The purpose of the study was to survey students in Australian Capital Territory High Schools regarding their perceptions of who makes and who should make decisions in their schools, the effectiveness of present decision making structures and the relative importance of a range of concerns that might be affected by decisions made in their schools. The survey instrument comprising of five separate questionnaires (Parts A, B, C, D and E) was administered to a random, stratified sample of 384 students drawn from three A.C.T. High Schools. Variables included (a) School, (b) Year Group and (c) Gender. Part A and Part B of the survey instrument were developed specifically to explore the perception of students towards the involvement of parents, teachers, the principal and students in school decision making processes; particularly as this is evidenced in School Board operations. The results for each of the five questionnaires were compiled into separate frequency and ranked percentage tables. The tables were analysed in terms of the total responses recorded for each questionnaire and as a school by school comparison of responses. Use of the Cochran Q Test indicated a positive statistical significance in the overall shift of student perceptions of decision making from Part A (What happens in my school) to Part B (What should happen in my school) of the survey instrument. The findings of the study indicate that students are concerned about their role in the decision making process, and issues that affect their schooling and would like a greater say in how their schools are run. In particular, students would like to participate to a greater degree than at present in decision making that affects homework, the timetable, how teachers teach, subjects offered, text books, and school sporting activities. As regards knowledge about decision making structures within the school and about student representatives, the findings indicate that the students surveyed are not fully aware of the purpose or function of the school board or its representatives. However the majority of students surveyed indicate they would like to have a greater say in how their schools are run. In the comparative analysis of data recorded for each of the schools surveyed, a considerable degree of similarity is found in the responses to all Parts of the survey instrument. Of major concern is the uniform lack of knowledge and interest in survey items connected with the School Board in each of the schools surveyed. A more encouraging result is that in all three schools respondents perceive that they are encouraged to become involved in the School Board and the Student Representative Council (SRC). The survey findings demonstrate that the students would like greater participation in a wide variety of issues and concerns. However current official structures which are designed to include students as equal partners in school based decision making do not appear to interest the majority of students surveyed in this study.

This field study is based upon research by a teacher into the initiation, planning and implementation of an Intercultural Studies Project in an A.C.T. Primary School. The innovation was funded by the A.C.T. Schools Authority under the Curriculum Projects Scheme. The project's evaluation was undertaken from September 1978 until December 1980. The writer was one of the innovators, the co-ordinator of the course and the evaluator. The evaluation occurred mainly through the techniques of direct involvement, observation, questionnaire and interviews. As such this report is an acknowledged insider's view of the innovation and its impact upon the children, the teachers and the school generally. A picture of the perceptions of pupils and teachers towards the process of this particular curriculum innovation has evolved. It is hoped that other teachers may be able to glean information from this case study for specific application to similar types of innovations. This field study report is therefore an evaluation of the process of development and implementation of an Intercultural Studies innovation. Initially, a description of the background and early development of the programme is presented, followed by the rationale upon which the innovation is based. A literature review section studies various general themes and specific concepts. Multiculturalism, intercultural learning and teaching strategies are examined. Also, the characteristics of an innovation are examined within the context of the project's implementation process. Aspects of the curriculum design involving innovation implementation processes and the gradual development of the curriculum framework are discussed, including a description of a model of evaluation that the study utilises. Finally, the process of the Intercultural Studies Project innovation is examined in some detail. Data presentation with data analysis and interpretation occurs accompanied by general comments from the perspective of the evaluator. Some major elements that have evolved during the process of this curriculum change in an A.C.T. Primary School are as follows: 1. It was easier to change curriculum objectives than to facilitate change in methods of instruction. 2. Both internal and external sources influenced the curriculum process from inception to evaluation stages. 3. Teachers needed extensive inservice training in I.C.S. theory and practice in order to facilitate change of approach, outlook and methods of teaching. 4. I.C.S. partial success as an innovation was due in small degree to the nature of its aims and objectives and most of its intrinsic nature being synonymous with that of the school's Social Science Curriculum. 5. Staff changes affected curriculum continuity and implementation according to original aims. 6. The complexity of the project in the area of new materials and audio visual equipment produced an obstacle to its implementation. 7. Energy dissipation by teachers which was massive in relation to compilation of units of work, meetings, class teaching, and gathering resources was a constraint as teachers have limited time for curriculum development in the primary school context. 8. A plan of change, an implementation framework, resources linkage system, trouble-shooting interventionist approaches to difficulties as these arose and evaluative feedback mechanisms all existed, but much more needed to be done to make all these elements contribute to the innovation's successful implementation.

This study investigates morale as perceived by primary school teachers. A survey was administered to level 1 teachers in A.C.T. government schools. Of the 280 surveys distributed 165 returns were able to be processed, a 59% response rate. Teacher morale has an effect on the quality of teaching and hence student outcomes and is currently an important aspect of the education debate. Teacher stress, a product of low morale, has been of concern to teacher unions and to education departments across Australia. Morale, for the purpose of this study, is defined as a confident and forward looking state of mind relevant to a shared and vital purpose. The survey used in this study was a modified version of Smith's Staff Morale Questionnaire. This instrument identifies three factors of morale : "Cohesive Pride", "Leadership Synergy", "Personal Challenge". Responses relating to these factors were analysed with respect to age, gender, years of experience, school in which the teacher is employed and type of teaching duties. Results indicated that school attended has an influence on the level of "leadership synergy" and gender has an influence on the level of "personal challenge". This research may have implications for school leadership and professional development programs and policy.

This field study addresses the question of how one organisation organised for the purposes of policy review and development. It does so through a case study of the A.C.T. Schools Authority Review of Provision for Children with Special Needs. This review, which took place during 1981, was conducted by an intra-organisational Task Force formed specifically for that purpose. In line with the principles established as a basis for the A.C.T. government school system, the review was organised in a way which encouraged wide participation by educationalists and the community at large. The field study comprises three main chapters, the first of which traces the history and development of the A.C.T. school system. Here the emphasis is upon the methods adopted to develop policy from the earliest days of the organisation to the time of the review. The second chapter provides an account of the establishment and conduct of the review stressing the vital importance of matters related to leadership and resources. In the third chapter various aspects of the review are analysed in relation to selected literature on organisations. It analyses the organisational context and structure of the review, and in the light of this, considers questions of the styles of leaderhsip actually adopted. Throughout the study the aim is to understand the organisational processes involved with an emphasis upon the appropriateness of the means employed to meet the demands for policy review.

This study describes and assesses the organisational culture of a particular primary school in the Northern Territory through examination of two research questions: 1. To what extent is the organisational culture of the school cohesive, strong and concentrated? 2. To what extent can the organisational culture of the school be described as a particular type(s) of culture? The development of the concept of organisational culture is outlined through a survey and analysis of the literature. This study takes the view of culture as 'root metaphor'. The relationship between cultural strength and effectiveness, particularly in the school context, is examined to provide a rationale for the study. From the literature review the study develops a number of methodological, analytical and interpretative frameworks to provide an underlying structure to address the research questions. The research methodology is qualitative, drawing largely on ethnographic approaches. The researcher spent extensive time in the school under study as 'participant observer'. Data gathering was carried out in four ways 1. Collection of written material.2. Researcher's observational notes. 3. Interviewing, both informal and semi-structured 4. Administration to school teaching staff of the Owens and Steinhoff (1989) Organisational Culture Assessment Inventory. The findings are presented under seven themes or sets of themes, seen to be indicative of the core operating values of the school: Stability, Tradition and Formality Caring Co-operation, Support and Sharing Commitment and Participation High Standards Recognition and Pride Flexibility. The strength and inter-relationship of the seven themes is explored via a conceptual map. The study concludes that the organisational culture of the school under study can be considered to be cohesive, strong and concentrated to a significant extent but that it is difficult to conclude that the culture can be described as any particular type. Rather, it is concluded that it could be described as a number of particular types. Finally, what emerges of particular significance from this study is the role played by the principal of the school in forming, shaping and modelling its values system. It is concluded that educational leaders must also be cultural leaders, be aware of the need for all members of the school community to be involved in this process and engage, encourage and reward their participation.

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As a contribution to understanding the Chinese immigrants and their community, this study seeks to explore the factors influencing the formation and development of cultural identity among members of the Chinese diaspora in Australia. These include Chinese community life, family and professional networks, media use and its influences, and the changes that have taken place over the past ten years. Chinese communities in Australia are not homogeneous. Although they may all call themselves Chinese, they differ among themselves according to dialect, subdialect, clan and family, all of which are linked to their place of ancestral origin in China, as well as by country of birth outside of China. The degree to which these differences are considered important varies from individual to individual, but a community, whether it is constituted for social or business purposes, always comprises individuals who share one or more of these secondary characteristics in addition to their collective cultural characteristics. The study focuses on Canberra as a case study. First, it examines the similarities and differences within the Chinese diaspora coming from different geographical origins. It uses interviews and narrative analysis to examine the nature of Chinese immigrants and to assess their social, political and cultural context, with the aim to challenge the monolithic view that only one kind of Chinese community exists. It investigates how cultural background and other factors affect the formation and development of people's identity. In addition, as a point of secondary comparison, this study also analyses the differences between the Chinese diaspora in Canberra and Sydney. The aim here is to assess how the different locations and different characteristics of these cities communication networks affect migrants' adaptation to Australian society. Special attention will be given to differences between Dalu ren (the mainland Chinese), who came to Australia after the events of Tiananmen Square in 1989, and the other diasporic Chinese groups in Australia, which include Taiwan ren (Taiwanese), Xianggangren' (Honkongese), Malaixiya hua ren (Malaysian Chinese), and Xinjiapo hua ren (Singaporean Chinese). Since mainland China has had a different political system and the Communist Party replaced much Chinese tradition, people from the mainland have kept the least Chinese cultural traditions. Chinese from other regions try to keep the Chinese tradition as it was. However, the culture in mainland China has already changed. Therefore, the understanding of the Chinese tradition and culture among the Chinese from different regions varies greatly. This thesis explores the changing understanding within the members of the diasporic community of cultural identity. It attempts to show the strong influence of the notion of an original culture on the Chinese diaspora and how these ideas influence the way that diasporic Chinese community members interact within Australian society. It will investigate the changing characteristics, both social and individual, of mainlanders and other groups of Chinese immigrants in the 1990s, in the context of their professional, social and family networks. It will examine areas such as media use, languages and involvement with community development activities, and whether there are significant differences in their acculturation according to their different gender and places of origins. 1 Although Hong Kong has become part of China since 1997, there have, however, been different political and social systems in Hong Kong and the mainland, so this study researches Hong Kong in a separate category for the purpose of exploring differences.

This study examines teachers' perceptions of the work of School Counsellors within government schools in the Australian Capital Territory (ACT). Data were drawn from questionnaires returned by a representative sample of 279 teachers and principals, from 16 primary and 8 high schools. The purpose of the study was to: (i) partially replicate a study by Leach (1989) of Western Australian teachers' perceptions; and (ii) investigate whether or not teachers could be considered to be supportive of a general trend towards a broadening role for school psychologists which is evident in the literature. This trend suggests that practitioners of applied psychology in schools may prefer an expanded role which encompasses indirect service delivery in addition to the more traditional, child centred role. Respondents were asked to indicate their perceptions of the frequency of 65 tasks performed by School Counsellors, the competence with which those tasks were performed and the usefulness of those tasks. Also examined were perceptions of the process and quality of service delivery, and of actual and preferred qualifications and experience of School Counsellors. These results were compared with those of Leach (1989). Respondents were invited to prioritise service delivery in light of their professional needs. A factor analysis of respondents' perceptions of School Counsellors was undertaken. The results were similar to Leach's (1989) findings and indicated a general endorsement of the current work of School Counsellors, with traditional, direct service delivery tasks generally perceived as being performed more frequently and with more competence than the more innovative, indirect types of service delivery. There was a strong indication that respondents would like more of both types of service delivery, particularly indirect services, made possible through increased resourcing. Increases in respondents' classification level positively correlated with increased perceptions of task frequency and competence with which tasks were performed. A positive correlation was also found between the frequency of professional contact that respondents perceived they had with School Counsellors and their perceptions of the process and quality of service delivered by these practitioners. In relation to the process and quality of service delivery, few teachers perceived that School Counsellors communicated clearly about the services they offer, procedures used or results gained. This concern with communication was reinforced through examination of the factors underlying teachers' perceptions of both the frequency and usefulness of tasks. This study suggests that ACT teachers and principals are, to some extent, already experiencing and valuing some aspects of the trend in service delivery reflected in the literature. Discussion highlights the important role communication plays in indirect service delivery, and links it with the findings of this study, particularly as it relates to teachers' and administrators' apparent lack of knowledge of the qualifications and experience of School Counsellors.

The purpose of the study was to identify the reasons stated by ACT primary school teachers for referral of students for specialist assistance, and the type of specialist assistance given to referred students. The study also compared student referrals in Resource Teacher and Non-Resource Teacher Schools, and examined what patterns were reflected in this sample of primary school student referrals. This study had two sections; an examination of: 1) primary school student referrals and 2) primary school teacher attitudes towards learning difficulties and behavioural difficulties children. The identification of courses undertaken by teachers which were helpful in teaching students with learning and behavioural difficulties were also compared to teacher attitudes. These results were compared with those of Bourke (1985), a previous study of ACT teacher attitudes towards learning difficulties students. The study confirmed findings within the literature review that classroom teachers were the major source of student referrals for specialist services and that two important student variables impacted upon referral. The student variables, student gender and behaviour were found to have a significant effect upon referral. Boys were referred more often in both samples of schools with girls more likely to be referred in Resource Teacher Schools. Referred students were more likely to have no reported behaviour problems in Resource Teacher Schools. There were differences in the patterns of referral in Resource and Non-Resource Teacher Schools, ie service response to referral, parents' role and attitudes of teachers.

Evidence has accumulated for a link between the adequacy of lifetime calcium intake, and osteoporosis. Osteoporosis increases in prevalence with age and is of concern as it results in irreversible and debilitating effects. The result has been an increased recognition of the need to survey the consumption patterns of foods that contribute to calcium intake levels in Australia, the focus being milk and milk products.. A better understanding of calcium intake in women and the factors influencing it across the lifespan is of increasing importance as the longevity of Australian women continues to increase. Without preventive measures the costs incurred in managing osteoporosis will continue to escalate. An understanding of women's food behaviour is important if calcium intake levels in women are to effectively increase. A self administered questionnaire assessed the calcium intake levels and food sources in 158 premenopausal and 142 postmenopausal women. It also assessed significant differences in calcium intake levels and the relative contributions of food sources to this intake. The questionnaire comprised a semiquantitative food frequency questionnaire and closed end questions. The closed ended questions measured psychosocial factors, stage of dietary change, levels of physical activity and demographic factors. These factors formed the basis of an investigation into factors best associated with the levels of adequacy of intake. The results suggest no significant difference in calcium intake (milligrams per day) in the two groups of women. There was a significant difference in the relative levels of adequacy of the estimated calcium intake levels. Milk and milk products contributed up to 84% of the daily calcium intake with 72.2 and 84.7% as the respective contributions in premenopausal and postmenopausal women. Fortified milk types have a relatively higher calcium content than unfortified types. A higher consumption of fortified milk noted in the postmenopausal women could explain the higher though not significant mean intake values post-menopausally. Several of the enabling factors but none of the predisposing factors were noted to influence intake of fortified milk. Taste generally influenced intake of fortified milk in the whole sample of 300 women whereas perceived costs and health concerns were an issue with the premenopausal women only. Other enabling factors such as the perceptions of the adequacy of the present diet, and the feeling that there was too much nutrition information that was in itself confusing influenced the intake of fortified milk in postmenopausal but not premenopausal women.The influence of change related factors was also noted. The importance ratings for nutrient issues influenced the intake of fortified milk intake in the whole sample. Food preference was the only enabling factor found to influence the adequacy of calcium intake in the both the premenopausal and postmenopausal women. Change related factors, were also noted to influence the adequacy of calcium intake in the premenopausal and postmenopausal women and these included; the stage of change for adopting a high calcium diet, the importance ratings for; increasing intake of milk and milk products and the perceived adequacy of this intake. The other suggested determinants of the adequacy of intake varied between the two groups of women. These inc1uded;enabling factors; perceived cost of milk and milk products, milk allergies, social support, availability of milk at home on a daily basis and the frequency of meal preparation in the premenopausal group. Change related factors on the other hand determined the postmenopausal intake and these included importance ratings for eating low fat foods, perceived adequacy of fruit and vegetable intake, and importance rating for an increased dietary calcium intake. The enabling factors; preferences, social support and perceived adequacy of milk and milk products' intake were the best predictors of the adequacy of premenopausal calcium intake whereas the change related factors; the importance rating for a high calcium diet and the reluctance to change a diet considered to be enjoyable best predicted the adequacy post-menopause. Knowledge is a predisposing factor for behaviour change. The results show that knowledge on the importance of a high calcium intake exists in the sample population. This knowledge is however not being effectively translated into food behaviour. This highlights the need for Nutrition education programs that stress the importance of food behaviours. These programs should aim at increasing women's calcium intake levels and destroying the few existing misconceptions regarding milk and milk product consumption. The factors identified as determinants of intake in the premenopausal and postmenopausal women are the basis of these education programs.