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This interpretative study of teachers as learners explored the continuing professional learning of teachers in a range of Australian schools. While teacher learning is regarded as a cornerstone of school reform, knowledge of how and why teachers engage in ongoing learning is scant. Research participants completed an open-ended questionnaire about their professional learning experiences and participated in semi-structured interviews in which they shared their learning narratives. The study found three sets of major influences on teachers' engagement with professional learning and the quality of that learning. These influences were isolation (both geographic and professional), cost (both educational and emotional), and the professional and personal life stages of teachers. A new descriptive framework through which to understand the intricate interconnections between teacher-learners, professional learning and learning contexts across teaching careers is proposed.

This article reports on research that explored the concept of authentic leadership with seven principals of Catholic primary schools in Brisbane, Australia. Recent developments in leadership theory have promoted the concept of authentic leadership for addressing the leadership demands associated with our seemingly ever-changing and unpredictable, if not chaotic, world. In particular, authentic leaders are said to act in accordance with their personal values and convictions thereby building essential credibility, respect and trust. This suggests that the development of authentic leadership is contingent upon the leader having explicit knowledge of their values so that they can readily act in accordance with these values. Hence, this research sought to determine whether or not it is possible to develop authentic leadership practices by increasing the leader's explicit knowledge of their personal values. A deeply structured process of self-reflection was used as the means for increasing this explicit self-knowledge. In the light of this research, it is proposed that there is more to authentic leadership than knowing one's values. Arguably, truly authentic leadership might only be possible for those leaders who have the commitment and courage to come to know and understand the full extent of the influential power of their whole inner Self. (Contains 7 figures.)

This interpretative study of teachers as learners explored the continuing professional learning of teachers in a range of Australian schools. While teacher learning is regarded as a cornerstone of school reform, knowledge of how and why teachers engage in ongoing learning is scant. Research participants completed an open-ended questionnaire about their professional learning experiences and participated in semi-structured interviews in which they shared their learning narratives. The study found three sets of major influences on teachers’ engagement with professional learning and the quality of that learning. These influences were isolation (both geographic and professional), cost (both educational and emotional), and the professional and personal life stages of teachers. A new descriptive framework through which to understand the intricate interconnections between teacher-learners, professional learning and learning contexts across teaching careers is proposed. [ABSTRACT FROM AUTHOR]

Under s 284-75(2) of Sch 1 to the Taxation Administration Act 1953 (Cth), a taxpayer is liable to an administrative penalty if, in a statement to the Commissioner, the taxpayer has treated an income tax law as applying to a matter in a particular way that was not "reasonably arguable". The expression "reasonably arguable" formerly appeared in s 226K of the Income Tax Assessment Act 1936 (Cth). In a 2003 case, Walstern v FCT, Hill J expounded a number of propositions about the correct approach to penalty under the former s 226. Those principles have been applied in a number of decisions of the Full Court of the Federal Court without reservation until recently. This article considers whether and, if so, to what extent, the observations in those cases have modified the Hill J formulation and introduced a lower standard as the test for what constitutes a reasonably arguable position. [ABSTRACT FROM AUTHOR]

This article reports on research that explored the concept of authentic leadership with seven principals of Catholic primary schools in Brisbane, Australia. Recent developments in leadership theory have promoted the concept of authentic leadership for addressing the leadership demands associated with our seemingly ever-changing and unpredictable, if not chaotic, world. In particular, authentic leaders are said to act in accordance with their personal values and convictions thereby building essential credibility, respect and trust. This suggests that the development of authentic leadership is contingent upon the leader having explicit knowledge of their values so that they can readily act in accordance with these values. Hence, this research sought to determine whether or not it is possible to develop authentic leadership practices by increasing the leader's explicit knowledge of their personal values. A deeply structured process of self-reflection was used as the means for increasing this explicit self-knowledge. In the light of this research, it is proposed that there is more to authentic leadership than knowing one's values. Arguably, truly authentic leadership might only be possible for those leaders who have the commitment and courage to come to know and understand the full extent of the influential power of their whole inner Self. [ABSTRACT FROM AUTHOR]