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This study tested assumptions about self-sufficiency of academic library collections and the paradigm shift to providing access to information stored elsewhere. Inter-library borrowing statistics of Australian libraries were correlated with collection size. The study concluded that collection self-sufficiency is a fallacy and that the information access paradigm will continue to co-exist with collection building. (AEF)

The psychological distress reported in a survey of 335 male and 239 female Australian secondary teachers was ameliorated by 2 factors associated with control over the work environment: (1) level of influence and autonomy and (2) perceived level of efficacy and achievement. The effect varied somewhat for males and females. (SK)

A comprehensive investigation into psychological distress among Western Australian teachers used the General Health Questionnaire to measure nine independent variables, including five stressors and four distressors. The data showed high stress levels; stressors correlated positively with distress and distressors correlated negatively. Gender differences and implications for school administration are discussed. (44 references) (MLH)

Shows the level of psychological distress among 574 Western Australian secondary teachers to be twice that expected in the general population. Lists eight school-related factors found to be statistically related to stress. Differences between male and female teachers suggests responses are sex related. (NL)

A study of groups of fifth graders working in competitive or cooperative learning conditions found that in the cooperative condition, most student interactions were on-task, whereas in the competitive condition, all student interactions were off-task. Groups that began the term in the competitive condition and then switched to cooperative learning had difficulty changing to on-task behaviors. (SV)

Describes a series of psychometric analyses of the Career Development Inventory (CDI), using latent trait measurement models, with a sample of 680 Australian high school students. Results suggest that, although some modifications are needed, the CDI has generally desirable psychometric properties. (JAC)

Regression analysis indicates that approximately two-thirds of the variance in boys' vocational aspirations and half the variance in girls' vocational aspirations are accounted for by a model that uses as predictors social class, mental ability, home environment, teacher and parent expectation, and peer aspirations. (Author/IRT)

Investigates the relationship between teachers' attitudes toward a change, as the dependent variable, and their knowledge about the change, their participation in the change, and their general attitudes to education, as independent variables, in the context of certain school and teacher situation variables. (Author/IRT)

The authors explore the concepts of "external environment" and "school organisational learning" and the relationship between the two from existing literature. In establishing the linkage, the historical evolution of different interpretations of external impacts on organisations, drawn largely from the conceptual and empirical works of organisational studies is presented. Critical school internal conditions susceptible to external changes, such as leadership, culture and structure and their interrelationships with organisational capability to engage in learning are hypothesized. Hopefully, such a conceptual postulation should shed light on a relatively neglected but increasingly important area, which will have a profound implication for the public schools coping with current educational reforms. The authors explore the concepts of "external environment" and "school organisational learning" and the relationship between the two from existing literature. In establishing the linkage, the historical evolution of different interpretations of external impacts on organisations, drawn largely from the conceptual and empirical works of organisational studies is presented. Critical school internal conditions susceptible to external changes, such as leadership, culture and structure and their interrelationships with organisational capability to engage in learning are hypothesized. Hopefully, such a conceptual postulation should shed light on a relatively neglected but increasingly important area, which will have a profound implication for the public schools coping with current educational reforms. [ABSTRACT FROM AUTHOR]

Examines the social experience of being a newcomer at a secondary school, with special reference to the process of adjustment. Theoretical background of the study; Research procedures; The experience of being a newcomer; Characteristics of the process of adjustment; Factors associated with successes and failure in the process of adjustment.