Educational portals are increasingly being used in many educational systems in order to facilitate ICT integration into the teaching and learning process. In this study, the implementation of the Tatweer Portal in the Kingdom of Saudi Arabia at the trial stage was explored in four schools in the capital, Riyadh, as a case study. Several interviews were conducted with teachers, students and senior managers. Further questionnaires were distributed to both students and teachers. The main findings of this study are that there is great acceptance of the Portal among teachers and students. The main uses of the Portal were for communication and information. The study also emphasized that the school system plays a dominant role in the successful implementation of portals under five main categories of factors, which include financial infrastructure, pedagogic factors, motivation, teachers’ professional development, and parental involvement. Both students and teachers very strongly suggested the appointment of a qualified full-time manager for the Portal in each school. Personal characteristics imposed slight differences amongst teachers as well as students in the way they perceived the Portal; however, these differences did not influence the outcome of this study. Finally, this study introduced two main implications for policy makers in the KSA. The first implication involves extensive revision of the policies of the Portal Project to meet the objectives of the new Saudi education strategy. The second implication is the extension of the trial period of Portal use to allow teachers and students to explore the advantages of the Portal Project.

The promotion of thinking skills and collaborative learning fits well with the Curriculum for Excellence in Scotland. Thinking skills has a growing research base with positive outcomes predominating. Research shows strong relationships between assessment and learning, and between thinking and dialogue. This thesis aimed to uncover some of the “hidden harmony” in primary school children’s complex integration of thinking and communication. As a first step, a questionnaire survey sought teachers’ views regarding formative assessment and the teaching of thinking skills, within one Scottish education authority. About half of all authority schools responded. A very high proportion of respondents had received training in assessment for learning practices, and requested training in teaching thinking skills. The majority view was that thinking skills should be infused across the curriculum rather than taught separately. The importance of group work for delivery of thinking skills programmes was highlighted. A second study gathered empirical evidence over time of changes in pupil attitudes, peer interaction, thinking skills and problem solving behaviours in four primary classrooms where thinking skills and group activities were being delivered. Cognitive gains in verbal reasoning skills were sought as well as positive shifts in pupils’ perceptions of themselves as learners and problem solvers. Whilst girls showed some gains in verbal reasoning skills, there was no significant change for the overall sample. There was, on the other hand, a consistently and significant positive shift in pupils’ views of themselves as learners, irrespective of gender, age, school and class. The next project aimed to show how Video Interaction Guidance (VIG) could contribute to pupil peer assessment processes, as well as impact on pupils’ self-esteem and skills as problem solving learners. Fifteen whole classes in four primary schools across an education authority were involved, with experimental and control groups. All classes committed to regular collaborative group work activities over a school year. Nine experimental classes received three cycles of video of activities with edited positive feedback. Pre-test and post-test measures were taken of pupils’ self-esteem in relation to learning and problem solving. Measures were also taken of peer assessment of group working behaviours and through gathering experimental pupils’ and teachers’ views of the process. Analysis of a random sample of video clips was also carried out. The general level of self-esteem in relation to learning, of pupils across experimental and control classes remained high from start to finish. The self-esteem results decreased a little for both the experimental and control groups, however the control group scores decreased by statistically significantly more – so the video intervention was shown to favour the experimental group. Whilst there was no difference in self-esteem by gender, there was a significant difference by age. The intervention had more impact on increasing the self-esteem of younger children. Videoed pupils’ retrospective ratings of their group work showed a significant increase over the year. The majority pupil perception was that their group work had greatly improved over the year. Again, the youngest pupils showed the biggest increase. Group work and communication skills were well established and maintained in all classes. Pupil-pupil talk showed a range of talking techniques which reflected pupils’ thinking skills: asking questions; making comments; making suggestions; giving opinions; exchanging, exploring and building upon ideas; acknowledging and reaching agreement. With its emphasis on positive reinforcement, teacher training in the use of video in class can contribute to developing practice in promoting good group work and thinking skills. Further implications for practice and future research are discussed.

The term ' servant-leadership' was coined by Greenleaf(1970), stating that ' it begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead ' (p.13). Servant-leadership focuses on the development of others for their betterment. This belief is in alignment with the purpose of education in schools. Therefore, this mixed-methods study aims to explore learners' perceptions of servant-leadership as practiced by teachers in classrooms of a Hong Kong school. It is a sequential design consisting of three phases grounded in pragmatism. Metzcar's (2008) survey instrument, the Teacher Leadership Assessment (TLA), was contextualized and administered to 271 students aged 11 to 18. Quantitative data collected were analyzed by descriptive statistics in terms of modes, percentages, and rank orders. By the end of phase one of the study, it was concluded that servant-leadership was often observed by learners of this study. Four focus-group interviews were conducted with selected students usmg stratified purposive sampling as described by Ritchie et al. (2003). Subsequently, half of the interviewees spoke highly of a specific teacher. It was possible that this teacher exhibited servant-leader character traits. As a result, a written reflection was collected from this teacher. These qualitative data constituted phases two and three of the study. They were collected and analyzed thematically using Miles and Huberman Framework (1994). Thereafter, sources triangulation consisted of a comparison between learners' transcripts and the teacher's reflection. Methods triangulation was also employed to validate quantitative and qualitative data. It was concluded that the practices of servant-leadership could meet the needs of learners in classrooms of the studied Hong Kong school.

Research suggests that the use of ICT in schools should prepare 21st century citizens . mainly because this technology would allow students transcend in their cognitive limitations. Despite of this, schools are still preparing students for an industrialized world. For this crossway, educational policymakers have been designing and implementing policy instruments to help schools in moving away from their status quo through and with ICT. In particular the UK government implemented in 2005 an ICT analysis framework for schools. This qualitative research was designed to contribute to the understanding of the conceptual and practical implications of this framework through a documental analysis· of policy documents and interviews of a sample of a wide range of educational actors (policymakers, Local Educational Authorities, local ICT advisors, head teachers, school ICT leaders and teachers) based on grounded theory approaches. In particular this research looked to question if the ICT analysis framework was an effective vehicle to support schools to shift from an 'industrial school model' to a 'knowledge school model' . Results from this research show that the implicit school model of the SRF is based on traditional 'industrial' forms of schooling therefore the use of ICT is conceived to improve current school practices. Moreover, management issues are put in the center of managing school change with ICT. Findings also show that policymakers and educational actors interpret the SRF with or without any knowledge or evidence but intermediaries play a key role to reduce misunderstandings. Finally, the evidence shows that the SRF failed to help schools to change their school models from an industrial to knowledge society school model. The failure of the SRF is related to structural, historical and systemic barriers to innovation and change in schools. However, there is some evidence from the educational actors that educational change with/through ICT depends mostly on school leadership and the school history of change. Based on these findings it is recommended an analysis of existing frameworks to work from school culture to manage change through/with ICT. A longitudinal research with schools that are still using the SRF and the incorporation of more critical views of participants could be considered for further research to see what schools look like today and the changes they- have made.

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people who have Autistic Spectrum Disorder are characterised by a restricted ability to develop effective language, communication and social skillls. The pathways in the brain which allow for an intuitive understanding of social-interaction and the awareness that others have thoughts, have not fully developed. This thesis has been an evaluation, using case study, into the classroom based teaching of Social-interaction skills to develop an understanding of if a Theory of Mind can be learned or acquired by High Functioning ASD teenagers, by using an intervention programme. Existing literature focussed on younger, pre-school and primary aged students and their development of social-interaction skills through play. Other literature looked at older students and play in the playground and team games, whereas this research looked at using a PSE programme designed around board games. The intervention programme was used twice weekly over a 10-12 week period and data was collected using an observation proforma. There was a clear starting point and end point, so data could be analysed to show the development of skills over the time period.

It is has been consistently highlighted over the past 20 years, that children in public care fall behind at school, often do not achieve good qualifications, and are much less likely than their peers to go on to further or higher education (Martin & Jackson, 2002). It is widely recognised that if pupils are to maximise their potential from schooling they will need the full support of their parents (Desforges & Abouchaar, 2003). Furthermore, research has consistently shown that parental involvement in children's education does make a positive difference to pupils' achievement (DCSF, 2008). However to date, there is little existing research into how foster carers support education. The aim of the present study was to explore how foster carers support the education of looked after children (LAC). A qualitative methodology was employed and the data analysed using grounded theory. Research participants were registered foster carers with a minimum of 12 months experience and currently fostering at least one school aged child. A total of 6 foster carers were interviewed via face to face semi-structured interviews. Foster carers were provided with the choice of being interviewed within the LA's main office or at home. Each foster carer chose to be interviewed at home. Find ings illustrated the importance of how foster carers' perceive their role and how this impacts upon how they take up their role in education. The implications of the present study's findings for the Local Authority and the Educational Psychology Service are discussed.

This thesis investigates how far weblogging can be used to develop schema English reading skills of Chinese secondary school students in Hong Kong. The theoretical foundation of the research design is built on a sociocultural model originating in Constructivism within which communication through discussion or sharing of ideas is the preferred approach for second language learning. Constructivists’ theory integrates reading, schema, and weblogging that are the three core concepts to be examined in my research. The examination is facilitated by the methodological framework that adopts a mixed methods approach involving case study and experimental study methods. An experiment was conducted among eight sample case Chinese students of which four students formed an online community of practice on weblog so that they could experience reflective learning while using their schemata in reading English texts. Both qualitative and quantitative data were collected from the experiment and case studies. Analysis of these data had considered individual differences of Chinese students in the process of English reading skills development. The analyzed results give evidences to address the research purposes and questions on exploring the relationship between weblogging and second language textual development, in particular schema-based English reading skills of Chinese students. Major findings of the research reveal how weblogging can facilitate schema development in reading and explain to what extent weblogging can be used as a useful means to develop schema-based reading skills in the context of second language learning.

The thesis explored and analyzed an online virtual learning environment (VLE) as a vehicle for facilitating the reflective capabilities of third year pre-service ESOL teacher trainees during field experience block practice. This period was chosen for the study because it is an important time during which neophytes are encouraged, through reflection, to connect theory and practice by applying the learning from their Bachelor of Education tertiary programs to the dynamics of their classroom experiences. The VLE was selected because of the potential benefits of the asynchronous, collaborative discussion forums as a platform on which reflections could be posted and shared. Using action research methodology over eighteen months, three case studies were conducted and a model which could scaffold trainee online reflections constructed. This model entails trainees applying a well-known reflective practice development tool from Argyris and Schön (1978) to enable them to conduct their own small-scale action research projects based on their practicum experiences. It is also designed to facilitate critical thinking that examines events from different perspectives. Findings suggest that trainees could apply the initial single loop learning cycle to their work and report on the outcomes of this. They also suggest that neophyte reflections are improved through online collaboration and asynchronous communication. Thus, the online virtual learning environment can be an effective vehicle for facilitating reflective practice during practicum. However, more research in this field is required as despite these positive results, deeper levels of reflection attempting to apply the second or double loop learning cycle were found to be relatively rare, even when those interactions were co-constructed using tutor Socratic dialogue to guide participant thinking processes. The study concludes by arguing that there is a strong case for this kind of research as it provides trainee teachers with a virtual space to exploit the opportunities that arise during block practice for reflective practice capability development.

This PhD examines the re-emergence of shamanic sensibilities amongst the Russian avant-garde in the period 1900-1933, focusing on the artists Larionov, Goncharova, Malevich, Filonov and Kandinsky. It considers how these pioneering artists, having anticipated Jung’s crisis of psychic dislocation, were perhaps inspired by the ideology, iconography, ritualistic practice and mystical symbolism inherent in shamanism and other associated phenomena. Shamanism was chosen as the theme as it was Jung’s quintessential metaphor for the process towards psychic reunification. The thesis analyses how the artists utilised parallel conceptions in their work in order to attempt to bring about the reunification of the consciousness, both on a visual level in their pictorial imagery, and on a more subtle level through referencing psychological or philosophical principles which may lead to the manifestation of an experience arguably similar to those common in the practice of ‘primitive’ cultures. The thesis attempts to take the reader on a metaphorical shamanic journey, through focusing on four aspects which parallel those found in shamanic practice in the stages that they occur to the neophyte. Firstly, it considers the concept of dvoeverie, a painterly principle relying on the conflation of pagan and religious imagery, and how its artistic expression might equate to Jungian archetypal expression. Secondly, it discusses how the avant-garde re-defined the role of the artist so that the artistic figure might parallel Jung’s metaphorical shaman, and how they began assuming an archetypal role. Thirdly, it examines how these artists began to express a sense of escapism, in an attempt to express Jungian collective archetypes metaphorically expressed in the ‘soul-journey’, through referencing ecstatic and mystical practises frequently utilised to facilitate ritual, through creating a sense of transcendent voyage, and through visually attempting to express the experience of cosmic noumena. Finally, the journey culminates in the examination of how the avant-garde adopted the ultimate Jungian telos of cosmic psychic healing. Throughout this discussion, the thesis attempts to understand why these artists might have been inspired by shamanic and mystical philosophies, through interpreting their practise using a Jungian framework, arguing that it was the artists’ perception of Jung’s crisis of psychic dislocation that inspired the re-emergence of shamanic sensibilities to provide a visual metaphor for the expression of their overall social and ameliorative aims.