The teachers and students of Arcadia High School are the real focus of this study. I want tothank them for accepting me into their school community, for their support and friendship,and for the exciting vision they showed me of what is possible in middle school education.
Many colleagues at the National Key Centre for School Science and Mathematics, CurtinUniversity of Technology, listened to seminar presentations, discussed ideas, read drafts andpapers, and in many other ways supported the development of my ideas. I would particularlylike to acknowledge the support of Professor David Treagust and of my fellow doctoralstudents from Room 217 - Cath Milne, Grady Venville, Joan Gribble, Louise Tyson, WendySpeering and Allan Harrison. Dr John Wallace provided invaluable feedback and advice inthe development of the final text.
My daughters, Cassandra and Alexandra, gave me hugs when I needed them most.
My partner, Sue Geelan, supported me in more ways than I can possibly name. Her love andconfidence in me carried me along when my own confidence was shaky, and she has been anunfailingly interested and challenging sounding board for new ideas. Sue read drafts of'School Stories' and offered excellent suggestions, and most of all, she allowed me to tellparts of her story that are important to both of us.
I want to acknowledge the love and support of my Lord and Saviour, Jesus Christ.
My doctoral supervisor, colleague and friend Peter Taylor has contributed enormously to mydevelopment over the past three years, and I hope we will have the opportunity to continue towork together. Peter's critical focus on his own learning and development provided me withan excellent model, and allowed me to feel that I wasn't the only one learning in ourencounters. He has suggested the right book or paper at the right time to challenge myassumptions and move me along, and the many hours we've spent in discussion in Peter'soffice have been a pleasure and an education.