An international effort is under way to measure and assess the nature of imposed political reforms to education systems. Education is changing in relation to new structures and practices brought about during the process of reform at the school level. This paper investigates policy analysis of national reform in Australia, and in various states of Australia. While the paper highlights inadequacies in the educational policy process in Australia and notes the neo-politicization of educational decision-making, it also provides an argument about the roles teachers, administrators, and educational researchers (and combinations of these) play in helping communities make sense of and contribute to schooling. Sections detail the Australian policy landscape, national policy as intervention, policy development for a national curriculum, national policy and teachers' work, and pragmatic policy development.
Annual Meeting of the American Educational Research Association. (San Francisco 20-24 April, 1992)