This work consists in a theoretical overview of positioning theory, the construction of a methodology for interaction analysis, and its application to classroom interaction. The latter part is based on transcripts from audio-video recordings of 15 hours of lessons in mathematics and physics or science in England and in France, with children aged between 11 and 12. These transcripts were divided up into episodes, units displaying coherence in theme and purpose; and each episode was coded according to the types of behaviour the teacher displayed in them. The same types of behaviour were found in plenary interaction as those found by previous research into group work. Analysis carried out to highlight co-occurring types of behaviour (seen as rights and duties) only yielded two co-occurring rights – asking a scientific question and validating a statement, consistently with the previously noted prevalence of IRE/IRF sequences. A frequency analysis of the levels of occurrence of individual types of behaviour highlighted the scarcity of unsupported teacher statements. Further analysis of the episodes featuring teacher statements showed that the teacher may only introduce new elements on the basis of their own authority in highly specific circumstances: (a) after a student’s mistake, in which case the teacher’s statement is limited to explaining why the aforementioned mistake is one; (b) after a student’s question or (c) after a student’s unsolicited statement. In the last two cases, the teacher’s statement may go beyond the remit of the question or statement. Content introduced in such a way appears to have a longer-lasting legitimacy than that introduced with the help of official content. Some implications of these results are discussed: the need to take into account student agency in further research; and it is suggested that a lecturing style of teaching might be beneficial for learning.

Empirical research that has applied Self-Determination Theory (SDT) within classrooms suggests that the combined satisfaction of three basic psychological needs can be predictive of students’ motivation to engage with learning activities. These three basic needs are relatedness, which, for the purposes of the current research, takes the form of a positive teacher-student relationship, perceived self-competence, and autonomy. The current research suggests that, whilst SDT emphasizes the importance of autonomy as a basis for self-determined engagement with learning, the motivation to be autonomous is a potential outcome informed by the students’ perceived competence and the perceived quality of the teacher-student relationship. These findings were the basis for three posits regarding the impact of the satisfaction of the three basic psychological needs, central to SDT, upon students’ engagement with learning activities. These posits are: that firstly, an individual’s motivation to be autonomous (SDT; autonomy) is an outcome dependent upon students’ satisfied needs for both a positive teacher-student relationship (SDT: relatedness) and perceived competence (SDT: competence); secondly, that perceived competence is informed by and reciprocally informs the quality of the teacher-student relationship; and thirdly, that there is a potential cumulative connection between students’ perceived competence and the quality of the teacher-student relationship, in terms of the combined impact upon the quality and persistence of autonomous motivation. These interpretive claims emerged from and were supported by the findings across the main study and triangulation methods within the current research. The current research begins to unravel how the motivational interplay between the three SDT-centred basic psychological needs may inform students’ engagement with learning activities in formal learning settings. This led to the development of a proposed SDT-embedded motivational pathways model. This model is worthy of further testing, explanation and modification by educators through classroom-based research.

This thesis explored the impact of the teacher incentive policies which were designed and implemented in Rwanda between 2008 and 2013, with the aim to understand their impact on teacher motivation. Research evidence shows that, competence and commitment of teachers are among the main determinants of student learning outcomes (Bennell and Akyeampong, 2007). As such, governments have the responsibility to ensure that teachers are appropriately trained and motivated to teach. Yet, motivational and incentives issues among teachers have been inadequately researched in the African context to understand how teacher motivational issues might be addressed by governments and international donors to improve educational quality. Rather, as reported by the Voluntary Services Oversees (VSO) and United Nations Educational, Scientific and Cultural Organisation (UNESCO), educational policies have focused much more on teacher supply and demand issues in response to increased access to education (VSO, 2002; UNESCO, 2005). In countries where teacher motivation issues have been on the education agenda, these have been piecemeal interventions lacking long-term sustainability. As such, UNESCO's 2013/14 Education For All-Global Monitoring Report (EFA-GMR) recommends the need for policy-makers to identify ways how teachers' motivation can be improved so as to enable teachers to work in the service of improving learning for all (UNESCO, 2014). This study employed a mixed methods sequential explanatory research design, where quantitative data (from 276 teachers from 46 schools located in 10 districts) was collected first, followed by qualitative data (obtained from interviews with eighteen participants, selected from institutions involved in teacher incentives' policy making, implementation, facilitation and the beneficiary level). This data was then integrated at the intermediate and final stages of the study and presented concurrently in this thesis. The study was framed around the content (or basic needs) theory of motivation (see Chapter 3). Findings indicate that, individual teacher characteristics are key in understanding how the incentives impact on teachers' levels of motivation. As such, the Government of Rwanda (GoR), should take into consideration these characteristics, when designing the teacher incentive policies for the teaching profession. The study confirms earlier findings that, teachers' pay is very low, both in absolute terms and in comparison to other professions, which is a major motivational challenge. The study further shows that, while most teacher incentives may achieve the purpose for which they are meant, others are likely to result into unintended implications, which should be factored and monitored while designing and implementing the teacher incentives (see Chapter 6, section 6.2.2). Furthermore, the study shows the “8-step monthly protocol on processing the teachers' salaries”, as an example of incentives that are cost-effective and are likely to create an immediate positive motivation impact, and which can be ideal for resource-constrained contexts, such as Sub-Saharan Africa (SSA) countries, including Rwanda. The study notes the key potential role of parental contributions to teachers' pay (top-up), and that governments need to harmonise and regulate it, so as to eliminate the imbalance it causes, between primary and secondary teachers; and rural and urban schools. Most teachers responded that teacher training and professional development was the main intrinsic motivational factor. The study noted that, while the teacher's union was viewed as potentially key in enhancing teachers' status, solidarity and power, the teachers' union was very weak and influenced by government, which is characteristic of most unions in the SSA. This is coupled with limited teachers' participation in decision-making on issues that concern them (see DeJaeghere et al, 2006), which is likely to lead to their de-motivation. This study, therefore, has attempted to make a contribution to the development of the theoretical and substantive knowledge in terms of policy changes designed to improve teacher motivation in Rwanda (and possibly in the SSA region). It also contributes to a clarification of the methodology, which can be employed for future research on teacher motivation.

The purpose of this research is to add to the teacher effectiveness research paradigm by furthering understanding about how teachers promote student learning and achievement in mathematics. Across the teacher effectiveness paradigm, there has been a great deal of research that quantitatively measures the value added by teachers to student achievement on standardised tests. However, there is a current under-representation of the voices of teachers about how and why certain factors promote student achievement in mathematics. Therefore, in order to address the complexity of the teaching and learning process, this mixed methods study draws upon secondary TIMSS 2011 data, as well as qualitative interview data from fourth class teachers in Ireland and Northern Ireland. Results from this study highlight qualitative teacher insights as an essential tool for understanding the complex process through which teacher-related factors influence student learning and achievement in mathematics. Several factors which were perceived to promote student achievement on fourth class standardised mathematics tests were revealed. These factors include promoting constant revision of mathematics concepts, engaging in a collaborative staff strategic plan for assessing and addressing student underachievement on standardised tests, communicating a strong positive attitude towards mathematics to students, and holding consecutive years of experience at the same grade level. In addition, teacher insights were instrumental for understanding TIMSS score differences between Ireland and Northern Ireland. These findings suggest that researchers within the teacher effectiveness paradigm, as well as educational policymakers, should recognise teachers as experts regarding the teaching and learning process and include their insights in future studies through use of qualitative methodology. Furthermore, quantitative teacher effectiveness studies should consider including qualitative teacher insights in order to gain a deeper understanding of quantitative findings.

This study was conceptualised within the Aristotelian tradition of phronesis and dialectics (Eikeland, 2006; 2012) where the focus of the study was the identification of teacher's voice (Sutherland et al., 2010) using Songs of Praxis, an art-based reflexive account within a reflexivity paradigm of uncovering biographical perspective of identity (Alheit, 1992; 2009). This had two reflexivity contexts; within research (e.g. Rolfe, 2011a; 2011b; Rolfe, Jasper and Freshwater, 2011; Etherington, 2007; Simon, 2013; Ellis, 2004; 2007; 2011) and within critical reflective practice (e.g. Gardner, 2009; Gardner, 2014; Rolfe, Jasper and Freshwater, 2011). This reflexive process led to teacher voice development and transformation through a hybridity of creative pedagogy, teaching for creativity and creative learning (Lin, 2011; 2014; Sawyer 2004; 2011). This visualization was completed using reflexive accounts (referred to as Songs of Praxis) which created space for a reflexive relationship (Etherington, 2007; Ellis, 2004) allowing for emotional recall (understanding biographical identity) through to therapeutic inquiry by dealing with my Mask of Self-Hate (the name I use to describe my bipolarity). This facilitated my authentication and transformation as a scholar of learning and teaching. This study was conducted within an auto ethnographic action research and reflexive accounts methodology using cycles of critical reflection. The cycles of critical reflection are; teacher voice identification stage 1, the reimagination of professional voice framework leading to teacher voice identification stage 2, the multiplicity of voice prism. This led to teacher voice development stage1, the reflexive provocateur toolkit which developed into the Reflexive Classroom, teacher voice development stage 2. This led to the teacher voice transformation through the creation of reflexive spaces of creative pedagogic practices; digital reflexivity; and employability practices. This allowed for teacher voice identification, development and transformation which I illustrate within the 'portfolio' which I conceptualised around an 'Album', Songs of Praxis: Teacher Voice Identification, development and transformation'. This corroboration of the data (experience) has led to the contribution of this study to creative teaching practices, digital reflexivity and employability practices. I propose Songs of Praxis create reflexive space for the identification, development and transformation of teacher's voice.

A key finding from the research into school effectiveness is that children's educational progress is highly dependent on effective teachers (Darling-­‐Hammond, 2000; DEST, 2005; NCQT, 2011). But, the literature into teacher effectiveness offers less literacy-­‐specific evidence. Nonetheless, successful literacy learning in Grade 1 is crucial as it has long lasting consequences on children's literacy development (Riley, 1996, 2007; Tymms et al., 2009), thus making the effective teaching of literacy an important focus of investigation. Researchers have also raised the issue of the inter-­‐relationship of effective teaching and the context within which it takes place (Hopkins and Reynolds, 2001; Campbell et al, 2003). Within the specific context of Cyprus there is a paucity of evidence into teachers' literacy practices in correlation with the insights from the effectiveness research. Therefore, the aim of this study is to investigate this particular context and use the insights offered in order to illuminate thinking about effective literacy teaching practice. In order to do so, it draws upon relevant bodies of literature, to identify the features of effective literacy teaching in Grade 1 classrooms. By using these teachers as a lens into teaching practices, the study explores what these teachers do and also how the omissions in their practice compare with the literature in the field, as well as what they do differently and which has not, as yet, been widely recognised. In addition, the study examines what teachers report they rely on and how they claim to have learned their practice. The study is located within a qualitative -­‐ interpretive paradigm, using thematic coding to deductively and inductively analyse classroom observations and interview data from fifteen teachers who were deemed to be effective. The findings offer an agenda to re-­‐consider both the content and pedagogy of effective literacy teaching in Grade 1. Also, the implications that arise for programmes of Initial Teacher Education and Continuing Professional Development are addressed.

This study examined the pedagogy of ICT and the aim of the research was to explore teachers’ perceptions of ICT capability and whether their practice in the classroom matched their personal constructs. This is particularly pertinent given the current environment of curriculum change in Wales. Cultural Historical Activity Theory (CHAT) was used as an analytical framework within this study. The use of this tool has enabled different dimensions within the case studies to be recognised and discussed. The use of the activity settings over time has allowed a fourth dimension to be added to the analysis and to examine how the teachers in the case study have managed their recognition of the emergent contradictions. The use of the activity setting to analyse similar settings from different viewpoints has prompted the use of CHAT as a tool to model likely contradictions which may emerge from the introduction of any new curriculum. The use of CHAT in an educational setting in this way has built on the use of Activity Theory to analyse the workplace activity in highlighting change and participant’s reaction to that change. Two continuums emerged, one concerning how ICT capability was perceived in terms of skills used, with the metacognitive skills at one end and the tools of specific software applications at the other. The other continuum was concerned with the pedagogy of ICT. It emerged that the schools employed different pedagogical strategies which resulted in the use of different pedagogical tools by the teachers within the study. The pedagogical continuum ranged from a mechanistic rigid pedagogy to one of facilitation with pupils creating opportunities for knowledge construction. These variations have implications for the pedagogy of any new computing curriculum which may be introduced and the need for continued professional development to enable effective teaching of that new curriculum.

This thesis describes an investigation into the outcomes of a developmental project focussed on improving the word reading skills of a group of (n=77) secondary school students across five different school settings in a South West of England Local Authority. The 'Plymouth Precision Teaching Project' was conducted during the 2007/8 academic year commencing in September 2007 through to April 2008. The project involved the delivery of regular Precision Teaching (PT) programmes across two cohorts (1 and 2) of students by Teaching Assistants (TAs) in each school who themselves received ongoing training and support throughout the project. This thesis reports on three inter-connected aspects of research stemming from the project: Aspect One considered the impact of PT interventions delivered by trained TAs on groups of secondary school students with literacy learning needs through a quasi-experimental design. Aspect Two investigated the adaptations made by TAs within PT programmes to improve student word reading skills; from here a framework for systematic teaching adaptations was formulated, trialled and reviewed. Aspect Three drew on the experiences of school staff and their learning throughout the initiative. The value of participating in the research was investigated through exploring TAs’ reflections on the development of their understanding of the processes and practices surrounding ‘teaching and learning’. Outcomes of the research point to the continuing contribution of PT to addressing basic reading skill needs through heightened structure to intervention delivery, promotion and scrutiny of ‘treatment fidelity’ and an ongoing, systemic approach to the development of staff skills. This thesis also emphasises the mutual benefits that a collaborative project such as this can bring about; not only can staff contribute to the development of intervention approaches and provide high-quality interventions, but they can also develop their professional knowledge too. As a venture networking schools, a local authority educational psychology service and a university department, it is suggested this thesis reflects a description of the ground modernised educational psychology services should seek to occupy more and more.

Gurus claim that they are able to act as mediators to put disciples on the path of spiritual development in diaspora. This study aims to investigate this claim, researching the hypothesis ‘that changing cultural environments in the United Kingdom, compared to those of the Indian sub-continent, requires a different model of the guru-chela (guru-disciple), relationship?’ In effect it seeks to test the differences, based on the stability and sustainability of the relationship in diaspora? This claim was endorsed by psychotherapist, J S Neki (1973), in a meeting in America and was published in The Journal of Ortho-psychiatry Volume 3. It discusses the possibility of the ‘guru-chela (disciple) relations’ acting as a model for ‘therapeutic care for the Hindu patient in diaspora.’ This research aims to examine critically the effectiveness of the guru-disciple relationship in light of changes the gurus have made in the delivery and quality of instructions they provide and the changes in the disciples’ aspirations in the new environment. The study investigates the meeting ground for science-based western psychotherapy and intuition-based spirituality. Both subjects deal with pastoral care components for their respective respondents, but are diametrically opposed in their approaches. The research sample in the study, are taken from Leicester, where the researcher is based, as the area provides a diverse group in the Heart of Hindu England, through which to examine the guru-disciple phenomena in diaspora.

This research developed a qualitative Case Study to explore the role of coaching and mentoring in supporting the alignment of academic staff and organisational strategy. The study employed documentary data, interviews and a questionnaire to examine a four year period of a seven year change programme at a University in Southern England. Documents provide background to the case. Semi-structured interviews were conducted with fourteen leaders, two external coaches and eleven internal mentors. A questionnaire completed by thirty six academics preceded six semi-structured interviews with academic staff. Participant perceptions of alignment and their experiences of coaching and mentoring were analysed using a data coding approach influenced by Grounded Theory. As a result of this study, the researcher developed a Model for Improving Credibility in Insider Research to demonstrate how they dealt with the challenges of being an employee of the organisation in which the research was completed. The study shows how a new Strategic Plan impacted on academic staff roles. In responding to the changes, academics were faced with career, role, time and psychological challenges. The findings indicate that the alignment of academic staff and organisational strategy does not need to be a tension, but that it can provide opportunities for both organisation and individual if they can identify and focus on ways to fill the gap between them. The Individual and Organisation Alignment Map, developed from this study, demonstrates a new understanding of alignment of the individual within the organisational context. Coaching and mentoring helped academics to respond to the challenges by providing support for a focus on the future and forward momentum, as well as role implementation and psychological support. A new model showing how The Transitional Space Provided by Coaching and Mentoring can provide support for outer and inner world challenges has been developed as a result of this research. In addition, the new definition of ‘Emerging Academics’ developed during this study provides a different starting point for considering the career development of academic staff.