Chapter 1 Introduction
1．1 Introduction
1．2 Research questions
1．3 Key terms
1．4 The significance of this study
1．5 The study's theoretical innovativeness
1．6 Research design
1．7 Thesis statement
1．8 Structure for the exploration of this argument


Chapter 2 Leadership for reforms to Senior Learning through VETiS： The intellectual context for this study
2．1 Introduction
2．2 Leadership and Senior Learning
2．3 Policies for reforming of education and training in senior secondary schools
2．4 Barriers and challenges for reform'leaders
2．5 Leaders' reform strategies
2．6 Changes being made through leadership of reforms to Senior Learning
2．7 Vindication of leaders' success in VETiS
2．8 Assessment of literature


Chapter 3 Theorising leadership for educational reform
3．1 Introduction
3．2 Fullan's conceptualisation of leadership for reform
3．3 Lear's conceptualisation of leadership for radical change
3．4 Conceptualising leadership in terms of radical hope
3．5 Courage
3．6 Track reality
3．7 Vindication
3．8 Conclusion


Chapter 4 Educational research methodology and methods
4．1 Introduction
4．2 What now counts as research?
4．3 Two philosophies of research
4．4 Research plan
4．5 Principles of data collection and analysis
4．6 Methods and procedures for data collection
4．7 Procedures for data analysis and interpretation
4．8 Research ethics
4．9 Conclusion


Chapter 5 Leadership in the context of national VETiS reform policies and programs
5．1 Introduction
5．2 Leadership in the Queensland context
5．3 A National Overview of Vocational Education and Training in Schools
5．4 Government initiatives
5．5 Nation-wide advisory service
5．6 Ways for student to connect with industry
5．7 Queensland's policies for reforming Senior Learning through VETiS
5．8 Problems arising from VETiS for educational leadership
5．9 Discussion
5．10 Conclusion


Chapter 6 Courage for making reforms
6．1 Introduction
6．2 Leadership and barriers to VETiS reforms
6．3 Leaders acting strategically
6．4 Discussion
6．5 Conclusion


Chapter 7 Leadership and the tracking of VETiS reforms
7．1 Introduction
7．2 Worries and anxieties of VETiS leaders
7．3 Leading in a context of an uncertain future
7．4 Continuous efforts made by VETiS leaders
7．5 Discussion
7．6 Conclusion


Chapter 8 Vindication of reform leadership
8．1 Introduction
8．2 The leadership of VETiS reforms and students' outcomes
8．3 Successful programs and the leadership of VETiS reforms
8．4 Benefits for school communities from VETiS leaders
8．5 Discussion
8．6 Conclusion


Chapter 9 Li Ti leadership as a key characteristic of Queensland's VETiS reforms
9．1 Introduction
9．2 Challenging Fullan's tri-level leadership
9．3 Challenging Lear's notion of leadership
9．4 Complexity of leadership of Senior Learning reforms in Queensland
9．5 Theorising Queensland's VETiS leadership
9．6 Conclusion


Chapter 10 From multi-level， heroic leadership to Li Ti leadership
10．1 Introduction
10．2 Summary
10．3 Findings
10．4 Delimitations and limitations of the study
10．5 Implication for practice
10．6 Recommendations for further research


Appendices
Appendix 1 Interview Schedule
Appendix 2 Main destinations of Year 12 completers， Queensland 2006——2010
Appendix 3 Number of students in VET training in Queensland， 2005——09
Appendix 4 Queensland student number and VET training 2005——2009
Appendix 5 Students by major courses and qualifications AQF qualifications 2005——2009
References
INDEX
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