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The study reported in this thesis explores the nature of provision for gifted and talented students in the Kingdom of Saudi Arabia, which is considered to be an under-developed country. The specific aims of the study are to explore the effectiveness and any possible weaknesses of gifted programmes in Saudi Arabia, from the perspectives of all parties involved, to draw conclusions about the Saudi programmes and to make recommendations. The study used mixed methods for collecting information. The researcher obtained data with the aid of questionnaires, interviews and documentation. Non-random samples were chosen from the population of gifted students studying in schools under the authority of the Ministry of Education. They were given questionnaires that explored their demographics, social life, academic achievements and self -reflection regarding their giftedness. Professionals dealing with gifted students also responded to a questionnaire which explored their respective institutions‟ strategies in dealing with the gifted students. They were also interviewed regarding their views on the Ministry of Education‟s systems and strategies with regard to gifted education. The conclusions and recommendations arising from the study can be viewed under four parts comprising identification, provision, policy and information. The predominant method of identification has been that of intelligence tests and other tests associated with overall academic performance. The membership of the gifted cohorts seems to encourage students from well-educated and affluent families. The educational provision for gifted students seems to be patchy; both strategy and curriculum modification have been found to be somewhat inadequate. The organisation of the gifted strand of policy seem well intentioned, but unevenly targeted at different geographical areas and the role of Care Centres – each being assigned a specified list of schools - could become dynamic with substantial educational improvements resulting in schools being served. It was also found that the flow of information - such as documents emanating from the Ministry - needs to be clear, consistent, illuminating and carefully read by recipients. Due to the special features of the social and cultural environment of Saudi Arabia, an assessment of the impact of the gifted education initiative there has the potential to make an important contribution to other countries considering similar initiatives – especially in many other Arab countries where there are no gifted education policies in existence. The study also makes an international contribution to the history of gifted education and its development.

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This thesis examines the contribution of local authorities in England to the development of educational inclusion for children with special educational needs (SEN). The literature review traces the development of the concept of inclusion over the last three decades and assesses the status of national government policy. It examines the assertion that progress toward greater inclusion must typically be 'school-led', through an analysis of the literature on school effectiveness and improvement and the suggested linkages with the development of inclusive practice. It then considers the evidence of local authority influence. Following an overview of methodological issues, it describes a multi-method research study, comprising three elements. The first two involved a formal re-analysis of data obtained by the author as part of a national survey of SEN support services in English LEAs commissioned by the DfEE and NASEN (Gray 2001). Quantitative data from the national questionnaire were used as an indicator of the priority given by a range of stakeholders (officers, support services, parent and schools) to the role of support services in promoting greater inclusion. Ratings given by each Authority were compared to national statistics on the percentage of pupils in special schools for a similar period (1997-2001). This comparison was supplemented by a qualitative analysis of field notes taken during visits to three local authorities, as part of the earlier survey. The analysis of this secondary data was supplemented by an in-depth single case-study of an urban Authority where there had been a significant decrease in the percentage of pupils educated in special schools, which had been sustained over time. The findings from the different elements are used to help understand the degree and nature of local authority influence and a conceptual model is proposed, building on earlier work by Ainscow et al (2003) and Croll & Moses (2000). Broader policy factors are proposed, which are consistent with the model but which may limit the direct application of the case-study findings to other local authorities in the current and future context.

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The importance of teacher dispositions has quickly become commonplace in the preparation of teachers. Unlike other well-established domains of teacher education, like knowledge and skills, the evolving concept continues to challenge those mandated to identify, nurture, and assess the dispositions of teachers. The purpose of this study was to expand the conversation on teacher dispositions by examining connections between perceived dispositions and dispositions-in-action using Argyris and Schön’s (1974) theory of action framework. Case studies of two experienced elementary classroom teachers working in high-needs urban schools provided information on how teachers perceive their teaching dispositions compared with dispositions evidenced in their classroom practices. Data for this multiple case study included a validated self-assessment disposition instrument, the Diversity Disposition Index, semi-structured interviews, and classroom observations. The study found evidence of congruence and incongruity between the participants’ perceived and observed teaching dispositions. While both teachers shared similar self-reported teaching dispositions, such an enthusiasm for content, importance of classroom management, and attention to expectations for students, their enactment of those teaching dispositions varied greatly in their classrooms despite similarities in context. Implications are provided for teachers working in high-needs urban schools who face unique challenges and for teacher education programs designed to prepare and support new urban educators.

The problem with which this investigation was concerned was that of determining the extent various subgroups of individuals within certain clinical groups would agree in terms of how to rank order Maslow's basic needs.

This study attempts to determine whether available ministerial speech training meets the current speech needs of active Protestant ministers by asking: 1. In the opinions of ministers, how comprehensive was their speech training? 2. In active ministers' opinions, what are the current speech needs of ministers? 3. According to the information obtained from school catalogs and the speech departments of the schools from which the ministers graduated, what speech training is available at these institutions? 4. According to a comparison of the speech needs (given by ministers) with the available speech training (indicated by the schools): A. Does the available speech training meet the current speech needs? B. If not, what recommendations are needed?