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The Education Commission, the education policy maker in Hong Kong, is proposing a radical change in the education system in order to keep pace with the times and respond to the needs of learners. The aims of education for the 21st Century focus mostly on enabling every person to develop critical thinking, as well as building self-confidence and a team spirit, so that s/he is capable of life-long learning. Research shows that co-operative learning develops higher-order thinking skills (Matthews et al., 1995), enhances motivation and improves interpersonal relations (Slavin et al., 1991). However, it would be premature at this stage to adopt co-operative learning in the Hong Kong classrooms without considering the various factors, such as teachers' attitudes and cultural variations, which affect the suitability and feasibility of implementation. The aims of this study are to investigate the Hong Kong primary teachers' attitudes to co-operative group work and their pupils' attitudes towards working collaboratively. The attitudes of teachers were measured by using a questionnaire survey, followed by interviews and observations on a selected sample who had participated in an intervention programme on co-operative learning, for assessing their change in attitudes. Their pupils' attitudes were assessed by a projective test, the results of which were triangulated by interviews. It was found that co-operative group work was not a popular instructional practice in Hong Kong, which could be explained by factors including time constraints, pupils' ability and discipline, teachers' conceptions of learning and influence of school and parents. The results suggested a positive correlation between the teachers' attitudes to co-operative group work and their pupils' attitudes towards working collaboratively. The influence of the cultural factor on co-operative learning has yet to be investigated in future research.

The thesis follows a problem solving methodology. A change in Jordan is identified as the 1964 Education Act. This Act changed the stated normative aims of education in Jordan. Against this a no-change element is represented by the curriculum organisation of Jordanian primary schools. The thesis attempts to suggest possible solutions for this problem. An ideal long-term solution is suggested in terms of Dewey's writings on education. It is indicated that the practice of primary schools in England and Wales with reference to the curriculum provides a realisation of many of Dewey's theories. These practices are examined in detail. However, on considering the specific initial conditions in Jordan, social, economic and educational, the thesis accepts that emulation of the system in England and Wales must remain a long-term goal. Social organisation, religious attitudes and financial stringency all indicate that a more specific target which is easier to achieve needs to be identified. A short-term solution is therefore suggested in terms of the Taba-Tyler curriculum model. This is elaborated in some detail. The final chapter discusses how both the short and long term proposals could be implemented in the Jordanian context. CUrriculum change in the primary school is seen as being an essential element in the development process in Jordan.

This qualitative case study was undertaken due to concerns about Barbadian pupils’ continuous challenges in answering higher order questions and thinking creatively and critically. Learner centred instruction (LCI) has been deemed by the Barbadian government as an effective approach to counteract these difficulties from the early years. This study therefore aimed to explore and analyze the pedagogical beliefs of teachers in the context of implementing LCI in the Barbadian Early Childhood Education (ECE) Curriculum. The sample consisted of eight teachers purposively selected from the 4-6 age groups of two primary schools, four of whom were observed in their classrooms after being interviewed. An author designed semi-structured interview schedule and two author-designed checklists comprised the data collection tools. Follow-up interviews were also conducted after observing the lessons. The data were analyzed descriptively. The findings of the research indicated that all the teachers expressed the belief that LCI in ECE should be implemented as it was important, relevant and beneficial to both teachers and pupils with the pupils deriving long-term benefits and experiencing a greater level of motivation to learn. However interpretation of the data from the classroom observations suggested a “belief-practice gap” (Li, Wang and Wong, 2011, p. 6) in that there was some discrepancy between the teachers’ espoused and enacted practices. The main discrepancy concerned the extent to which the teachers demonstrated traditional teaching. They accounted for the inconsistencies as being largely due to contextual factors such as insufficient classroom space, materials, mentorship and training. Implications are drawn about understanding teachers’ beliefs about implementing innovations, about formal teacher education, curriculum reassessment, clear understanding of contextual factors that impact innovations, teacher collaboration and collegiality, administrative support and understanding changes in learning and teaching approaches by partners in education. The findings of this study can provide a reference for other Caribbean islands wishing to implement LCI in ECE.

This thesis reports on a survey of the perceptions of serving primary school teachers regarding the implementation of curriculum integration in Hong Kong. The survey attempted to identify the contexts that effect the introduction of curriculum integration and to discover the extent to which respondents recognised the need to enhance the implementation of curriculum integration in primary schools. It also questioned teachers about obstacles that needed to be overcome, and teaching strategies, professional development and resources required to ensure successful implementation of curriculum integration. Finally, the thesis makes recommendations for the future policy based on these teacher concerns. A written questionnaire dealing with the context, theory and practice of the implementation of curriculum integration was administered to the participants of the Primary Retraining Course offered by the Hong Kong Institute of Education. In addition, semi-structured interviews were conducted with key informants, identified from those respondents to the questionnaire who occupied key positions in primary schools. It was found that teachers generally agreed on the benefits to students of curriculum integration. They also agreed that there was a need to extend the practice of curriculum integration, although there were felt to be some difficulties in enhancing the implementation process. These difficulties mainly concerned issues of instructional design, competence of teachers and heavy workloads. Furthermore, teachers interpreted the meaning of the term, integration, in diversified ways, which was reflected in the range of approaches deemed to be acceptable and the suggested pace of implementation. It was concluded, therefore, that a step-by-step approach to implementation should be adopted so that, in the early stages, schools should be advised to offer combinations of subject-bounded as well as integrated curriculum.

The structure of this critical commentary is that required for higher doctorates as outlined in the Keele University: Code of Practice on Postgraduate Research Degrees. The submission focuses on: 74 items in refereed journal articles; 7 Press items, commissioned journal articles and other publications; 18 books; and, 12 book chapters. Special reference is placed on the period since 2003, during which the bulk of the material has been produced. The commentary outlines that the publications that make up this submission encapsulate a career of thirty-five years during which the writer has been a school-teacher, head-teacher, Lecturer, and Professor of Education. It is explained that this body of work encompasses two interconnected themes, including the development and practice of leadership in education and the primary curriculum. Overall, this submission, totaling 750,000 words of material where the writer was sole author, within an overall submission totalling approximately two million words, has contributed to the ongoing discourse on educational leadership and the primary curriculum through a sustained programme of original research and publications. It is stated that the range of influence of this material has been broadened to international status through comparative research that has included work on leadership training in North America, Australasia and Europe. Centrally, it is claimed that this work has contributed to the movement towards a more complex conceptualisation of pedagogy and andragogy that seeks to encourage a more reflexive, research-led and praxis-based approach to teaching and learning. It is argued that the writer has thus made a long-term contribution to the development of knowledge within the discipline of Education.

Throughout my professional journey, I have encountered many thought provoking experiences which have, not only helped to shape my practice, but have also encouraged me to deeply question my purpose as a leader within education. Children growing up in the 21st century will encounter rapid change within their lives. The question that resonates deeply within me is what and how do we teach them today so that they are better prepared for tomorrow’s world? It is this concern that provides the impetus for this research. The idea of learning being placed at the heart of the core business of leadership is embodied in what is understood as Instructional Leadership. Through practitioner action research, this study investigates the leadership of curriculum change that takes full account of the views of children. It explores the kind of actions that need to be undertaken as a leader to effect curriculum change; actions that serve to locate the child as the lead learner. In developing an inquiry based approach to teaching and learning, this study investigates how resources and the tool and artefacts of teaching are deployed, pedagogical strategies implemented and considers the development of a cultural, emotional and cognitive climate conducive to inquiry learning.

This thesis explores how the concept of well-being is understood and operationalised in the early years through examining the implementation of the Foundation Phase in Wales. In 2008, the Welsh Government presented well-being as one of seven Areas of Learning in the Foundation Phase, which is the statutory curriculum for 3-to-7 year olds. Despite the appealing interest of well-being within policy, very limited research focuses on understanding the nature of well-being in schools and the curriculum. Well-being is generally acknowledged as a complex concept and there are many different explanations. In addition, and despite the fast-growing interest in education there is little consensus about child well-being. Therefore, this study explores primary school practitioners’ knowledge and understanding of well-being and examines day-to-day classroom practices. This qualitative case study included eight focus groups, 21 practitioner interviews, as well as 342 hours of observations in two primary schools. Several Bernsteinian concepts are drawn upon in the analysis. Key findings suggest that practitioners are uncertain about the nature of well-being as well as operationalising and capturing well-being. The study reveals four different dimensions associated with the concept of well-being, and one unwarranted assumption shared by some practitioners about a child’s well-being and their socio-economic background. In addition, five different types of well-being practices are identified; four of these practices are integrated in nature and one of them is discretely delivered by adults. The study shows that criterion-referenced assessment is implemented in different ways, but practitioners encounter various difficulties when capturing children’s well-being. Practitioners also report that well-being assessment tools are missing helpful follow-up strategies. The thesis concludes by discussing ways of developing practitioners’ understanding of complex concepts such as well-being and pedagogy, and the longer term policy implications regarding the curriculum and assessment. Future directions about child well-being research are considered.

Η διερεύνηση της ταυτότητα αποτελεί ένα καινούριο αντικείμενο ενδιαφέροντος των κοινωνικών επιστημών. Το σύγχρονο ενδιαφέρον για την ταυτότητα οφείλεται στη χρησιμότητα της στη διερεύνηση πολυεθνικών συγκρούσεων στο παγκόσμιο περιεχόμενο. Η Κύπρος, ανάμεσα σε άλλα μέρη του κόσμου, αποτελεί ένα παράδειγμα τόσο εθνικής συνύπαρξης και σύγκρουσης όσο και διακύμανσης της ταυτότητας. Βάση αυτής της εργασίας αποτέλεσαν τρεις βασικές παρατηρήσεις σχετικά με τη συλλογική ταυτότητα των Ελληνοκυπρίων. Πρώτο, οι διαφοροποιημένες επιλογές ταύτισης κατά τις διάφορες χρονικές περιόδους. Δεύτερο, η δημιουργία της ταυτότητας των Ελληνοκύπριων παιδιών με βάση τη διαφοροποίηση τους από τους "άλλους" τους Τούρκους. Τέλος, η επίδραση του de facto διαχωρισμού του νησιού στη διαμόρφωση της ταυτότητα των Ελληνοκυπρίων. Στη βάση αυτών των παρατηρήσεων διαμορφώσαμε τα ερευνητικά μας ερωτήματα ως εξής: 1)Ποιές από τις ταυτότητες -εθνική, θρησκευτική, εδαφική και ευρωπαϊκή - που αποτελούν στοιχεία της ευρύτερης συλλογικής ταυτότητας των Ελληνοκυπρίων, προβάλλονται μέσα από το Αναλυτικό Πρόγραμμα της δημοτικής εκπαίδευσης που χρησιμοποιείται στην ελληνοκυπριακή κοινότητα;2)Πώς παρουσιάζονται οι "άλλοι", οι Τούρκοι; Πώς παρουσιάζεται το Κυπριακό Πρόβλημα; Για την εξέταση του Αναλυτικού Προγράμματος χρησιμοποιήσαμε ποσοτική ανάλυση περιεχομένου, περιγραφική και ερμηνευτική, με μονάδα καταγραφής το "Θέμα" και μονάδα περιεχομένου την "παράγραφο". Τα αποτελέσματα της έρευνας έδειξαν ότι το Αναλυτικό Πρόγραμμα της Δημοτικής Εκπαίδευσης υιοθετεί ένα εθνικό προσανατολισμό. Αναλυτικά, εξακολουθεί να προβάλλει τα νομιμοποιητικά επιχειρήματα για το δικαίωμα των Ελληνοκυπρίων στον αυτοπροσδιορισμό τους ως Έλληνες, να προωθεί την προβολή όλων εκείνων των κοινών στοιχείων των Ελλήνων και των Ελληνοκυπρίων που φανερώνουν την ελληνική ταυτότητα της ελληνοκυπριακής κοινότητας και να νομιμοποιεί τη θέση των θρησκευτικών, μέσω της σύνδεσης ανάμεσα στη χριστιανική εκπαίδευση και τη διαμόρφωση της εθνικής ταυτότητας. Επιπρόσθετα, το Αναλυτικό Πρόγραμμα, αν και περιλαμβάνει αναφορές στη γνώση και το σεβασμό των άλλων λαών, αποκλείει εκείνο το κομμάτι της κυπριακής πραγματικότητας που αναφέρεται στους Τουρκοκύπριους, λειτουργώντας έτσι ως ανασταλτικός παράγοντας στη δημιουργία μίας κοινής κυπριακής ταυτότητας. Ιδιαίτερη έμφαση δίνεται και στο κυπριακό πρόβλημα, εστιάζοντας κυρίως στα γεγονότα του 1974 και στην καλλιέργεια μίας αγωνιστικής παιδείας για την απελευθέρωση της Κύπρου. / The aim of this study is to examine the Greek Cypriots' collective identity through the Republic of Cyprus's Primary Education Curriculum. For the analysis of the curriculum we use quantitative content analysis, descriptive and interpretive. As a code unit we use the symbolic unit "theme" and as content unit "the paragraph". The results of our research illustrated that the curriculum adopts an ethnic orientation. Analytically, it continues advancing the legitimizing arguments for the right of Greek Cypriots to self - categorization as Greeks, promoting those common elements of Greeks and Greek Cypriots that reveal the Greek identity of the Greek Cypriot community and legalising the place of religious study via the connection of Christian education and the formation of ethnic identity. Furthermore, the curriculum, although it includes references for the knowledge and the respect of nationality, religion and culture of other population, excludes that part of Cypriot reality that refers to Turkish Cypriots, functioning as a suspencive factor in the construction of a common Cypriot identity. Particular attention is paid to the Cyprus Problem, focusing mainly on the events of 1974 and in the cultivation of a "fighting education" for the freedom of Cyprus.