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Doctor of Education (EdD) / Increasingly the Australian educational environment in which schools find themselves is one where schools are expected to achieve successes for their students and furthermore allow their successes or lack thereof to be compared with ‘transparency’ against the successes of other schools. The overriding principle expected from the politicians and society in general is one of providing parents with the best information possible on which they will be able to base their decision as to which school will be the best for their children. This notion is noble and honourable, one at which little criticism can be levelled. However, as researchers in the ‘Effective Schools’ and ‘Improving Schools’ research fields have discussed for decades, measuring the effectiveness of schools is not an easily achievable goal. It is far too easy to fall into the trap of using simplistic and narrow measures that supposedly allow easy comparisons. This study takes the view, as does most research to date, that univariable measures of school effectiveness are fatally flawed. The current trend in many western nations to simply compare the academic success of schools, however that might be measured, does little to measure the effectiveness of schools. What is most concerning is the growing trend of creating league tables of comparison and in some educational systems to use such tables to determine school funding. Equally disturbing is the amount of research that seeks to examine what students consider important in an effective school. There is a great deal of research on what characteristics parents, teachers, politicians and other key stakeholders consider an effective school to have but extraordinarily there is comparably very little research on what students consider important. This study seeks to somewhat address this inadequacy by measuring what students in their senior years of schooling in a single independent school in New South Wales, Australia perceive to be appropriate and useful measures of effective schooling. In so doing this research also examined if in the students’ minds their current school is effective and most significantly examines why students hold the views they have concerning effective schools. In order to achieve this aim, this study took a qualitative research approach to discover Student Perceptions of Effective Schooling. The theoretical orientation adopted was to both verify current theory of effective schooling as well as suggest possible developments, modifications and improvements to current theory in light of the students’ perceptions. As such both inductive and deductive analysis of the data took place. The data was collected using a range of methods from traditionally quantitative research tools, such as surveys, through to the qualitative research tool of focus groups. The results of this study demonstrated that while the current research has developed a good multivariable approach to measuring school effectiveness there were significant areas the students believed needed greater or lesser emphasis. The importance of technically good teachers, separate from the need for good and caring teachers, as well as the need for schools to be safe places were all important measures of effective schools. The ability of the school to engage students outside the classroom and provide a relevant and diverse academic curriculum was also considered essential for effective schooling.

Plants are continually exposed to a vast array of pathogens, and generally succeed in defending themselves. An important part of this process is the induction of defence gene products that hinder pathogen growth and delay or prevent disease development. The way in which plants do this is multi-factorial, and includes regulatory proteins known as transcription factors (TFs) which directly regulate the expression of defence-related genes. The expression and activity of these TFs can be differentially regulated by pathogen challenge, as well as following exposure to defence-related signalling molecules such as methyl jasmonate (MeJA). To identify TFs potentially involved in MeJA signalling and plant defence, the expression of all 1,534 putative Arabidopsis (Arabidopsis thaliana) TF genes identified in the genome (at the time) were screened by Real-Time Quantitative PCR (RT-Q-PCR) for altered transcript expression 6 h following either MeJA treatment or inoculation with the incompatible fungal pathogen Alternaria brassicicola. This primary screen identified 134 TF genes that showed a significant change in expression compared to mock-treated plants, and included many genes of previously unknown function belonging to APETALA2/Ethylene Response Factor (AP2/ERF), MYB, WRKY, and NAC TF gene families. Twenty-four of these TF genes were shown to be repressed or induced by MeJA, as well as repressed or induced by A. brassicicola (i.e. co-regulated). A high proportion of these co-regulated genes were members of either the AP2/ERF or WRKY TF gene families. Selected TF genes that showed significant differential regulation following MeJA exposure or A. brassicicola inoculation were profiled in a four-point timecourse over a 24 h period. It was found that the AP2/ERF TF genes identified in the primary screen were the most consistently and reproducibly regulated family of genes. The majority of these regulated TF genes belong to two distinct subclusters of AP2/ERFs in an amino acid based sequence similarity tree, implicating the B3 and B1a subclusters in MeJA signalling and A. brassicicola defence. One gene from each subcluster was chosen for further analysis, based on its consistent pattern of induction by MeJA and A. brassicicola as well as the compatible fungal pathogen Fusarium oxysporum. These two TFs were AtERF2 (B3 cluster) and AtERF4 (B1a cluster). Transgenic Arabidopsis plants were generated that stably overexpress the AtERF2 TF gene. Analysis of these plants revealed that this TF is a positive regulator of a subset of MeJA-responsive defence genes encoding the antimicrobial proteins PDF1.2 and CHIB. Additionally, AtERF2-overexpressing lines displayed increased resistance to the fungal pathogen F. oxysporum compared to wild-type plants, as well as enhanced sensitivity to the MeJA-inhibition of root elongation. In contrast to the positive regulation displayed by AtERF2, functional analysis of AtERF4 by both stable overexpression and insertional inactivation in Arabidopsis clearly demonstrated that AtERF4 acts as a negative regulator of the MeJAresponsive expression of PDF1.2. Furthermore, it was demonstrated that AtERF4 acts as a negative regulator of resistance to F. oxysporum and antagonizes the MeJAinhibition of root elongation. Overall, the work undertaken during this PhD has identified two conserved clusters of AP2/ERF TFs with members that display contrasting roles in the regulation of defence gene expression, along with resistance to F. oxysporum and root sensitivity to MeJA. These results suggest that plants co-ordinately express multiple repressor- and activator-type AP2/ERFs during pathogen challenge to modulate defence gene expression and hence the development of disease. By identifying and characterising selected members of the AP2/ERF TF family, this work has provided a greater understanding of the mechanisms of the plant defence response leading to disease resistance. In doing so, it has provided novel tools to assist in the development of pathogen-resistant plants for use by the agricultural industry.

Thesis (Ph.D.)--University of Texas at Dallas, 2007. / Includes vita. Includes bibliographical references (leaves 66-73)

Thesis (Ph.D.)--Tennessee Technological University, 2006. / Bibliography: leaves 45-48.

Lic-avh. Ronneby : Tekn. högsk.

Thesis (Ph. D.)--Oregon State University, 1990. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.