This thesis explores the nature of pedagogic connectedness and reveals the qualitatively different ways in which teachers in the middle years of schooling experience this phenomenon. The researcher defines pedagogic connectedness as the engagements between teacher and student that impact on student learning. The findings of this phenomenographic-related study are used to provide a framework for changes to pedagogic practices in the middle years of schooling. Twenty teachers of years 7, 8, and 9 boys in an independent college in South-East Queensland participated in this study. Data were obtained through semi-structured interviews with these teachers and the interview transcripts were analysed iteratively. Five qualitatively different ways of experiencing pedagogic connectedness emerged from this study. These categories of description are linked hierarchically and are delimited from each other through six common dimensions of variation. Teachers' conceptions of pedagogic connectedness range from information providing through instructing, facilitating, guided participation to mentoring. The five different conceptions may be classified broadly as teacher-centred, transitional or student-centred. In the information providing conception, pedagogic connectedness between teachers and students is limited with teachers perceiving themselves as subject experts and providing few opportunities for student-teacher engagements. The most complex conception, mentoring, is characterised by partnerships between teachers and students in which teachers view themselves as more experienced equals. These partnerships extend beyond the confines of the classroom and beyond the years of schooling. In this conception, teachers describe teaching as an emotional activity with teachers demonstrating passion for teaching and learning. The findings of this current study extend earlier understandings of teacher-student mentoring relationships in the middle years of schooling. These expanded understandings may contribute to enthusing middle years students and re-engaging them with schooling during these vital years.

Within a climate of continual change this study offers insights into the academic pressures experienced by rural adolescents to achieve at school. In the often challenging transition from childhood to adulthood expectations from others place additional pressures on adolescents' lives. To better understand these pressures, I conducted a qualitative study of six students (ages nine to 15) and their teachers in the Middle Years of Schooling within rural Victoria, Australia. Students were studied prior to the Victorian Certificate of Education (VCE) in order to examine the pressures on students facing the Middle Years of Schooling. The study was carried out over a 6 month period using a Naturalistic Inquiry process with semi-structured interviews and participant observation. This allowed access into the participants' subjective insights. A Collective case study approach was employed to situate the information in its holistic environment and offer thick and information rich narratives depicting the experiences of these early adolescents. The case studies also involved examination of the school experiences of the early adolescents. Academic pressure was then broadly viewed in light of these experiences and recommendations offered. The findings from this research revealed that the early adolescents in the study all experienced degrees of academic pressure and demonstrated varied abilities to cope with these pressures. External support provided by parents, the school, teachers and peers tended to provide support more than fostering resilience.