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Investigates relationships between school and classroom environment. Explains how in Australian secondary schools, instruments were developed and validated for assessing seven dimensions of school environment (empowerment, student support, affiliation, professional interest, mission consensus, resource adequacy and work pressure) and seven dimensions of classroom environment (student affiliation, interactions, co‐operation, task orientation, order and organization, individualization and teacher control). The study involved a sample of 2,211 students in 104 year nine and year 12 religious education and science classes and 208 teachers of religious education and science in Catholic and government secondary schools. Indicates that weak relationship between school and classroom environments emerged, suggesting that the school environment cannot be assumed to transmit automatically to the classroom.

Suggests that insufficient attention has been given to the significant differences between political and product or service marketing. The rise in awareness of political marketing has coincided with a decline of party membership in Britain and an increased distance between party and voter. Considers the relationships between party leader, brand image, exposure and awareness. Notes the current absence of predictive and prescriptive theories of political marketing action, and the relative significance of exogeneous factors in electoral success. Crossovers between conventional marketing, political science and political marketing are identified for future study.