The Australian Professional Standards for Teachers: Perspectives on policy enactment of the Lead Standards

Amanda Brien

Research output: Thesis › Master's Thesis

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Abstract

The aim of the study was lo analyse the Australian Professional Standards for Teachers (APST) policy processes. with focus on the Lead Standards and their enactment by teachers in selected settings. The aim was investigated using a 'policy trajectory' conceptual framework across three levels: national (Australia), State (South Australia) and local (teachers). Informed by interpretivism and critical theory, a multiple case study design was used to elicit teacher perspectives and then to link to changing power relations along the trajectory. Findings revealed increasing Federal government control but also mediation of APST policy enactment by State-level education bodies and school leadership.
Original languageEnglish
QualificationMasters
Awarding Institution
  • The University of Western Australia
Thesis sponsors
Award date15 Aug 2018
DOIs
Publication statusUnpublished - 2019

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teacher
government control
critical theory
Federal Government
mediation
leadership
school
education

Cite this

Brien, Amanda. / The Australian Professional Standards for Teachers: Perspectives on policy enactment of the Lead Standards. 2019.
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Brien, A 2019, 'The Australian Professional Standards for Teachers: Perspectives on policy enactment of the Lead Standards', Masters, The University of Western Australia. https://doi.org/10.26182/5d0aeee75880f

The Australian Professional Standards for Teachers: Perspectives on policy enactment of the Lead Standards. / Brien, Amanda.

2019.

Research output: Thesis › Master's Thesis

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Brien A. The Australian Professional Standards for Teachers: Perspectives on policy enactment of the Lead Standards. 2019. https://doi.org/10.26182/5d0aeee75880f

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  • THESIS - MASTER OF EDUCATIONAL LEADERSHIP - BRIEN Amanda Rose - 2018

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