澳大利亞近年來技術勞動力短缺，可同時一些年輕學生不積參與學校學習，也沒就業(yè)。在這一形勢下，政府和學校發(fā)起了一場全方位的教育改革。《澳大利亞教育改革現(xiàn)狀研究（英文版）/當代外語研究論叢》集中研究這場宏大的教育改革中教育界和非教育界領導們?yōu)榱藢W生們校內(nèi)校外學習培訓協(xié)同努力進行的各種教育創(chuàng)新。《澳大利亞教育改革現(xiàn)狀研究（英文版）/當代外語研究論叢》以教育理論和領導力理論為框架，以定性研究為研究方法。數(shù)據(jù)收集采用采訪形式，共采訪澳大利亞昆士蘭州學校教師、主任、校長、區(qū)教育局局長、州教育部副部長以及非教育界人士等共48位受訪人。采訪數(shù)據(jù)在聽寫成文字后，借助NVivo軟件進行編碼和分析。分析發(fā)現(xiàn)在這一復雜而大范圍的教育改革中，不同教育界和非教育界領導采用的話語與改革前不同，展示出新的領導語言。作者發(fā)現(xiàn)教育界和非教育界之間多方位的協(xié)同努力展示出一種復雜而新穎的教育創(chuàng)新領導力，作者定義為立體式教育創(chuàng)新領導力�！栋拇罄麃喗逃母铿F(xiàn)狀研究（英文版）/當代外語研究論叢》研究國外教育改革創(chuàng)新，對于國內(nèi)正在進行的中學及大學的教育改革具有較大的借鑒意義。
Chapter 1 Introduction
1．1 Introduction
1．2 Research questions
1．3 Key terms
1．4 The significance of this study
1．5 The study's theoretical innovativeness
1．6 Research design
1．7 Thesis statement
1．8 Structure for the exploration of this argument
Chapter 2 Leadership for reforms to Senior Learning through VETiS： The intellectual context for this study
2．1 Introduction
2．2 Leadership and Senior Learning
2．3 Policies for reforming of education and training in senior secondary schools
2．4 Barriers and challenges for reform'leaders
2．5 Leaders' reform strategies
2．6 Changes being made through leadership of reforms to Senior Learning
2．7 Vindication of leaders' success in VETiS
2．8 Assessment of literature
Chapter 3 Theorising leadership for educational reform
3．1 Introduction
3．2 Fullan's conceptualisation of leadership for reform
3．3 Lear's conceptualisation of leadership for radical change
3．4 Conceptualising leadership in terms of radical hope
3．5 Courage
3．6 Track reality
3．7 Vindication
3．8 Conclusion
Chapter 4 Educational research methodology and methods
4．1 Introduction
4．2 What now counts as research?
4．3 Two philosophies of research
4．4 Research plan
4．5 Principles of data collection and analysis
4．6 Methods and procedures for data collection
4．7 Procedures for data analysis and interpretation
4．8 Research ethics
4．9 Conclusion
Chapter 5 Leadership in the context of national VETiS reform policies and programs
5．1 Introduction
5．2 Leadership in the Queensland context
5．3 A National Overview of Vocational Education and Training in Schools
5．4 Government initiatives
5．5 Nation-wide advisory service
5．6 Ways for student to connect with industry
5．7 Queensland's policies for reforming Senior Learning through VETiS
5．8 Problems arising from VETiS for educational leadership
5．9 Discussion
5．10 Conclusion
Chapter 6 Courage for making reforms
6．1 Introduction
6．2 Leadership and barriers to VETiS reforms
6．3 Leaders acting strategically
6．4 Discussion
6．5 Conclusion
Chapter 7 Leadership and the tracking of VETiS reforms
7．1 Introduction
7．2 Worries and anxieties of VETiS leaders
7．3 Leading in a context of an uncertain future
7．4 Continuous efforts made by VETiS leaders
7．5 Discussion
7．6 Conclusion
Chapter 8 Vindication of reform leadership
8．1 Introduction
8．2 The leadership of VETiS reforms and students' outcomes
8．3 Successful programs and the leadership of VETiS reforms
8．4 Benefits for school communities from VETiS leaders
8．5 Discussion
8．6 Conclusion
Chapter 9 Li Ti leadership as a key characteristic of Queensland's VETiS reforms
9．1 Introduction
9．2 Challenging Fullan's tri-level leadership
9．3 Challenging Lear's notion of leadership
9．4 Complexity of leadership of Senior Learning reforms in Queensland
9．5 Theorising Queensland's VETiS leadership
9．6 Conclusion
Chapter 10 From multi-level， heroic leadership to Li Ti leadership
10．1 Introduction
10．2 Summary
10．3 Findings
10．4 Delimitations and limitations of the study
10．5 Implication for practice
10．6 Recommendations for further research
Appendices
Appendix 1 Interview Schedule
Appendix 2 Main destinations of Year 12 completers， Queensland 2006——2010
Appendix 3 Number of students in VET training in Queensland， 2005——09
Appendix 4 Queensland student number and VET training 2005——2009
Appendix 5 Students by major courses and qualifications AQF qualifications 2005——2009
References
INDEX
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