The use of information and communications technology (ICT) in schools has become widespread in many countries throughout the world. The extent to which it has been incorporated into the work of schools varies widely from simply as a tool to help produce documents to one that is fully integrated into the whole school curriculum. Initiatives taken to encourage teaches to use ICT in their teaching and learning methodologies inevitably raise awareness of pedagogical issues and how these should be reappraised in the light of the demands of encompassing the new technology. China started the process of introducing ICT into its schools later than many other countries. This study examines the use of ICT in middle schools in cities in north east China to discover the attitudes of teachers and students to how effective the use of ICT is from their viewpoints. In addition the study ascertains the possibilities for further development of the use of ICT to enrich the students’ education. Where possible the interpretation of the analyses of the findings are generalised further from the two cities in which the survey took place.

The recent transformations in Chinese society are creating a society with diverse values where individuals suffer values conflict and values confusion generally. The socialist core values system is still consistently promoted by the government, and transmitting these core values to students is the main goal of moral education in schools. In the recent curriculum reform, this goal has again been stressed. These values are built into all the academic subjects and extra curricular activities and the implementation of values education has been advocated through every element in schools. However, Confucian values are also deeply engrained in Chinese society, while at the same time increased economic activity is generating a greater openness to the influence of western values. Against such a social backdrop, this study explores what values are communicated in the English lessons in a class in a senior high school in Beijing and how the students understand values. The processes and outcomes of the communication of values in the English lessons are examined from a symbolic interactionist perspective. The focus of this examination is the discourses of the students and the English teacher, through which the values in their communications and their personal values are manifested. Observation and interviews are used to collect the discourses of the students and the English teacher. The values communicated in the English lessons and the personal values of the students and teachers are analyzed through comparisons with the values promoted through the educational system, with those communicated in the English lessons in three other classes and with the personal values of their counterparts. The analysis reveals that: a) the English teachers do convey the values which they are expected to transmit to the students through the English curriculum, while they also subconsciously convey the values which they take for granted as commonsense; b) the students do understand the values communicated through the curriculum and the hidden curriculum in the English lessons, while their understanding reflects the individual differences in their personal values systems and the diverse values in society. A constructivist lens is used to examine further the process of understanding and to clarify the relationship between students’ understanding of values and the processes and outcomes of the values communication, and the relationship between students’ understanding of values and their cognitive background, moral judgement, moral decision making, and moral development. Based on the analysis and interpretation, a new approach to assessing moral development is discussed and suggestions for moral education in schools are given in the conclusion.

This study investigates current English as a Foreign Language (EFL) in-service teacher education (INSET) programmes at national universities in Japan. In particular, it examines these programmes in light of the needs of experienced EFL teacher trainees and considers implications for Japan’s proposed new system: the Teacher Licence Renewal System (TLRS). The study generates an in-depth snapshot of current EFL INSET programmes at Japanese universities, revealing serious potential problems with the proposed reform. It employs a qualitative methodological paradigm and a needs analysis technique, collecting data from case studies using interviews, course observations, documentary analysis and background information questionnaires. The findings indicate that trainees’ needs and problems are often neglected in top-down and trainer-centred EFL INSET programmes, despite trainers’ awareness, and suggests that the situation will deteriorate when the new TLRS commences in 2009-10. The study proposes an alternative model for TLRS to address potential problems and identify major areas for improvement.

In the context of (0, 2) gauged linear sigma models, we explore chains of perturbatively dual heterotic string compactifications. The notion of target space duality (TSD) originates in non-geometric phases and can be used to generate distinct GLSMs with shared geometric phases leading to apparently identical target space theories. To date, this duality has largely been studied at the level of counting states in the effective theories. We extend this analysis in several ways. First, we consider the correspondence including the effective potential and loci of enhanced symmetry in dual theories. By engineering vector bundles with non-trivial constraints arising from slope-stability (i.e. D-terms) and holomorphy (i.e. F-terms) the detailed structure of the vacuum space of the dual theories can be explored. Our results give new evidence that GLSM target space duality may provide important hints towards a more complete understanding of (0,2) string dualities. In addition, we consider TSD theories on elliptically fibered Calabi-Yau manifolds. In this context, each half of the "dual" heterotic theories must in turn have an F-theory dual. Moreover, the apparent relationship between two heterotic compactifications seen in (0,2) heterotic target space dual pairs should, in principle, induce some putative correspondence between the dual F-theory geometries. It has previously been conjectured in the literature that (0,2) target space duality might manifest in F-theory as multiple K3- fibrations of the same elliptically fibered Calabi-Yau manifold. In this work we investigate this conjecture in the context of both six-dimensional and four-dimensional effective theories and demonstrate that in general, (0,2) target space duality cannot be explained by such a simple phenomenon alone. Finally, we consider Landau-Ginzburg (LG) phases of TSD theories and explore their massless spectrum. In particular, we investigate TSD pairs involving geometric singularities. We study resolutions of these singularities and their relationship to the duality. / Doctor of Philosophy / In string theory, the space-time has “hidden” dimensions beyond the three spatial and one time-like dimensions macroscopically seen in our universe. We want to study how the geometries of this “internal space” can affect observable physics, and which geometries are compatible with our universe. Target space duality is a relationship that connects two or more geometries together. In target space duality, gauged linear sigma models (related to string theories) share a common locus (called a Landau-Ginzburg phase) in their parameter space, but are distinct theories. To date, this duality has largely been studied at the level of counting states in the effective theories. In this dissertation, target space duality is studied in more depth. First we extend the analysis to the effective potential and loci of enhanced symmetry. By engineering examples with non-trivial constraints, the detailed structure of the vacuum space of the dual theories can be explored. Our results give new evidence that target space duality may provide important hints towards a more complete understanding of string dualities. We also investigate the conjecture that target space duality might manifest in F-theory, a higher dimensional string theory, as multiple fibrations of the same manifold. We demonstrate that in general, target space duality cannot be explained by such a simple phenomenon alone. In our cases, we provide evidence that non-geometric data in F-theory must play at least some role in the induced F-theory correspondence, while leaving the full determination of the putative new F-theory duality to future work. Finally we explore the complete massless spectrum of the Landau-Ginzburg (LG) phase. Specifically, we calculate the full LG spectra for both sides, and compare the theory with the geometric phases. We find examples in which half of the target space dual geometry is singular. We have probed some approaches to resolving the singularity.

This thesis examines the extent to which undergraduate students‟ personal and institutional experiences influence their capacity to change and develop as lifelong learners in Tanzania. My interest in the topic grew out of my recognition of the need to maintain a critical eye on the purpose of higher education in Tanzania and to establish whether or not the recent education reforms introduced in higher education had had a robust impact on lifelong learning. The core question in this study was to determine whether or not university education in Tanzania develops students as lifelong learners and what the underlying factors influencing such development might be. The students‟ lifelong learning attributes in this thesis were operationalised using four major constructs, namely, „learning to learn‟ skills, „personal agency‟, „information skills‟ and „entrepreneurial skills‟. This study adopted a case study longitudinal research design that involved two waves of data collection with the use of a mixed methods approach for triangulation purposes. It involved following a sample first-year cohort of students at one of the public universities in Tanzania (n=839, i.e. 621 males and 218 females) through Year 2. A small number of participants (n=59) [i.e. students (n=23), lecturers (n=26), librarians (n=4), policy elites (n=3) and school deans & college principals (n= 4)] took part in semi-structured interviews. The sample of students and lecturers was drawn from four distinct academic disciplines, namely, Accounting, Engineering, Science and Sociology. The results with respect to the longitudinal study showed that there were significant changes in the ILS sub-scales of „stepwise processing‟ strategies and „certificate-directed‟ and the ‘self-test‟ learning orientations. Significant changes were also noted in the ISS sub-scales of ‘ethical use of information‟, „accessing information‟ and „evaluating information‟. These changes, however, seemed to occur relatively slowly. No improvements were found with regard to „entrepreneurial skills‟. The slow rate and the absence of changes, however, seemed to be partly the results of the unclear, limited and somewhat slow implementation of policies related to the integration of higher education with lifelong learning. iv The findings also indicated that there were effects from personal and contextual factors on „processing‟ and „regulation‟ learning strategies for some of the constructs. The correlation results indicated that the students‟ personal beliefs were associated with their choice of processing and regulation strategies, suggesting that learning orientations were important predictors of students‟ processing and regulation learning strategies. In addition, the results showed that the contextual variables, such as lecturers, the teaching objectives and assessment procedures, as well as the social environments, such as friends, constituted significant predictors for student development of lifelong learning attributes. These findings suggest that the undergraduate students‟ development of lifelong learning attributes is influenced by a variety of individual and contextual variables. In the light of the findings from the present study, a number of recommendations are made both for future studies and for policy.

This research study aims to explore the process of educational change management in Pakistan through the experiences and views of institution heads and teachers to look at the reality of an externally mandated reform at the school level. Beyond contextualising the process of educational change at the school level within the Pakistani education system, the study aims to contextualise this process in the global perspective by delineating an emergent model of educational change management for Pakistani education system. A change initiative to reform the national curriculum and assessment system for public examinations was investigated to provide the participants of the study a point of reference to express their opinions and to reflect upon and describe their experiences. This particular change initiative was part of a comprehensive reform programme called Education Sector Reform (ESR) programme initiated in 2002. To define the selection of institutions and the sample of teachers within those institutions, the curriculum and assessment system change at Higher Secondary School Certificate (HSSC) level in the subject areas of English, Urdu and Pakistan Studies was focused in the institutions affiliated with the examination board of Federal Board of Intermediate and Secondary Education (FBISE). Beyond affiliation with FBISE, the selection of twenty institutions was made in order to balance a number of factors as the ownership, attraction for admissions, gender representation and administrative structures. The data collection was done at three stages through three research tools. At the first stage, the institution heads of the selected institutions were included in the research through semi-structured interviews. At the second stage an exploratory questionnaire, which was based on the interview data and the related literature, was given to twenty teachers in ten of the institutions included in the study. The data from this exploratory questionnaire was used to develop a structured questionnaire for the third phase of the research, which was given to 124 teachers in the twenty institutions included in the study. The sample was balanced for the subject areas and the length of teaching experience of the participants. The analysis of data from both institution heads and teachers has converged on three overarching themes of student learning and assessment, issues related to the role of teachers in the process of change and the management of the reform process. In summary, participating institution heads and teachers are positive about the need and purpose of the reform; they also consider it good for student learning and attainment but have reservations about the top down approach in change management and poor resourcing. They demand well-resourced institutions and teachers, capacity building for implementers in the institutions and their inclusion in the process of the reform planning. They suggest improved communication and coordination for effective implementation of the reform along with comprehensive, inclusive, consistent and research based approach in the policymaking, planning and implementation strategy of the reform, which needs to be incremental in nature. Based on the data, especially the suggestions of the participants, an emergent model for educational change management in Pakistan has been outlined with strategic management at the core built around incremental, consistent, research based, inclusive and comprehensive, approaches. This model extends into the role of teachers: who are resourced with information, guidance, support, materials, facilities and funds, who are satisfied with the change management process and their professional status in the system and working conditions, and who are ready for the change through acceptance of the change (especially with reference to its effect on student learning), participation in the whole change process and training. This emergent model has been situated in the existing research literature to highlight the similarities as well as the distinctive features of the Pakistani context.

This study investigates the existence of duality in the Bruneian educational system. It highlights the efforts that have been made towards achieving ideal Islamic patterns of education through the implementation of the Integrated Education system from January 2004 to December 2005. The study found that the former Integrated Education system approximates the Al-Attas model of thought in education. Fieldwork research was conducted using a questionnaire and structured interview instruments to gather data. The questionnaire involved 113 general primary schools teachers and 234 parents of students at the primary six level. It was found that several factors led to the failure of the Integrated Education system such as misunderstanding and incorrect perceptions regarding the aims and curriculum structure of the system, lack of infrastructure and facilities, culture and attitudes and insufficient acknowledgement of the implementation of the system. The data findings also prove that majority of the general primary school teachers in Brunei Darussalam lack adequate knowledge on the issue of dualist education. Although Brunei currently runs the dual type of education, it is suggested that the implementation of Islamic elements across the curriculum should be continued and the Islamic Revealed Knowledge should be a compulsory subject up to the upper secondary level to all Muslim students.

In 1990, secondary schools in Libya were transformed into specialized schools; a move, which require all Libyan students to choose a specialty subject which would become the focus of their secondary school learning and determine the academic direction of their future education. This ethnographically-oriented mixed-methods study is concerned with the motivation to learn English as a Foreign Language (EFL) among students in English-specialty secondary schools in Libya. Conceptually, this study builds on Dörnyei’s (2005) L2 Motivational Self-System with the aim to investigate empirically a largely unexplored area within this theoretical framework: the relationship between the learners’ possible L2 selves and their L2 learning situation. The study was conducted in one secondary school in the north west of Libya over a period of one academic year. The data come from a combination of qualitative and quantitative methods. The quantitative data provide a bigger picture of English specialty secondary school students’ motivational orientations, future self guides and their interaction with classroom-specific variables. The focus of the qualitative component is on three key student participants from the same school with the aim to obtain a fine-grained picture from interviews, classroom observations and student diaries of the interaction between their future self guides, their learning experience and their engagement in learning tasks in EFL classes. The findings show that the relationship between the L2 learning situation and the L2 selves is an intricate and complex one. First, the L2-self construct itself has emerged from this study as a complex nested system of multiple L2 visions that the students entertain in their working self-concept as they choose their specialty. The findings further indicate that the L2 learning situation plays a key role in foregrounding or, in contrast, rendering irrelevant specific L2 selves that the students bring to the L2 learning situation. And finally, the study shows that the students constantly negotiate the relationship between their future guides and their L2 learning situation by either adjusting and adapting their L2 visions in order to give meaning to their L2 learning experience or by actively engaging or disengaging with aspects of their learning situation in order to remain connected with their well defined future L2 selves.

This thesis explores the policy and practice of the secondary school guidance and counselling programme in Kenya in the context of the school. The study was conducted in three stages beginning with an initial survey at stage one and case studies at stage two. At the third stage of the study, discussions were held with various stakeholders including a focus group discussion with students. The theoretical framework for the study is based on prismatic society (Riggs, 1964; Harber and Davies, 1997), and Fullan’s (2001) model of educational change, using the person centred counselling approach as the background to counselling. Findings suggest that despite the emphasis on guidance and counselling in schools, the provision of guidance and counselling services is highly variable and somewhat fragmented in scope largely depending on individual schools. The main implication of the study is the need for a more comprehensive guidance and counselling policy in this increasingly important area of education. These relate to the appointment of counsellors, professional issues including a code of conduct for counsellors and the need for a more comprehensive programme that is learner friendly.

The study explores the practicability and usefulness of the Carpe Vitam Concept of Leadership for Learning (LfL) for schools in Pakistan, placing this project amongst the pioneering work that might bring a new insight for practitioners, policy makers and researchers in the South East Asian region and particularly in Pakistan. Data was collected from six public and private secondary schools with a case study approach through interviews, questionnaires and documentary analysis from six headteachers, thirty teachers, three hundred and sixty parents and three hundred and sixty students. Data was analysed with a constant comparison approach that looked for meanings through emerging themes. The study construes how leadership and learning are conceptualized and experienced differently by different stakeholders in public and private schools in Pakistan. The research highlights the importance of dialogue between all stakeholders to establish shared vision for effective learning outcomes where knowledge of self, others, organization and community supplement the entire process at all levels. The study places emphasis on an on-going process of reflection for better resilience, resourcefulness and reciprocity amongst stakeholders for effective outcomes.