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.

The purpose of this study was to investigate the implementation of curriculum policy regarding eight key learning areas in ACT government high schools with particular analysis concerning the Arts. The study sought to identify the discrepance between school curriculum policy and timetable allocation to the mandated curriculum areas. Analysis of time allocation to learning areas as defined by the timetable allocation of time was considered to be an appropriate method of examining curriculum practice in ACT government high schools. Fifteen ACT government high school timetables were analysed in conjunction with school curriculum documentation. Mandatory time requirements for the eight key learning areas was identified. Timetable structures were analysed in terms of allocation of time to key learning areas, pastoral care, assemblies, activities and electives. Formulae were developed in order to make comparisons between schools possible. Results indicated that disparities existed between time allocation to key learning areas within key learning areas and mandatory time (i.e. minimum guaranteed access time) requirements for key learning areas.

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Research has suggested that the identity of the school counsellor is inevitably determined by what they do or are perceived to do, rather than by what they would like to do or ought to do. Thus the perception held by students, counsellors and teachers are of paramount importance in attempting to define the role and function of the counsellors. This study attempts, by a descriptive approach to determine what their perceptions are, and in addition to determine what effect, if any, the administration of a school can have on the perception held by the counsellor of that school. A questionnaire was distributed to a randomly selected sample (N-223) of students from a secondary school within the ACT, whose total population was 750. The results were shown in their-raw score form, percentage form and in years and sex. The same method was used to ascertain the perceptions held by stuff and administration of this school, and results were shown in raw score and percentage form. Similarly counsellors' perception of their role and function were obtained, although counsellors themselves were able to comment upon the design of the questionnaire before the final format was given to them. The results tend to show that counsellors within the ACT system were similar to those in the USA, in that their identity was determined by what they were perceived to do. The second part of the study used a causal - comparative approach to determine the effect of school administration on counsellors. The results of this showed that this body can potentially exert an extremely powerful influence upon the role and function of counsellors. The implications of the study for the ACT system are great. If the counsellors are to be used to their maximum, greater support must be given to them, and teachers at all levels should undergo some training to aid them in understanding and thus utilizing the counsellors to their fullest potential.

This dissertation investigates the supply of and demand for High School teachers, working in prescribed faculty areas in Government schools in the A.C.T., over the period from January 1983 to July 1984, for all new temporary teachers appointed to the Service. Statistical details of vacancies for assistant teachers, in the 12 defined faculties of this study, were obtained from the Assistant Principals (Staffing) of the 17 A.C.T. High Schools, as well as from records maintained by the Staffing Officers of the A.C.T. Schools Office. The levels of High School teacher demand, for the period under investigation, are compared with similar statistics obtained for previous years in the A.C.T., as well with other Australian and international figures on teacher supply and demand. Through these comparisons, suggestions are made regarding emerging trends of teacher shortage, in particular faculty areas. Historical parallels are presented to supplement these arguments and to give underlying reasons for the projections that are made. The potential supply of faculty teachers over the period is investigated through an analysis of teacher faculty waiting lists. Numbers from these lists are compared with the actual demand statistics previously collected and a potential supply to vacancy ratio collected for each faculty area. A major part of the study is the construction of supply satisfaction indices, under the headings of: "Overall Satisfaction, Teaching Skills, Academic Qualifications, Other Requirements and Recruitment". These indices were derived from Likert type rating scales completed by the Assistant Principals, in respect of each of the 397 temporary teachers employed. After obtaining an average rating in each faculty, for the five measures of satisfaction, as determined by the Assistant Principals, observations are made as to how closely these indices match the corresponding potential supply indices. Particular emphasis is placed on the comparisons between the recruitment satisfaction index (i.e. - how quickly recruitment was expedited) and the potential supply ratio for each faculty. Reasons are advanced for any significant differences detected, and the overall findings interpreted in terms of possible future trends. The study concludes with an analysis of factors affecting the market for teachers. Recommendations are made for future planning that may offset problems which were detected in the A.C.T. market for High School teachers.

Three groups of health care professionals were canvassed for their views on euthanasia - student nurses, practising nurses and doctors. The aim of the research was to make a possible contribution to a formalised health policy on this issue for the ACT. The following forms of euthanasia were covered by the research: (i) voluntary active euthanasia: (ii) voluntary passive euthanasia: (iii) involuntary active euthanasia: (iv) involuntary passive euthanasia. Passive forms of euthanasia were found to be the most acceptable. Voluntary forms of euthanasia were not found, in general, to be more approved of than involuntary forms of euthanasia. However, active forms of euthanasia were much less acceptable than passive forms. In order to adapt the research findings to a methodology for policy use. Allison's models (1971) of public policy development were modified into a single model. This provided an application of the research results in such a way as to allow for the development of a possible formalised policy on euthanasia, and practical applications. The conclusions drawn from the research findings and the subsequent recommendations are supportive of law reform and the implementation of a new policy on the issue of euthanasia.

The aim of this field study is to investigate the relationship between creative thinking abilities and an Industrial Design course. The report contains an analysis of the background to current teaching methods in Industrial Arts within the Australian Capital Territory. A link between design education and creativity is investigated, as well as the nature of creativity and its relationship to the learning process and teaching strategies employed in design education. The Torrance Test of Creative Thinking was used in this study and the subjects were grade nine students in selected high schools in the Australian Capital Territory.

The research in this thesis attempts to study the ACT Institute of Technical and Further Education's marketing strategy, and it addresses a particular situation at a specific time. The research was undertaken in two studies. The first,through the use of a marketing audit, was focused on three key marketing areas within the Institute to indicate its overall marketing strategy. The second study involved a questionnaire to ascertain the effectiveness awareness of the Institute's advertising. The researcher first presents an historical review and an ordering of the historical aspects to illuminate the past and the current marketing posture of the ACT Institute of Technical and Further Education (ACTITAFE). The data are presented through four distinct historical periods from the establishment of the organisation in 1921 to 1991. Although technical and further education in the ACT has a history in excess of sixty years, data revealed that there is no clear evidence of a formal marketing strategy. The marketing audit interviews collected information from a broad but representative sample of eighteen staff members of the institution who are involved with marketing, media, career advice, publicity and similar marketing activities. The results revealed ACTITAFE has no formal marketing strategy. The attitude toward marketing and the marketplace has been ad hoc, uncoordinated, disjointed and reactive in its approach. Its principal approach is a reliance on awareness advertising. Because of the emphasis placed on advertising as the Institute's major concept for marketing, a questionnaire was distributed on advertising effectiveness and data were obtained from 252 completed responses. The results obtained from this study indicated that over the years the Institute has successfully built advertising awareness. Currently, it has no formal structured marketing strategy. The approach appears to be ad hoc, disjointed and uncoordinated. There are positive attempts to rectify this posture. However, the evidence available suggests that the journey will not be easy and the transition will not be rapid.

The completion of two school-based evaluation reports at a Catholic High School in the ACT highlighted the need for support structures both for evaluating staff and for the management of an evaluation report. The writer (a school principal) felt a need to review school-based evaluations in a more professional manner, and to ensure that evaluations were managed with greater support for the staff involved. In the absence of known Australian checklists, designed to review school-based evaluations, two recognised evaluation checklists, those of Russell and Maling-Keepes, are tested as instruments of review, by applying them to the two school evaluation reports. Four evaluation reviews are documented, in all. The main purposes of this research were: (1) to determine the merits of the completed evaluations by applying the checklists of Russell and Maling-Keepes, (2) to test the relevance of the evaluation checklists of Russell and Maling-Keepes as instruments of review at the school level, (3) in the light of this research, to be in a better position to recommend a) a suitable review method for use by Catholic School Principals, b) support structures, both at a system level and a school level, to assist the development of school-based evaluations.