Stance has emerged in the literature on academic writing in a major way, and as an important and pervasive mechanism by which academic writers ‘inhabit’ their writing and give it distinctiveness (Baynham, 2011; 2014). In this study, I investigate what linguistic markers of stance accounting PhD authors are more frequently used in Bayero University Kano, Nigeria and what factors might constrain or influence their use. I draw primarily on a corpus-based textual analysis but complement this with a consideration of institutional and disciplinary factors which might explain why the writers investigated write as they do. I employ nine participants: six accounting PhD authors and three accounting PhD supervisors. I compile a corpus of six accounting PhD theses from Bayero University, Kano, Nigeria (BUK corpus), and an accounting sub-corpus: four accounting UK PhD theses (UK corpus) for comparative analysis with the BUK corpus. The result of comparative corpus-based textual analysis between BUK theses shows that there are certain similarities and differences in terms of using stance markers. For example, in terms of similarities all the six authors use higher frequencies of booster than the other categories of stance markers in their result sections; whereas in their conclusion section they all use higher frequencies of hedges than the other categories of stance markers. They also use few restricted typologies of each category of stance markers. On the other hand, there are certain differences in using stance markers, for example, only two out of the six authors use explicit self-mention features. Overall comparative results show that three authors use higher frequencies of hedge than the other categories of stance markers; whereas two authors use higher frequencies of booster than the other categories of stance markers; and one author use same frequency for both booster and hedge. The result of comparative corpus-based textual analysis between the BUK and UK corpora still shows there are certain similarities and differences that both corpora have higher frequencies of hedges than the other categories of stance markers. On the other hand, UK corpus has higher frequencies of attitude markers, neutral stance markers, explicit self-mention features; whereas BUK corpus has higher frequencies of hedge and booster. The contextual data however suggests that several factors might have constrained some of the accounting PhD authors (BUK) to use explicit self-mention features. Some of the factors are: the traditional practices of the University and Department discouraging the students to make themselves explicitly present through the use of personal pronouns; unequal power relationship between lecturers and students; a lack of explicit assumptions of academic writing, as well as absence of explicit statements or rules provided regarding the use of linguistic markers of stance in feedback provided during the supervision process. This study proposes an additional analytic category of stance into Hyland’s model, influenced by Mushin’s factual epistemological stance. The new category is neutral epistemic stance. Unlike previous studies which deal only in parts of theses, this study deals with theses as complete texts in order to add our understanding and knowledge on what linguistic markers of stance are more frequently used in the discipline of accounting across whole macrostructures of the theses particularly at BUK. On the basis of these findings, this study recommends a more broadly a genre-sensitive approach to the teaching of academic writing, including explicit teaching of linguistic markers of stance rather than traditional grammar only. It also recommends raising of awareness of the students on the institutional/social practices in relation to the construction of the PhD thesis, such as the norms and conventions of the discourse community.

Group work is defined as an instructional strategy to encourage social interaction among pupils. Pupils are more likely to work in groups to perform their daily based learning activities in most of primary classrooms in England. Pupils sit around the table and apparently work in groups. However, putting pupils in groups does not always guarantee that they interact and communicate with one other to fulfil the theoretical expectations advocated in constructivists’ theories of learning. There can be various factors related to pupils and their context which can affect their interactions to make group work successful in any classroom. This study was aimed to explore the nature of pupils’ interaction and their perceptions of working with others during their routinely organised group work in a state primary school in England. The primarily focus of the study was to analyse the nature of pupils’ interactions under various grouping structures organised by the class teacher, to explore pupils’ perceptions about group work while identifying various contextual, social and cultural factors which can influence pupils’ interactions and their perceptions of group work. In this small- scale qualitative study, I used naturalistic participant observation to observe pupils’ interactions during their routinely organised group work in one primary classroom. I also used informal conversational interviews to explore pupils’ perceptions about their experiences of working with others in groups. Both the class and support teachers of the observed class were also involved in the research to gain their perspectives on the organisation of group work. The qualitative data gathered in form of pupils’ conversations, actions, verbal and non-verbal interactions and dialogues was analysed by using first thematic and later on through discourse analytical approaches. The findings of my research are drawn on the ecological model of Bronfenbrenner which revealed that the pupils adopt dynamic, situational, cooperative and non-cooperative interactions towards their peers during their group work. They participated in task-related discussions and remained cooperative by showing positive social attitudes of helping and encouraging others. They showed non- cooperative interactions by being competitive and showed mistrust towards their peers. The pupils also exhibited gender biased attitudes which influenced their decisions of being cooperative or non- cooperative towards a particular peer. The use of ecological model helped me to illicit that pupils were influenced from their immediate and wider contexts while interacting with their peers. In the immediate setting of the classroom, pupils were dependent on the group structure, teaching instructions and learning tasks to work as a group or as an individual. Similarly, pupils were dependent on and were influenced by their wider contexts (i.e. interpretations of the national curriculum guidance, pupils’ socio-cultural backgrounds and community influences) to adopt competitive and gender biased interactions. In the light of these findings, I suggest that the success of social interactions among pupils is dependent on the context which is interwoven by various internal organisational, social, educational as well as cultural layers. These influences coming from the internal and external contextual layers cannot be ignored in any educational research aiming to investigate classroom practices or pupils’ learning experiences inside the state primary schools.

There is a growing trend towards participative decision-making leadership in organisations. Inviting members to participate in key organisational decision areas has become a more popular leadership style in recent years (Spillane, 2005). Scholars have argued that empowering staff in decision making has been found useful for both individuals and organisations in terms both of increasing levels of staff satisfaction and motivation and achieving higher performance levels through collaborative decision making (MacBeath, 2005; Harris, 2004; Goleman et al., 2002). Although there are a substantial number of studies on decision making in Western countries (Metheny et al., 2015; Ehara, 1998), very few have explored this subject in the Arab world, and even fewer in the higher education setting in Saudi Arabia. This study extends the work of Alenezi (2013), who only looked at the male context and suggested that further research explore both gender perspectives. Therefore, this study explores the decision-making process in academic departments and the participatory role of male and female academic staff in making departmental decisions in one Saudi Arabian university. A mixed methods design was adopted, in which both qualitative and quantitative data were collected from the staff of two academic departments within the chosen university. Four data collection methods – document analysis, observation, questionnaire and interview – were used, in a partially mixed sequential dominant status design in which minutes from four meetings were analysed and four departmental meetings observed in each department. A total of 53 questionnaires were completed by academic staff , after which 10 semi-structured interviews took place. The data findings suggest that the levels of academic staff participation in departmental decisions were strongly influenced by aspects of organisational and departmental structure and departmental leadership; therefore, academic staff participation was seen as a reaction to leadership influences and other individual factors. The findings also suggest that levels of participation varied among members for several reasons. Based on the research results, enhancing the levels of academic participation may be accomplished by limiting bureaucracy through delegating some responsibilities to appropriate bodies. Furthermore, members who are responsible for managing meetings are advised to attend courses in meeting management skills to ensure equal opportunities, while academic staff, particularly new members, are advised to develop their participation skills.

This study investigated the beliefs and practices of primary school English language teachers in eastern Malaysia with regards to the country’s School-Based Assessment (SBA) reform. The study also investigated the contextual factors affecting the teachers’ beliefs and practices, aiming to understand the effects of these beliefs on their practice of SBA in order to extend our understanding of teachers’ interpretations of SBA, the challenges influencing these interpretations and thus, what affects the implementation process. After preliminary interviews with seven teachers, the study selected three who had an understanding of and knowledge about SBA and examined their claims to be implementing it. The study conducted classroom observations and then, using post-observation interviews, explored the reasons behind the teachers’ practices. The teachers interpreted and implemented SBA using their pedagogical knowledge and beliefs and incorporating existing teaching–learning practices, and they showed awareness of the goals and aims of the SBA initiatives. However, contextual factors affected their implementation process, and thus, their practices deviated from some of the underlying principles and objectives of the SBA policy. The study pointed to a limited uptake of the SBA policy and provided evidence of the importance of studying both the teachers’ prior or existing beliefs about assessment and the contextual factors, to understand the motives behind the teachers’ actual assessment practices and their attitudes towards assessment reforms.

The Ministry of Education in Malaysia intends to introduce Inclusive Education (IE) at the preschool level. The introduction of IE will place high demands on preschool teachers and to include all children with special education needs (SEN) will require a significant shift in practice. Thus, this study explored the attitudes of preschool teachers towards IE and identified factors which may have influenced these attitudes. This thesis presents the findings of mixed-method research study investigating preschool teachers’ attitudes towards the introduction of IE in Malaysia. A theoretical framework based on the combination of ecological system theory (Bronfenbrenner, 1979) and the three-component model of attitude (Eagly and Chaiken, 1993; Triandis, 1971) was utilised to explore teachers’ attitude. 421 preschool teachers in one Malaysian state completed a survey and 18 took part in a semi-structured interview. The findings indicated that the preschool teachers in this study feel that they are generally prepared for implementing IE. However, the qualitative data revealed many barriers to the implementation of IE that influenced teachers’ attitudes. Factors such as skills and training, resources and facilities as well as knowledge and awareness about IE and children with special educational needs (SEN) are highlighted in this study. This study highlights the importance of knowledge and understanding of IE, teachers’ skills and abilities and the values and commitment needed from every agency. Recommendations address improvements to in-service teacher professional development and pre-service teacher education courses as well as the upgrading of school facilities. Most importantly, this research suggests that there is a need to raise awareness and increase knowledge about IE and SEN through strengthened collaboration between parents, specialists, schools and society.

This thesis investigates the evolution of knowledge and beliefs of four newly qualified English teachers in their first year of teaching in Malaysian primary classrooms. Although there has been an increased interest in the study of teachers’ cognition in general education research over the years, studies on the cognitions of language teachers in their first year in the classroom remain limited, particularly research into the use of a longitudinal approach to case studies on newly qualified teachers’ beliefs. The aims of this qualitative multiple-case study were to explore the evolution of newly qualified teachers’ (NQTs) beliefs about teaching and learning during their first year of teaching, and to examine the factors that might influence their thinking and classroom practices. The four research participants were from the first cohort of a new Bachelor of Teaching (Hons) course in the Teaching of English as a Second Language (Primary Education) at an Institute of Teacher Education (ITE) in Malaysia. The data was gathered from Skype interviews, classroom observations, stimulated recall interviews and journal entries throughout the participants’ first year of teaching. They were then analysed both manually and using nVivo, a qualitative data analysis software. The outcome provides interesting insights into the evolving thoughts of the four NQTs. As well as shared areas of concern, they each display relatively distinctive reactions to their first-year teaching experiences. The findings support the current movement towards viewing teachers’ cognition constructions as an individual process, and classroom experience in a given moment seems to be the strongest element in NQTs’ belief formation. This study hopes to add to the understanding of the complexity of teachers’ cognition and the appropriacy of the existing pre-service training courses for teachers teaching in public schools. The potential impacts of the study include understanding the importance of providing real support systems for NQTs and adjusting the curriculum structure, content and pedagogy in pre-service English language teacher education to better prepare NQTs for the reality of the classroom.

This study is concerned with the process of how teachers and students manage classroom participation in the English Foreign Language (EFL) classroom. Student participation is often associated with their verbal and non-verbal interaction in class, and how they respond to teachers’ questions. The main aim of the study, then, is to explore the factors that influence students’ participation in the English classroom at Ibri College of Applied Sciences in Oman. The sample of the study includes two gender-mixed classes (Level A and Level C) from the Foundation Year program, as well as six foreign teachers who taught these classes, and were voluntarily chosen. Since many previous studies focus on analysing the verbal and non-verbal participation of students in the classroom, this study tries to explore deeper to discover the implicit and unseen causes of participation in an attempt to shed some light on the factors that may contribute to what happens in the class, rather than the actions themselves. This requires an understanding of the relationships between teachers and students and how they create the classroom context, as well as understanding the classroom as a unique social context. Three research methods (classroom observation, interviews and students' diaries) were used to provide the study with comprehensive qualitative data where each of these methods complemented the other. This study adapts some principles of ethnographic approach and grounded theory in dealing with data collection and analysis. The findings of the study emphasize the roles of teachers and students in shaping classroom participation, and confirm that classroom context is a unique social place where many interrelated factors contribute to how and why things happen in class. Furthermore, the findings point out several socio-cultural factors, such as shyness, religion, gender and culture, that influence much of what happens in the class. An interesting finding of this study is expressed by the learners’ positive perception of ‘shyness’, because it is seen as a positive natural feeling that shows a mutual respect of all this study’s participants, both male and female. It indicates that shyness is related to different causes, such as the unfamiliarity of the class context, and the expected social and Islamic practices. Finally, the study concludes that the classroom is a small complex world which has its unique culture and context. Therefore, EF teachers need to understand the complexity of the classroom and involve their learners in understanding and constructing this mini-society context for a better learning environment.

This thesis explores Early Childhood Care and Education (ECCE) stakeholders’ accounts of quality assessment in the Nigerian context from an educational including sociological perspective. It unfolds the diverse socio-cultural meanings of the notion of quality in relation to teacher-child relationship, pedagogical instruction, learning environment and learning outcomes. The thesis demonstrates the need to locate current policy initiatives and quality measures (including the notion and development of quality care and learning) within the social, cultural, economic and political contexts that surround its provision. It is argued that understanding contextual complexity is germane to quality assessment of ECCE institutions. The study was carried out during seven months intensive fieldwork in Lagos state, Nigeria. The study employed a qualitative interpretive approach using semi- structured interviews, focus group discussions, observations and policy analysis. The study involved a number of stakeholders: teachers, parents, policymakers and Schools inspectors from the Ministry of Education. The study reveals that quality assessment of children’s services reflects economic, cultural and socio-political contexts that shape the welfare support services for children and how the aims of early childhood services are perceived by the stakeholders. The findings suggest that the contribution of poverty on early childhood provision and management, through public and private sectors’ involvement, constitutes a problematic notion of quality education for children. The study argues that the socio-cultural values that relate to communality and cultural learning have to be sufficiently incorporated into policy and practice structures in ECCE. The notion of quality from the perspectives of the different stakeholders taking part in the study was found to be open-ended, whilst embracing a mix of traditional and contemporary values that allow for continuous reflection and dialogue about possible ways of achieving quality care and education for Nigerian children given the challenges and possibilities of changes in the economic, political and socio-cultural outlook. Their major concern is how to adapt child care and learning to the rapidly changing educational structure that occurs around the world without losing the significance of cherished Nigerian societal values. The study suggests that there is a need to follow up on colonial educational policy and practices by documenting existing childrearing traditional practices and negotiating on the essential aspects that meet the notion of quality care and learning for children. In conclusion the study proposes a provisional theoretical model for assessing quality in the Nigerian ECCE parlance. The model emphasises an intensive interdisciplinary approach combining different aspects of relevant fields of study to understanding quality assessment and other assemblages of early childhood care and education.

This thesis is an account of how I have worked collaboratively with a group of practising Japanese teachers in order to propose a potentially new form of professional education for English language teachers in Japan. It tells the story of how we have learnt to challenge Japanese government policy on English language education and professional education for English language teachers through the process of our inquiry. It also tells of how I have learnt to find ways of developing my practice as a researcher - through working collaboratively in the teacher research group, developing myself as a PhD researcher, and becoming an independent researcher. The inquiry has led to my appreciation of the action research methodology, used for this study, grounded in collaboration, reflective practice and a values-oriented perspective. Our collaborative practice has led to our generating a potentially new understanding of the meaning of communicative competence for use in a Japanese context. This has prompted my recognition of what the improvement of teachers' communicative competence might include, which has been further incorporated into a potentially new form of professional education I propose in this thesis: the new form is grounded in a person-centred dialogic approach, and is characterised by the following four dimensions of teacher professional learning: action, reflection, autonomy and collaboration. I hope that this thesis demonstrates that I have done my best to live my values 'in practice' and have shown my 'commitments' to the values 'in action' (McNiff, 2014, p.113). I also hope that the public presentation of the thesis may act as an invitation to policy-makers and those involved in English language education and to a public debate about the current educational context. Ultimately, I hope to influence education policy formation and implementation in Japan.

Financial literacy refers to one's ability to apply knowledge and skills in order to make informed financial decisions. Both internationally and within the UK, there have been many initiatives designed to improve people's financial literacy. In particular, there has been much emphasis placed on providing financial education for young people at school. However, there has been a lack of research evidence from the UK about the levels of young people's financial knowledge, skills and attitudes. In this study, an instrument was designed to measure these key aspects. There is a personal finance test within the instrument which can produce a combined measure of financial knowledge and skills. There is also a separate section to measure levels of desired financial attitudes towards various personal finance topics. Background information was also collected from respondents in order to allow us to examine the correlates of financial literacy. The initial instrument was piloted on a group of students and validated by some subject matter experts. The final instrument was used to assess the financial literacy of a convenience sample of 3115 fifteen-year-olds from 28 schools in Oxfordshire and Greater London. The results of the personal finance test illuminated the specific topics that young people were weak in, such as understanding the workings of credit cards and compound interest. In terms of financial attitudes, the majority indicated that they were very confident about managing their own money; there was a high propensity to save money and to want to become financially independent. However, levels of desired attitudes towards spending and debt were found to be relatively low. The main correlates of financial knowledge and skills were literacy and numeracy levels, whilst financial attitudes were more strongly associated with personal characteristics. The relationships between the personal finance test scores and financial attitudes were mostly positive.