The review of the literature, which constitutes the first two chapters of the study, traces the movement towards the development of an autonomous ACT education system and the development within that movement of a philosophy of devolution of decision-making to individual schools within the larger ACT system. In particular the Currie, Neal-Radford, Campbell and Hughes Reports have been drawn upon rather extensively to illustrate, not only the arguments being put forward for the adoption of a philosophy of school-based curriculum development, but also the rather strong proposals for extensive systemic support services for schools, especially in the early years of the new system. The second part of the literature survey discusses the possible problems associated with the implementation of school-based curriculum development. These problems are mostly associated with five interrelated elements within curriculum development; manpower, activity, materials, finance and time. Finally the literature review discusses feelings of discontent with school-based curriculum development that have surfaced at various parts of the system in recent times. Ensuing chapters of the study describe the survey and discuss the findings. The survey, which involved the completion of a questionnaire consisting of four parts, was designed to provide information regarding the extent to which the philosophies of school-based curriculum development have been adopted, the effectiveness of school and systemic support, the extent to which teachers have coped with associated problems and to identify areas of need within the ACT education system with regard to school-based curriculum development. The concluding section discusses the implications of these findings and suggests a number of areas of need within the primary sector of the ACT Educational System that will have to be satisfied if it is not to suffer by comparison with Australian state primary education systems in the future. Possible areas for future research were then suggested and the future of school-based curriculum development in ACT primary schools was discussed.

The study examines the use of automatic data processing in educational organisations for the purpose of determining the feasibility of using some ADP applications in the administration of a large urban ACT primary school. Educational managers working in primary schools are required to make decisions which draw upon information concerning the student population, school curriculum, school personnel and general school administration. An analysis of the decision making areas of Charnwood Primary School is undertaken and the information required for making each decision is identified. The concept of using a database to provide some of this information is explored and suggested as being an effective means of managing student data. Some equipment options which would enable a primary school to implement a database and provide word processing facilities are examined within a context of limited resources. The capacities and advantages of using computer equipment which is presently accessible to schools are outlined, along with the feasibility of employing the services of a data processing agency. The conclusion is reached that there are a number of ADP applications applicable for use at Charnwood Primary School, as well as a number of other computer based facilities, such as word processing and plant management, The downward price spiral of computer equipment will enable most primary schools to use computer facilities for school administration within the next five years.

The study presents a review of in-service models and a search for an effective in-service model for mathematics education in the primary school. The study considers the need to improve the teaching of mathematics in the primary school; the major reports that have made recommendations for the improvement of primary mathematics teaching and the opinions and findings of mathematics educators. The study examines the state of the art of in-service models and examines those models previously used. The study notes the failings of the in-service models past and present and examines elements within these models which have proven to be beneficial albeit in part. Throughout the study particular attention is given to recent studies concerned with implementing and sustaining change. The model designed for the in-service of the primary mathematics teacher, MINC (Mathematics In-service Network Course) is based on an examination of models past and present. Components and provisions that have met with success in these models were included in the design. The in-service model developed and described in this study includes four major components input from course leaders and teachers, reflection, feedback and the opportunity for teachers to work with others from the same school and neighbouring schools (networking). A major section of the study examines the responses of participants to an evaluation questionnaire given at the completion of the first in-service course, MINC 1 and the second, MINC 2. Data collected from the responses of participants to the questionnaire were analysed to see if there were differences in responses from teachers based on such factors as sex, the MINC network, the level to which participants had studied mathematics, the year level they taught and expressed confidence in teaching mathematics. In conclusion, the study reflects on the evaluation of the in-service course and addresses considerations for future in-service courses concerned with mathematics education for primary teachers.

The thesis is an exploratory and descriptive study focusing on the emotional dimensions of collegial relationships in a primary school. The research is timely given the current pressures to develop cultures of collaboration and shared leadership in schools today. The study concentrates on the non-classroom work of teachers and investigates three particular areas of school life: the collegial practices of staff; the emotional milieu of teachers' work; and the contributions of members towards an emotionally healthy staff community. An interpretive tradition has been used in conducting the research, thus giving voice to the perceptions of research participants about their work. The research was conducted as an ethnographic case study. Data were gathered largely through participant observation and interviews. The researcher visited the school on a regular basis through the course of one school year, averaging over one day per week working in the school. Eighteen staff members were formally interviewed, the principal and assistant principal on several occasions. Extensive fieldnotes and interview transcripts were created and, aided by NVivo, a computer package for the analysis of non-statistical data, data were broken down into categories and resynthesised to bring to life a picture of the lived reality of collegiality for staff members in a primary school. The study adds to new knowledge in several important ways. First, it allows for a reconceptualisation of teachers' work. It shows how many different practices contribute to a collegial culture within a primary school and demonstrates how the social and emotional dimensions of collegiality are significant in the development of professional relationships. Second, the study develops an understanding of emotional labour for school personnel and contributes importantly to a broader picture of how emotional labour can be practiced, particularly for the sake of collegiality. It is posited that different kinds of emotional labour exist within the school setting, and that emotional labour in schools may be different from that in some other service organisations. The study explores bounded emotionality as a cultural practice among staff, suggesting that it allows expression of emotions about classroom work while at the same time constrains negative emotional displays so as to build and maintain community. The study suggests that the principles of bounded emotionality, as they operate within the primary school, present both benefits and burdens for a collegial staff, but may encourage an emotionally healthy workplace.

This survey study on students attitudes towards science was conducted in Papua New Guinea. It involved 200 randomly selected grade six students in eight selected community (primary) schools (4 urban and 4 rural) of four provinces. There were six research questions to focus the study. The instruments consisted of 9 Students Background Questions, 9 interview questions, 43 Students Science Attitude Questionnaire Items, and a 20-item cognitive test. The former three sets of instruments were trialled in two schools. The test questions were not trialled as they were trialled previously in several schools within PNG. The 43 Likert-type items were divided into five categories - curiosity, enjoyment, science learning, perceived achievement, and relevance. Each category was assigned 10 items, with the exception of perceived achievement which had three items. About half of the the statements in a category were negatively worded. A student had to put a tick in a box next to a statement according to his or her feelings. The choices were given by the five-point scale - Strongly Agree (SA), Agree (A), Hot Sure (NS), Disagree (D), and Strongly Disagree (SD) along with three laces (smiling, uncertain and frowning) which were added as interest, From the twenty five students in a study school, a group of 6 students (3 males and 3 females) was randomly selected for face to face interview. The responses in the items associated with the five categories (dependent variables) were used to assess various student characteristics (independent variables) of parent and home background (i.e. parent educational levels and language use at home), gender (male and female), biogeographical location (urban and rural), and level of performance in standardized cognitive test (above average, average and below average). Statistical techniques of correlation coefficient, analysis of variance and factor analysis were used in analysing the responses but the results were not clear due insufficient trialling and test of reliability with the limited period in which the data had to be collected. As consequence, chi-square test (contingency tables) was used as alternative statistical test to determine significant differences in responses to the items at 0.05 level. With the exception of perceived achievement, student responses to the items on the categories were generally and satisfactorily positive. The mean levels of attitudes in the categories were not as high as one may expect (Table 5.1). Relatively, few of the items associated with student independent variables showed significant differences. There was generally no significant differences in parent and home backgrounds (i.e. language use and parent educational background). Urban students tended to be more positive than the rural students, but. this not could be generalised due to a small number of items with significant differences. Male students showed more positive attitudes to science than female students, but this was limited to a small number of items. The students with above average scores in the cognitive test showed more positive attitudes to science than those of average and below verage scores. However, the number of items were quite small, and therefore could not be generalised. Points of improvement in the practice of teaching and future research in attitudes to science are recommended. For instance, the present officially prescribed time of 40 minutes per week for science should be changed to 1.5 to 2 hours after further investigation. The reason for this is that it requires some preparation before actual lessons begin (e.g. collecting materials by groups) and the students are generally slow.

A series of Guides to mathematical content, instructional strategies, appropriate materials and sources of further reading, in the form of booklets, was prepared for use in courses in Primary Mathematics Curriculum for undergraduate and Diploma in Education students. These booklets were intended to take the place of lectures in the course and act, when discussed in workshops, as initial input material for the course. The booklets were prepared also because there is no text currently available which is suitable for this course. Texts recommended for courses at other Colleges were examined and whilst many of them are useful, none is ideal. It is impossible to isolate the effect of the use of the Guides from the impact of the course as a whole. Actually, then, the effectiveness of the total course was assessed as it made use of these written materials. Teaching procedures for the course are described in the body of the study. Undergraduate students were tested, before and after the course, for mathematical concepts functional at the primary level, their beliefs about teaching mathematics, and their attitude towards mathematics. Twelve students were videotaped whilst presenting a number concept before and after the course and ten other students were interviewed at the conclusion of the course. A survey was sent to associates* to assess the effect of the course on each student's teaching of mathematics in the schools. Diploma in Education students undertook only the first two sets of tests because their course was very short. Analysis of the data indicates that the course, making use of these Guides in place of lectures, was effective. A significant gain in understanding was made on the test for mathematical concepts by both groups; a significant change in beliefs about teaching mathematics at the primary level was found in both groups; there was a significant gain with the undergraduate group in the ability to present a number concept; survey forms returned by associates for undergraduate students showed some increase in the use of concrete materials and the amount of mathematics taught in the second half of semester; and students who were interviewed showed that they had realized, at least, what theories and procedures were being advocated in the course. Suggestions for changes and improvements in the course are made as a result of 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 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.

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.