REFERENCES Acker, S. (1989). Teachers, Gender and Careers. London: The Falmer Press. ‘A class act: inquiry into the status of the teaching profession’, (1998) Senate Employment, Education and Training References Committee, Canberra. <http://www.aph.gov.au/senate/committee/EET_CTTE/ClassAct/> Ahonen, S. (2001). Politics of identity through history curriculum: narratives of the past for social exclusion or inclusion? Journal of Curriculum Studies, 33 (2), pp. 179-194. Apple, M. (1982). Education and Power. Routledge and Kegan Paul: London. Apple, M. (1990) (2nd ed). Ideology and Curriculum. New York: Routledge. Archbald, D. A. and Porter, A. (1994). Curriculum control and teachers’ perceptions of autonomy and satisfaction. Educational Evaluation and Policy Analysis, 16(1), pp. 2139. Asbury, J. E. (1995). Overview of focus group research. Qualitative Health Research, 5(4), pp. 414-420. Bailey, B. (2000). The impact of mandated change on teachers, pp. 112-128. In N. Bascia and A. Hargreaves (Eds.), The Sharp Edge of Educational Change: Teaching, Leading and the Realities of Reform. London and New York: Routledge Falmer. Ball, S. J. (1981). Beachside Comprehensive: A Case Study of Secondary Schooling. Cambridge: Cambridge University Press. Ball, S. J. (1982). Competition and conflict in the teaching of English: A socio-historical analysis. Journal of Curriculum Studies, 14(1), pp. 1-28. Ball, S. J. (1987). The Micro-Politics of the School: Towards a Theory of School Organization. London: Methuen and Co. Ball, S. J. (1991). Power, conflict, micropolitics and all that! pp. 166-192. In G. Walford (Ed.), Doing Educational Research. London: Routledge. Ball, S. J. and Bowe, R. (1992). Subject departments and the implementation of National Curriculum policy: an overview of the issues. Journal of Curriculum Studies, 24(2), pp. 97-115. Ball, S. J. and Lacey, C. (1984). Subject Disciplines as the Opportunity for Group Action: A Measured Critique of Subject Sub-Cultures, pp. 232-244. In P. Woods, and A. Hargreaves (Ed.), Classrooms and Staffrooms: The Sociology of Teachers and Teaching. Milton Keynes: Open University Press. 245 Bascia and Hargreaves (2000). Introduction, pp. 1-26. In N. Bascia and A. Hargreaves (Eds.), The Sharp Edge of Educational Change: Teaching, Leading and the Realities of Reform. London and New York: Routledge Falmer. Bassi, J. and Watson, D. G. (1974). A Study To Identify Variables Perceived to Influence the Institutionalization of Innovations. 14 p. April 1974 , ED096762. Ben-Peretz, M., Schonmann, S. and Kupermintz, H. (1999). The teachers lounge and its role in the improving learning environments in schools, pp. 148-164. In J. Freiburg (Ed.). School Climate: Measuring, Improving and Sustaining Healthy Learning Environments. London: The Falmer Press. Bland, C. J. and Bergquist, W. H. (2001). The vitality of senior faculty members: Snow on the roof-fire in the furnace. ERIC ED 415733. Blase, J. (1986). Socialization as humanization: One side of becoming a teacher. Sociology of Education, 59(2), pp. 100-113. Blase, J. (1987). Political interaction among teachers: Sociocultural context in the schools. Urban Education, 22(3), pp. 286-307. Blase, J. (1998). The micropolitics of educational change, pp. 544-557. In A. Hargreaves., A. Leiberman., M. Fullan. and D. Hopkins (Eds.), The International Handbook of Educational Change. Boston: Kluwer Academic Publishers. Blase, J. and Anderson, G.L. (1995). The Micropolitics of Educational Leadership: From Control to Empowerment. London: Cassell. Board of Studies (1998). Letter sent from BOS President to Executive members of SAC, 24/7/98. Board of Studies (2001a). The Office of the Board of Studies NSW. <http://www.boardofstudies.nsw.edu.au/aa_main/function2.html> Board of Studies (2001b). Personal communiqué with Betty Fletcher, 3/4/ 2001. Board of Studies (2001c). The Board’s new syllabus development process, Sydney: Board of Studies.New South Wales Department of Education and Training. <http://www.det.nsw.edu.au/aboutus.htm> Bogden, R. C. and Biklen, S. K. (1992). Qualitative Research for Education: An Introduction to Theory and Methods. Boston: Allyn and Unwin. Bowe, R., Ball, S.J. and Gold, A. (1992). Reforming Education and Changing Schools: Case Studies in Policy Sociology. London: Routledge. 246 Bradley Commission on History in Schools. (1988). Building a History Curriculum: Guidelines for Teaching History in Schools. Washington D.C.: Educational Excellence Network. Brady, L. and Kennedy, K. (1999). Curriculum Construction. Sydney: Prentice Hall. Briton, D. (1997). The teaching imagery: Collective identity in the global age. Paper presented at the Graduate Student Research Conference, Alberta, Canada, March 14-15. Burns, R. B. (1995). Introduction to Research Methods (2nd ed). Melbourne: Longman. Burns, R. B. (2000). Introduction to Research Methods (4th ed). Frenchs Forest: Longman. Burr, V. (1995). An Introduction to Social Constructionism. London: Routledge. Burton, F. and Carlen, P. (1979). Official Discourse: On Discourse Analysis, Government Publications, Ideology and the State. London: Routledge and Kegan Paul. Busher, H. and Harris, A. (1999). Leadership of School Subject Areas: Tensions and Dimensions of Managing in the Middle. School Leadership and Management, 19 (3), pp. 305-17. Bussis, A., Chittenden, E. and Amarel, M. (1976) Beyond Surface Curriculum: An Interview Study of Teachers’ Understandings. Boulder CO: Westview Press. Calderhead, J. 1989. Reflective teaching and teacher education. Teaching and Teacher Education, 5, pp. 43-51. Carr, A.A. (1996). Distinguishing systemic and systematic! Tech Trends, 41(1), pp.1620. Carr-Chelman, A. A. (1998). Systemic change: Critically reviewing the literature. Educational Research and Evaluation, 4(4), pp. 369-394. Carr, R. (1995). Carr on history. Teaching History, 29(4), pp. 18-19. Carr, R. (2000). Opening Address: Macquarie Modern History Teachers’ Conference. Teaching History, 34(3), pp. 34-38. Carspecken, P. F. (1996). Critical Ethnography in Educational Research: a theoretical and practical guide. New York: Routledge. Castells, M. (1997). The Information Age: Economy, Society and Culture. Volume II. The Power of Identity. Oxford: Blackwell Publishers Inc. 247 Catterall, M. and Maclaren, P. (1997) Focus group data and qualitative analysis programs: Coding the moving picture as well as the snapshots, Sociological Research Online, 2(1). <www.socresonline.org.uk/socresonline/2/1/6.html> Cavanagh, D. M. and Rodwell, G. W. (1992). Dialogues in Educational Research. Sydney: NTU Publishing Services. Chen, A. and Ennis, C.D. (1995). Content knowledge transformation: an examination of the relationship between content knowledge and curricula. Teaching and Teacher Education, 11(4), pp. 389-401. Clarke, J.B. (1999). Hermeneutic analysis: A qualitative decision trail. International Journal of Nursing Studies, 36, pp. 363-369. Clune, W. H. (1990). Three views of curriculum policy in the school context: the school as policy mediator, policy critic and policy constructor, pp. 256-270. In M. W. McLaughlin, J. E. Talbert, and Bascia, N. (Ed.), Contexts of Teaching in Secondary Schools: Teachers' Realities. New York: Longman. Codd, J. (1988). The construction and deconstruction of educational policy documents. Education Policy, 3(3), pp. 235-247. Cohen, D.K. (1995). What is the system in systemic reform? Educational Researcher, 24(9), pp. 11-17. Cohen, L. and Manion, L. (1989). (3rd ed) Research Methods in Education. London, Routlege. Conley, David T. Goldman, Paul. (1994) How Educators Process and Respond to StateLevel Education Reform Policies: The Case of Oregon. Paper presented the Annual American Educational Research Association Conference, San Diego, CA, April 13-17. Cornbleth, C. (1990). Curriculum in Context. Hants: The Falmer Press. Crotty, M. (1998). The Foundations of Social Research. St Leonards: Allen and Unwin. Datnow, A. (2000). Gender politics on school reform, pp. 131-155. In N. Bascia and A. Hargreaves (Eds.), The Sharp Edge of Educational Change: Teaching, Leading and the Realities of Reform. London and New York: Routledge Falmer. Day, C. and Roberts-Holmes, G. (1998). The best of times, the worst of times: Stories of change and professional development in England. Change: Transformation in Education, 1(1), pp. 15-31. 248 De Lima, J. (1997). Colleagues and Friends: Professional and Personal Relationships Among Teachers in Two Portuguese Secondary Schools. Unpublished Doctoral thesis, Ontario Institute for Studies in Education, Toronto, Canada. Densmore, K. (1987). Professionalism, proletarianism and teacher work, pp. 130-160. In T. S. Popkewitz (Ed.), Critical Studies in Teacher Education: Its Folklore, Theory and Practice. London: The Falmer Press. Denzin (1988). In J. P. Reeves (Ed.), Educational Research, Methodology and Movement: An International Handbook. Great Britain: Pergamon Press. Denzin, N.K. and Lincoln, Y.S. (1994) (Eds.), Handbook of Qualitative Research. London: Sage Publications. Denzin, N. K. and Lincoln, Y. S. (1998a). Introduction: Entering the Field of Qualitative Research, pp. 1-34. In N. K. Denzin and Y. S. Lincoln, The Landscape of Qualitative Research. California: Sage Publications. Denzin, N. K. and Lincoln, Y. S. (Eds.) (1998b). The Landscape of Qualitative Research: Theories and Issues. California: Sage Publications. Denzin, N. K. and Lincoln, Y. S. (Eds.) (1998c) Strategies of Qualitative Inquiry. California: Sage Publications. Denzin, N. K. and Lincoln, Y. S. (Eds.) (1998d). Collecting and Interpreting Qualitative Materials. California: Sage Publications. Dinham, S. and Green, B. (2001). Departmentalising knowledge and identity? Subjectareas and the (re-)organization of junior secondary school. Paper presented at the Annual Conference of the Australian Association for Research in Education, Fremantle, Australia, December 3-6, 2001. Donnelly, J. (2000). Departmental characteristics and the experience of secondary science teaching. Educational Research, 42(3), pp. 261-273. Earl and Katz (2000). Changing classroom assessment: Teachers’ struggles, pp. 97-111. In N. Bascia and A. Hargreaves (Eds.), The Sharp Edge of Educational Change: Teaching, Leading and the Realities of Reform. London and New York: Routledge Falmer. Edwards, D. J. A. (1998). Types of case study work: a conceptual framework for casebased research. The Journal of Humanistic Psychology, 38(3), pp. 36-70. Edwards, B. (2001). Teachers’ professional judgement of mandated changes. Paper presented at the Annual Conference of the Australian Association for Research in Education, Fremantle, Australia, December 3-6, 2001. 249 Eilam, B. and Shoham, E. (1997). Introducing a change at school: Using the concept of ‘practicality ethic’. Westminster Studies in Education, 20, pp. 39-48. Eisner, E.W. (1993). Forms of understanding and the future of educational research. Educational Researcher, 22(7) pp. 5-11. Elmore, R. and Sykes, G. (1992). Curriculum policy, pp. 185-215. In P. Jackson (Ed.), Handbook of Research on Education. New York: Macmillan. Eltis, K. (1995). Focus on Learning. Report of the Review of Outcomes and Profiles in New South Wales Schooling. Sydney: Department of Education and Training. Erickson , F. and Shultz, G. (1983). When is a context? Some issues and methods in the analysis of social competence, pp. 147-160. In J. Green and C. Wallat (Eds.) Ethnography and Language in Educational Settings. New Jersey: Ablex. Erikson, E. H. and Erikson, J. M. (1981) On Generativity and Identity: From a Conversation with Erik and Joan Erikson. Harvard Educational Review, 51(2), pp. 249269. Evans, R. (1995) The Human Side of School Change: Reform, Resistance, and the RealLife Problems of Innovation. San Francisco: Jossey-Bass Publishers. Evans, R. W. (1994). Educational ideologies and the teaching of history, pp. 171-208. In G. Leinhardt, I. Beck and C. Stainton (Eds). Teaching and Learning History. Hillsdale, NJ: Lawrence Erlbaum Associates. Feiman-Nemser, S. and Floden, R. E. (1986). The cultures of teaching, pp. 505-525. In M. C. Wittrock (Ed.), Handbook of Research on Teaching. New York : Macmillan Library Reference. Fessler, R. (1995). Dynamics of teacher career stages, pp. 171-187. In T. Guskey, and M. Huberman (Eds.), Professional Development in Education: New Paradigms and Practices. Fetterman, D. M. (1989). Ethnography: Step by Step. California: Sage Publications. Field, M.J. (1998). Bringing about curriculum change. Part C: Models for bringing about change. Working paper: The Further Education Staff College Information Bank. Fielding, N. G. and Fielding, J. L (1986). Linking Data. California: Sage Publications. Fielding, M. (1999). Radical collegiality: Affirming teachers as an inclusive professional practice. The Australian Educational Researcher, 26(2), pp. 1-34. 250 Fink, D. (2000). The attrition of educational change over time: The case of “innovative”, “model”, “lighthouse” schools, pp. 29-52. In N. Bascia and A. Hargreaves (Eds.), The Sharp Edge of Educational Change: Teaching, Leading and the Realities of Reform. London and New York: Routledge Falmer. Fink, D. and Stoll, L. (1998). Educational change: Easier said than done, pp. 297-321. In A. Hargreaves., A. Leiberman., M. Fullan and D. Hopkins (Eds.), The International Handbook of Educational Change. Boston: Kluwer Academic Publishers. Fish, S. (1990). How to recognise a poem when you see one, pp. 178-191. In D Bartholomae and A. Petrosky (Eds.), Ways of Reading: An Anthology for Writers. Boston: Bedford Books of St Martin’s Press. Flett, J. and Wallace, J. (2001). Teachers and curriculum reform: Change dilemmas at the classroom level. Paper presented at the Annual conference of the Australian Association for Research in Education, Fremantle, December 3-6, 2001. Fraenkel, J. R. and Wallen, N. E. (1993) How to Design and evaluate Research in Education. 2nd edition. New York: McGraw-Hill. Frenette, N. (1999). An archaeology of official curriculum in Ontario. Paper presented at the annual International Conference of the Comparative Education and Development Societies Toronto, Canada, April 13, 1999. Frenette, N. (2000). Pesonal communiqué, October 2000. Fullan, M. G. (1990). Change processes in secondary schools: toward a more fundamental agenda, pp. 224-255. In M. W. McLaughlin, J. E. Talbert, and N. Bascia (Eds.), The Contexts of Teaching in Secondary Schools: Teachers' Realities. New York: Teachers College Press. Fullan, M. (1993). Change Forces: Probing the depths of educational reform. London: Falmer. Fukuyama, F. (1992). The end of history and the last man. London: Hamish Hamilton. Gann, J.H. (1993). Making change in schools: Implementing the professional standards for Teaching Mathematics. Arithmetic Teacher, 40(5), pp. 286-290. <http://opac.library.usyd.edu.au/search/fthe+journal/fthe+journal/1,2,2,B/l856andF=fthe +journaland1,1,,1,0> Gee, J. P., Michaels, S. and O’Connor, M. C. (1992). Discourse analysis, pp. 237-291. In M. Lecompte, W. L. Millroy. and J. Priessle (Eds.) The Handbook of Qualitative Research in Education. Academic Press: California. Geertz, C. (1973). The Interpretation of Culture: Selected Essays. New York: Basic Books. 251 Geertz, C. (1988). Works and Lives: The Anthropologist as Author. California: Stanford University Press. Gerber, R. (1995). A sociocultural approach to curriculum change. Curriculum Perspectives, 15 (3), pp. 33-41. Giacquinta, J. (1998) Seduced and abandoned: Some lasting conclusions about planned change from the Cambire school project, pp. 163-180. In A. Hargreaves., A. Leiberman., M. Fullan. and D. Hopkins (Eds.), The International Handbook of Educational Change. Boston: Kluwer Academic Publishers. Gitlin, A. and Margonis, F. (1995). The Political Aspect of Reform: Teacher Resistance as Good Sense. American Journal of Education. 103(4), pp. 377-405. Gitlin, A. and Smyth, J. (1989). Teacher Education: Educative Alternatives. London: The Falmer Press. Glass, G., McGraw, B. and Smith, M. (1981). Meta-Analysis in Social Research. Newbury Park: Sage. Glesne, C. and Peshkin, A. (1992). Becoming Qualitative Researchers. New York: Longman. Goetz, J. and LeCompte, M. (1984). Ethnography and Qualitative Design in Educational Research. New York: Academic Press. Goldman, P. and Conley, D. T. (1996). Why do schools respond differentially to state school reform legislation? Paper presented at the Annual Meeting of the University Council for Educational Administration, Louisville, KY, Ocyober 25-27, 1996. Goldman, P. and Conley, D. T. (1997). Persistance, disillusionment, and compliance in educator reactions to state school reforms. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago IL, March 24-28, 1997. Goodenough, W. H. (1981). Culture, Language and Society. Menlo Park, CA: Benjamin/Cummings Publishers. Goodson, I. F. (1981). Becoming an academic subject: Patterns of explanation and evolution. British Journal of Sociology of Education, 2(2), pp. 163-179. Goodson, I. F. (1983). School Subjects and Curriculum Change. London: Croom Helm. Goodson, I. F. (1988). The Making of Curriculum: Collected Essays. London: The Falmer Press. Goodson, I. F. (1990). Studying curriculum: towards a social constructionist perspective. Journal of Curriculum Studies, 22 (4), pp. 299-312. 252 Goodson, I. F. (1994). Studying Curriculum: Cases and Methods. Buckingham: Open University Press. Goodson, I. F. (1998). Patterns of curriculum change, pp. 231-241. In A. Hargreaves., A. Leiberman., M. Fullan. and D. Hopkins (Eds.), The International Handbook of Educational Change. Boston: Kluwer Academic Publishers. Goodson, I. F., Anstead, C. J. and Mangan, J. M. (1998). Subject Knowledge: readings for the Study of School Subjects. London: The Falmer Press. Goodson, I. F. and Ball, S. (1984). Introduction, pp. 1-14. In I. Goodson and S. Ball (Eds.), Defining the Curriculum: Histories and Ethnographies. London: The Falmer Press. Goodson, I. F. and Cole, A. (1994). Exploring the teacher’s professional knowledge: Constructing identity and community. Teacher Education Quarterly, Winter, pp. 85105. Goodson, I. F. and Hargreaves, A. (1995). Teachers' Professional Lives. London: The Falmer Press. Goodson, I. F., and Mangan, J. M. (1998). Subject cultures and the introduction of classroom computers, pp. 105-121. In I. F. Goodson, C. J. Anstead, and J. M. Mangan (Eds.), Subject Knowledge: Readings for the Study of School Subjects. London: The Falmer Press. Goodson, I. F. and Marsh, C. J. (1998). Studying School Subjects: A Guide. London: The Falmer Press. Greenspan, I. L. (2001). Teacher collaboration and individualism in secondary school mathematics departments. Masters Thesis, ED454091. Grimmett, P. P. and Neufeld, J. (1994). Teacher Development and the Struggle for Authenticity: Professional Growth and Restructuring in the Context of Change. New York: Teachers College Press. Gross, N., Giacquinta, J. and Bernstein, M. (1971). Implementing Organizational Innovations. New York: Basic Books. Grossman, P. L. and Stodolsky, S. S. (1994) Considerations of content and the circumstances of secondary school teaching, pp. 179-221. In L. Darling-Hammond (Ed.). Review of Research in Education 20. Washington: American Educational Research Association. Grossman, P. L. and Stodolsky, S. S. (1995). Content as context: the role of school subjects in secondary school teaching. Educational Researcher (November 1995), pp. 511. 253 Grundy, S. (1987). Curriculum: Product or Praxis. London: The Falmer Press. Guba, E. G. and Lincoln, Y. S. (1994). Paradigmatic controversies, constradictions and confluences, pp. 163-188. In N. K. Denzin, and Y. S. Lincoln (Eds.), Handbook of Qualitative Research. California: Sage Publications. Guskey, T. and Huberman, M. (1995). Professional Development in Education: New Paradigms and Practices. New York: Teachers College Press. Gross, N., Giacquinta, J. and Bernstein, M. (1971). Implementing Organizational Innovations. New York: Basic Books. Haddon, D. (2001). Rediscovering Civics and Citizenship Education: A Teacher Perspective in New South Wales Primary Schools. Unpublished doctoral thesis. University of Sydney. Hall, R. (1997). The dynamics of coping with curriculum change. Curriculum Perspectives 17(1), pp. 31-44. Halse, C., Jimenez, S. and Simpson, I. (1997). International Trends in History Education. Sydney: History Teachers’ Association of NSW. Hammersley, M. (1984). Staffroom news, pp. 203-214. In A. Hargreaves. and P. Woods. (Eds.), Classrooms and Staffrooms: The Sociology of Teachers and Teaching. Milton Keynes: Open University Press. Hannay, L. and Denby, M. (1994). Secondary school change: The role of Department Heads. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, April 4-8. Hannay, L., and Erb, C. (1999). To the barricades: The department head role in change. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, April 19-23. Hannay, L. and Ross, J. (1999). Departments heads as middle managers? Questioning the black box. School Leadership and Management, 19(3), pp. 345-358. Hargreaves, A. (1988). Teaching quality: a sociological analysis. Journal of Curriculum Studies, 20(3), pp. 211-231. Hargreaves, A. (1992). Cultures of teaching: a focus for change, pp. 216-240. In A. Hargreaves, and M. G. Fullan (Eds.), Understanding Teacher Development. New York: Teachers College Press. Hargreaves, A. (1993). Individualism and individuality: reinterpreting the teacher culture, pp. 51-76. In J. W. Little, and M. W. McLaughlin (Eds.), Teachers' Work: Individuals, Colleagues and Contexts. New York: Teachers College Press. 254 Hargreaves, A. (1994a). Critical Introduction, pp. 1-11. In I. Goodson. Studying Curriculum. Buckingham: Open University Press. Hargreaves, A. (1994b). Changing Teachers, Changing Times: teachers' work and culture in the postmodern age. London: Cassell. Hargreaves, A. (1994c). Restructuring restructuring: postmodernity and the prospects for educational change, pp. 52-82. In P. P. Grimmett, and J. Neufeld (Eds.), Teacher Development and the Struggle for Authenticity: Professional Growth and Restructuring in the Context of Change. New York: Teachers College Press. Hargreaves, A. (1997). The four ages of professionalism and professional learning. Unicorn, 23(2), pp. 86-115. Hargreaves, A. (1998). Pushing the boundaries of educational change, pp. 281-296. In A. Hargreaves., A. Leiberman., M. Fullan. and D. Hopkins (Eds.), The International Handbook of Educational Change. Boston: Kluwer Academic Publishers. Hargreaves, A. (2000a). Professionals and parents: A social movement for educational change? pp. 217-235. In N. Bascia and A. Hargreaves (Eds.), The Sharp Edge of Educational Change: Teaching, Leading and the Realities of Reform. London and New York: Routledge Falmer. Hargreaves, A. (2000b). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, pp. 811-826. Hargreaves, A. and Evans, R. (1997). Beyond Educational reform: Bringing Teachers Back In. Buckingham: Open University Press. Hargreaves, A., and Fullan, M. (1992). Understanding Teacher Development. New York: Teachers College Press. Hargreaves, A., and Goodson, I. (1996). Teachers' professional lives: aspirations and actualities, pp. 1-27. In I. Goodson and A. Hargreaves (Eds.), Teachers' Professional Lives. London: The Falmer Press. Hargreaves, A. and Woods, P. (1984). Classrooms and Staffrooms: The Sociology of Teachers and Teaching. Milton Keynes: Open University Press. Harris, A. (2000). Effective leadership and departmental improvement. Westminster Studies in Education, 23, pp. 81-90. Harris, A., Jamieson, I. and Russ, J. (1995). A Study of "effective" departments in secondary schools. School Organisation, 15(3), pp. 83-99. 255 Harris, C. (1996). The Impact of Outcomes and the National Profile for Studies of Society and Environment on the Development of the 1992 Junior History Syllabus. Unpublished Honours Thesis: University of Sydney. Harris, C. (1999). Making sense of change: Exploring the contexts which shape teachers’ perceptions of a new syllabus. Challenge of Change in Education Symposium Proceedings. UTS, Sydney, pp. 185-197. Harris, C. (2001). Subject Departments as mediators of change: A help or hindrance? Curriculum Perspectives, 23(3), pp. 13-25. Harris, C. and Jimenez, S. (2001). Exploring ‘convergence’ within the research process: What informs interpretation? Change: Transformations in Education, 4(2), pp. 79-92. Harvey, M. (2001). Leading schools with unresponsive departments/teaching-learning teams. Paper presented at the Annual Conference of the Australian Association for Research in Education, Fremantle Dec 3-6. Helms, J.V. (1998). Science – and me: subject matter and identity in secondary school science teachers. Journal of Research in Science Teaching, 35(7), pp. 811-834. Henry, M. E. (1993). School Cultures: Universes of Meaning in Private Schools. New Jersey: Ablex Publishing Corporation. Hilferty, F. (1997). Teachers’ Conceptions of History through Beliefs and Practices. Unpublished Honours Thesis. University of Sydney. Hilferty, F. (2000). Subject associations: Tribal cliques or unifying networks? Paper presented at Annual Australian Association for Research in Education Conference, Sydney, December 2-6. Hilferty, F. (2001). Subject teaching associations and the professional representation of teachers in New South Wales. Paper presented at the Australian Curriculum Studies Association Biennial Conference, Australian National University, Canberra, September 29 – October 1. History Teachers’ Association. (1998a). Where’s history going? Newsletter, 29/8/98. History Teachers Association (1998b). Writing brief History Years 7-10. Teaching History. 32(3), pp. 27-35. Holsti, L. (1969). Content Analysis for the Social Sciences and Humanities. Reading, MA, USA: Addison-Wesley. 256 Holtzhausen, S. (2001). Triangulation as a powerful tool to strengthen the qualitative research design: The Resource-based Learning Career Preparation Program (RBLCPP) as a case study. Paper presented at the Higher Education Close Up Conference 2, Lancaster University, July 16-18. Hornsby-Smith, M.P. and Newbury, C.J. (1972). Subject specialization at school. Educational Researcher, 15(1), pp. 55-62. House, E.R. and McQuillan, P.J. (1998). Three perspectives on school reform, pp. 198213. In A. Hargreaves., A. Leiberman., M. Fullan. and D. Hopkins (Eds.), The International Handbook of Educational Change. Boston: Kluwer Academic Publishers. Hoyle, E. (1982). Micropolitics of educational organizations. Educational Management and Administration, 10, pp. 87-98. Huberman, A. M. and Miles, M. B. (1994). Data management and analysis methods, pp. 428-442. In N. Denzin, and Y. S. Lincoln (Eds.), Handbook of Qualitative Research. California: Sage Publications. Huberman, M. (1993). The model of the independent artisan in teachers' professional relations, pp. 11-50. In J. W. Little, and M. W. McLaughlin (Eds.), Teachers' Work: Individuals, Colleagues, and Contexts. New York: Teachers College Press. Huberman, M. (1995). Professional careers and professional development, pp. 193-224. In T. Guskey, and M. Huberman (Eds.), Professional Development in Education: New Paradigms and Practices. Huberman, M. and Neufeld, T. B. J. (1993). The Lives of Teachers. New York: Teachers College Press. Jackson, P. W. (1992). Handbook of Research on Curriculum. New York: MacMillan Publishing Company. Jamal, N. (1998a). Changes to history course fail to reassure teachers. Sydney Morning Herald, 7/09/98. Jamal, N. (1998b). History revisited, say angry teachers. Sydney Morning Herald, 11/09/98. Janssens, S. and Kelchtermans, G. (1997). Subjective theories and professional self of beginning teachers. Paper presented at the Annual American Educational Research Association Conference, Chicago, IL, March 24-28. Jenkins, K. (1995). On “What is history?” From Carr and Elton to Rorty and White. London: Routledge. 257 Jimenez, S. (2001). The Impact of Benchmarks on Teaching Civics and Citizenship Education: Case Studies of Three Secondary School History Teachers. Unpublished doctoral thesis. University of Sydney. Johnson, M. (1990). The primacy and potential of high school departments, pp. 167-185. In M. W. McLaughlin, J. E. Talbert, and N. Bascia (Eds.), The Contexts of Teaching in Secondary Schools: Teachers Realities. New York: Longman. Jones, A. (1999). Teachers’ subject subcultures and curriculum innovation: The example of technology education, pp. 155-171. In J. Loughran (Ed.). Researching Teaching: Methodologies and Practices for Understanding Pedagogy. London: The Falmer Press. Kainan, A. (1994). The Staffroom: Observing the Professional Culture of Teachers. Avesbury: Aldershot. Keddie, N. (1984). Classroom Knowledge, pp. 108-122. In A. Hargreaves, and P. Woods (Eds.), Classrooms and Staffrooms: The Sociology of Teachers and Teaching. Milton Keynes: Open University Press. Keesing, R. (1974). Theories of culture. Annual Review of Anthropology (3), pp. 72-97. Kelchtermans, G. (1996). Teacher vulnerability: Understanding its moral and political roots. Cambridge Journal of Education, 26(3) pp. 307-323. Kelchtermans, G. and Ballet, K. (2002). The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation. Teaching and Teacher Education. 18, pp. 105-120. Kelchtermans, G. and Vandenberghe, R. (1993). A teacher is a teacher is a teacher is a … Teachers’ professional development from a biographical perspective. Paper presented at the Annual American Educational Research Association Conference, Atlanta, GA, April 12-16. Kemper, T. D. (1993). Sociological models in the explanation of emotions. GET PAGE REF. In M. Lewis and J.M. Haviland (Eds). Handbook of Emotions. New York: The Guilford Press. Kennedy, K. J. (1991). The historical perspective: the contribution of history to citizenship education, pp. 68-87. In R. E. Gross, and T. L. Dynneson (Eds.), Social Science Perspectives on Citizenship Education. New York: Teachers College Press. Kennedy, K. (2001). Curriculum Control and Civic Education in Australia: some reflections on curriculum policy and practice in the neo-liberal state. Paper presented at the Annual Australian Association for Research in Education Conference, Fremantle, December 3-6. Kincheloe, J. (1991). Teachers as Researchers: Qualitative Inquiry as a path to Empowerment. London: Falmer Press. 258 Kincheloe, J. L. and McLaren, P. L. (1998). Rethinking critical theory and qualitative Research, pp. 260-299. In N. K. Denzin and Y. S. Lincoln (Eds.), The Landscape of Qualitative Research: Theories and Issues. London: Sage Publications, Kirk, D. and MacDonald, D. (2001). Teacher voice and ownership of curriculum change. Journal of Curriculum Studies, 33(5), pp. 551-567. Lacey, C. (1986). Situationally constrained strategies, pp. 60-69. In J. Nias (Ed.), Teacher Socialisation: the individual in the system. Deakin University: Victoria. Landman, J. (2000). A State Mandated Curriculum, a High-Stakes Test: Four Varied High School History Departments’ Responses to a Very New Policy Context. Unpublished doctoral thesis, Harvard Graduate School of Education, Boston, MA. Larochelle, M., Bednarz, N. and Garrison, J. (Eds.). (1998). Constructivism and Education. Cambridge: Cambridge University Press. Lawn, M. (1996). Modern Times? Work, Professionalism and Citizenship in Teaching. London: The Falmer Press. LeCompte, M. D., Millroy, W. L. and Priessle, J. (Eds.). (1992). The Handbook of Qualitative Research in Education. California: Academic Press. Leiberman, A. (1993). Forward, pp. vii-viii. In J. W. Little. and M. W. McLaughlin (Eds.), Teachers' Work: Individuals, Colleagues, and Contexts. New York: Teachers College Press. Levin, B. and Riffel, J.A. (2000). Changing schools in a changing world, pp. 178-194. In N. Bascia and A. Hargreaves (Eds.), The Sharp Edge of Educational Change: Teaching, Leading and the Realities of Reform. London and New York: Routledge Falmer. Lincoln, Y.S. and Guba, E.G. (1985). Naturalistic Inquiry. Newbury Park and London: Sage. Lincoln, Y. S. and Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation, 30 pp. 73-84. Little, J. W. (1990). Conditions of professional development in secondary schools, pp. 187-223. In M. W. McLaughlin, J. E. Talbert, and N. Bascia (Eds.), Contexts of Teaching in Secondary Schools: Teachers' Realities. New York: Longman. Little, J. W. (1993). Professional communities in comprehensive high schools: the two world of the academic and vocational teacher, pp. 137-164. In J. W Little, and M. W. McLaughlin (Eds.), Teachers' Work: Individuals, Colleagues and Contexts. New York: Teachers College Press. 259 Little, J. W. and McLaughlin, M. W. (Eds.). (1993). Teachers' Work: Individuals, Colleagues, and Contexts. New York: Teachers College Press. Logan, C. (1998). History stages 4-5 draft syllabus: perfect document or diktat? Teaching History. 33(4), pp. 56-60. Longhran, J (Ed.). (1999). Researching Teaching: Methodologies and Practices for Understanding Pedagogy. London: The Falmer Press. Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago and London: The University of Chicago Press. Lortie, D. (1984). Teacher Career and Work Rewards, pp. 174-189. In A. Hargreaves, and P. Woods (Ed.), Classrooms and Staffrooms: The Sociology of Teachers and Teaching. Milton Keynes: Open University Press. Lortie, D.C. (1998). Unfinished work: Reflections on Schoolteacher, pp. 145-161. In A. Hargreaves., A. Leiberman., M. Fullan, and D. Hopkins (Eds.), The International Handbook of Educational Change. Boston: Kluwer Academic Publishers. Lukes, S. (1973). Individualism. Oxford: Blackwell. Lupton, D. (1999). Content analysis, pp. 451-461. In V. Minichello., G. Sullivan., K. Greenwood, and R. Axford (Eds.), Handbook for Research Methods in Health Sciences. Sydney: Addison-Wesley. Marsh, C. J. (1997). Planning, Management and Ideology. Key Concepts for Understanding Curriculum. London: The Falmer Press. Marsh, C. and Stafford, K. (1984). Curriculum: Australian Practices and Issues. Sydney: McGraw-Hill Book Company. Mathison, S. (1988). Why triangulate? Educational Researcher (March 1988), pp. 1317. McGregor, J. (2000). The staffroom is the most underused room in the school: A study exploring the influence of space and gender in teacher workplace cultures. Paper presented at the Annual Conference of the British Educational Research Association, Cardiff University, September 7-10. McGregor, J. (2001). Making spaces: Teacher workplace typologies. Paper presented at the Annual Conference of the British Educational Research Association, University of Leeds, September 13-15. McLaughlin, M. W. (1993). What matters most in teachers workplace context? pp. 79103. In J. W. Little, and M. W. McLaughlin (Eds.), Teachers' Work: Individuals, Colleagues and Contexts. New York: Teachers College Press. 260 McLaughlin, M. W. and Talbert, J. E. (1990). The contexts in question: the secondary school workplace, pp. 1-16. In M. W. McLaughlin, J. E. Talbert, and N. Bascia (Ed.), The Context of Teaching in Secondary Schools: Teachers' Realities. New York: Teachers College Press. McLaughlin, M. W. and Talbert, J. E. (2001). Professional Communities and the Work of High School Teaching. Chicago and London: The University of Chicago Press. McLaughlin, M. W., Talbert, J. E. and Bascia, N. (1990). The Contexts of Teaching in Secondary Schools: Teachers' Realities. New York: Teachers College Press. McKay, R. (2001). Changing role of women in education: Dialectic and duality of the organizational power ethos. Canadian Journal of Administrative Sciences, 18(3), pp. 179-191. McNeill, L. M. (1986). Contradictions of Control: School structure and school knowledge. New York and London: Routledge and Kegan Paul. Mehan, H. (1993). Beneath the skin and between the ears: A case study in the politics of representation, pp. 241-268. In S. Chaiklin, and J. Lave (Eds.), Understanding Practice: Perspectives on Activity and Context. Cambridge: Cambridge University Press. Merriam, S. B. (1998). Qualitative Research and Case Study Application in Education. San Francisco: Jossey-Bass. Metz, M. H. (1990). How social class differences shape teachers' work, pp. 40-109. In M. W. McLaughlin, J. E. Talbert, and N. Bascia (Eds.), The Contexts of Teaching in Secondary Schools: Teachers' Realities. New York: Teachers College Press. Miles, M.B. (1983). Qualitative data as an attractive nuisance: The problem of analysis, pp. 117-134. In J. Van Maanen, (Ed.). Qualitative Methodology. London: Sage. Miles, M. B. and Huberman, A. M. (1994) (2nd ed). An Expanded Sourcebook: Qualitative Data Analysis. London: Sage Publications. Moallem, M. (1997). The content and nature of reflective teaching: a case of an expert middle school science teacher. The Clearing House, 70(3), pp. 143-151. Morgan, D. L. (1988). Focus Groups as Qualitative Research. California: Sage Publications. Moroz, R. and Waugh, R.F. (1999). Teacher receptivity to system-wide educational change. Journal of Educational Administration, 38(2), pp. 159-178. Murray, J.S. (1999). Top-down high school curriculum change requires bottom-up support from teachers: Factors influencing teachers’ responses. Unpublished doctoral thesis, Harvard Graduate School of Education, Boston, MA. 261 Ministerial Council On Education, Employment, Training and Youth Affairs (MCEETYA) (1999). National Goals for Schooling in the 21st Century: The Adelaide Declaration. MCEETYA. Needham, K. (1997). Secondary Subject Departments as Professional Communities. Unpublished doctoral dissertation: University of Sydney. Neuman, W. L. (1991). Analyzing Social Settings. California, Wadsworth Publishing Company. Neuman, W. L. (2000) (4th ed). Social Research Methods: Qualitative and Quantitative Approaches. Boston: Allyn and Bacon. Nias, J. (Ed.) (1986). Teacher Socialisation: the Individual in the System. Deakin University Press: Deakin University. Nias, J. (1989). Primary Teachers Talking: A Study of Teaching as Work. London and New York: Routledge. Nias, J. (1993). Changing times, changing identities: Grieving for a lost self, pp. 139156. In R.G. Burgess (Ed.). Educational Research and Evaluation for Policy and Practice? London: The Falmer Press. Nias, J. (1998). Why teachers need their colleagues: A developmental perspective, pp. 1257-1274. In A. Hargreaves., A. Leiberman., M. Fullan, and D. Hopkins (Eds.), The International Handbook of Educational Change. Boston: Kluwer Academic Publishers. Noblit, G. W. and Hare, R. D. (1988). Meta-Ethnography: Synthesizing Qualitative Studies. Newbury Park: Sage Publications. Paechter, C. (1998). The Other: Gender, Power and Schooling. London: The Falmer Press. Pajak, E. and Blase, J. (1982). The loss of innocence and the psychological development of a professional self. Educational Horizons. 60(2), pp. 65-72. Pajak, E. and Blase, J. (1989). The impact of teachers’ personal lives on professional role enactment: A qualitative analysis. American Educational Research Journal. 26(2), pp. 283-310. Peshkin, A. (1992). The Relationship Between Culture and Curriculum: A Many Fitting Thing, pp. 248-265. In P. W. Jackson (Ed.), Handbook on Research on Curriculum. New York: Macmillan Publishing Company. Phillips, R. (1998). Contesting the past, constructing the future - history, identity and politics in schools. British Journal of Educational Studies, 46(1), pp. 40-53. 262 Pinar, W. F., Reynolds, W. M., Slattery, P. and Taubman, P. M. (1995). Understanding Curriculum. New York: Peter Lang Publishing. Powney, J., and Watts, M. (1987). Interviewing in Educational Research. London: Routledge and Regan Paul. Print, M. (1987). Curriculum Development and Design. North Sydney: Allen and Unwin. Raymond, D., Butt, R., and Townsend, D. (1992). Contexts for teacher development: insights from teachers’ stories, pp. 143-161. In A. Hargreaves, and M. G. Fullan (Eds.), Understanding Teacher Development. London: Teachers College Press. Reay, D. (1998). Micro-politics in the 1990’s: staff relationships in secondary schooling. Journal of Education Policy, 12(2), pp. 179-196. Reeves, J. P. (Ed.) (1988). Educational Research, methodology and Movement: An International Handbook. Great Britain: Pergamon Press. Reid, A. and Johnson, B. (1999). Contesting curriculum. In B. Johnson, and A. Reid (Eds.), Contesting the Curriculum. Katoomba: Social Science Press. Reynolds, R. (2000). A model for researching syllabus development and curriculum change. Paper presented at Annual Australian Association for Research in Education Conference, Sydney, December 2-6. Richardson, L. (1994). Writing: a method of inquiry, pp. 923-948. In N. K. Denzin, and Y. S. Lincoln (Eds.), Handbook of Qualitative Research. California: Sage Publications. Rusch, E. and Perry, E. (1999). Resistance to change: An alternative story. International Journal of Educational Reform. 8(3), pp. 285-300. Sachs, J. (1990). Teachers’ Conceptions of the Culture Concept. Unpublished Doctoral thesis, University of Queensland. Sachs, J. (1995). Moving right along: The incursion of the right into education policy in Australia. Unpublished paper presented at University of Queensland. Sachs, J. (1998). Uncertainty, ambiguity and fluidity: the pre-millenial challenges for education research. The Australian Educational Researcher, 25(1), pp. 1-15. Sachs, J. and Smith., R. (1988). Constructing teacher culture. British Journal of Sociology of Education, 9(4), pp. 423-436. Sandelowski, M. (1986). The problem of rigor in qualitative research. Advances in Nursing Science. April, pp. 27-37. 263 Sandelowski, M. (1997). "To Be of Use": Enhancing the Utility of Qualitative Research. Nursing Outlook, 45(3), pp. 125-32. Sarason, S. B. (1982) (2nd ed). The Culture of the School and the Problem of Change. Boston: Allyn and Bacon Inc. Sarason, S. B. (1990). The Predictable Failure of Educational Reform: Can we change course before it's too late? California: Jossey-Bass Inc. Sarason, S. B. (1995). School Change: the Personal Development of a Point of View. New York: Teachers' College Press. Schaefer, R. (1993). Establishing a personal teacher identity. NAMTA Journal. 18(1), pp. 87-97. Schmidt, M. (2000). Role theory, emotions, and identity in department headship of secondary schooling. Teaching and Teacher Education, 167, pp. 827-842. Schrag, F. (1992). Conceptions of knowledge, pp.268-299. In P. W. Jackson (Ed.), Handbook on Research on Curriculum. New York: Macmillan Publishing Company. Schutz, A. (1967). (Ed. M. Natanson). Collected Papers, Vol 2, The Hague: Martinus Nijhoff. Schwandt, T. A. (1998). Constructivist, interpretivist approaches to human inquiry, pp. 221-259. In N.K. Denzin, and Y. S. Lincoln (Eds.), The Landscape of Qualitative Research. California: Sage Publications. Scientific Software Developments (1997-2000). ATLAS.ti The Knowledge Workbench: Visual Qualitative Data Analysis, Management and Model Building. Short User’s Manual. Berlin: Microsoft Corporation. Scott, D. and Usher, R. (1999). Researching Education: Data, Methods and Theory in Educational Enquiry. London and New York: Cassell. Seashore Louis, K. (1990). Social and Community Values and the Quality of Teachers’ Work Life, pp. 17-39. In M. W. McLaughlin, J. E. Talbert, and N. Bascia (Eds.), The Contexts of Teaching in Secondary Schools: Teachers' Realities. New York: Teachers College Press. Seddon, T. (1993). Context and Beyond: Reframing the theory and practice of education. London: Falmer Press. Seixas, Peter. (1993). Parallel Crises: History and the social studies curriculum in the US. Journal of Curriculum Studies, 25(3), pp. 235-250. 264 Shain, F. and Gleeson, D. (1999). Under new management: changing conceptions of teacher professionalism and policy in further education. Journal of Educational Policy, 14(4), pp. 445-462. Shearman, D. (1992). Towards a national education reform agenda. Independent Education, 22, pp. 6-8. Simpson, I. (2000). The nature and purpose of history education in schools. Paper presented at Annual Australian Association for Research in Education Conference, Sydney, December 2-6. Siskin, L.S. (1991). Departments as different worlds: Subject subcultures in secondary schools. Educational Administration Quarterly, 27(2), pp. 134-160. Siskin, L. S. (1994a). Realms of Knowledge: Academic Departments in Secondary Schools. London: Falmer Press. Siskin, L. S. (1994b). Is the school the unit of change? Internal and external contexts of restructuring, pp. 121-140. In P. P. Grimmett, and J. Neufeld (Eds.), Teacher Development and the Struggle for Authenticity: Professional Growth and Restructuring in the Context of Change. New York: Teachers College Press. Siskin, L. S. (2001). Outside the core: Accountability in tested and untested subjects. Paper presented at the American Educational Research Association Annual Conference, Seattle, April 10-14. Siskin, L. S. and Little, J. W. (1995). The Subjects in Question: Departmental Organization and the High School. Columbia: Teachers College Press. Sleegers, P. (1999). Professional identity, school reform, and burnout: Some reflections on teacher burnout, pp. 247-255. In R. Vandenburghe, and A. M. Huberman (Eds.), Understanding and Preventing Teacher Burnout: A Sourcebook of International Research and Practice. Melbourne: Cambridge University Press. Smircich, L. (1983) Concepts of Culture and Organizational Analysis. Administrative Science Quarterly. 28(3) pp. 339-358. Smith, D. (2001). Qualitative research methods lecture, University of Sydney, March 2001. Smith, D. L. and Lovat, T. (1990). Curriculum: Action on Reflection Revised Edition. Wentworth Falls: Social Science Press. Smith, J. K. (1983). Quantitative verses qualitative research: an attempt to clarify the issue. Educational Researcher, 12(3), pp. 6-13. 265 Smith. M.L. (1996). Reforming schools by reforming assessment: Consequences of the Arizona student assessment program. LA,. CA., NCRESST/CSE Technical Reports. Smylie, M. (1999). Teacher stress in a time of reform, pp. 59-79. In R. Vandenburghe, and A. M. Huberman (Eds.), Understanding and Preventing Teacher Burnout: A Sourcebook of International Research and Practice. Melbourne: Cambridge University Press. Smyth, J., McInerney, P., Lawson, M. and Hattam, R. (1999). Teachers’ Learning Project: School Culture as the Key to School Reform. Flinders Institute of Teaching/South Australia Department of Education, Training and Employment. Sokefeld, M., Chaudhary, A. M., Driessen, H., Pratt, K. and Ewing, C. (1999). Debating self, identity, and culture in anthropology / Comments / Reply. Current Anthropology, 40(4), pp. 417-447. Spillane, J.P. (1999). External reform initiatives and teachers’ efforts to reconstruct their practice: the mediating role of teachers’ zones of enactment. Journal of Curriculum Studies, 31(2), pp. 143-175. Squire, K.D. and Reigeluth, C.M. (2000). The many faces of systemic change. Educational Horizons, Spring 2000, pp. 143-152. Stake, R. E. (1998). Case Studies, pp. 86-109. In N. K. Denzin, and Y. S. Lincoln (Eds.), Stratgies of Qualitative Inquiry.. London: Sage Publications. Stedman, J. (1991). America 2000: The Presidents Education Strategy. District of Columbia Press: United States. Stengel, B. (1997). ‘Academic discipline’ and ‘school subject’: contestable curricular concepts. Journal of Curriculum Studies. 29(5), pp. 585-602. Stiegelbauer, S. and Lacey, V. (1992). Where we are, where we are going, and how we will get there? North York's benchmarks process. Paper presented at the Annual Conference of the American Educational Research Association, San Francisco, April 37. Stiles, L.J. and Robinson, B. (1973). Change in education, pp. 257-280. In G. Zaltman (Ed.). Processes and Phenomena of Social Change. New York: John Wiley and Sons. Stodolsky, S. S. and Grossman, P. L. (1995). The impact of subject matter on curricular activity: an analysis of five academic subjects. American Educational Research Journal, 32 (Summer 1995), pp. 227-249. Stolp, S. and Smith, S. C. (1994). School culture and climate: The role of the leader. Oregon School Study Council, 37(5), pp. 3-11. 266 Strauss, A. and Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory and Procedures and Techniques. Newbury Park: Sage. Talbert, J. E., and McLaughlin, M. W. (1996). Teacher professionalism in local school contexts, pp. 127-153. In A. Hargreaves, and I. Goodson (Eds.), Teachers' Professional Lives. Washington: Falmer Press. Taylor, T. (2000). The Future of the Past: Final Report of the National Inquiry into School History. Canberra: DETYA. Taylor, T. (2001). Disputed territory: Some political contexts for the development of Australian historical consciousness. Paper presented at the Canadian Historical Consciousness conference. Tell, C. (1998). Whose curriculum? A conversation with Nicholas Tate. Educational Leadership, October, pp. 64-69. Thoits, P.A. and Virsup, L.K. (1997). Me's and We's: Forms and Functions of Social Identities, pp. 106-137. In R.D. Ashmore and L. Jussim (Eds.), Self and Identity: Fundamental Issues. New York and Oxford: Oxford University Press. Trubowitz, S. (2001). Likely foes of large-scale educational change. theEDUCATIONDIGEST, February 2001, pp. 11-16. Turner, C. (2000). Learning about leading a subject department in secondary schools: some empirical evidence. School Leadership and Management, 20(3), pp. 299-313. Van den Berg, R., Vandenberghe, R. and Sleegers, P. (1999). Management of innovation from a cultural-individual perspective. School Effectiveness and School Improvement. 10(3), pp. 325-351. Van der Leeuw-Roord. (1998). The State of History Education in Europe. Vulliamy, G., Kimonen, E., Nevalainen, R. and Webb, R. (1997). Teacher identity and curriculum change: A comparative case-study analysis of small schools in England and Finland. Comparative Education, 33(1), pp. 97-115. Walker, E. and Dewar, B. (2000). Moving on from interpretivism: An argument for constructivism. Journal of Advanced Nursing, 32(3), pp. 713-720. Wasley, P. A., Donmeyer, R. and Maxwell, L. (1995). Navigating change in high school science and mathematics: Lessons teachers taught us. Theory into Practice, 34(1), pp. 51-59. Wellington, J. (2000). Educational Research: Contemporary Issues and Practical Approaches. London: Continuum. 267 Wenger, E. (1997). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press. Wideen, M. F., Mayer-Smith, J. A. and Moon, B. J. (1996). Knowledge, teacher development and change, pp. 187-204. In I. Goodson, and A. Hargreaves (Eds.), Teachers' Professional Lives. London: The Falmer Press. Williams. A., Prestage, S. and Bedward, J. (2001). Individualism to collaboration: The significance of teacher culture to the induction. The Journal of Education for Teaching, 27(3), pp. 253-267. Wilson, S. M. and Wineburg, S. S. (1988). Peering at history through different lenses: The role of disciplinary perspectives in teaching history. Teachers’ College Record, 89(4), pp. 525-539. Witziers, B., Sleegers, P. and Imants, J. (1999). Departments as teams: functioning, variations and alternatives. School Leadership and Management. 19(3), pp. 293-304. Wolcott, H. F. (1992). Posturing in qualitative inquiry, pp. 3-52. In M. D. LeCompte, W. L. Millroy & J. Preissle (Eds), The Handbook of Qualitative Research. Sydney: Academic Press. Woods, P. (1981). Strategies, commitment and identity: Making and breaking the teacher role, pp. 283-302. In L. Barton, and S. Walker (Eds.), Schools, Teachers and teaching, Falmer press: Sussex. Woods, P. and Hargreaves, A. (Eds.), Classrooms and Staffrooms: The Sociology of Teachers and Teaching. Milton Keynes: Open University Press Young, C. (1993). The recent politics of history syllabus development in New South Wales, pp. 29-46. In K. J. Kennedy and O. F. Watts (Eds.), Citizen Education for a New Age. Queensland: USQ Press. Young, C. (1998). Context and the teaching and learning of history in the secondary school. Paper presented at the Second International Practitioner Conference, University of Sydney, Australia. Young, C. (2001). Personal Communique, 20/11/01. Young, C. (2002). Personal Communique, 31/01/02. Young, M. F. D. (Ed.) (1971). Knowledge and Control: New Directions for the Sociology of Education. London: Collier-MacMillan Publishers. Young, R. (1998). Personal Communique, 24/09/98. 268 Yukl, G. (1991) (2nd Ed). Leadership in Organizations. Englewood Cliffs, NJ: PrenticeHall. 269