This research identifies those practices and/or conditions that facilitate (or hinder) school and/or system based innovation in ACT high schools. It examines teachers� ways of making meaning of change in their working lives. It draws on narrative inquiry and teacher in-depth interviews. The work story is used to engage teachers� individual agency as a way to conceptualise the requirements of innovation. The data is represented as teachers� narrative categorized as the Red Hots and Unfreezables. The primary themes or motifs emerging in the teachers� talk�teacher agency, resistance and leadership�provide collective insight into teachers� working lives and the capacity of schools to cope with change. Analyses of the �lived experiences� of teachers suggest that innovative practice is linked to teacher agency and the presence of professional learning communities, and that those leading change must focus on the realities of the teachers implementing change. This study also explores the culture of teacher resistance, supporting the research that school cultures are characteristically and strongly resistant to change from within the organization. As a result of this study, we have an improved understanding of the conditions that contribute to effective school change, and the importance for teachers to conduct their own research. This study contains important recommendations for governments and education systems implementing change initiatives.

In this decade, the drive to improve the quality of learning environments at all levels has gathered pace, and accountability of providers has become a byword, particularly in secondary and tertiary educational institutions. In this process of meeting societal needs, the teacher's role is crucial to the provision of optimal conditions for learning. Teachers' adaptation to the changing clientele and technologies of the 1990's, also demands their flexibility and preparedness to contemplate anew their role in the learning transaction. Gage (1963) posed three topical questions about teaching: how do teachers behave, why do they behave as they do and what are the effects of their behaviour? The information gained by examining three types of variables, is required to answer these questions, the most central to research on teaching, is teaching behaviour, or the process of teaching. Secondly, there are the causes or determinants of those behaviours or processes and finally, there are the effects or consequences of the teaching behaviours or processes (Dunkin,1986). This research into teaching behaviours, conducted in three institutes of Technical and Further Education in the A.C.T., seeks to determine the quality of teaching for adult learners and the nature of the learning environment in TAFE. The design of the study incorporates comprehensive multi-variate instruments and a triangulating approach to data collection. In particular, a factor analysis of student questionnaires evaluates the main factors operant in the classrooms of the selected tertiary environments. The nature of the teaching behaviours and the contingent learning climate, enabled further conclusions to be drawn about the implications of these behaviours for adult learners eg. teacher expectancies, not found hitherto evaluated in a tertiary context.

The purpose of the study was to develop a greater understanding of the experiences of school life for students who consistently found learning difficult, their perceptions of the difficulties they faced with their learning and how this had influenced their lives, socially and academically. It was hoped that their perspectives would highlight those structures and strategies that were of the most value in supporting them, as well as those that had a negative impact on their achievement and adjustment. Eight people with learning difficulties each participated in a series of three individual, in-depth interviews about their experiences of school. The participants, five male and three female, ranged in age from ten to twenty five years. Four were primary school students, in Years Four, Five and Six. Two students were in Year Nine at high school, while a further two participants had completed their schooling. One was currently unemployed, while the other had completed a university degree and had been teaching for three years. Participants were chosen from randomly selected government schools in the ACT, nominated by the school as fitting the selection criteria. Learning difficulties were defined in tenns of their meeting criteria that were indicative of teacher and parent concern for academic underachievement over a period of at least two years. The selection process was also guided by criteria to locate key informants, i.e. individuals who may have been able to highlight specific issues related to the relationships between learning difficulties and socioeconomic status, social competence and employment opportunities. Interviews with each participant .took place over three separate sessions of approximately fifty minutes' duration. Data was analysed using Hycner's guidelines for phenoinenological analysis. Interviews were transcribed and coded, with an independent researcher validating identified themes. An agreement rate of 88% was achieved. Interviews were then summarised and returned to the participants to confirm whether the interpretation of their perspectives was accurate. Themes that were common across the interviews were discussed in relation to current research. The results of this research study confirmed the central role played by quality teachers and best teaching practices in being able to enhance learning and to meet the needs of individual students. These factors were an integral part of engaging students in the learning process and promoting successful learning experiences. The study also emphasised the importance of parents, particularly mothers, in the adjustment of the participants to the everyday demands, academic and social, of school life. The necessity of establishing and sustaining effective early intervention programs was also highlighted, as was the value of listening to the voices of individuals with learning difficulties when making decisions on their behalf.

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This thesis investigates the views of principals in government schools in the Australian Capital Territory (ACT) regarding school based management (SBM). School based management is defined as the delegation of certain decision making functions from central bureaucratic control to a group of personnel located at the school site. In the case of the ACT, delegation of decision making to school sites began in 1974. An additional set of responsibilities was delegated in the 1997/98 period. This study concentrates on the latter period but also takes the extended period of devolution into account. This investigation is based on qualitative and quantitative methods of enquiry and data collection to investigate principals' perceptions of SBM, particularly in relation to the demographic variables of the schools, and selected personal and professional characteristics of the principals. Initially twenty six semi-structured interviews were conducted with principals to determine a framework of seven constructs in relation to SBM. Qualitative data are reported by drawing on the extensive unabridged transcripts of the interviews. The data arising from the interview stage formed the basis for construction of a questionnaire administered to the total population of ninety seven principals in government schools in the ACT. The questionnaire consists of demographic, personal and professional items concerning the school and the principal, items related to the impact of SBM, questions regarding the principals' perceptions of satisfaction with their work, and the importance principals place on selected aspects of their role, particularly following the extension of SBM. Results of the questionnaire are reported using frequency distribution for each of the items in the questionnaire, followed by factor analysis and analysis of variance to test significant differences in the principals' views at the 0.05 or greater level. Results of these analyses show that principals have common perceptions in general about the nature and impact of SBM. Principals' perceptions are however, mediated by a number of independent variables. These are gender of the principal, experience of more than one year's work outside the field of education, the sector of their school, ie primary, high school or college, and the geographic location of the school. Their participation in SBM training programs, bureaucratic support to assist them in implementing SBM, and their expressed need for continued professional development are additional independent variables where statistically significant differences are apparent. Principals in this study view the extension of SBM responsibilities more as an administrative function, than an opportunity to engage in restructuring the school. They see that their role has expanded to place strong emphasis on business management and they consider that they are now working in a market oriented climate where competition for students is a real issue. Hours of work have increased, and maintenance of a balance between work and personal life is a growing concern. Despite this they do not want to return to the former arrangements and continue to express satisfaction with the intrinsic rewards of their profession such as contact with students, colleagues and the community. These results provide important insights into the type of SBM evident in ACT government schools at the time of this study. A number of recommendations for future research and practice are presented related to the findings and linked to the key themes arising in the literature.These suggest ways that SBM can and might be used as a catalyst for development of a new paradigm for education, which will meet the needs of a 'knowledge society' (Drucker, 1995) and engage schools in moving 'beyond the self managing school', (Caldwell and Spinks, 1998).

This study is concerned with the satisfactions and dissatisfactions that primary teachers in the Australian Capital Territory experience in their working lives. Its aim is to identify those aspects of satisfaction and/or dissatisfaction by considering relationships between the independent variables. A modified form of Holdaway's Satisfaction with Teaching and Employment Conditions Questionnaire was administered to three hundred and seventy-five teachers. The Likert-type scale and open responses produced data which was analysed in relation to personal variables. Factor analysis was used to determine clustering of items and to investigate relationships between the variables. A number of hypotheses were tested to ascertain the areas of satisfaction and dissatisfaction. The findings indicate that teacher satisfaction is linked with intrinsic aspects of their work such as relationships with students, advancement and personal growth. Teachers are most dissatisfied with those aspects of their lives over which they have little control and see the present attitudes of society towards their function and role as an area of serious concern. Statistically significant differences in satisfaction were found between open-space and traditional schools, large and smaller schools, men and women teachers, VII and between teachers working in upper and lower primary classes. The relative distribution of resources between primary and secondary schools is a source of dissatisfaction and the lack of parity in working conditions highlights this inequity. Teacher stress is discussed as an area of growing concern in the ACT and some links with the system's degree of autonomy and community involvement are suggested.

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Since the 1980s, a variety of pre-school approaches has existed within the ACT Public School System. These approaches are in theory based on different educational ideologies and principles. The Field Study Project evaluates and compares three different educational models; existing classroom processes and procedures, and student achievements in a 'traditional', a modified Montessori and a Weikart pre-school currently operating in the ACT Public School System. Using selected criteria, an analysis of the three educational models, an ecological survey and student assessments were carried out to make the evaluations and comparisons. The analysis of the three educational models indicate different program orientations and instructional preferences in the different models. The ecological survey results suggest that the 'traditional', the modified Montessori and the Weikart approaches identify with the models they are based on. Nevertheless, educational trends and orientations are similar in the three programs, which are predominantly cognitively oriented. In contrast, teaching styles differ slightly. It is significant that the teacher in the 'traditional' program fulfills a more nurturing role, while her colleagues in the modified Montessori and the Weikart programs fulfill more instructional roles. The evaluation and comparison of the student assessments seems to indicate that there are no significant differences in achievement in drawing, specific cognitive tasks and in self-concept development between matched groups of learners in the three pre-schools. The findings support the notion that middle class children enrolled in approved pre-schools develop cognitive abilities regardless of the type of program they attend. The evaluation and comparison of the three existing approaches in the ACT suggests that the pre-school organisation in the ACT Public School System is still strongly committed to the 'traditional' model, and makes only minor attempts to change educational patterns in pre-school education.

The aim of this thesis is to provide a framework, background material and argument for the A.C.T. Aboriginal community and other Aboriginal educational and cultural groups to develop submissions seeking funds for Aboriginal Studies Resource Centres. The ACT Aboriginal Education Consultative Group has given the thesis a definite focus and underlined the importance of gaining Aboriginal, systemic and political support. The study includes both theoretical and empirical components and practical suggestions as to the organisation and activities of such a centre. The early part of the study is devoted to providing background to an Aboriginal Studies Resource Centre, it also covers the formation and development of the A.C.T. Aboriginal Education Consultative Group. Following the outlining of the aims and objectives of such a centre, theoretical issues concerned with selection and organisation of centre materials, the need for interpretation of objectives and the understanding of values together with curriculum implications and learning activities of an Aboriginal studies resource centre are discussed. Two major thrusts in these discussions are that Aboriginal people must be involved and the question of values must be considered because human behaviour depends on values, and behavioural change is regarded as one of the main measures of success. It is intended that while an Aboriginal Studies resource centre should concentrate on its local area, it should draw materials from other parts of Australia and the world, so that the local area can be placed in context. It is envisaged that the materials would come from a wide range of disciplines. The A.C.T. Centre will endeavour to increase the comprehension of A.C.T. Aborigines and non-Aborigines in matters Aboriginal, and will follow a philosophy which holds that learning is the discovery of meaning or understanding. A range of learning activities, including hands on experiences are outlined. The functions of the Centre are described and the involvement of Aborigines and non-Aborigines at all levels is discussed. Evaluation of the Centre's success or otherwise will take cognisance of its objectives and involve a range of outcomes. It is acknowledged that success will be difficult to measure because of different amounts of student time spent at the Centre and teacher and student expectations. The thesis concludes that Aboriginal studies has not achieved its rightful place in Australian education and that an Aboriginal Studies Resource Centre would provide the material and human resources required for Aboriginal studies to take its proper place in Australian education.

This field study discusses curriculum evaluation in technical and further education in Australia and the Australian Capital Territory. The study has been developed to include a case study of evaluation undertaken at the Bruce College of Technical and Further Education. The case study forms an integra1 part of the field study and provides the focus for discussion of evaluation standards developed by Stufflebeam and others (joint Committee, 1981) for evaluation and meta-evaluation. The standards suggested by the Joint Committee (1981) were applied to the case study to examine the value of the case study itself as a form of a meta-evaluation, together with the advantages and limitations of the standards themselves. Following this analysis a modified list of standards has been prepared for application in the TAFE sector.