The following theses use Eacott’s relational approach as a central framework for their research. We do not vouch for correct understanding or use of relational theory in every thesis, so do remember to consult with an expert about your own work. In particular, we encourage making contact with Dr Eacott.
Interested in postgraduate study using Eacott’s relational theory? Contact Dr Eacott and/or see the Opportunities tab.
Asuga, G.N. (2015). Theorizing school leadership preparation and development in sub-Saharan Africa: The case of Kenya. Doctor of Philosophy (Education). University of Newcastle, Australia.
Dalzell, K.E. (2016). An examination of the leadership practices related to school culture and organizational learning in a consolidated grade 7-12 school. Doctor of Education. The University of Western Ontario, Canada.
Irvine, N. (2016). The equity of the school prospectus: The impact of ICSEA upon school marketing. University of New South Wales, Sydney. [with Distinction]
Talpor, J. (2017). Implementing ICT in an independent school in Pakistan. University of New South Wales, Sydney. [with Distinction]
Hodges, K. (2012). The consecration of time: Student and teacher relations during practicum experiences. Bachelor of Teaching / Bachelor of Arts (Honours). University of Newcastle, Australia. [Awarded 1st Class Honours; Faculty Medal; and an APA Scholarship for Doctoral Studies]
Luan, X. (2016-2018). Shadow education in China. Doctor of Philosophy. University of New South Wales, Sydney.
Moses, J. (2017-18). Principals’ experiencing time: A relational case study. Bachelor of Education (Honours). University of New South Wales, Sydney.
NOTE: If you are here by mistake, or should be here, or you want us to add more information (e.g., an email address or thesis) please contact Dr Eacott (email@example.com).