The theoretical and methodological foundations for examining change in terms of paradigms, paradigm shifts and ethnoparadigm analysis, were those of the related research traditions of ethnoscience (Sturtevant, 1964) and ethnomethodology (Sacks, 1963; Garfinkel, 1967). Ethnoscience was seen as an outgrowth of anthropology whereby researchers seek to analyse the structures of knowledge held by native participants and then relate these structures to patterned activities of the participants. Ethnomethodology was interpreted as a recent outgrowth of sociology whereby scholars attempt to analyse the patterned activities of the participants and relate what participants do to the knowledge and rules used by them.

The study was conducted over a period of fifteen months which was longer than the twelve months minimal period for ethnographic and neo-ethnographic field-work suggested by Bruyn (1966), Valentine (1968) and Bullivant (1978). During this period, the researcher, as school principal, played the role of active participant-observer (Schwartz and Schwartz, 1955:350). As the school principal, the researcher was in an ideal position to adopt such a role because his normal role behaviour involved both participation and observation in the school. Multiple indicants (McCall and Simmons, 19691, in the form of quasi-statistical measures, interviews and documented materials, were the main forms of data collection.

The study focused on one state primary school. However, because of the state-wide uniformity in the methods used for;

1. teacher selection,
2. pre-service and in-service training, and
3. transfer and promotion,

The research was unsuccessful in identifying any meaningful shift from an existing "work-place paradigm" to a challenging paradigm, identified as an "education paradigm". However, the study provided useful insight into organizational change in schools. In particular, it was concluded that:

1. Organizational change may sensibly be considered to be analogous to scientific change. This means that Kuhn's notion of paradigms and paradigm shifts may be usefully applied to schools by educational administrators.

2. Schools have the potential to change, even though the major effort of teachers at present is towards maintenance, as opposed to change.

3. If schools are to change, then a great deal will depend on the catalytic behaviours of formal authority figures. This necessitates a critical re-examination of the methods of selection, training, education, tenure and promotion of these persons, and the theory that legitimates these practices.

1. organizational change in schools,
2. leadership in schools,
3. education, training, transfer and promotion of teachers, principals and inspectors,
4. the role of inspectors in schools, and
5. research in the field of educational administration.

The general hypothesis examined is that it is practicable and desirable to establish and maintain school-based decision-making (SBDM) in curriculum development (CD) in a school operating within the bureaucratic setting of an Australian state education system if selected principles governing procedures are used to guide decisions made about curriculum development.

The theoretical position adopted in the study is that greater emphasis on process dimensions of curriculum, organization and teacher development is essential in appropriate contexts if members of the high school community (especially teachers) are to be given an opportunity to participate in their own development. This would give them the opportunity to shape their future rather than being shaped by it.

Objectives and process dimensions can and should co-exist and when applied appropriately to curriculum, organization and teacher development enable the establishment of school-based procedures which maintain the relevance of the curriculum in altering contexts. This also facilitates sustained implementation of a SBDM in CD model. The model, when applied, promotes the characteristics of a pro-active and adaptive school, that is as a school with alternatives rather than an alternative school. It illustrates that it is practicable and desirable to establish and maintain SBDM in CD at Toowong High, a school operating within the bureaucratic context of the Queensland Education Department.

An ethnographic methodology was chosen because the theoretical position required that descriptions and interpretations of decisions about innovative practices in curriculum be presented. This methodology when applied to SBDM in CD in the situations within which participants find themselves takes the following form: (a) delineation of significant curriculum events through a content analysis; (b) identification of significant curriculum decisions through a contextual analysis; and (c) derivation of guidelines for SBDM in CD for application in a wider context through a case study analysis.

The contribution of this study is its:

1. highlighting of the complex inter-relationship between curriculum, organization and teacher development. It also indicates how this inter-relationship may be understood by application of procedures which are normative and re-educative;

2. evolution of a situational methodology based upon principles governing procedures for application to SBDM in CD; and

3. bridging of the theory-practice gap with an in-depth study of practice in one school. There was systematic application of principles to guide procedures and an ethnographic approach which articulates theory and practice within a school base.

Please cite as: QIER (1987). Thesis abstracts. Queensland Researcher, 3(1), 40-47. http://www.iier.org.au/qjer/qr3/thesis-abs-3-1.html