This thesis examines briefly the history of Information Communication Technology (ICT) for Educational. Development (ICT4ED) projects and ICT projects in the state of Turkey since 1984, focusing on their continuing failures. The thesis locates the causes of these failures in principles of what will be referred to Techno-Politics which is the 'internal' interactions of 'Technological' innovations with 'Policy' mechanisms and 'Management' processes under a particular set of Circumstances associated with sets of Values drawn from Proprietary Close Source Software (PCSS). The study focuses on the current ICT4ED project, Fatih, which is seen as a typical educational 'reform' in a centralist education state, promising to 'fully integrate technology' into education. The study argues that the project's political execution, technical development and philosophical conception, undermine its objectives and lead to its likely failure. The thesis argues that Free Open Source Software (FOSS) is deliberately ignored in techno-politics due to; obvious, institutional inertia, path dependence and ungovernable ICT changes and arguably, corruption in new public management, 'which have made FOSS usage, formerly both feasible and flexible, 'totally' impracticable. The .thesis contrasts the corporatocracical techno-politics of PCSS with those of FOSS, highlighting their consequences as Locked-in and Hegemonic Corporatocracy with PCSS versus Free and Flexible Freedom with FOSS. The study concludes that the cotporatocracical techno-politics of PCSS can be seen as forms of 'Progress' that not only · are prone to inevitably failure, but that also inhibit other, more positive, forms of 'progress'. Nevertheless, there is more beyond 'technopolitics'.

The aim of this research is to describe and generate new understandings of the learning journeys of school leaders doing a Doctorate of Education (EdD) in England with a full or partial focus on educational leadership. The research surveyed fourteen school leaders doing the EdD, six EdD programme providers from four HEIs and three professional researchers into the EdD. The data was collected from the twenty-three respondents using semi-structured interviews. Documentation and statistics from the EdD programmes were also drawn upon. The data provided different perspectives of the impact of doctoral work on the learners and was theorized using Bourdieu's theory of practice. Such theorizing revealed that the EdD curriculum and pedagogy and pedagogic relationships designed and/or developed by EdD programme providers, presented windows of opportunity for learners to access different ways of knowing and doing. This afforded them the chance to gain new insights into the interplay between structure and agency and into possible system constraints in the field. This is usefully mapped by a new contribution to knowledge, the Learning to Critically Analyse and Reflect for Emancipation (CARE) Model. This staged model of learning might make a small contribution to making other learners' windows of opportunity become reality.

No description available.

This study analyzes the role of statistical significance testing (SST) in education. Although the basic logic underlying SST 一 a hypothesis is rejected because the observed data would be very unlikely if the hypothesis is true 一 appears so obvious that many people are tempted to accept it, it is in fact fallacious. In the light of its historical background and conceptual development, discussed in Chapter 2, the Fisher’s significance testing, Neyman-Pearson hypothesis testing and their hybrids are clearly distinguished. We argue that the probability of obtaining the observed or more extreme outcomes (p value) can hardly act as a measure of the strength of evidence against the null hypothesis. After discussing the five major interpretations of probability, we conclude that if we do not accept the subjective theory of probability, talking about the probability of a hypothesis that is not the outcome of a chance process is unintelligible. But the subjective theory itself has many intractable difficulties that can hardly be resolved. If we insist on assigning a probability value to a hypothesis in the same way as we assign one to a chance event, we have to accept that it is the hypothesis with low probability, rather than high probability, that we should aim at when conducting scientific research. More important, the inferences behind SST are shown to be fallacious from three different perspectives. The attempt to invoke the likelihood ratio with the observed or more extreme data instead of the probability of a hypothesis in defending the use of р value as a measure of the strength of evidence against the null hypothesis is also shown to be misleading because it can be demonstrated that the use of tail region to represent a result that is actually on the border would overstate the evidence against the ทน11 hypothesis.Although Neyman-Pearson hypothesis testing does not involve the concept of the probability of a hypothesis, it does have some other serious problems that can hardly be resolved. We show that it cannot address researchers' genuine concerns. By explaining why the level of significance must be specified or fixed prior to the analysis of data and why a blurring of the distinction between the р value and the significance level would lead to undesirable consequences, we conclude that the Neyman-Pearson hypothesis testing cannot provide an effective means for rejecting false hypotheses. After a thorough discussion of common misconceptions associated with SST and the major arguments for and against SST, we conclude that SST has insurmountable problems that could misguide the research paradigm although some other criticisms on SST are not really as justified. We also analyze various proposed alternatives to SST and conclude that confidence intervals (CIs) are no better than SST for the purpose of testing hypotheses and it is unreasonable to expect the existence of a statistical test that could provide researchers with algorithms or rigid rules by conforming to which all problems about testing hypotheses could be solved. Finally, we argue that falsificationism could eschew the disadvantages of SST and other similar statistical inductive inferences and we discuss how it could bring education research into a more fruitful situation in which to their practices. Although we pay special attention to mathematics education, the core of the discussion in the thesis might apply equally to other educational contexts.

This thesis explores the construction of modern foreign language teacher cognition: beliefs and pedagogical content knowledge. It examines how teachers’ beliefs about grammar and the role of target language in language teaching have been constructed. The research design is set within a constructivist-interpretivist framework. The conceptual framework identifies four major areas of influence on teacher cognition: pre-training language learning experiences, pre-service training experiences, in-service experiences and micro/macro policy. The qualitative research methodology is autobiographical / life history. The data is presented in the form of narratives, which chronicle the construction and evolution of beliefs and subject knowledge. Data were collected through the methods of audio-recorded semi-structured interviews and field observation over a period of three years. The research involved the participation of seven language-teaching professionals from seven different LA maintained schools. The autobiography and life histories suggest that early learning experiences may be influential in the construction of teacher cognition about MFL methodology. Furthermore, beliefs constructed in these formative years may also be highly resistant to change. University based teacher education is a positive source of influence in providing teachers with models and techniques which are adopted in practice. The research examines the impact of twenty years of national (macro) policy on modern foreign language teacher cognition and practice. It considers how reflection and dialogue with other practitioners contribute to the construction of pedagogical content knowledge and the interpretation of national policy. Findings report that context is the conditioning factor in the choice of approach taken for the teaching of grammar and the perceived role of the target language. Emerging from the data, is the concept of a methodologising of teaching by school leaders through the implementation of micro policy. The thesis recommends an exploration of how existing beliefs about language teaching have been constructed among those beginning teacher education programmes and makes suggestions for future research.

In chapter one I present a history and critique of the articles which comprise my PhD looking at each article in turn. There are two main sets of articles included and I set out how one area of interest developed into the next. The work focuses on the theme of mentoring and then history education. Together they represent my concern with a community of.practice within the history teaching profession. In chapter one I explain the contextual history in the development of my ideas and thinking between the articles and demonstrate how together they form a coherent whole. The chapter is presented as a story, something of a personal narrative, placing my own development over the years of my PhD at the centre. The chapter also includes a critical update on the themes raised in the articles along with my ongoing critical reflections. In chapter two I examine the ontology, epistemology and methodology which underpin my PhD articles. Again I present the story of my own introduction to educational research to assist in explaining the approaches adopted. The shift from history graduate and history teacher to researcher in education is examined and the place of story and narrative in educational research is also examined.

Dans le contexte diglossique de la Polynésie française, l’enseignement des Langues et Culture Polynésiennes est inscrit aux programmes scolaires. La thèse examine les savoirs d’expérience des professeurs des écoles dans ces séances et cherche à repérer en quoi leur activité est impactée par leur culture hybride (résultant de la rencontre il y a 200 ans entre population locale et colons occidentaux). Notre observation de l’activité enseignante, inscrite dans le champ de la didactique professionnelle (Vergnaud, 1996 ; Pastré, 2011 ; Vinatier, 2009), tient compte de l’importance des contextes historico-culturels (Bruner, 1991 ; Bazin, 2008) et croise deux perspectives théoriques dans l’analyse de l’activité interactionnelle en classe : la première est relative à certains aspects de sa dimension multimodale, la seconde concerne la théorie des schèmes de Vergnaud (1990). S’appuyant sur l’analyse de séances d’enseignement via une approche qualitative et compréhensive, la thèse présente les connaissances en acte de quatre enseignantes, élucidées grâce à la co-analyse avec ces dernières. Le rapport entre schèmes et culture nous a permis de déceler combien le modèle É-P-R (Vinatier, 2013) peut être impacté en contexte polynésien. Notre recherche confirme l’intérêt d’une démarche collaborative pour favoriser le développement professionnel et nous amène à faire des propositions sur les plans de la didactique des LCP, de la formation professionnelle des enseignants sur ce même objet d’enseignement et de l’observation des pratiques enseignantes. / In the diglossic context of French Polynesia, the teaching of Polynesian Languages and Culture is included in the school curricula. The thesis examines primary school teachers experience-generated knowledge during those lessons and seeks to identify the manner in which their activity is impacted by their hybrid culture (as the result of the encounter between indigenous people and western settlers 200 years ago). Within the professional didactics field (Vergnaud, 1996; Pastré, 2011; Vinatier, 2009), our observation of teaching activity takes into account the importance of historic and cultural contexts (Bruner, 1991; Bazin, 2008) and crosses two theoretical perspectives in the analysis of the interactional activity in class: the first one concerns some aspects of its multimodal dimension, the second one is related to the schemes theory by Vergnaud (1990). Based on an analysis of lessons through a qualitative and comprehensive approach, this thesis presents four teachers’ “in act knowledge”, elucidated thanks to a co-analysis with them. The relationship between schemes and culture enabled to detect how the Polynesian context can affect the E-P-R model (Vinatier, 2013). The research confirms the interest of a collaborative process aimed at encouraging professional development and leads us to make proposals regarding Polynesian Languages and Culture didactics, professional teacher training about that very subject and the observation of teaching practices.

No description available.

This study explores the possibilities for Spirit as a key term and value position in the development of pedagogical relationships in schools. It begins with an examination of the nature of Spirit from different standpoints and assesses its wider connections to the spiritual, religious and moral aspects of the human condition. This preliminary analysis lays the basic foundations from which to develop a greater understanding of the importance of these connections in pedagogy. Attention is then given to the importance of the pedagogical relationship as a central issue in education generally. The role that tradition plays in shaping this aspect of pedagogy, as a distinct practice, is discussed. Also discussed is the need to enrich and expand traditional meanings in order to meet the challenges and constraints of contemporary practice. Arguing that a renewed vocabulary of spirit is not only necessary but vital for enriching traditional meanings and practices, the study builds this renewed vocabulary in two ways: (l) through an analysis of the implications of the philosophical perspectives of Martin Buber, Emmanuel Levinas and John Macmurray, and (2) through the reconstruction of pedagogies of spirit in the work of two teachers. The study concludes with four recommendations for approaching the continued reconstruction of pedagogies of spirit in the development of teacher education programmes.

This thesis explores factors supporting the achievement of black pupils of African and African-Caribbean backgrounds living in the United Kingdom. It analyses their perception of factors that impact on their performance and achievement. There is a discussion on the nature and measurement of achievement and it is argued that achievements that are most valued are those based on performance in external examinations. Key elements of the findings are that a number of factors within and out of school seem to affect achievement of black pupils: teachers' perception and expectation, pupils' attitude, behaviour and motivation. Factors both within and out of school include peer affiliation and pupils' self-perception. Outside school factors significant in achievement are family values, attitudes, relationship to their heritage, religious beliefs and values. Highlighted in this thesis is the racialised nature of the society in which black pupils are perceived, assessed and treated. They therefore have to employ a number of strategies within school to win and retain the favour of their teachers who sometimes bring negative views of black people to their interaction in the classroom. Highlighted also in the research is that achieving black pupils can impact positively on their teachers' perception of them by adopting overtly pro-school and pro-teacher attitudes and approaches. Finally, family members, especially parents, play positive roles in the performance of their children in school, often reducing the perceived disadvantages of society and schools. The conclusions drawn from this analysis confirm the importance of parents and community in the achievement of pupils but emphasise the areas that school can address in the achievement of black pupils.