text: DSpace Collection: http://hdl.handle.net/2381/434 2015-10-07T02:31:56Z 2015-10-07T02:31:56Z Exploring the problematic nature of GCSE examining in Economics and Business: Assessing troublesome knowledge, threshold concepts and learning Ashwin, Andrew Kenneth http://hdl.handle.net/2381/33153 2015-10-02T02:01:17Z 2015-10-01T14:27:48Z Title: Exploring the problematic nature of GCSE examining in Economics and Business: Assessing troublesome knowledge, threshold concepts and learning Authors: Ashwin, Andrew Kenneth Abstract: This thesis focuses upon assessment of learning at General Certificate of Secondary Education (GCSE) level. Approaches to learning, lecturers' conceptions of teaching, students' conceptions of learning, threshold concepts and troublesome knowledge have all been the focus of research at higher education but there has been limited work into the relevance of these fields to learning prior to higher education. This thesis surveys the research in higher education and applies some of the concepts to assessment, teaching and learning at lower levels of the education hierarchy. It looks at the extent to which students at GCSE level might be expected to begin the journey of thinking in the subject in the fields of economics and business. Teachers are a key influencer of assessment outcomes at GCSE level but their approach to teaching and their conception of learning may be influenced by the assessment framework in which they are operating. Analysis of student responses to examination questions, the extent to which teachers at this level can agree on evidence of learning and what an assessment is designed to achieve and teachers' conceptions of learning will be studied at GCSE. The results of this research suggest that a reconceptualisation of the assessment objectives, which frame the specifications at this level and provide a focus for curriculum development, could influence the way students are taught and the way in which teaching and learning programmes are put together. Such a change could help to reduce the asymmetry between students and teachers and encourage teaching and learning which helps students to 'think in the subject' and champion deep approaches to learning. 2015-10-01T14:27:48Z A mixed methods investigation into the perceptions of lower secondary school students and teachers in Cyprus on the purposes and approaches of assessment Solomonidou, Georgia http://hdl.handle.net/2381/33016 2015-09-04T02:00:56Z 2015-09-03T14:02:32Z Title: A mixed methods investigation into the perceptions of lower secondary school students and teachers in Cyprus on the purposes and approaches of assessment Authors: Solomonidou, Georgia Abstract: The role of assessment in education has been vital, since the earliest establishment of formal education. Though assessment in its early history was used only as a measurement instrument, alternative assessment of student achievement has arrived on the scene the past two decades. It is accepted that assessment can be used for learning also known as Formative Assessment. In this context, many studies have emerged worldwide investigating students' and teachers' perceptions on assessment approaches and purposes as these will affect their practices. The current study uses a Sequential Mixed Methods design to investigate perceptions on the purposes of students' assessment in general and the assessment framework specific for the Modern Greek language subject within the New National Curriculum in Cyprus (NNC). The methods involved two questionnaires; the one administered to Greek language teachers (N=95) followed by 7 individual interviews and the other administered to lower secondary school students (N=599) followed by three group interviews involving 15 students in total. The qualitative data helped explain and build upon initial quantitative results while involving people from the same sample. Results are discussed in light of other research showing that the perceptions of teachers and students are in alignment with the current shift of assessment to be used for enhancing teaching and learning. Both parties tend to agree with the legitimate purposes of assessment. Teachers and students would like to use the elements of Formative Assessment as promoted by the NNC but feel that there is inadequate training, a lack of literature and concrete examples on how to put these elements into practice. 2015-09-03T14:02:32Z Becoming other(ed): A study of minority ethnic identities in two non-urban primary schools Bracken, Sean Anthony http://hdl.handle.net/2381/31601 2015-02-05T02:02:05Z 2015-02-04T16:46:17Z Title: Becoming other(ed): A study of minority ethnic identities in two non-urban primary schools Authors: Bracken, Sean Anthony Abstract: This thesis is primarily concerned with immigrant pupils and their identity formation in primary schools. In particular, the research advances understanding about the experiences of pupils in non-urban settings and their educational experiences. It charts how narrative pathways of identities are unpredictable and charged with affectivities, emotions and power flows. The nuanced interrelationships are revealed between: wider policy contexts, school level processes, and the identity categories around which educational inclusions, exclusions and inequalities orbit. The research paradigm drew on a Deleuzian philosophical approach and also took into consideration learning from Critical Race Theory (CRT). The former provided a conceptual framework which facilitated a discussion of bounded potentialities which were open to reinterpretation and future creativities – things do not have to be as they are. While the latter perspective helped to explain the ways in which inequalities were replicated in the researched settings. The findings indicate that, for the pupils concerned, policy formations and their interpretations within schools have profound implications for pupils' experiences by assigning pupils to particular spaces within classrooms. In turn, these spaces begin to assume meanings that impact on the formation of personal and educational identities. To some extent, spaces are charged with racial and ethnic significance. Overall, the school arena is one which responds to a wider drive towards standardisation and, as such, it was challenging for the schools involved to incorporate individual cultural and linguistic differences, though this varied according to setting. The findings have relevance for teacher education and for how the professional and cultural identities of teachers also influence the wider possibilities for cultural and linguistic inclusion and creativity within schools. 2015-02-04T16:46:17Z Integrating information and communications technology (ICT) into pre-service science teacher education : the challenges of change in a Turkish faculty of education Alev, Nedim. http://hdl.handle.net/2381/31022 2014-12-16T02:39:24Z 2014-12-15T10:44:15Z Title: Integrating information and communications technology (ICT) into pre-service science teacher education : the challenges of change in a Turkish faculty of education Authors: Alev, Nedim. Abstract: Developments in Information and Communication Technology (ICT) and its applications in teaching and learning science are calling for teachers to integrate ICT into science curriculum and instruction. This requires a strategic ICT training for prospective teachers. The literature suggests that integrating ICT into Initial Teacher Education (ITE) is the only option to accomplish the intended change in developing prospective teachers.;This thesis focuses on exploring the process of integrating ICT into pre-service secondary science teacher education programmes (Physics, Chemistry and Biology) and its emerging challenges in a Faculty of Education, in Turkey. Qualitative dominant case study design was adopted. Analysis of data revealed that integrating ICT into ITE science programmes is yet to be accomplished. The data revealed that the participants, both the lecturers and student teachers, have positive attitudes towards ICT and considerable knowledge and positive understanding of ICT and its potential in teaching and learning science. However, the Faculty fails to provide appropriate ICT-training courses for student teachers to develop their technical ICT skills. Having said this, there are crucial examples of horizontal integration; that is, the lecturers provide opportunities for the student teachers to use ICT in meaningful contexts. The data suggest a relationship between the practitioners' stages of concern and stages of adoption, which can be described as follows: the personal level of concern moves from the 'self-concerns' to 'task and impact-concerns', the personal adoption level is also likely to move from entry to invention. Although the participants and the researcher identified some crucial factors that has prevented the lecturers and student teachers from using ICT in teaching and learning, among these the institutional ones such as lack of proper access to ICT resources, overcrowded-classrooms, lack of technical and pedagogical support are more influential on the integration process. 2014-12-15T10:44:15Z An evaluation of an EFL mentoring programme Arnold, Ewen http://hdl.handle.net/2381/31023 2014-12-16T02:39:25Z 2014-12-15T10:44:15Z Title: An evaluation of an EFL mentoring programme Authors: Arnold, Ewen Abstract: This research is an evaluation of the Mentoring Programme run by an EFL School in the Middle East for its newly-qualified, non-native, local teachers, who arrived in groups of seven to eleven at six-monthly intervals between December 1998 and June 2001. Principles for mentor programme planning and organisation, management, support, mentor selection and mentor quality, mentor training, outcomes and 'goodness of fit' to the context were set up to guide the evaluation within an action research framework. These principles were devised during an evaluation of the first four Mentor Programmes (Programmes 1 to 4). Programme 5 was then evaluated in depth using the principles. Programme 5 was treated as a single case study and an innovation because it was significantly different from the first four programmes in terms of the amount of planning and support provided, and the accent on teacher training in addition to induction. Information was collected through questionnaires, interviews, documents and a research diary. This information was both quantitative and qualitative in keeping with both the action research framework and the pragmatic approach towards evaluation adopted. It was found that although Programme 5 had more support, and more time was spent planning and organizing Programme 5 than Programmes 1 to 4, the quality and quantity of learning experiences provided for the mentees was very variable. Reasons for this are suggested, and issues for the School to consider when planning Programme 6 are discussed. Issues relevant to mentoring practice and theory, innovation practice and theory, and the nature of action research are also discussed. The usefulness of principles in guiding mentor programme planning, management and evaluation is assessed. 2014-12-15T10:44:15Z Managing challenging teachers Yariv, Eliezer. http://hdl.handle.net/2381/31020 2014-12-16T02:39:20Z 2014-12-15T10:44:14Z Title: Managing challenging teachers Authors: Yariv, Eliezer. Abstract: Teachers' poor performance is estimated to prevail among 5-10 percent of the teaching force. Despite its damage to pupils and to schools' reputation it has been rarely studied. Two major empirical works (Bridges, 1986,1992 Wragg et al., 1999) described its antecedents and administrators' response. The current study examines, within the Israeli context, who are the poor perforating (referred as 'challenging') teachers How principals cope with their shortcomings and what is the hidden emotional dynamics within that dyad The theoretical framework follows the three-component model of attitude (Rosenberg & Ho viand, 1960 Eagly & Chaiken, 1998), which analyzes the findings according to its cognitive, behavior and affective components. The sample includes all the principals and 131 teachers who were working in 40 elementary schools in northern Israel In addition to a semi-structured interview with each principal, they also completed two questionnaires, one about a challenging teacher and one about an outstanding teacher. Having those two teachers and two additional teachers (marginal + outstanding) who filled similar questionnaires triangulated that information. Over seven percent of the teachers were identified as challenging, mostly these were veteran teachers who manifested either insensitiveness toward pupils or had low motivation- Relatively more of these teachers taught in deprived schools with inexperienced principals. The reasons for their difficulties were generally poor fit between personal characteristics and job demands. Half faced major life event changes, which deteriorated their performance. The principals of these teachers presented highly nurturing management style with little demanding of individual teachers. They evaluated the challenging teachers as performing below average they were emotionally ambivalent toward them and reduced support and increased their demands, in comparison to the outstanding teachers. Principals tended not to plan in advance, and coped with teachers' shortcomings more by overlooking and using soft measures than taking organizational measures and sanctions. Escalating the conflict damaged the principals-teacher relations and prevented finding a solution, while a planned and focused intervention, which included colleague teachers' assistance proved to be highly effective. 2014-12-15T10:44:14Z Teachers and computer-technology : from training to implementations Heilweil, Ida http://hdl.handle.net/2381/31021 2014-12-16T02:39:22Z 2014-12-15T10:44:14Z Title: Teachers and computer-technology : from training to implementations Authors: Heilweil, Ida Abstract: The Israeli Ministry of Education launched the "Tomorrow 98" programme in 1994 to integrate computer-technology into the educational system. Training the teachers for this change was one of the main goals of the programme. This study examined the integration of computer-based technology of 167 ESL teachers who had participated in the course "Integrating Computers into the English Class" organised since 1994 by the Israeli Ministry of Education. This two phased study included a questionnaire sent to all the ESL teachers who participated in the course and in-depth interviews conducted with five teachers (three users and two non- users of computer technology in their teaching) and five leading figures in their schools (three computer coordinators who work in the users' schools and two school principals in whose schools the two non-users teach). The analysis of the findings shows that 70 per cent of the teachers who participated in the course integrate computer technology in their teaching. A majority of these teachers have changed their teaching methods both in the computer environment and the regular classroom. They enjoy working in the computer room more than in the normal classroom and believe that their learners feel the same. The teachers state that their main obstacles are lack of time and access. Technical problems ceased to intimidate them as they have learnt to overcome them with the aid of their learners or peers. Of the 30 per cent who do not use computers in teaching, 93 per cent use computers to prepare their lessons and worksheets. The main reason they do not integrate computers in their teaching is lack of access to computers in school. The study shows that school principals and school cultures have a distinct influence on the success or failure of computer integration in their schools. Collegial school management and supportive school culture encourage teachers to use computers in their teaching and to experiment new teaching methods. It is the hope of the researcher that this study will help teachers, principals, course developers, and other professionals working to integrate technology into instructional settings to understand the issues which accompany this process and lead it to success. 2014-12-15T10:44:14Z The introduction of the six-year comprehensive school in ORT schools in Israel : overcoming problems of integration Shlomo, Tzafrir. http://hdl.handle.net/2381/31019 2014-12-16T02:39:18Z 2014-12-15T10:44:13Z Title: The introduction of the six-year comprehensive school in ORT schools in Israel : overcoming problems of integration Authors: Shlomo, Tzafrir. Abstract: Changes in the Israeli educational system, since 1968, have led to the conversion of 46% of High Schools to six-year Comprehensive Schools which incorporate two sections, junior-high and high school, each with its own principal.;The research is concerned with the problems of integration faced by these six-year schools from the perceptions of principals, teachers and a selection of pupils. The research deals with three central, conceptual and empirical areas: the arguments for and against integration, the management style of the principal and the school culture.;This research project is in two parts: a survey of all the integrated schools belonging to the ORT Network in Israel, and case studies of three of the integrated six-year schools. There are 70 schools and colleges within the ORT Network, of which 23 are six-year comprehensives. The total number of pupils enrolled in the ORT six-year schools is approximately 30,000.;The research is concerned with the impact of the management and leadership style of the principal on the integration process. Therefore, questions about leadership and management style, derived from a number of theorists (Sergiovanni, 1983, Blake and Mouton, 1985, Bush, 1995) were used to allow the researcher to evaluate the perceived optimal and desirable form of school management for six-year comprehensive schools. The impact of different types of school culture on integration in junior-high schools and high schools is measured through questions based on the Hargreaves (1995) and Friedman (1987) models of school culture. A particular area of school culture is the extent of social interaction amongst teachers, and the interaction of teachers between the two sections of the case study schools. This is measured through a specifically adapted tool (Fershtman, 1993), based on social network theory. 2014-12-15T10:44:13Z School counselling : the role of the school counsellor as expected and enacted as this is perceived by selected school counsellors and members of their role set in some Arab schools in Israel Rantissi, George. http://hdl.handle.net/2381/31018 2014-12-16T02:39:17Z 2014-12-15T10:44:13Z Title: School counselling : the role of the school counsellor as expected and enacted as this is perceived by selected school counsellors and members of their role set in some Arab schools in Israel Authors: Rantissi, George. Abstract: The field of school counselling in Israel was first introduced into the educational system at the beginning of the 1960's. The roles of the school counsellor in Israel were directly elicited from the rationale and purpose of the school counselling program as was published in the 1960's by the 'American School Counseling Association' and the 'American Personnel and Guidance Association', which included the prime roles of counselling, consultation, coordination and execution of guidance programs. The first school counsellors to be occupied within the Arab schooling system in Israel began to appear at the beginning of the 1980's two decades after the program began to operate. Today the number of the Arab school counsellors occupied in the Israeli schooling system does not exceed 4 per cent of the total school counselling population which numbers above 2500. Reviewing the academic literature in the last four decades revealed many cases of role conflict with regards to the expectations and actual role performances of the school counsellors. This study aimed to learn whether the introduction of the new position of school counsellor within the Arab schooling system also led to cases of role conflict. The absence of any academic research conducted on the school counsellors population occupied within the Arab schooling system in Israel has triggered the interest to examine the impact of introducing the relatively new position into this schooling system, particularly with regards to the examining of the school counsellors' expectations, along with the study of what are their actual role performances. A review of the literature reveals that in the last two decades there is a constant increase in the number of expected roles to be fulfilled by the school counselors, a matter that has led to cases of overload, tension, inability to stand with the diversity of expectations held by different members working in the school settings and in many cases to conflict with the school counsellors own perception of the roles. The review of the literature assisted in the construction of the questionnaire along with the design of a new comprehensive school counselling framework that comprised five major role categories expected to be fulfilled by the school counsellors in any school setting. According to inspection reports, in the year 2001 there were 167 school counsellors occupied within the Arab schools. All in all, in Israel there are around 520 Arab schools serving the whole Arab population in the elementary, Junior-high and High schools. Almost a third of the Arab schools occupy a school counsellor. This study aimed to approach every school counsellor occupied within this sector (census approach) in order to collect descriptive data on both their demographic variables along with the data regarding their expectations and actual roles performed. The major research tool to collect the data was a closed questionnaire that was used both in the pilot and main study. This study also examined the expectations of the members of the role set which included a group of headteachers, classteachers, students and parents. The group of students and parents were examined via semi-structured interviews in the main study. This study examined four research questions and accordingly proposed four research hypothesis. The results of this study indicate that the school counsellors, headteachers, classteacher and students have a set of expectations which differs from the actual roles that the school counsellors actually perform. Other results indicate that it is not true that the headteachers, classteachers and parents expect more than the school counsellors to execute comprehensive guidance programs. Furthermore, this study has revealed that all the role categories that have been proposed in the comprehensive school counselling role framework developed in this thesis are expected to be fulfilled by the group of school counsellors, headteachers and clasteachers, but to a lower extent by the group of students and parents. Finally, this study found that the school counsellors occupied within the Arab schools in Israel do not perform in-services courses to the school's staff, do not perform publications and newsletters concerning the school counselling division in their school, do not conduct research on the students? characteristics in their schools and do not conduct evaluation procedures concerning educational programs taking place in their schools. This study ends with recommendations for further research and future policy making. 2014-12-15T10:44:13Z Student university choice - a study of JUPAS entrants to a HKSAR university Kwong, Kit Ching Emily. http://hdl.handle.net/2381/31017 2014-12-16T02:39:15Z 2014-12-15T10:44:13Z Title: Student university choice - a study of JUPAS entrants to a HKSAR university Authors: Kwong, Kit Ching Emily. Abstract: The rapid expansion of university places in Hong Kong between the late 1980s and the middle of 1990s has brought about a number of changes to the local higher education scene. Primary among these changes is the increased choice of university education for students. Along with the widened choice, new consumer groups and a more competitive market environment are created. Consequently higher educational institutions have to place more emphasis on promoting and marketing their own programmes and courses.;It appears that a wide array of student recruitment activities take place without a systematic analysis of the factors affecting student university choice. The lack of local research on university choice suggests that researching into this area to examine students' decision-making process would be worthwhile.;This study presents the findings of a questionnaire survey of 1,684 first-year undergraduate entrants to a university in Hong Kong. Two sets of data were collected: first, the importance of twenty-eight identified factors in affecting student university choice; second, the students' rating of the University on these factors.;The study aims to identify the influential factors in student university choice, and measure the strengths and weaknesses of the surveyed University against these factors. 2014-12-15T10:44:13Z Effective six-year high schools : stakeholders' views Ghilay, Yaron http://hdl.handle.net/2381/31015 2014-12-16T02:39:12Z 2014-12-15T10:44:12Z Title: Effective six-year high schools : stakeholders' views Authors: Ghilay, Yaron Abstract: The research is a school effectiveness study dealing with stakeholders' perceptions. It addresses six-year high school effectiveness, as it is perceived by key stakeholders in Israel: school principals, teachers, students, and parents. Stakeholders were asked to consider their attitudes towards characteristics that cause them to be satisfied or dissatisfied with the school. The research was undertaken during 2000-2001 in three Israeli six-year high schools. The six-year high school is a new kind of institute in Israel and it does not exist all over the country. This kind of school has two main components - a three-year junior high school and a three-year secondary school. In places having no six-year high schools, there are four-year secondary schools. The study includes three main research questions relating to the perceived characteristics of an ideal Israeli six-year high school, the perceived effectiveness of stakeholders' schools and the satisfaction they have with their own schools. The research is based on three case studies including a survey and interviews. 2 principals and 12 teachers in each school were interviewed (42 interviewees overall) whereas students and their parents were given questionnaires. One of the main things examined was the extent to which this new kind of school enables greater academic and curricular continuity. The study reveals that according to staffs attitudes, six-year continuity does not exist in all schools and there are institutions in which there is no integration between the junior high school and the secondary school. Furthermore, according to stakeholders' perceptions, six-year high schools are ineffective concerning teachers' quality, class size (classes are too crowded), resources management, students' motivation and parental involvement. The school principal has a direct and indirect influence on most characteristics and therefore schools managed by better principals are likely to be more effective. Nevertheless, lack of resources might limit the principal's impact on the whole six-year high school's effectiveness. 2014-12-15T10:44:12Z Developing the research culture : the impact on an academic college of education in Israel Katz, Eva. http://hdl.handle.net/2381/31016 2014-12-16T02:39:14Z 2014-12-15T10:44:12Z Title: Developing the research culture : the impact on an academic college of education in Israel Authors: Katz, Eva. Abstract: Academic colleges of education in Israel, similar to colleges all over the world, have witnessed a change in their academic ethos in the past decade, and demand a combination of effective teaching and research as the basis for tenure and promotion. This thesis examined how the research culture is developed and what benefits can be derived from the growing involvement in research.;The research focused upon a detailed case study of a large academic teacher education college, and data derived from two questionnaires, participatory observation, documentary material and interviews. Developing the research culture involves: the creation of new organizational structures (establishment of the research unit), changing behaviour (induction and mentoring of beginning researchers, providing role models), reinforcing behaviour by extrinsic and intrinsic rewards, changing people and their position in the organization (hiring and promotion procedures).;Findings, indicate that involvement in 'lower' and 'higher status' research activities alike, have a positive effect on teaching and can energize the faculty, enhance intellectual environment and improve student instruction. It appears that the more the respondent is engaged in research and the higher the level of his/her education, the more he/she believes that research is improving teaching.;There is agreement among teacher educator researchers that research work fosters professional and career development. The young and ambitious are engaged in research for extrinsic rewards: additional pay, Ph.D. or promotion, but are sceptical about their chances to be included in decision-making processes. Teacher educators, towards the end of their career, view research work as an activity that can contribute to their professional growth and self-actualization. 2014-12-15T10:44:12Z Gender equality issues in the medical education experience of final year medical students in Israel and the implications for educational managers Abramovitz, Ruth. http://hdl.handle.net/2381/31014 2014-12-16T02:39:08Z 2014-12-15T10:44:12Z Title: Gender equality issues in the medical education experience of final year medical students in Israel and the implications for educational managers Authors: Abramovitz, Ruth. Abstract: Although women are half of the medical students' population, they may have, different values than men and may be faced with organizational constraints in their medical schools and barriers to their career once they graduate. The general aim of this study is to highlight the question of gender equality in the educational process and the implications for educational managers arising from this issue. The specific objectives of the study are to identify male and female medical students personal values, experiences with regard to the curriculum, career's preparation, mentoring and abuse during the medical education and gender effect after graduation. The research tries to suggest ways in which educational managers can address possible gender inequality.;The research is carried out in two phases. The first phase is a survey of a sample of final-year medical students from three and of four medical schools in Israel. In the second phase, a case study of one of the medical schools is carried out. Interviews with students and faculty members provide data to triangulate and illuminate the findings of the survey. Documentary analysis of the school's official prospectus enables further triangulation.;Based on the findings, the conclusions are that although women and men medical students tend to differ in their career goals, they are similar in other values. Yet, women medical students are discriminated against to some extend with regard to school experiences such as career's preparation, and student abuse. Surprisingly more men students than women complain on discrimination. Other gender differences are apparent with regard to career choices and opportunities. It appears that a culture of 'gender blindness' is prevalent at medical faculties. The recommendations are that just to wait for the 'critical mass' effect is not enough and educational managers should try to address barriers faced by female students. 2014-12-15T10:44:12Z Theories of educational management in practice : an analysis of a critical incident at a College of Higher Education Halton, David J. http://hdl.handle.net/2381/31013 2014-12-16T02:39:05Z 2014-12-15T10:44:11Z Title: Theories of educational management in practice : an analysis of a critical incident at a College of Higher Education Authors: Halton, David J. Abstract: This thesis describes a case study which was designed to evaluate data derived from an analysis of a critical incident at Nene College of Higher Education. The purpose of the case study is to assess whether there is any evidence derived from the analysis of the data emanating from the critical incident to indicate (1) that some or all theoretical models of educational management existed in practice in a Higher Education Institution (HEI), and (2) that one or more theoretical models of educational management in that HEI may dominate in practice. In addition, the case study results are used to respond to research questions relating to organisational goals and culture as well as the influence of the external and internal environment upon the members of College staff involved in the critical incident. The results are also used to examine the likelihood of particular theoretical models of educational management being more or less dominant at different levels of the College's hierarchy and provides the evidence against which a new comprehensive model integrating five theoretical models of educational management can be evaluated. The thesis concludes that formal, collegial, ambiguity, political and cultural models were in evidence throughout the critical incident, although formal, collegial and cultural models tended to dominate across all organisational hierarchical levels. The external environment played a key contextual role in the process of the incident response, and the clarity of the organisation's goals and the positive subscription to those goals of staff interviewed was significant in overcoming the problems posed by the critical incident. In addition, the results indicated that the College's culture was a powerful factor in determining the manner in which the critical incident was handled. As a consequence, a new comprehensive model of educational management has been developed which included the cultural model as a variable. 2014-12-15T10:44:11Z Research writing in an EFL context : a case study in Taiwan Yeh, Chun-Chun http://hdl.handle.net/2381/31012 2014-12-16T02:39:04Z 2014-12-15T10:44:11Z Title: Research writing in an EFL context : a case study in Taiwan Authors: Yeh, Chun-Chun Abstract: This thesis is a qualitative case study of a research writing project at undergraduate level in a Taiwanese university. The general purpose of this thesis is to study the whole process of research writing at undergraduate level, while the more specific focus of the study is to investigate the students' learning experiences in the project and the teacher-student interaction in the learning process, such as in writing conferences and the revision stage.;The study involved one American instructor and seven Chinese students majoring in English. It traced a research writing project, carried out as part of the writing curriculum, from start to finish. The project was examined from both the instructor's and the students' perspectives. Data for the study come from interviews, student writing drafts, and teacher-student conference transcripts.;The findings indicate that the research writing project was perceived by both the students and the instructor as an integrated part of the composition curriculum. Investigations of writing conferences show that organization, documentation, and the mechanics of student papers were some of the focuses of the conferences. A detailed analysis of two students' multiple drafts suggests that writing conferences had a strong impact on the students' revision of their papers. Also emerging from this study is the cultural confrontation between the American instructor and the Chinese students. The impact of this on the acquisition of research writing is explored. It is found that both the instructor and the students attributed certain writing problems to the influence of culture.;A preliminary model of the research writing process is proposed based on the findings of the study. It shows the interaction between the research writing project and variables such as the teacher, the textbook, external factors, academic culture and students' indigenous culture. Practical implications and directions for further research are also discussed. 2014-12-15T10:44:11Z Flexibility and interactivity in the context of web-based curriculum : managing change Wong, Wai Man Joseph. http://hdl.handle.net/2381/31011 2014-12-16T02:39:02Z 2014-12-15T10:44:11Z Title: Flexibility and interactivity in the context of web-based curriculum : managing change Authors: Wong, Wai Man Joseph. Abstract: The research for this thesis involves a case study about the development of a Web-based Curriculum (WBC) in the Institute of Vocational Education of Hong Kong (IVE), abased on a WBC Change Model which provides a research framework emphasizing the importance of managing change in relation to the flexibility and interactivity in the context of the WBC. Previous research studies on Web-based education about its effectiveness on learning outcomes are found to be highly controversial. There is an assertion that the failure to fully use technology in education may be due to academic and technical divide. With regard to this, the study gives a balanced consideration to both educational and technological issues. It shows how the flexibility provided by the addition of WBC contributes to student learning and serves the new needs in the IVE. It also explains how strict control can stifle the growth of the WBC. It is found that human interactions and interactive elements of the WBC are likely to improve student performance as compared with non-human and static elements respectively. The study explores the highly complicated effects of different types of virtual interaction on student learning. The overall effect can be zero or destructive if one or more components dominate the others. If this is the case, the theory of `no-significant difference' prevails but eventually fails to reflect the true picture. The thesis provides further evidence to support the theory of additional learning benefits for different types of interaction on the Web. This research uniquely addresses the distinct characteristics of language barriers for the native Chinese students in Hong Kong especially when the Internet is primarily designed for native English users. Finally, the study explains why and how the failure of the WBC in IVE is related to the curriculum and academic structure. It depicts the conditions to support the development of a unified WBC and illustrates why the educational institutions are slow to respond to technological change. It also identifies those critical success factors related to technology and explains why a mixed strategy on information technology (IT) is suitable for effective implementation of the WBC. The results of this study have significant and far-reaching effects on the formulation of academic policy, organization structure and IT strategy especially for higher and tertiary institutions in Hong Kong. 2014-12-15T10:44:11Z Competency in mathematics teaching : subject content knowledge, pedagogical content knowledge and attitudes toward teaching mathematics Wong, Tak Wah Terry http://hdl.handle.net/2381/31010 2014-12-16T02:39:01Z 2014-12-15T10:44:11Z Title: Competency in mathematics teaching : subject content knowledge, pedagogical content knowledge and attitudes toward teaching mathematics Authors: Wong, Tak Wah Terry Abstract: This study investigated pre-service primary mathematics teachers' teaching practice (TP) performance in the context of their subject content knowledge (SCK), pedagogical content knowledge (PCK) and attitude towards mathematics teaching (AMT). The interrelationships among these variables are analyzed too. Attitudes toward mathematics teaching and previous SCK achievement were elicited using twenty Likert-item statements and their previous highest public mathematics examination results respectively whilst information on student teachers' PCK achievement and TP performance were obtained through direct teaching observation. The sample consisted of 104 student teachers drawn from two different training programmes, 2-Year Certificate of Education (CE) Course and 4-Year Bachelor of Education (BEd) Programme, at the first stage. Hence 52 student teachers were invited to participate in the second stage, TP supervision. Differences across programmes, year groups and gender were investigated. This study found that AMT has a positive effect on TP performance and it is also positively correlated with PCK achievement. However, it is surprising that subject content knowledge (SCK) has no statistically significant relationships with AMT, PCK achievement and TP performance. There were no substantial gender-related differences on AMT and SCK achievement however, female student teachers performed better than male student teachers on tasks requiring patience on preparation of lesson plans and teaching aids, explanations of mathematical concepts and making discussion with pupils. Besides, and surprisingly, CE student teachers had better PCK than BEd student teachers and CE student teachers also improved more than BEd student teachers in AMT by comparing their Pre- and Pro-TP AMT scores. These findings have important implications for the design of teacher training programmes and teaching effectiveness in mathematics. It is recommended that similar research be replicated for secondary student teachers, full time kindergarten, primary and secondary teachers and with questionnaires written in Chinese if necessary. 2014-12-15T10:44:11Z An assessment of the management of key skills teaching in the post-16 further education sector Richardson, Kevin http://hdl.handle.net/2381/31007 2014-12-16T02:38:58Z 2014-12-15T10:44:10Z Title: An assessment of the management of key skills teaching in the post-16 further education sector Authors: Richardson, Kevin Abstract: This thesis reviews management practices from a practitioners perspective in relation to the provision of key skills teaching in FEFC funded post-16 colleges in the period 1992-1999. In particular it focuses on issues associated with practitioners experience of managing change in response to changing educational policy. Data was obtained via a survey of 38 colleges in the West Midlands region followed by case study work in four colleges. The findings reinforce concerns raised in the literature that colleges have had difficulty in managing the teaching of key skills and have been influenced by policy prescriptions from NCVQ (QCA from 1998) and the FEFC regarding 'best practice'. It is concluded that colleges have adopted a variety of pragmatic approaches that have been applied inconsistently and compete with other college services. To be effective colleges need to focus more clearly upon the needs of the individual learner through the development and application of tools that clearly identify key skill support needs. Consideration needs to be given to redefining 'learner support' in order that a set of coherent services can be provided so that all aspects of learner support and student progress can be tracked and effective intervention and support can be provided. A model is proposed which seeks to illustrate the relationship between the management of key skills teaching and related services, and is designed to promote the provision of a range of flexible learner support services. 2014-12-15T10:44:10Z OFSTED inspections : do they promote improvement in teaching quality? Snelling, Glynn http://hdl.handle.net/2381/31009 2014-12-16T02:39:00Z 2014-12-15T10:44:10Z Title: OFSTED inspections : do they promote improvement in teaching quality? Authors: Snelling, Glynn Abstract: The inspection of state schools by the Office for Standards in Education (OfSTED) has been a major and very expensive national undertaking since 1992 and has had a substantial impact on the professional lives of all teachers. Although principally an exercise in accountability, this thesis investigates the other claim of OfSTED, that of improvement through inspection. The focus seeks to examine the effect of inspection on the improvement of teaching quality. The relationship between OfSTED, local education authorities, schools and individual teachers is examined, applying the Becher and Kogan model for examining structural levels within normative and operational modes. OfSTED employs a methodology increasingly under criticism from the research establishment and highlights a major difference between England and Wales and other countries. This is especially so in those states in Australia where teachers, local authorities and academic researchers work in true partnership with the central authority in the promotion of quality and school improvement. The value of inspection in improving teaching quality is demonstrated to be limited, with most teachers believing that the process has little positive impact on them professionally and many, supported by increasing research findings, believing that the process undermines teachers' professionalism and can actually lower pupils' standards of attainment. The stress created by the process is considered to be a major negative factor in the management of the nation's teachers. 2014-12-15T10:44:10Z Information technology as a tool for teaching primary mathematics Safa, Nehme. http://hdl.handle.net/2381/31008 2014-12-16T02:38:59Z 2014-12-15T10:44:10Z Title: Information technology as a tool for teaching primary mathematics Authors: Safa, Nehme. Abstract: In this paper, the researcher describes the attitudes and opinions of a sample of primary Math teachers in Lebanon towards using technology as a tool for teaching math, investigates the importance of integrating technology into Math curriculum in terms of learning theories, and presents an exemplary integrated math lesson plan prepared by the surveyed math teachers. In particular, he discusses the learning theories underpinning integration strategies; explaining how each strategy addresses classroom needs, and how each suggests a way to integrate technology resources.;35 primary math teachers are selected on a random basis from a cluster population. The teachers are selected in a way that represents different primary grades (G1, G2, G3, G4, G5, G6, G7), different school systems, different socioeconomic areas, and geographic locations. The researcher prepares and justifies the use of a survey as an appropriate method for studying the above educational issue. Three methods of collecting data were used: documentary sources, observation, interviewing and mail questionnaires.;On analzying the results, two findings emerged. First, the main use of the educational technological tools is to enhance higher order thinking skills. Upper and middle teachers rate the use of the educational technological tools to enhance higher order thinking skills higher than do the lower grade teachers. Second the use of the educational technological tools to enhance basic skills was less frequent. Lower grade teachers report using the educational technological tools for this purpose significantly more than do teachers in the middle and upper grades.;The researcher refers the main use of the educational technological tools to foster higher order thinking skills to a growth in various social psychosocial and cognitive skills. The factors that contribute to these outcomes are identified: the software's instructional design and cooperation and collaboration among students. Finally, implications and recommendations for education are presented along with suggestions for further research. 2014-12-15T10:44:10Z The impact of total quality management on three secondary schools in Israel : "improvement through total quality management (T.Q.M.)?", the perception of headteachers and staff in three Tel-Aviv secondary schools Kovrigaro, Rivka http://hdl.handle.net/2381/31003 2014-12-16T02:38:53Z 2014-12-15T10:44:09Z Title: The impact of total quality management on three secondary schools in Israel : "improvement through total quality management (T.Q.M.)?", the perception of headteachers and staff in three Tel-Aviv secondary schools Authors: Kovrigaro, Rivka Abstract: This thesis focuses on perceptions about the application of the T.Q.M. approach within three secondary schools which have a high rate of Russian newcomer students in the Tel-Aviv area. This study indicates that the staff, with their commitment to the schools' aims especially to the academic ones, had substantial reservations regarding the usefulness and the implementation of the T.Q.M. approach as a whole in these schools. This may be explained by the inadequacy of some T.Q.M. key factors such as 'zero-defects' or 'customer-centered approach' in the educational setting where education is perceived as a trial and error process. This research indicates that there are robust monitoring systems as well as collegiality and accountability of the staff in the three schools, and a culture which supports the idea of continuous quality improvement. In effect, the pre-requisites for the implementation of the T.Q.M. methods namely, management-led process, cultural change and finally data gathering and analysis as a means of monitoring quality and measuring change, have been achieved. Nevertheless, the attitudes towards the overall success of these schools is attributed mainly to the unusual quality of the Russian students. An additional aspect which rejects the usefulness of industrial elements of the T.Q.M. approach is that T.Q.M. has proved adequate only in coping with issues such as leadership, culture and relationships which could have been addressed anyway through the paradigms of school improvement and effectiveness. Hence, the industrial procedures and concepts have been perceived as mainly inadequate to apply in these schools where heterogeneous groups, teachers' expertise, ethical, discipline and academic values are considered to be the milestones of these schools. Apparently, another managerial approach should be sought which may more appropriately address these issues. 2014-12-15T10:44:09Z Chinese teacher thinking in Singapore : a socio-cultural perspective Minting, Huang http://hdl.handle.net/2381/31005 2014-12-16T02:38:56Z 2014-12-15T10:44:09Z Title: Chinese teacher thinking in Singapore : a socio-cultural perspective Authors: Minting, Huang Abstract: This study sets out to describe Chinese teacher thinking in Singapore and explores it from a socio-cultural perspective, utilizing both quantitative and qualitative research methods, including a survey, semi-structured interviews and metaphor analysis. The survey involves 162 respondents and 62 in-service Singapore Chinese teachers are interviewed. Metaphors arising spontaneously from the survey, the interviews and classroom discussions of teacher training sessions are identified and analyzed to make teacher thinking explicit. Four areas of Chinese teacher thinking in Singapore, that is, Singapore Chinese teachers' beliefs and perceptions about teaching, learning, students and themselves as Chinese teachers, are described and then examined within its socio- cultural context. This study finds eight major characteristics of Chinese teacher thinking in Singapore, which indicate a strong belief in: (1) the teaching of Chinese culture (2) the priority of moral education (3) the teacher/student hierarchy (4) the teaching of the text (5) the transmission model of teaching (6) the importance of examinations (7) the importance of motivation and effort in learning and (8) negative perception of themselves as Chinese teachers in Singapore. The study further shows that these characteristics of Chinese teacher thinking have deep roots in traditional Chinese educational thought and traditions and are embedded in the socio-linguistic and educational context of Singapore. The findings of this study help to identify the incongruence that exists between Chinese teacher thinking in Singapore and the theoretical assumptions underlying the more learner-centered communicative language teaching approach. This incongruence explains why some of the Chinese teachers in Singapore are reluctant to adopt the innovative teaching approach. This study suggests that a socio-cultural perspective is necessary in understanding teacher thinking, and that education reforms need to take socio-cultural contexts into consideration in order to be meaningful and successful. This study also demonstrates the validity of teacher metaphors in exploring teacher thinking. 2014-12-15T10:44:09Z Establishing an education department in a unitary authority Over, David. http://hdl.handle.net/2381/31006 2014-12-16T02:38:57Z 2014-12-15T10:44:09Z Title: Establishing an education department in a unitary authority Authors: Over, David. Abstract: This was a case study that looked at the way a new education department was set up in the new Peterborough unitary authority between 1996 and 1998. The aim was to investigate the way in which a new LEA was set up and identify the national and local influences that may have been influential in the decision making process. The research design was constructed to take into account that the case study involved an institution which was being set up over a period of two years. It would be chronologically based and a historical methodology would be the basis of research work. Within this framework, participant observation, interviews and documentary research would be the research tools used. This would also have the advantage that this approach made good use of the experience and skills of the researcher. A number of theoretical models were used in this case study. These included the rational actor model, bounded rationality, disjointed incrementalism, organisational process, bureaucratic politics model, Sabatier's political change model and Bachrach and Baratz's pluralist model. This range of models was adopted in the expectation that each had its own particular focus within the decision making process but taken together they could provide an over-lapping view. The new education department was set up at a time when there were concerns over the future economic situation of the UK. There was a national debate concerning what public services were needed and how best to provide them. The previous Conservative Government had reduced the powers of the local authorities and the new Labour government was to encourage local authorities to find the best way of providing services. For the new unitary authority, the challenge was to set up a new LEA which met local needs. However, this was a period of national political change and a new central government was formed in the middle of the setting up process. This was to cause the new LEA to re-plan to take into account expected strategic changes. The education department faced a number of challenges. There was local opposition to the setting up of a unitary authority. The city administration favoured policies which were to run counter to central government expectations. Few experienced education officers were available to the new LEA The main findings of the case study were: Central government was the single greatest influence in the setting up of the education department. Government legislation changed the role, responsibilities and structure of the new department. These changes over-stretched the new LEA, especially as central government did not provide a sufficient level of funding to the LEA. The DfEE was an important influence on the early development of the department. At first, the DfEE did not intervene and there was no guidance available to the new LEA. The city council and education department spent a year preparing to set up a new LEA and then found that it had to make significant changes on the election of a new government 12 months before the unitary authority was to be established. Local social and economic issues were ignored by the DfEE?s focus on national targets. These local problems had a significant affect on student achievement so the LEA never met government targets. The institutional culture of the city council was not supportive of the new LEA. This helped to create a shortage of able and experienced senior education officers. The education department received limited support from the local schools. Many schools had opposed unitary authority status and half of all secondary schools were grant maintained by 1996. In 1998 the education department was facing an overspend of nearly £1 million. Senior education officers resigned their posts and within a year the education department had to be re-organised. 2014-12-15T10:44:09Z Supporting IT in Hong Kong secondary schools : the role of Head of Computer Studies Lai, Yiu Chi http://hdl.handle.net/2381/31004 2014-12-16T02:38:53Z 2014-12-15T10:44:09Z Title: Supporting IT in Hong Kong secondary schools : the role of Head of Computer Studies Authors: Lai, Yiu Chi Abstract: Many educators and policy makers believe that technology is an essential tool in reforming schools. The recent IT policies for Hong Kong schools not only have facilitated changes in teaching and learning, but have also created an impact on teachers. As a teacher educator in the field of IT education and formerly the head of computer studies in a secondary school, the researcher has observed that many heads of computer studies are now working under high pressure and often question their role in school, especially from the aspect of supporting IT in school. The main purpose of this study is to explore the changing role of the head of computer studies in secondary schools under the impact of IT policies and especially their perceived role in supporting IT in school. As role theory is used as the main theoretical underpinning of the research, another aim of the study is to explore the usefulness of role theory in studying the role of the head of computer studies. This study adopted combined methods but used the qualitative approach as the main approach. In the first phase of the data collecting stage, some heads of computer studies were asked to keep a diary for a week or a teaching cycle. The data were analyzed and categorized to find the daily tasks handled by the head of computer studies, identifying those which were IT-related. The findings helped describe the profile of the head of computer studies in secondary schools. In the second phase, an extensive survey was conducted to obtain a general understanding of the school factors and perceptions of the heads of computer studies. Finally, in-depth interviews were conducted to deepen the understanding of the perceptions of the head of computer studies and the IT-related activities carried out in school. The questions were based on the diary and survey findings in the previous stages. The findings of this study provide an increased understanding of the role of middle managers in supporting IT in Hong Kong secondary schools. The findings of this study have practical significance. An increased knowledge of perception of the role of the head of computer studies may help policy makers and senior managers to allocate the duties related to using IT in school. Furthermore, the identification of tasks handled by the head of computer studies helps us understand the nature and extent of the changing role of a subject leader under the impact of new IT policies. Ultimately, the knowledge of the role of the head of computer studies can help us plan the strategies for a successful implementation of IT in school. The results of this study also show that role theory is useful in understanding the role of middle managers in school. Besides, the contingency approach may also be helpful to analyse different factors affecting the role of head of computer studies in secondary school and is an area to be explored in the future. The results therefore will add to the growing body of literature on the role of head of computer studies and especially the management role in supporting IT in education. 2014-12-15T10:44:09Z Performance appraisal in higher education Karkoulian, Silva http://hdl.handle.net/2381/31001 2014-12-16T02:38:50Z 2014-12-15T10:44:08Z Title: Performance appraisal in higher education Authors: Karkoulian, Silva Abstract: The proper implementation of an appraisal system in an educational institution could enhance the growth and development of its faculty members, which will positively reflect on the whole institution. This study aims at laying the ground for a better appraisal practice at the Lebanese American University (LAU). The study also attempts to identify trends and areas for further development, and to provide consolidated practical advice for universities in Lebanon. 80 faculty members filled semi-structured questionnaires at the Lebanese American University. Furthermore, 40 faculty members were interviewed using purposive sampling. The response rate was low (36.86%), for 80 out of the 217 responded to the distributed questionnaire. The interviews with faculty members acknowledged the importance of mentoring and professional development at LAU. The results showed that no formal appraisal scheme was implemented at LAU. The majority of the respondents acknowledged that 360-degree appraisal is the most comprehensive appraisal practice. Based on the literature review and the suggestions of interviewed faculty members, a communication model for the performance appraisal scheme was developed to be further tested and adopted by the university, if it yielded satisfactory results. The researcher finally recommended the formal adoption of a performance appraisal process at LAU. 2014-12-15T10:44:08Z The influence of structure on culture in higher education : a survey of staffs' perceptions in 'new' universities Dineen, Penelope. http://hdl.handle.net/2381/31002 2014-12-16T02:38:51Z 2014-12-15T10:44:08Z Title: The influence of structure on culture in higher education : a survey of staffs' perceptions in 'new' universities Authors: Dineen, Penelope. Abstract: This piece of research focused on the perceptions of the factors which create and affect organisational culture in the 'new' university sector in England. A review of literature centred on the theories relating to cultural models, organisational cultures, funding issues, modularity and motivation. A survey method of investigation was implemented by means of a mixed research method approach, which incorporated a series of interviews and open-ended questions, attitude responses and ranking scales. Academic staff across two departments in three universities took part in the case study interviews. The staff were chosen as a purposive sample, based on the criteria that they had worked in the organization through the transition of polytechnic to university status. All interviewees completed both parts of the interview, and the analysed and summarised data were examined and compared to literature.;Although literature offered a variety of frameworks to assist educational managers in becoming aware of the factors which influence organisational culture, the findings (although small in scale) illustrated clearly that structure was supported and culture ignored in the new university environments surveyed. Educational management in the 'new' universities had been experiencing numerous concerns and problems, for students, tutors and managers, as a result of the evolution of the binary divide and its consequential impact on the organisational culture. 2014-12-15T10:44:08Z The development of quality early years provision : raising standards, improving practice. An encounter with the hydra-headed creature that is the change process Eyles, Jacqueline Giacinta. http://hdl.handle.net/2381/31000 2014-12-16T02:38:49Z 2014-12-15T10:44:08Z Title: The development of quality early years provision : raising standards, improving practice. An encounter with the hydra-headed creature that is the change process Authors: Eyles, Jacqueline Giacinta. Abstract: The provision of high quality education for three, four and five year-olds has become a major concern of Government. Set in the context of control, economic considerations and raising standards, Government has introduced statutory initiatives with a view to improving the quality of education for all young children. The introduction of the Foundation Stage based on Early Learning Goals has provided a framework for children's learning in the Early Years. The development of the Worcestershire Early Years support programme has provided a vehicle for the new initiatives and is seen in a context of improvement and effectiveness. Ensuring quality for all three, four and five year-olds in the variety of the County's Early Years settings has become the responsibility of the practitioners in those settings, supported by a team of experienced Early Years practitioners described as 'Mentor Teachers.' The County strategy for developing, supporting and maintaining quality provision in the Early Years has provided a unique opportunity to examine the value of the strategy to the settings and the practitioners who work in those settings. The role of the Mentor Teacher in that process has been central to the investigation. The complexities of developing appropriate research dialogues and methodological approaches was another area examined. The use of survey research with its quantitative and qualitative elements provided an appropriate methodological tool that revealed a wealth of data. A postal survey was employed. Questionnaires were mailed to all Worcestershire Early Years settings in June 1999 and June 2000. Statistical information was obtained from the questions together with opinions and views expressed in the open-ended comments sections. Similar questionnaires were distributed to the Mentor Teachers. Twelve practitioners across the range of Early years settings were selected as a sample for interview, as were six Mentor Teachers who supported practitioners in the Worcestershire administrative areas of Malvern, Worcester, Kidderminster, Bromsgrove and Droitwich. All were engaged in the interview process between January and March 2001. Semi-structured interview schedules were used to allow interviewees the freedom to offer a depth of elaborated information and opinion. The research evidence revealed the problematic nature of purpose, role responsibility and relationships and of developing effective learning environments. The complex nature of developing a coherent and cohesive programme exposed the difficulties of establishing truths and realities, and the value and the weaknesses of the programme. The many positive revelations provided a degree of optimism for the future development of the programme.Quality education is the right of all children, but particularly those in the Early Years. A good foundation will support children throughout their lives. The challenge for the future is to develop a framework for quality Early Years experiences. An enhanced support programme based on a shared vision and collaboration would allow Handy's (1994) 'prophets' and 'kings' to flourish, and Early Years settings of excellence to become the norm for education provision for our youngest children. 2014-12-15T10:44:08Z An examination of the extent to which educational leadership and management principles are practiced in a sample of London schools, with reference to the effectiveness of the Ofsted model Davidson, Keith. http://hdl.handle.net/2381/30997 2014-12-16T02:38:45Z 2014-12-15T10:44:07Z Title: An examination of the extent to which educational leadership and management principles are practiced in a sample of London schools, with reference to the effectiveness of the Ofsted model Authors: Davidson, Keith. Abstract: The Education Reform Act (ERA) 1988, introduced major reforms to the education service. Since then education has remained an important national issue, in a climate that focuses on an ongoing drive to raise educational standards. Thus, this study has directed its attention to an examination of the contributions inspection has made to school improvement and the development and effectiveness of leadership/management practices in a sample of London schools. The research employed a methodology involving elements of documentary analysis, a questionnaire survey and three case study schools. This was against the background of a wide-ranging literature review, covering: theories in leadership developments in educational management and school improvement and the OFSTED inspection system. The findings from the study indicate that schools were better at developing school policies, but less successful in implementing them. Headteachers were less proactive in building and expanding leadership amongst colleagues. Headteachers perceived themselves to be mainly leaders and less as managers, and will vary their leadership style to reflect the prevailing situation. The study also demonstrates that the OFSTED inspection system functions well in describing headteachers' behaviour, but appears inadequate in shaping headteachers' approach and leadership style. In addition, the findings show that the schools judged to have had effective overall leadership was the outcome of good leadership development strategies by headteachers. Allied to this is the observation that the low performing schools that were now improving were doing so as a result of the impact of positive and purposeful leadership. The study also confirms that while inspection appears to be a catalyst for educational change and reform, school improvement was ultimately the product of direct leadership initiatives. Finally, the study proposes that while headteachers should consider themselves firstly and essentially leaders, nevertheless, they should recognise the importance of ensuring and developing effective management practices in their schools. Furthermore, the thesis suggests that headteachers should be trained by OFSTED to conduct and develop systematic school reviews and self-evaluation programmes. Schools would also be required to submit annual self-evaluation returns to OFSTED to be part of the data base on which the chief inspector's annual report is derived. This would allow OFSTED more quality time to assist weak schools in building sustainable strategies for school improvement. 2014-12-15T10:44:07Z Teaching behaviours of primary physical education student teachers Cruz, Alberto. http://hdl.handle.net/2381/30996 2014-12-16T02:38:43Z 2014-12-15T10:44:07Z Title: Teaching behaviours of primary physical education student teachers Authors: Cruz, Alberto. Abstract: The purpose of the study was to examine the teaching behaviours of Hong Kong physical education students teachers. Thirty-two local pre-service and in-service student teachers were videotaped teaching two ball games lessons in their own schools or in the allocated schools during their final practicum. Each videotaped lesson was coded using the Physical Education Teacher Assessment Instrument (PETAI). Data generated by the PETAI were comprehensively described and comparison was made between the two groups' behaviour categories by employing the independent t-test. Results indicated that the in-service group had significantly higher percentages of response presentation and total teacher instructional time than the pre-service group did, whilst the pre-service group spent significantly higher percentages of time in planned presentation, equipment management, activities organization, behaviour management and overall management time than did the in-service group. Six pre-service and in-service student teachers were randomly selected to participate in the second phase of the study. They were observed teaching two ball games lessons and were invited to take part in two pre-lesson interviews and two post-lesson stimulated recall sessions. Qualitative data were collected through lesson observation and interviews. Constant comparison and analytic induction were used to organize and categorize the data. Results showed that there were similarities and differences in teaching behaviours, teaching strategies and decision making during different stages of teaching between the two groups of subjects. Although the two groups of subjects held similar teaching beliefs and perceptions about physical education, they appeared to possess different teachers' knowledge of teaching. It was likely that the different teaching experience in physical education between the two groups accounted for the differences in their teaching behaviours. Findings of the present study hold implications for the preparation of physical education teachers. 2014-12-15T10:44:07Z The roles of subject leaders in enhancing the implementation of the Lebanese National Curriculum El Assi, Nahida http://hdl.handle.net/2381/30998 2014-12-16T02:38:46Z 2014-12-15T10:44:07Z Title: The roles of subject leaders in enhancing the implementation of the Lebanese National Curriculum Authors: El Assi, Nahida Abstract: The focus of this study was the roles of subject leaders in enhancing the implementation of the Lebanese New Curriculum, the implementation that started before the public schools were equipped to reflect its spirit and without the proper recognition of subject leadership as a role model. The study identifies and assesses problems of public schools, and attempts to present a conceptual framework for a possible solution where subject leaders become more involved in the implementation process and better solution providers. The research was conducted by utilizing a blend of research tools (FGI, individual interviews, observations, diary analysis, and a survey questionnaire). The focus group interview was the main research tool used to collect the data, while the others were used mainly for triangulation purposes. The whole sample was three principals, 82 teachers (29 from outside the researcher's school and 23 from her school), 13 SLs (5 vs. 8), 377 parents (17 vs. 365 -350 of whom receiv ed the survey questionnaire), and 34 students (25 in Grade 9, and 9 in Grade 12) selected from 13 schools. The initial findings were presented thus outlining general information about how subject leadership has been perceived and how subject leaders were expected to behave for a better implementation of the Lebanese national Curriculum. In Lebanese public schools ,the sustained conditions of assigning and allocating SLs to schools, and lack of proper training made the existing SLs perform their tasks in a traditional manner. To be good catalysts for proper implementation of the LNC, SLs claimed that a full-time job and the authority to impose sanctions were two major factors for their empowerment. Empowerment, to them, was essential and should come from (an) external agent(s) (the ministry, the inspectorate or the GCD) or else, it would be difficult to implement change. In general, all the participants (teachers, students and parents) selected from the public schools proved to lack a complete notion about what subject leadership entails. They perceived the existing role model for subject leadership as an outdated model that would not fit in the period of implementing change, and consequently were dissatisfied with the situation unless SLs performed some additional tasks. Whereas, the sample selected from the PCSS proved to have a clearer notion about subject leadership the thing that can be referred to their own var\ing experiences with SLs. Consequently, their demands were related to how private schools can raise their achievement standards. The importance of promoting the role of subject leaders was clear if all the participants? demands were to be satisfied for the sake of meeting the needs of all students enrolled in public schools. The specific responsibilities of the role were described, the implications of the research were summarized and reflected upon, and recommendations for policy and practice were stated. 2014-12-15T10:44:07Z The concept of cultural awareness within the Lebanese new national curriculum and the national English textbook : a case study of policy and practice in Lebanese public and provate secondary schools El-Hussari, Ibrahim A. http://hdl.handle.net/2381/30999 2014-12-16T02:38:48Z 2014-12-15T10:44:07Z Title: The concept of cultural awareness within the Lebanese new national curriculum and the national English textbook : a case study of policy and practice in Lebanese public and provate secondary schools Authors: El-Hussari, Ibrahim A. Abstract: This study focuses on the concept of cultural awareness as a new education/language policy prescribed by the Lebanese New National Curriculum and pursued in school and classroom practice through the national English textbook, THEMES, intended for ESL/EFL secondary-age students. The official policy guidelines on the instructional objectives of cultural awareness aim to develop in the new generation of secondary- age students an awareness of their own culture as well as the target culture/s whose language they are learning to use in a variety of real life situations. To this end, this thesis examines the educational policy prescribing cultural awareness and the pedagogical impact of its instructional objectives on language teachers and students in the context of foreign language education. Ever since the new language curriculum was put into effect at school level, many educational symposia and teacher training workshops have been organized to discuss the new educational policy and classroom implementation. However, little has been documented about the effectiveness of policy and practice in terms of cultural awareness. Through adopting case study as an interpretive methodology, I attempted to highlight the pros and cons of the new education/language policy as viewed by the main participants in this fieldwork. In this thesis, I argued for two views of culture and cultural awareness, which emerged from my reviewing of available literature in the fields of anthropology, socio-linguistics, and applied linguistics. I used these views in my data analysis to look at how my informants interpret and implement the policy guidelines on culture and cultural awareness. My research findings in this thesis show that the concept of cultural awareness, as an educational goal of the New Language Curriculum in the Lebanese secondary school, is under-theorized and under-resourced in its implementation. Hence, language teachers, in the case study investigated, were not able to develop the concept of cultural awareness as desired by the policy. In the policy, the concept of cultural awareness is promoted through a particular view of culture, which addresses a multi lingual, multi-cultural community by presenting notions of culture catered along lines of international target cultures. My informants interpreted this particular view of culture as problematic. Besides, the view of cultural awareness prescribed by the policy guidelines is not reflected in the cultural content of THEMES book to provide for the needs of secondary-age students. Whilst the policy presents cultural awareness through a set of curricular and instructional objectives, THEMES hardly addresses cultural awareness as an education/language aim. This marginal tackling of cultural awareness by THEMES has influenced the objectives of the language exercises following the texts. Besides, the content of THEMES presents an eclectic view of culture brought up by compiling theme-based international and local texts, most of which echo 'a received view of culture', to use Atkinson?s phrase. Such a content cannot support reflective learning, nor can it enhance the learners? cultural awareness in the absence of effective teachers' pedagogy targeting cultural awareness as a central goal of the new education/language policy. Furthermore, my informants interpreted the views of culture and cultural awareness, catered by the policy and THEMES book, at different levels of understanding. Coordinators and teachers felt they were left alone struggling for appropriate pedagogy to promote the cultural content of THEMES through personal interpretation of policy guidelines. This study also found that there is a need for policy makers and textbook writers to consider the views of teachers and students delivering the new curriculum, when there is a program evaluation at the end of the three-year experimental period given for implementation of school curricula. I found that an independent, external educational authority should take part in the process of program evaluation if the policy is going to work. Such a program evaluation, responding to the voices of those who deliver the policy, provides for the needs of both teachers and students to develop cultural awareness in the language classroom as desired by the official policy. With the process of increasing internationalization and globalization in mind, together with the need to avoid stereotyping images from other cultures, the development of cultural awareness in ESL classrooms seems highly desirable. 2014-12-15T10:44:07Z A case study of the provision of hotel and catering management education at the Hong Kong Polytechnic University : a mismatch of expectations Chan, Man Leong Benny http://hdl.handle.net/2381/30993 2014-12-16T02:38:39Z 2014-12-15T10:44:06Z Title: A case study of the provision of hotel and catering management education at the Hong Kong Polytechnic University : a mismatch of expectations Authors: Chan, Man Leong Benny Abstract: Abstract not available. 2014-12-15T10:44:06Z Teacher participation in decision making of secondary school teachers from aided schools in Hong Kong Cheng, Chi Keung. http://hdl.handle.net/2381/30994 2014-12-16T02:38:41Z 2014-12-15T10:44:06Z Title: Teacher participation in decision making of secondary school teachers from aided schools in Hong Kong Authors: Cheng, Chi Keung. Abstract: Since the year 2000, all Hong Kong schools have implemented a school-based management policy. Such a policy is expected to provide teachers with opportunities to become involved in school decision making, which has been identified as one of the key characteristics of an effective school. This research is based on an empirical study of teachers from Hong Kong aided secondary schools. It investigates the status quo of their current involvement in school decision making and the factors affecting their participation. It explores the relationship between teachers' perceptions of school managerial practices, their perceptions of their participation in decision making, and their perceptions of their job satisfaction, commitment and workload. The research uses a survey method for data collection. The analysis is based on data from questionnaires, which were completed by 405 teachers from 22 aided secondary schools in June 2002. A correlational research design was used. The analysis was statistical, using both descriptive and inferential data analysis procedures. Three instruments based on Likert five-point scales were constructed to measure (1) the level of teacher participation in decision making within four decision domains: school level managerial, class level technical, school level technical and class level managerial decision domains (2) four variables of managerial practices: bureaucratic control, collaboration, professional autonomy and shared vision and (3) three variables in the affective domain: job satisfaction, job commitment and teachers' perceptions of their workload. Factor analysis and reliability analysis were used to confirm the construct validity and internal consistency of the instruments. The findings throw light on the relationship of teachers? perceptions of the management practices of their schools and their perceptions of their participation in decision making. Teachers? involvement in decision making was significantly related to their perceptions of bureaucratic control, collaboration, professional autonomy and shared vision. It was possible to predict participation in different decision domains from teachers? perceptions of different management practices. The research identifies the decision domains within which teachers were involved in decision making and finds that both overall and within each of these domains the status quo is one of decision deprivation in which teachers perceptions of their actual involvement in decision making is consistently and significantly lower than their desired participation. The findings also suggest that higher job satisfaction and higher teaching commitment are correlated with greater participation by teachers in decision making in all four decision domains. On the other hand, although higher workload was correlated with high participation in the instructional decision domain, workload bore little relationship to the other decision domains. This thesis is intended to make an original contribution to educational management. Its findings suggest practical steps that could be taken by school administrators to increase teachers? participation in decision making. The results confirm those of other studies that suggest that an increase in teachers? participation in school decision making will contribute to greater school effectiveness. The thesis also provides a theoretical model that can be used in other research. 2014-12-15T10:44:06Z When not all is well : outcomes of Singaporean Chinese very low birth weight children in mainstream primary schools Chin, Ming Shu. http://hdl.handle.net/2381/30995 2014-12-16T02:38:41Z 2014-12-15T10:44:06Z Title: When not all is well : outcomes of Singaporean Chinese very low birth weight children in mainstream primary schools Authors: Chin, Ming Shu. Abstract: Advances in perinatal care in the past decade have resulted in the increased survival of very low birth weight (VLBW) infants. These are children born with a birth weight of less than 1500 grams. The mortality and immediate morbidity, that is clear neurodevelopmental deficits such as cerebral palsy, of these infants are well documented. However, less is reported about the VLBW children who may not be obviously neurologically or intellectually deficient but experience various problems in mainstream primary schools nonetheless. Underlying this study is the concern that some of the difficulties faced by local VLBW children were obscured during the period of follow-up and that they were viewed as progressing "well' based primarily on apparently normal outcomes such as average test scores. In her capacity as a psychologist involved in the multi-disciplinary follow-up of VLBW children from two to eight years old, the author has gathered information on a sample of 107 Singaporean VLBW children of ethnic Chinese origin. Using methodological as well as investigator triangulation, quantitative and qualitative results are reported. The survey method was used to obtain the former while the latter were elicited by the case study approach. In addition, the case studies of seven VLBW children with different experiences were included. Whilst the findings are in general agreement with the published literature, the limitations of the study coupled with Singaporean factors at play meant that they may not be entirely representative of the local VLBW population at large. It is anticipated, however, that the findings will provide the reader with a deeper understanding of how Singaporean Chinese VLBW children in mainstream schools are functioning on the whole. It is also hoped that this study will serve as a signpost for future VLBW follow- up work in Singapore. 2014-12-15T10:44:06Z School self-review and evaluation : a way to school effectiveness; a case study of three schools to examine the introduction and impact of self-review and evaluation Davison, Alan John. http://hdl.handle.net/2381/30991 2014-12-16T02:38:37Z 2014-12-15T10:44:05Z Title: School self-review and evaluation : a way to school effectiveness; a case study of three schools to examine the introduction and impact of self-review and evaluation Authors: Davison, Alan John. Abstract: With the growing interest in school improvement and target setting this study focused on one route to greater effectiveness, that of school-based self-review and evaluation. Much has been said about the differential effectiveness of schools and comparisons made with pupil levels of attainment internationally. However, little advice, at a practical level, has been offered on how to achieve this greater effectiveness.;This study looks at current practice in school-based self-review and evaluation, its impact on school culture and how this translates into classrooms. It undertakes a survey of all Essex secondary schools looking at their current involvement in self-review and evaluation and their plans for future work in this area. Three case studies are then reported, to show the practical impact of self-review and evaluation using quantitative and qualitative methodology. These aim to provide applicable information for schools. Many of the challenges and successes will be readily accessible to practitioners.;The findings reflect an increase in self-review and evaluation in the majority of schools and suggests the positive effect this has on the culture of the schools. Where schools are actively involved in self-review and evaluation this helps create the learning institution required for genuine effectiveness. Finally, practical advice is given to the stakeholders in education about their role on this process. 2014-12-15T10:44:05Z Scaffolded instruction and interaction in an ESL classroom Chacra, Zeina Abou http://hdl.handle.net/2381/30992 2014-12-16T02:38:38Z 2014-12-15T10:44:05Z Title: Scaffolded instruction and interaction in an ESL classroom Authors: Chacra, Zeina Abou Abstract: This research study uses socio-cultural theories of learning to investigate scaffolded instruction as a pedagogical tool across instructional activities and describe the type of student interaction it creates in the particular context of one ESL classroom in need of ways for improving interaction among students. The three main objectives of the study include an attempt to describe how scaffolding is discursively performed in the two instructional activities of teacher-led whole group lessons and tutorials a description of student interaction in the classroom when scaffolding is applied and an investigation of how scaffolding as dialogic interaction contrasts between the two instructional activities. Participants in this study were all secondary school students attending a remedial English class consisting of no more than ten students at an American international school in Kuwait. Audio recording of the lesson for spoken discourse analysis, alongside observation and interviewing were used to collect data simultaneously for the two instructional activities of teacher-led whole group lessons and tutorials which were both formatted, based on previous literature to include scaffolding elements. For both whole group lessons and tutorials, observations took place as well as a recording and transcription of the lesson for oral discourse analysis followed by interviews with students immediately after the lesson. This was repeated for three whole group teacher-led lessons and three tutorials resulting in a total of 6 data collection events for each of the three research methods were completed. By providing a linguistic understanding of scaffolded instruction, this study presents scaffolding as a more concrete concept by demonstrating how particular elements of scaffolding create classroom interaction. Additionally, this research provides a relative comparison and contrast of scaffolding as it occurs and creates interaction during two instructional activities thus providing specific recommendations for addressing a pedagogic concern with student motivation in the context of a particular ESL classroom. 2014-12-15T10:44:05Z A study of the extent to which the criteria of the TTA, Ofsted and the academic literature agree on what makes effective subject leaders in London secondary schools Alexis, June Marie. http://hdl.handle.net/2381/30990 2014-12-16T02:38:36Z 2014-12-15T10:44:05Z Title: A study of the extent to which the criteria of the TTA, Ofsted and the academic literature agree on what makes effective subject leaders in London secondary schools Authors: Alexis, June Marie. Abstract: This research examines the extent to which the TTA, Ofsted and the academic literature agree on the criteria on what makes effective subject leaders in London secondary schools. The role of subject leaders is an evolving one where they have to deal with the process of change. Many subject leaders were not prepared for the devolution of management and leadership tasks they had to undertake, especially as a result of the ERA (1988). The three bodies, the TTA, Ofsted and the academic literature, all have an input in developing the role and focusing on what makes subject leaders effective. Despite having some, although limited, convergence on the effectiveness of subject leaders, they do emphasis different aspects of the role to the exclusion of others areas. The aspects they emphasise tend to relate to their individual functions and purposes. Lawton's five level model of curriculum control was the framework used for structuring the literature review. One of the central themes of the review is that subject leaders are expected to translate government policies to their departmental members to ensure effective teaching and learning takes place in their subject areas. Thus, this emphasises the important aspects of management and leadership that are central to the work of subject leaders. Particularly, this research highlights four key functions as the main responsibilities of subject leaders: management and leadership, quality of teaching, management of the learning experience and students' standard of achievement. These areas are common to the TTA, Ofsted and the academic literature. The Ofsted reports, on the other hand, confirm the continuing weaknesses in subject leaders' performance with respect to management and leadership functions. Subject leaders play an increasing role in school improvement at the departmental level. This study outlines the varying and demanding functions that subject leaders have to undertake without being given extra consideration for the work in the area of management and leadership duties they have to perform. These are mainly in the area of management and leadership. It concludes by suggesting that subject leaders need training for this demanding role therefore training providers need to collaborate on the content of such programmes. 2014-12-15T10:44:05Z Teaching practical science with information technology : the potential of data-logging examined through case study Newton, Leonard Richard. http://hdl.handle.net/2381/30988 2014-12-16T02:38:34Z 2014-12-15T10:44:04Z Title: Teaching practical science with information technology : the potential of data-logging examined through case study Authors: Newton, Leonard Richard. Abstract: Laboratory based practical work typically involves pupils in observation, measurement, recording, display and analysis of experimental data. In recent years, computer tools have been applied to these processes through 'data-logging' methods. The benefits of these methods and their potential to serve the purposes of investigative practical science have been identified in the literature. This study presents an examination of the use of data-logging methods in order to identify factors that influence their use and to explore the extent to which the benefits claimed are achievable in everyday classroom settings. The study is organised around four major research issues concerning the features of data-logging activates designed by teachers; the ways in which activities are presented, organised and managed; the roles adopted by teachers and pupils in data-logging lessons; and evidence of productive interaction between the participants in data-logging lessons. The findings indicate that influences shaping the use of data-logging methods are wide-ranging. In addition to technically well-serviced ICT facilities and teachers experienced in the use of data-logging methods, the role of teachers emerges as highly influential in relation to: designing data-logging activities with sufficient scope and clarity of objectives, matched to pupils' needs; recognising the complexity of managing data-logging activities in classrooms and balancing this with the potential benefits of the technique; fostering an exploratory classroom ethos, encouraging pupils' talk about data-logging activity and exploiting intervention opportunities. Finally, in the light of these findings, suggestions for further empirical research are made. 2014-12-15T10:44:04Z An investigation into whether the 'Iceberg' system of peer mediation training, and peer mediation, reduce levels of bullying, raise self-esteem, and increase pupil empowerment amongst upper primary age children Stacey-Cremin, Hilary. http://hdl.handle.net/2381/30987 2014-12-16T02:38:32Z 2014-12-15T10:44:04Z Title: An investigation into whether the 'Iceberg' system of peer mediation training, and peer mediation, reduce levels of bullying, raise self-esteem, and increase pupil empowerment amongst upper primary age children Authors: Stacey-Cremin, Hilary. Abstract: This thesis evaluates the effectiveness of peer mediation programmes in 3 primary schools in Birmingham. It investigates whether the 'Iceberg' system of peer mediation training, and the setting up of a peer mediation service, can reduce bullying, and have an effect on the self-concept of Year 5 pupils. The literature review section of the study reviews existing literature concerning peer mediation, humanism in education (humanistic values underpin the mediation process) behaviour management in schools and bullying. These are all areas that are revisited as part of the empirical research. The empirical research has a quasi-experimental research design which uses both quantitative and qualitative analysis. The experiment was set up to answer the main research questions as objectively as possible, given the author's existing wider involvement in this area of work. Pre test and post-test measures include pupil questionnaires and interviews with teachers and headteachers. The positivist framework of the main experiment, however, proved to be somewhat restrictive in answering some interesting new questions which emerged as a result of the programme not being implemented as planned in 2 of the experimental schools. The findings suggest that peer mediation can be used as a strategy to reduce bullying and improve pupil feelings of empowerment and self-esteem provided it forms part of a wider strategy to empower pupils and improve their personal and social skills. The difficulties of carrying out an experiment in a school setting, however, make the results inconclusive and more research is recommended in order to understand the links between peer mediation, humanistic practices in the classroom, and the apparently central role of the headteacher. 2014-12-15T10:44:04Z Revisiting interview data : analysing turn-taking in interviews with Thai participants through 'layers of insight' Adamson, John. http://hdl.handle.net/2381/30989 2014-12-16T02:38:35Z 2014-12-15T10:44:04Z Title: Revisiting interview data : analysing turn-taking in interviews with Thai participants through 'layers of insight' Authors: Adamson, John. Abstract: This thesis has investigated a small number of transcribed interviews taken from an educational setting in Thailand. It has shown how systems of coding spoken discourse can be used to interpret that data but has also stressed the necessity to employ tools of analysis, especially those which carry Thai-specific means of assessment, to gain better insights into the turn-taking behaviour. In this respect, it is a multi-layered investigation into intercultural communication, employing what I have termed as 'layers of insight' for that process of interpretation.;The research undertaken also has an added element of using data which was originally collected for the purpose of investigating learning strategies. This is in contrast to the present objective of looking at how the interviews themselves were constructed by both participants. I have argued that this 'double focus' requires the researcher to carry forward the contextual information about the participants and interview as a speech event to the present research in order to help better interpret the data. This process has been useful, but, at times, prone to some overlap and redundancy. In order to organize the multitude of 'layers' and potential insights into the turn-taking of the interviews, much emphasis has been placed upon the methodological process streamlined into two steps.;The results of the data analysis have revealed that the turn-taking coding system requires further experimentation and that a future 'revisiting' of the data may require careful re-organising of the 'layers of insight', but also that there is much potential in the combination of contextual information in those layers with the detailed codification system. 2014-12-15T10:44:04Z The vocabulary learning strategies of Chinese and British university students, with an analysis of approaches to selected cultural keywords Shen, Wei-Wei. http://hdl.handle.net/2381/30986 2014-12-16T02:38:31Z 2014-12-15T10:44:03Z Title: The vocabulary learning strategies of Chinese and British university students, with an analysis of approaches to selected cultural keywords Authors: Shen, Wei-Wei. Abstract: Phase I of this study investigates students' perceptions of vocabulary learning strategies that they use in studying foreign languages: how frequently these strategies are used and how efficient they are believed to be. Questionnaires were analysed from 359 Chinese learners of English, 276 British learners of French, and 80 British learners of Mandarin. The first and last groups were also interviewed in depth.;The results suggest that there are a few similar patterns of learning strategies between the three groups. However, there are large number of significant differences in emphasis in the use of key strategies. Thus, it seems that there are two types of asymmetry in vocabulary learning strategies: those that stem from cultural background including academic cultural background, and those that relate to the target language.;In Phase II, six Chinese key words are selected, firstly to ascertain differences in students' perceptions of the meanings of the words and secondly to examine their evaluations of strategies to learn these specific words. Differences between 153 Chinese native speakers, and 34 British learners who are learning Mandarin were investigated. A reference group is British who are not learning Chinese (N=41).;The results show that Chinese learners of English have a wider range of lexical knowledge than British learner of Mandarin. Furthermore, the results show that the vocabulary learning strategies suggested that British learners of Mandarin and Chinese learners of English are not significantly different from general vocabulary learning strategies investigated in Phase I. A number of conclusions, implications and suggestions are drawn from the results for cross-cultural vocabulary pedagogy. 2014-12-15T10:44:03Z Teachers and students interacting around the textbook : an exploratory study of chidren developing academic second language literacy in primary school English classes in Lebanon Ghosn, Irma K. http://hdl.handle.net/2381/30985 2014-12-16T02:38:28Z 2014-12-15T10:44:02Z Title: Teachers and students interacting around the textbook : an exploratory study of chidren developing academic second language literacy in primary school English classes in Lebanon Authors: Ghosn, Irma K. Abstract: This research study was undertaken to address questions and concerns about the language teaching textbook as regards to its role in input, feedback, and production of learner output. Specifically, it investigates whether literature-based reading texts generate different interactions than traditional language teaching texts and whether the differences can be related to the development of academic L2 literacy.;Six grade five classes (163 students) were selected, three that use a traditional English language teaching textbook and three that use a course intended as reading instruction textbook for native English-speaking children. A standardized non-verbal reasoning test was administered at the beginning of the study to determine similarity of intellectual ability of the groups. Two fifty-minute class periods were videotaped in each class, once during the fall term and once during the spring term, and a total of 30 minutes of each class observation were transcribed. Samples of the textbooks were selected for analysis, and all students were administered a reading comprehension test toward the end of the academic year.;Data analysis comprised both quantitative and qualitative approaches. A total of 1158 teacher utterances and 544 student utterances were coded and frequency data collected. The frequency data were analyzed using Chi-square tests, and data from standardized tests were subjected to analysis of variance (ANOVA). The transcribed utterances were further analyzed using a qualitative approach in order to identify categories of interaction exchanges.;Findings indicate that interactions differ in classrooms using the two types of textbooks. Significant differences were found in teacher questions, student communication, and teacher feedback. Qualitative differences in classroom discourse were identified that can be related to the textbook type. The two groups differed significantly in general and specific subject-matter reading comprehension. Based on the findings, a model showing the complexity of classroom language learning is suggested for further investigation. 2014-12-15T10:44:02Z Stratford GM school : a policy and its impact Snelling, Anne. http://hdl.handle.net/2381/30983 2014-12-16T02:38:25Z 2014-12-15T10:44:01Z Title: Stratford GM school : a policy and its impact Authors: Snelling, Anne. Abstract: The process of decentralization and moves to greater self-management in schools have been part of an international trend for some years. In England and Wales, the most extreme form of self-management was introduced by the Conservative Government which established grant-maintained schools in the 1988 Education Reform Act. It was, arguably, the most controversial development in education policy in this country. The purpose of this thesis is to examine the GM policy, its implementation and impact on practice, through the study of a single grant-maintained school, its struggle for incorporation and its operation during a turbulent period. The subject of the case study is Stratford School in East London, one of the earliest schools to opt out. The research, which draws upon documentary evidence and interviews with governors, staff and pupils, has five areas of focus: the opting-out process, the role of head and governors, relationships with the local education authority, school improvement and parental involvement - choice and diversity. In many respects, the Stratford experience supports the outcomes of other research and mirrors what happened in other GM schools. There are findings from this research, however, which run counter to what took place in most GM schools. The story vividly illustrates how a GM school could go wrong and slide out of control. Yet, despite its many difficulties, the school not only survived to prove its opponents wrong, it flourished, gaining public recognition for its progress and the substantial improvement in pupil achievement. The researcher presents Stratford School as a unique case which throws light on both the GM policy during its ten year life span and the concept of self-management which is still very much on the agenda of both major political parties. It, therefore, is of historical interest and contemporary significance to those interested in self-management in schools. 2014-12-15T10:44:01Z Staff perceptions of issues relating to the pre- and post-implementation of a credit based system Dewald, B. W. A. http://hdl.handle.net/2381/30982 2014-12-16T02:38:24Z 2014-12-15T10:44:01Z Title: Staff perceptions of issues relating to the pre- and post-implementation of a credit based system Authors: Dewald, B. W. A. Abstract: The purpose of this research was to examine the issues pertaining to the change to a credit based system (CBS) in its first academic year of implementation 1997/98. Through the use of a longitudinal study, interviews were administered to academic and management staff at the beginning and end of the first CBS academic year, to evaluate the expectations and the reality of the implementation of a CBS at The Hong Kong Polytechnic University. The findings disclosed that the faculty and its staff were prepared and reacted well to the introduction of a CBS. However, the development of this new system tended to be an amalgamation of pre-existing programmes. The overall expectations of CBS had to do more with the operational aspects of the new scheme than with the anticipated results of CBS itself. Final examinations were reintroduced to coursework-only subjects. The elective selection process was moved closer to the semester they were offered. A relationship was established between the extent of participants' previous CBS experience and ease of introduction. This finding was further significant as previous CBS knowledge resulted in frustration over the slow pace and the extent of the scheme being introduced. To ease the phasing-in process, it is recommended that staff be involved in the early stages of establishing CBS. There also appears to be a clear need for further advice, explanation and guidelines on the new grading system. The university may need to secure a centralised examination system, including an examination timetable. More training for management and staff on how to advise students is needed. A task group is suggested to standardise CBS administrative procedures university-wide. Furthermore, the university needs to encourage departments to open up their subjects and, at the same time, give their students real opportunities to take up the choices offered. 2014-12-15T10:44:01Z The academic underachievement of boys and the impact of educational transition Comber, Chris. http://hdl.handle.net/2381/30984 2014-12-16T02:38:27Z 2014-12-15T10:44:01Z Title: The academic underachievement of boys and the impact of educational transition Authors: Comber, Chris. Abstract: In recent years there has been a growing concern over boys' underachievement at school, shown in a widening gender gap which is found in many subject areas, including those which have traditionally been regarded as areas of male strength. Research also indicates that periods of educational transition, especially those which involve a clear institutional or cultural shift, affect pupils' attitudes towards and enthusiasm for learning, as well as on their identity as male or female. The present study investigates the relationship between these factors via three Case Studies, with a particular focus on the impact of two educational transitions, namely that between primary and secondary school, and that between KS4 and 6th Form, on the attitudes of boys and girls towards school and schooling, and towards themselves.;In general terms, the findings from these studies confirmed previous research which shows boys to express a self-confidence in their ability which is often at odds with their actual performance. More specifically, there was evidence that primary/secondary transfer heralded the beginning of a decline in interest in learning which was particularly pronounced among boys, and which may for some develop into an anti-school disposition from which it is difficult to recover. The study further found that a recovery in the performance of boys on entry to 6th Form was accompanied by a positive attitudinal shift. In particular, some boys appeared to have achieved a resolution of earlier conflicts between the development and maintenance of an acceptable masculine identity and the demands of a school system characterised as feminine.;It is suggested that through understanding the process by which boys reach this point of resolution, more effective work with male learners at earlier stages of their educational career may be explored. 2014-12-15T10:44:01Z Prompt spelling : an approach to the teaching and learning of spelling at secondary school level Watkins, Gillian Anne. http://hdl.handle.net/2381/30980 2014-12-16T02:38:22Z 2014-12-15T10:44:00Z Title: Prompt spelling : an approach to the teaching and learning of spelling at secondary school level Authors: Watkins, Gillian Anne. Abstract: Much of the research into the spelling process focuses on developmental factors with reference to young learner writers (e.g. Gentry 1982, Frith 1985). Despite some studies into specific spelling difficulties of adults (e.g. Klein and Millar 1990) there is little research selectively focusing on persistent spelling difficulties at secondary school level.;The aim of the research was thus to develop and evaluate an approach to the teaching and learning of spelling which would meet the diversity of needs experienced by young adults at secondary school level. The approach would need to recognise the value of paired learning (Topping and Whiteley 1990) as an effective means of addressing individualised spelling needs and of promoting spelling acquisition.;The research was conducted in 5 secondary schools and involved a sample population of 33 teachers and 73 students. Additionally, as a result of two publications, a further selected sample of 25 teachers was drawn from the responses evoked. Research methods, within the framework of action research, involved the design and refining of the approach. This included observing and interviewing teachers and students and analysing the Researcher's recorded experiences as a participant observer.;The findings of the research revealed that the approach, designated 'Prompt Spelling', was an effective method which significantly raised the spelling achievement of students with spelling difficulties in terms of increased standardised spelling ages and improved recognition of the principles of English orthography.;Prompt Spelling was found to raise students' levels of metacognitive awareness whilst prompting systematic exploratory learning through discovering how to spell whilst providing a context within which teachers' appreciation of what students need to know about spelling was increased as they observed students' effective learning. 2014-12-15T10:44:00Z Cognition and technology : scaffolding young children's literacy through ICT Waller, Tim. http://hdl.handle.net/2381/30981 2014-12-16T02:38:23Z 2014-12-15T10:44:00Z Title: Cognition and technology : scaffolding young children's literacy through ICT Authors: Waller, Tim. Abstract: Young children in nursery and school at the present time are active participants in a community and a culture where the use of technology is a regular, and growing, part of daily life. This thesis discusses the possible benefits of children's experience and awareness of ICT and examines aspects of teacher-child interaction in the context using computers to support literacy teaching in the classroom. A detailed consideration of the 'scaffolding' process and its role in supporting teaching and learning with ICT is made.;The thesis describes and analyses a research project carried out in primary and nursery school classes with children aged between 3 and 8 years, over a period of two years. The research was designed to explore how children use computers to read and write in the classroom and to investigate the teachers' style of interaction when supporting children's literacy with ICT. The research was conducted from a sociocultural perspective and a range of methods, including video recordings, observations, questionnaires and semi-structured interviews were used to gather and evaluate data from children and teachers.;After evaluation of the data, results from the project are analysed, and the thesis then discusses the findings of the study in relation to previous research and makes a number of points about the nature of teacher-child interaction around the computer during literacy sessions. The problematic nature of identifying and describing scaffolding and joint activity in the classroom is considered in detail and further areas for investigation discussed. In the concluding remarks a conceptual and theoretical position is advanced in the light of the study to determine ways forward for research in the field. 2014-12-15T10:44:00Z Marketing and initial teacher training in higher education : bridging the gap Sood, Krishan. http://hdl.handle.net/2381/30978 2014-12-16T02:38:19Z 2014-12-15T10:43:59Z Title: Marketing and initial teacher training in higher education : bridging the gap Authors: Sood, Krishan. Abstract: This thesis assesses the link between marketing and Initial Teacher Training (ITT) in two higher education institutions. The study comprises a survey and case studies of all the ITT staff in the two universities. The case studies were carried out by semi-structured interviews with key members in the faculty of education and the marketing department of each of the HEIs. The link between marketing and ITT is examined through the application of strategic marketing theory and a theoretical framework for the link is presented. The study showed that the link between marketing and education is dependent upon the stage of development of each institution in terms of marketing. There was no one simple model of marketing but it was found that both universities were well orientated in linking marketing strategy to ITT. The responsiveness of both HEIs to customer needs was found to be appropriate to their organisational structure and their existing culture. The study showed that there were several conflicting pressures faced by senior managers, many of which are similar to those experienced by other university faculties. The main tensions and conflicts faced by managers were to do with managing resources in a difficult economic climate ensuring high quality student recruitment and retention enhancing institutional image addressing issues of competition and developing partnerships. The need for the faculty of education to work closely with the marketing department was considered to be important. The main difficulty which the ITT staff and the marketing staff experience is the lack of communication between them generated by work overload. This presents a challenge by all parties to consider the priority given to the link between marketing and education. A number of initiatives for linking marketing and ITT are identified. These include fostering partnerships with schools and business partners developing closer links with the marketing department and being more proactive in involving students in the development and organisation of ITT provision. 2014-12-15T10:43:59Z Assessing critical thinking in the writing of Japanese university students : insights about assumptions, content familiarity and biology Stapleton, Paul. http://hdl.handle.net/2381/30979 2014-12-16T02:38:20Z 2014-12-15T10:43:59Z Title: Assessing critical thinking in the writing of Japanese university students : insights about assumptions, content familiarity and biology Authors: Stapleton, Paul. Abstract: Recent beliefs over the appropriateness of using cultural constructs as a tool to enhance foreign language learning have become entrenched into polarized camps. Disagreement between these two sides most often arises in the field of L2 writing. While writing encompasses many different facets, one of these, critical thinking, has received considerable attention. Some research suggests that Asians, including Japanese, do not display critical thinking as conveyed by their writing in English. On the other hand, other researchers claim that Asian learners are far too diverse to make claims about the whole group's thinking abilities.;The present study proposes a model for assessing critical thinking in the writing of L2 learners in order to determine whether: 1) Japanese learners think critically, 2) instruction in critical thinking enhances their ability to think critically, 3) content familiarity plays a role in critical thinking, and 4) hierarchy and collectivity prevent Japanese from criticizing. Findings of an experiment performed on 69 Japanese undergraduate students using control and treatment groups and a pre- post-treatment design indicate that subjects did think critically and showed improvement after receiving instruction. However, the quality of critical though appeared to depend on the topic content with a familiar topic generating better critical thinking. In addition, it was found that notions of hierarchy or collectivism did not prevent subjects from being critical.;Recent disagreement over whether Japanese language learners have critical thinking abilities is used here as a representation of how TESOL researchers have confirmed themselves to the intellectual framework of the social sciences. Working under assumptions about human behaviour that consider the brain a tabula rasas, TESOL researchers fail to consider new understandings coming from evolutionary psychology. This paper explains how critical thinking may be just one of many domain specific mechanisms with which all humans are equipped at birth. On a larger level, it is suggested that the TESOL community needs to broaden beyond the notion that 'learning' is the one and only way in which human behaviour can be understood. 2014-12-15T10:43:59Z Compliment responses in American English, Saudi Arabic and the English of Saudi EFL learners Salameh, Abdallah. http://hdl.handle.net/2381/30977 2014-12-16T02:38:18Z 2014-12-15T10:43:59Z Title: Compliment responses in American English, Saudi Arabic and the English of Saudi EFL learners Authors: Salameh, Abdallah. Abstract: This cross-cultural study investigates whether the compliment response realisation patterns are universal across languages or cultural-specific. To achieve this goal, this project investigated how the compliment response speech act was performed by native speakers of American English, Native speakers of Saudi Arabic, and by Saudi EFL learners in light of the effects of the complimenter's social status, the complimenter's social distance, the respondent's gender and the respondent-complimenter gender-pairing.;The data for this study were collected by the means of triangulation methodology; naturalistic observation, elicitation, and interviews. Discourse completion tests (DCT), the main data collection instrument, were completed by 150 subjects (50 in each group). The collected data were sorted and categorised according to a response categorisation scheme prepared by the researcher for this purpose.;The DCT distribution of compliment response types across language groups indicate that while Americans accepted and rejected slightly more than Saudis did, Saudis deflected more frequently than Americans. Only the Deflection response category of both American and Saudi response types was significantly affected by both the complimenter's social status and social distance. Specifically, the higher the complimenter's social status and the closer the complimenter's social distance, the more frequently both Americans and Saudis deflected. In response to the effect of gender, only the Acceptance response category of both American and Saudi response types was significantly affected by the respondent's gender and the gender-pairings of respondent and complimenter. However, Saudis accepted more and rejected less when the respondent and complimenter were of the same sex, and vice versa, whereas Americans behaved in exactly the opposite way.;Regarding pragmatic transfer, the results suggest that the Saudi EFL learners group respondents transferred the frequency patterns of Saudis in performing bald acceptance, formulaic acceptance, duty, and return response types. Similarly, they transferred some of the distinguishing cultural modes of Saudi Arabic to their compliment responses expressed in English. 2014-12-15T10:43:59Z