This thesis reports on a practitioner research study which adopts a social constructivist approach (Williams and Burden 1997) to the investigation of classroom motivation. The social constructivist approach to motivation shows its strength in taking into account both the internal and external factors of motivation influences. It places its emphasis on the effect of contextual factors on learner motivation and it considers motivation to be constructed through learners’ interaction with the learning context. Taking into account the notion of social constructivism, this practitioner research study aims to explore how classroom motivation is co-constructed through the social interaction between teachers and learners. The study took place in two English courses for non-English majors in a Taiwanese university for one semester (February 2008—June 2008). Classroom motivation is investigated through a variety of research methods. Both qualitative and quantitative research instruments—questionnaires, learner reflective diaries, post-class reflective writings, learner interviews and teaching journals—were used in an attempt to explore how classroom motivation develops in cycles, in which teachers and learners receive reciprocal effects from each other. The results of the study shed light on how different types of teacher and learner behaviours influence learner and teacher motivation respectively.

The aim of this thesis was to identify factors at the commencement of university study that may enable prediction of both estimate of gains and experience of stresses. This was done in order to provide information that may enable early identification of risk factors in respect to student attrition. To this end, the thesis examined individual differences amongst students that relate to perception of both estimated gains and stress early in the university experience. Initially, the individual differences studied were those relating to student demographics of age, gender, whether the student performed additional part-time work and the number of hours of work performed and the influence of finances. This first round of testing was performed by distributing questionnaires examining the aforementioned via student welcome packs at commencement of university study. The results of this first round of testing suggested particular importance of intrinsic values on estimated gains. In addition to some influence of finances, gender and hours of work. From open questions present in this first round of testing, focus group questions were formulated in order to further develop the questionnaire. From the findings of study two, this was then expanded to include the influence of perceived demands, control and support and locus of control on estimated gains and subjective perceived stress. This was again performed by distributing a questionnaire at inception, albeit personally to help response rate and answer any queries. This third round of testing, as implied by the focus group responses, found an additional influence of locus of control and the perception of demands, control and support on estimated gains and stress. Finally, the fourth round of testing included biological indicators of stress, namely salivary cortisol levels through the use of analysis of levels of salivary cortisol, collected using a salivette. This final study suggested a difference in the effects of perceived demands, control and support on both perceived and biological responses to stress The study in all found that there is a definite prediction of estimate of gains from the university environment by the work values studied. Although it was found that gains were primarily influenced by intrinsic values (achievement, advancement, autonomy, personal development), an influence of extrinsic values (economics, prestige, social interaction) was also evident. In addition to work values, demographics of gender, age and hours of work were also found to influence differences in estimated gains and stress. None of the values studied were found to predict perceived stress, however the distinction between perceived and objective biological measures of stress was highlighted. In particular, with regard to the perception of demands, control and support from the university environment. The results of the study also suggested that the extent to which students perceive demands, control and support from the university environment may also have an impact on the student experience of stress, particularly biological stress, which can result in potential harm to physical well-being.

he persistent patterns of under-representation of certain social groups at higher education (HE) identified that the current strategies used as part of the widening participation agenda required revising. Outreach activities are the main strategy used by the widening participation agenda to address the under-representation of certain groups of young people such asthose from disadvantaged backgrounds at HE. owever, a shortage of robust evidence made it difficult to determine the actual mpact and effectiveness of these outreach activities. This thesis addressed this gap n knowledge by establishing robust approaches to designing and evaluating outreach activities. To achieve this, a different perspective was taken; this hesisdemonstrated howpsychology can improve the design and evaluation of outreach activities. The use of psychological theories such as cognitive behavioural herapy and attribution theory were demonstrated indevising the outreach ntervention ThinkSmart as being valuable for outreach activities. The evaluationof ThinkSmart showed a short-term practical significance, thus the intervention did have an impact on the recipients, this however, was not sustained. To support the evaluation of ThinkSmart a measure of intention to engage with HE was devised and validated, 'Students Intentions Towards University' (SITU) due to one not currently existing in the literature, despite progression to HE being a key outcome for outreach activities. To understand the effectiveness of ThinkSmart, unique to the thesis a process evaluation was undertaken to explore the implementation process. The approach showed that the components required for behavioural change were ignificantly under implemented, which impacted on the overall success of ThinkSmart explaining to some degree the small short-term gains of recipients. inally to support the development of well-designed interventions to impact on the evident disparities in the patterns of participation in HE, as well as providing a ramework for further research in this area, an ecological model of educational progression was devised. The model established the importance of the individual in understanding how best to address the objective of the widening participation; as this an explain why despite their background young people can achieve. Therefore in summary outreach activities need to consider the individual but in light of the contextual factors presented in the model. This thesis hasdemonstrated that it is important to evaluate outreach activities robustly and to do so principles ofpsychology should be incorporated to improve the design and evaluation of outreach activities, to positively impact on the likelihood of non-traditional students, i.e. those from disadvantaged backgrounds engaging with HE, addressing the widening participation agenda objectives.

This study investigated staff conceptions of internationalisation from a Health Sciences Faculty perspective in a university in the South of England. Of particular interest were the conceptions of internationalisation that staff use, the constituents of internationalisation, the process that it followed and what staff considered to be the implications for delivery of a programme of internationalisation. Findings were based on an initial questionnaire and interviews with members of academic staff within the Faculty. A phenomenological approach was adopted for the analysis. There were several key outcomes of the study. Internationalisation was considered as developing people’s knowledge of global issues, their awareness of other ways of knowing and being, growth in intercultural sensitivity and skills and ability to see the bigger picture and their position within it. Participants considered that internationalisation was also enhancing people’s ability both to cooperate and collaborate with others and adapt to a changing world. Acquiring knowledge, skills and vision was the basis for this. Internationalisation was considered a process where the stages of input, activities, output and outcome formed the signposts of a complex, interlinked set of stages. The internationalisation stages were positioned within a surrounding external environment of overarching issues that influenced it at different levels (global, national, HE and individual). Strategy was central to the process and was achieved when the resources, input and activities were weighed against the tangible benefits, outcomes and profits gained against a background of how the institution interpreted and managed changes in the external environment.

This study aims to seek trainee Educational Psychologists’ (EPs) views about their experiences of using Video Enhanced Reflective Practice (VERP) to support the development of consultation and peer supervision skills. VERP is a new pedagogical approach. Limited research has focused on professionals’ experiences of using VERP, alongside exploring the supervisors’ views regarding VERP. Trainee EPs’ are studying a doctoral training course to become qualified EPs. Participants engaged in three cycles of VERP reflecting upon their practice, using video clips of themselves. An action research design was implemented and views from trainee EPs’ and the Video Interaction Guidance (VIG) supervisor were sought, using semi-structured interviews. A form of thematic analysis was used in order to analyse the data. Findings suggest that VERP was generally a positive experience for trainees and their experiences highlighted the impact of observing themselves in practice, as oppose to retrospective reflection. Trainee EPs’ acknowledged factors to consider within a ‘shared review’, their experiences of being filmed and using technology: the strengths and the challenges of which are considered. The findings are discussed in relation to the existing literature surrounding VERP and the potential limitations are also considered, whilst highlighting implications for educational psychology professional practice and research.

The overall goal of the thesis is to attempt to highlight the major topics which must be considered in the design of any Intelligent Tutoring System and to illustrate their application within the particular domain of LISP programming. There are two major sections to the thesis. The first considers the background to the educational application of computers. It examines possible roles for the computer, explores the relationship between education theory and computer-based teaching, and identifies some important links among existing Tutoring Systems. The section concludes with a summary of the design goals which an Intelligent Tutoring System should attempt to fulfill. The second section applies the design goals to the production of an Intelligent Tutoring System for programming languages. It devises a formal semantic description for programming languages and illustrates its application to tutoring. A method for modelling the learning process is introduced. Some techniques for maintaining a structured tutoring interaction are described. The work is set within the methodology of Artificial Intelligence research. Although a fully implemented tutoring system is not described, all features discussed are implemented as short programs intended to demonstrate the feasibility of the approach taken.

Recent legislative changes have extended the age range of young people with which educational psychologists (EPs) work, to between the ages of 0 and 25, raising the potential for collaborative work between EPs and further education (FE) colleges. One potential area is in supporting young people with literacy difficulties, however, little is known about the viewpoints and practices that exist within FE colleges. This study employs a case study design in exploring the perceptions of literacy difficulties and their assessment among a small group of participants within a learning support department of a FE college, and also within an assessment centre who had a working relationship with the college. Transcripts are analysed using thematic analysis. Processes in the college related to assessment of literacy difficulties are also outlined. General findings included the prevalence of the use of the term dyslexia, and similarities and differences in the way the term was constructed, as well as the impact of literacy difficulties and perceptions of the nature of support that is required. The implications of these findings for EPs, particularly in relation to EP-FE college collaboration are discussed, along with ideas for future research.

The addition of the 19-25 age range in the Special Educational Needs and Disability Code of Practice (2014) presents wide scale change in the post 16 education landscape. Organisational change is a well-established field of psychology and research suggests that the effective management of change is key to effect practice. Within a critical realist paradigm, this research employs a case study design to explore the views of professionals implementing Special Educational Needs and Disability policy reform. Qualitative semi-structured interview data was analysed using thematic analysis (Braun and Clarke (2006)). Implications for the Educational Psychology Service and central and local government are proposed, which take into account both supportive factors and potential constraints of implementing policy reform.