was made possible by the co-operative participation of both primary and secondary schools, their principals and staffs. The programme aimed at building bridges between primary and secondary schools, between primary and secondary teachers and between the curriculum of primary and secondary schools. This study began, as has been said,.where a Pilot Programme introduced by the A.C.T. Schools' Authority, by its Curriculum Development Section, left off. It aimed to explore further the nature of the 'day to day' reality experienced by some Year 6 students in the Australian Capital Territory. In addition, it aimed to explore and gain insights into the process of transition by following up those students who had been part of the sample in Year 6. It includes individual perceptions of the process. In designing research instruments and investigating the process of transition, certain theoretical concepts drawn from both psychology and sociology were used to crystallise the observations made. In addition, earlier studies concerning transition were assessed as well as those in related areas. In the process of this field study, many observations were made, some contradictory, and generally the field study seems to have raised as many questions as it has answered. As might have been expected, any study dealing with human reaction is complex-more so when there are different types of institutions to be considered. Nonetheless it is only apparently inconclusive enquiries like this which will add to the store of knowledge and allow assumptions to be replaced by more precise data.

This study examines the friendship patterns of students in a year 7 to 10 A.C.T. high school using Vertical Integration as a grouping policy. The origins of this study can be found in the school's policy developed in 1976 and favouring vertical integration on the basis of perceived social benefits. In the development of teaching strategies at Melba High, Vertical Integration has been used with all year groups in all subject areas. Over the last three years teachers have questioned the validity of this policy. This study arose out of the demand by staff for more detailed understanding of group formation processes generally and of the link between group formation and school grouping policies at Melba High in particular. The approach used to generate data was an action research design that could feed information to the school decision-making processes. The key findings of the study were that; (a) whatever form of Vertical Integration was used, students still worked in age and sex groups by choice. (b) students tended to form friendships on a subschool basis. Recommendations resulting from these findings have been implemented in the present planning of Melba High School. The format for Vertical Integration (the method of combining years 7,8,9 and 10 in classes) has been modified to combine adjacent year groups only. (viz. years 7 and 8 as one group and years 9 and 10 as another).

A participant-observation study was carried out of a centre providing intensive English instruction for newly arrived, migrant adolescents. This study was conducted during a period of fifteen months from late in 1978 to the end of 1979, by which time the Intensive Language Unit had been operating for three and a half years. Part of the study traced the establishment of the Unit as an independent body within the A.C.T. secondary education system. This involved an examination of the process by which the Unit was set up in 1976, and of the context in preceding years of general developments in migrant education throughout Australia and, in particular, those occurring in the A.C.T. Data collected during 1979 dealt with this background and also with the Unit's operation and role in the A.C.T. in 1979. Some of this data was documentary evidence but a considerable part consisted of interview material obtained from key individuals associated with the Unit. From this material was gained an understanding of their perceptions and actions in the establishment and operation of the new institution. Analysis of the data indicated a distinct pattern of continuity in the first years of the Unit's existence. It became apparent that this continuity had been maintained by several factors. These were the existence, from the start, of a clearly defined rationale and the presence at the Unit of a selected group of dedicated teachers who strongly supported it. The outcome was that in 1979 the rationale had become entrenched to such an extent that Unit teachers were prepared to protect the Unit's threatened integrity with considerable effort. It was possible to relate these features of the Unit to the general context in which it emerged. This study revealed how, in the early 1970's, increasing awareness of the inadequacy of migrant education as well as the significant roles of the Schools Commission and the individual who set up the Unit, produced a situation in which the new centre developed its distinctive features which still existed at the end of 1979. A general overview was developed of how a new institution with a high degree of autonomy was introduced into an existing system, of the advantages and difficulties which resulted, and how it was able to maintain its independence and particular character during the early years of its existence.