In September 2014 the new National Curriculum programmes of study for Computing became mandatory in England, replacing Information and Communications Technology (ICT) as a school subject and introducing Computer Science into schools. This posed a challenge for in-service ICT teachers without Computer Science subject knowledge: teachers needed to develop both subject and pedagogical knowledge to make the transition from teaching ICT to teaching Computing. This multiple case study explores teachers’ perceptions of the curriculum change and how they have responded in practical and pedagogical terms to planning lessons aligning with the new programmes of study. Nine teachers participated, each of whom had been teaching ICT pre-2014. The study used semi-structured interview questions while teachers engaged in lesson-planning activities, captured mostly using desktop-sharing via internet telephony. A modified version of Shulman’s pedagogical reasoning framework and Pedagogical Content Knowledge (PCK) facilitated analysis of teachers’ pedagogic practices in lesson planning. The study shows teachers’ concerns about the lack of clarity surrounding the curriculum change, and the lack of access to suitable professional development (CPD). Most highlighted the primacy of programming and Computer Science at the expense of Information Technology and Digital Literacy, the other two strands of the new curriculum. The study also shows the dynamic nature of lesson planning. Knowledge deficits slowed down the fluency of teachers’ lesson-planning processes, but the use of lesson materials created by others helped them to develop PCK. The term transitional pedagogical reasoning has been used to describe the process by which unfamiliar but necessary concepts are assimilated into the pedagogical reasoning process while the teacher develops sufficient subject knowledge and PCK. Recommendations have been made for Computing curriculum policies to recognise and promote Computing pedagogy. This understanding should underpin initial teacher education in Computing, CPD for in-service teachers, and strategic development of the subject in the longer term.

This study explored the relationship between young children’s reflections and their metacognitive knowledge (MCK). Whist there is reluctance to accept that metacognition and reflection are skills possessed by young children, the Early Years (which is the context of this research) is considered to be crucial in determining a range of outcomes for children and the foci for many early intervention practices. The objective of this mixed methods research was to examine young children’s reflections qualitatively and using quantitative data to explore whether any relationships exist between their reflections and their metacognitive knowledge. Initial findings from the analysis show that these children reflected on a range of different topics, in different dimensions of time and possibly used different styles of reflection. Their reflections contained categories of metacognitive knowledge behaviour, especially metacognitive knowledge of self. Findings also appear to suggest that differences between children’s reflections on objects and their metacognitive knowledge behaviour may not be explained by chance.

This thesis investigates how K-12 education can reduce prejudice. Firstly, I define what I mean by prejudice and explain what my research methodology is for the study. Through a conceptual examination of existing research, including theories on why people are prejudiced and what we know about prejudice reduction from social psychology, I go on to propose four areas of individual cognitive and social development in which educational strategies can act on prejudicial thinking and lessen it. These are: - Understanding beyond the other; - Critical Thinking; - Metacognitive thought; - Empathy. I also synthesise findings into two institutional approaches that are effective. These are: - The contact hypothesis; - Specific pedagogical principles that are embedded in international education. These six areas are brought together in a multi-facetted response to the problem of prejudice. The thesis problematises the construct of prejudice reduction by grappling with its complexity through a critical account of the substantial literature on the subject. This means not only contextualising studies according to the parameters of their method but also engaging with prominent discourses in associated fields in a reflexive manner. The thesis is an original contribution to knowledge in that it builds a bridge between work on prejudice in the schools of social psychology, cognitive psychology and neurobiology and K-12 education. My study offers a framework synthesising effective classroom interventions that can be adapted and adopted in a variety of contexts to combat the central operating system of prejudice formation.

of Liminal Space and Transformation” The thesis focuses upon the Threshold Concept theoretical framework and Transformative Theory as a means to consider the visual art making process. Constructs within the threshold literature that are highly relevant begins with the navigation of liminal space and interrelationships between the affective and cognitive dimensions. The study identifies the dialogic element of threshold concepts, as well as semiotic theory as integral to the visual arts and the navigation of liminal space and resulting transformations. The threshold concept theoretical framework and semiotic theory informs the epistemic nature of the art making process and the understanding of art making as a vehicle for navigating the liminal space. The thesis employs qualitative methods as a form of participant interviewing and action research that represent case studies of Rene, Aline and Jayden. The data collection uses the organic deadlines and assessment procedures of the IB visual art curriculum. Therefore, the data consists of art portfolios, written statements and sketchbook excerpts, as well as two interviews with each participant. One interview is part of the IB assessment and the second takes place after the IB assessments are over. Thematic analysis of the interviews provides larger themes and sub-themes by employing a process of segmenting. I have conceptualised larger themes and sub-themes to delve more deeply into the experiences of the young women and their respective liminal journey. The thesis documents the liminal journey of these young women as a basis for reflection upon the art making process. A point of departure for this research is to challenge the assumption that all forms of art education result in the development of critical thinking and self-expression. Many art learning environments are as prescribed and restrictive as any academic class, reducing art to exercises in technical skill. The Threshold Concept framework and the case studies documenting the liminal journey highlight important considerations for the role of art education in schools and the domain of education.

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