This study explored the role of teachers' incentives in motivating teachers to change their attitudes, teaching practice and contribution to improve the quality in teaching and learning in Malaysian context. This research looked at the Guru Cemerlang Malaysia Award Scheme (GCM) or Excellent Teachers Policy as an incentive in monetary form and teachers' status to increase teachers' work motivation to improve quality in teaching and learning. A qualitative approach was employed where findings were based on interviews with ten Malaysian Excellent Teachers and documentary analysis of Guru Cemerlang Term of Reference produced by the Malaysian Ministry of Education. The participants were Excellent Teachers from the year 2000-2008. Data were analyzed using NVIVO 8 to identify thematic categories derived from the interviews and documents. The findings revealed that teachers reported that GCM award policy resulted in positive impacts on change of teachers' attitudes, teaching strategies and increased teachers' contributions toward promoting the quality in teaching and learning in their classroom. It supports the notion that reward and incentives will motivate teachers to improve the quality of work performance. The study concludes that the implementation of Malaysian Excellent Teacher policy has increased teachers' work motivation and thus promotes quality in teaching and learning. More empirical research needs to be carried out in Malaysia to explore and investigate to what extent Guru Cemerlang Malaysia could improve student outcomes and whether Guru Cemerlang Malaysia meets the standard requirement of excellence as outlined in the Terms of Reference on Excellent Teacher Concept used by Ministry of Education Malaysia. Keywords: Teachers' incentives; Motivation; Excellent Teacher; Quality teacher.

The occurrence of plagiarism in Higher Education symbolises a complex and multifaceted phenomenon which presents educators with challenges concerning its comprehension, management and, consequently, its governance. Within Nurse Education this scenario is further influenced by the requirements of professional learning and Fitness to Practise governance established by the Nursing and Midwifery Council. Consequently, Nurse Educators are required to engage with dual processes in the educational setting when plagiarism occurs and appears to challenge the attributes of professional learning regarding the acquisition of knowledge, skills and values. This thesis makes an original contribution to knowledge by exploring and illuminating the opinions of Nurse Educators concerning the governance of plagiarism which, as an area of education practice, has remained uncharted. Undertaken in two complementary phases, this descriptive study utilised a documentary analysis of the plagiari sm policies of Scottish Higher Education Institutions (HEIs) which offer Nurse Education (n = 11) and a pan-Scotland webbased survey which sought Nurse Educators' opinions (n = 187). The documentary analysis demonstrated HEIs' intention to provide direction for educational practice via policy directives. However, notable were deficits within policies in comprehensively articulating the dimensions of plagiarism, in particular, its unintentional manifestation. From the survey, statistically significant findings verified Nurse Educators' opinions regarding how policy should be contextualised and communicated to explain the nature of plagiarism. Statistically significant findings confirmed the importance of managing plagiarism supported by the transparent alignment between HEI and professional governance processes to enable, support and sustain consistent management in the context of professional learning. Also illuminated within the findings were the discrete role implications for Nurse Educators which present convoluted challenges in addressing both the pedagogical and professionally mediated responsibilities. The conclusions from this study argue that Nurse Educators endorse governance processes that are pedagogically centred, responsive to professional learning and are proportionally appropriate.

The need for increased awareness, knowledge, and skills in lesbian and gay issues has been well documented (Athanases & Larrabee, 2003; Goldstein, 1997; Robinson & Ferfolja, 2001, 2002; Sears, 1992). While Stevenson (1988) noted that educational interventions could produce changes in participants' attitudes towards homosexuality, there is some indication that initial teacher training programs do not adequately prepare students to incorporate issues of difference into their pedagogical practices (Hatton, 2004). Empirical assessment of interventions designed to impact students' attitudes and beliefs concerning those who are lesbian or gay have produced inconsistent results. These inconsistencies were addressed by Buhrke, Ben-Ezra, Hurley, and Rupert (1992) who found a lack of theoretically based empirical examinations. Conceptualising heterosexuals' negative attitudes toward homosexuality as sexual prejudice rather than homophobia links the study of antigay hostility with the rich tra dition of social psychological research on prejudice. The contact hypothesis, originally formulated by Allport (1954), proposes that intergroup contact under optimal conditions can reduce negative attitudes toward out-groups. Optimal conditions include the opportunity for emotional involvement (Dividio et al. 2002). Therefore, the purpose of this study was to determine the impact of cognitive versus experiential interventions on (would-be) student teachers attitudes towards homosexuality. Epstein's (1994) cognitive-experiential self-theory provides the theoretical background for this study. A pragmatic use of both quantitative and qualitative methodologies provided a deeper insight. Firstly, a quasi-experimental design was employed to examine the differential effects of rational versus experiential workshop interventions on attitudes towards homosexuality. A convenience sample of fifty-six participants were randomly allocated to one of two experimental groups, to take part in the experiential workshop or the rational workshop. A further convenience sample of twenty-eight participants were allocated to a control group. Massey's (2009) multidimensional measure of sexual prejudice was adapted and subsequently used to assess the attitude change across seven dimensions: Traditional Heterosexism; Aversion Towards Gay Men; Aversion Towards Gay Women; Denial of Continued Discrimination; Value Gay Progress; Resist Heteronormativity and; Positive Belief. Change score methodology was employed to analyse the changes in attitudes towards homosexuality across the three groups. Paired t-test statistics revealed a significant decrease in attitudes towards homosexuality for participants in the experiential intervention (t=6.108;p=0.001). A significant increase in attitudes towards homosexuality was found for the participants in the rational intervention (t= -2.458; p= 0.049) There was no significant difference found for the control group (t=-0.861; p=0.422). A qualitative phase was then added to provide collaborative data and give further insight into participants attitudes towards homosexuality. Thirty participants from the two experimental groups were randomly selected. Semi-structured interviews were conducted using stimulus scenarios to elicit a response. Twenty of the interviews were randomly selected and transcribed.

This study investigates whether the oral communication skills component in the English language syllabuses used by the Malaysian polytechnics enhances the speaking skills of the students. Specifically it aims to explore the extent to which Malaysian polytechnic students are supported in developing their competence in oral communication skills. This study assesses the English language syllabuses used at a Malaysian polytechnic based on the students' perceptions, tests and teachers' views and also the use of supporting documents. This study was done through the use of both qualitative and quantitative methods in one polytechnic with 578 respondents. It was a case study which compared pre-test and post-test of the 578 students' English language oral test, using SPSS, analyses of interviews of students and teachers and supporting documents. The study identifies which barriers that are hindering the Malaysian polytechnic students' oral communication performance. Recognising the range of factors associated with this ongoing problem in Malaysia could be used to inform and develop policy that could begin to overcome the performances of these students and improve the quality of teaching in English at the Malaysian polytechnics. The study revealed that the use of the Malaysian English language syllabuses have not supported the Malaysian polytechnic students' spoken English competencies. The study further showed that Science and Mathematics education together with eleven years of English at schools have not developed the students' oral communication skills. It was due to the fact that students upon entering the polytechnic remained unexposed to English in their daily lives, their environment or even socially. These situations remained unchanged when they are at the polytechnic as they experienced a similar environment as they had previously before they joined the polytechnic. On a positive note, the students were found to have showed positive attitudes learning English, their English teachers and stated their desire to learn more of the language. They realized the importance of English especially for instrumental purposes such as getting better jobs and elevating their status amongst their peers yet they faced a high level of anxiety to use English as they are not used to using English on a regular basis. This is the one of the many barriers that had been put forward by the students, teachers on the success of the teaching and learning of English in Malaysia. Too many barriers were found in the implementation of a successful teaching and learning of English in Malaysia and especially in the polytechnics. Yet, if Malaysia is to improve the standard of English of its people, the many barriers which involved the students, teachers, the syllabus, the environment and the system must be considered first. Problems that afflicted the teachers, students especially, have to be resolved prior to the implementation of various policies which might yet remain futile and not produce positive results. However, with the ever supportive supports of the government and all policy makers and those of authority, this situation can be changed for the better as all involved parties should work in tandem for the attainment of one goal - to better the speaking skills in Malaysia generally and specifically in the Malaysian polytechnics.

The study aimed to explore the understanding and growth of the therapeutic relationship in undergraduate student nurses and the factors that influenced its development. A single case holistic research design was utilised in which the "case" constituted the cohort of students (n=17), and the unit of analysis was the students development over time (Yin, 2009, p. 51). A purposive sampling strategy was adopted and data were collected utilising group interviews at two time intervals, which addressed research question one, and self report vignettes over three time points, which addressed research question two. The key findings of the study suggested that student nurses had an understanding of the therapeutic relationship from an early stage, and this developed over time. Students recognised key components of the relationship such as trust and good communication. Students identified barriers and facilitators to the therapeutic relationship such as pre-conceived beliefs about patients and nurses' behaviours. An incremental approach to communications skills teaching gave the students a base from which they could further develop their skills, and enabled them to recognise poor practice. Developing confidence and competence was gained from positive interactions with patients, feedback from mentors and observing good practice. Students engaged in reflective practice but found this most helpful with peers. Portfolios were mainly used as a means of documenting learning related to practical nursing skills. Students demonstrated growth in both empathy and respect over time and were able to identify their own feelings. However, students reported feelings of anxiety and guilt if they perceived these feelings to be inappropriate. The small sample size limits the generalisability of the findings, as does the self report nature of the data collection methods. Nevertheless, some recommendations for practice were identified and include facilitated structured reflection, an incremental approach to communications skills education and raising the awareness of mentors and other clinical staff regarding the influence their practice has on undergraduate student nurses.

The aim of this study was to understand the purpose and objective of the link lecturer role in practice-based learning by comparing policy directive with practical application from the perspective of social learning theory. The link lecturer role in nurse education is governed by the Nursing and Midwifery Council (NMC) mandatory standards to 'support learning and assessment in practice' (SLAiP) (NMC, 2008b). Translating these standards into a workable model of practice to guide implementation can be difficult. Meanwhile, academic literature over several decades reports the link lecturer role as poorly understood in terms of purpose, objective and contribution whilst challenging in terms of protected time allocation. The qualitative study reported in this thesis consisted of a critical review of the NMC SLAiP standards (ibid), and eight focus group interviews; one with nurse lecturers and one with student nurses, on the four sites of one Scottish university. The focus group data wer e initially thematically analysed, then conceptually analysed through communities of practice (CoP) and cognitive apprenticeship lenses. The findings demonstrate a complex relationship between policy and practice that results in the meaning of the link lecturer role continuing to be poorly understood in terms of purpose, objective, identity and contribution to practice-based learning. From the participants' perspective implementation of the role was cumbersome and varied whilst lacking pedagogical focus, efficiency and effectiveness. Meanwhile, duplication of effort was evident between the link lecturer and practice-based PEF and mentor roles as well as the university-based personal lecturer role. A key recommendation and three policy suggestions for the future of the link lecturer role are made. These offer a radical, new and forward thinking approach to supporting practice-based learning. They include abandoning the link lecturer role while strengthening the PEF role with leadership responsibility for practice-based learning. To take the academic profile of the nursing profession forward the nurse lecturer's responsibility is academic leadership and preparation of student nurses for practice. Alternatively if the link role is retained recommendations are made that it is considered critically in terms of mutually understood identity and contribution.

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This study analyses the stories of young people, both male and female, from rural and economically weak backgrounds. Participants in the present study come from the province of Sindh, Pakistan, and Sindhi is their first language. The data consist of the narratives of their lives. They deal with their attitudes and behaviours, actions and struggles, hurdles and hardships, expectations and desires. The participants talked about their family, home, village, surroundings, socio-economic problems, etc. My participants struggled to make ends meet economically and worked hard to improve their social position and that of their families. This study tries to interpret the observations of the interviews in terms of the theories and categories of Pierre Bourdieu (cultural, social, and symbolic capital; habitus, field, symbolic violence, practice, etc) and treats them as evidence of these theories. Symbolic Interactionism was used to interpret small-world lives of one-to-one interaction of individuals with individuals and artefacts and their roles. Narrative Analysis was applied to stories taken from two interviews. I investigated how young people from poor rural backgrounds progressed towards a better standard of living. The socio-economic position of my participants in the social structures of their native villages hindered or facilitated their progress towards their goals. By interacting with people and artefacts in their environment, my participants managed to improve their standing in wider society. By getting an education, they found a way to cope with their day-to-day problems. But they were hindered in these attempts by the restrictions inherent in the existing social structures. This study found that my participants had to overcome obstacles which were so great that many other people from the same background never succeeded in doing so. This study is an attempt to look at their lives and the world at large through their eyes.

In this thesis I examine what I learnt from teacher education projects implemented in Cambodia between 2001 and 2011. I show how global, regional, national and local agendas impact on project planning, implementation and evaluation. I use a set of questions to structure my thesis based on my early experience of working in Cambodia on education projects. In the first half of the thesis I explore how educational development projects work in relationship to multi-level contexts. I draw on research in the field of comparative and international education to contextualise the work and to justify the units of analysis. The types of data I collected and methods used reflect the different projects and the extent to which I had control over the research that was undertaken. By contextualising teacher education in the wider development agendas of international aid, neoliberal economic policies and world education culture I show how these agendas impact on project design, implementation and evaluation. Then, by analysing two projects in detail, I demonstrate how international agendas affect the project outcomes at a local level. In the second half of the thesis I move away from the technical aspects of project design to address concepts of culture, religion, history and language in Cambodia through an exploration of the available literature, an examination of project data and by regularly interviewing six Khmer mathematics educators. Grounding the cultural concepts in the real experiences of Cambodians allowed ‘local voice’ to be given the same value as global educational priorities. In the conclusion, the original questions and the extent to which they have been answered are again considered. This leads to a list of ‘generic activities and orientation questions’ that I hope will contribute to the planning of other international educators encountering the field of educational development for the first time.

No description available.