The purpose of the study reported here was to research designerly activity in secondary design and technology as pupils aged 14 designed but did not make products for the future. Four research questions drove this study: (a) What are the features of the classroom interactions that support pupil's design activity? (b) What sort of designing do pupils do when they design without having to make what they have designed? (c) What is the teachers' attitude to design-without-make? (d) What is the pupils' attitude to design-without-make? This study is presented in four parts. The first part provides a theoretical positioning by reviewing literature in the following fields: - theories of learning which promote the idea that understanding is constructed socially and culturally; - the nature of design activity as revealed by some design professionals; - the nature of design activity as revealed by 'fledgling designers' (Trebell, 2007); - creativity in the context of the design and technology classroom; - literature on classroom interaction. The second part describes the research project and methodology in which (a) designerly activity in a secondary design and technology classroom is captured using video data, (b) the work of pupils carrying out the design-without-make unit is scrutinised and (c) the views of the teacher and four of the pupils are obtained through the use of semi-structured interviews. In the third part of the thesis data is presented, analysed and discussed using an analytical framework drawn from the relevant literature (Bar lex, 2005; Corden 2001; Coultas, 2007; Hamilton, 2003; John-Steiner 2000; Kumpulainen & Wray 2002; Schaffer, 1996; Schon 1983: 78; Tharp & Gallimore, 1988; Wegeriff & Mercer 2000) supplemented by emergent categories from the data leading to the identification of the following: - the range and categories of designing pupils engage in when they design without having to make what they have designed; - the features of the classroom interactions that support pupils' design activity; - the teachers' attitude to design-without-make; - the pupils' attitude is to design-without-make The final section comprises the conclusion together with suggestions for further research to build on and extend the findings of the thesis. Findings indicate that the pupils designing in this context was highly iterative, creative, involved making a wide range of design decisions and revealed understanding of technological concepts. The features of the classroom interactions that support pupil's design activity are many and varied. A number of the features have emerged as themes from the literature and have been tested during this study in order to identify their significance in the development of pupil's designerly activity. These consist of: a) Design decisions - Bar lex, (2005); b) Learning conversations drawn from literature on constructive dialogue - (Kumpulainen & Wray 2002; Corden 2001; Wegeriff and Mercer 2000; Coultas, 2007) and c) Scaffolding and Mediation - (Schaffer, 1996; Tharp and Gallimore, 1988). It has also been possible to identify a number of emergent categories from the data namely: teacher gesticulation, the use of visual stimulus such as laminates; the use of visual stimulus such as film; interactions related to managing pupils' poor behaviour; making use of existing products; making graphics equipment available; showing examples of pupils design work; pupil gesticulation and the teacher exemplifying the generation and development of design ideas. In addition findings show that pupils and their teacher valued the experience gained through undertaking a design without make assignment.

This study is concerned with the pastoral care of pupils with Moderate Learning Difficulties in special and mainstream secondary schools. It explores the relationship between pastoral care and social outcomes. Since the agenda to include pupils with learning difficulties in mainstream schools was introduced, research has focused on academic results, leaving a gap in the educational knowledge base regarding the personal and social development of these learners. The study was undertaken in two phases, in one Further Education College, in the first term of the academic year. Phase one comprised semi-structured interviews with learners, all of whom had Moderate Learning Difficulties and had recently left secondary school. Interviews were undertaken with 26 students. Half of the participants had previously attended mainstream and half special schools. The second phase incorporated the whole cohort of students with Moderate Learning Difficulties who had embarked on their college career that term; 68 participants, again from special and mainstream schools. The results of the initial assessments conducted by a team of specialist professional staff were analysed. Particular consideration was given to the skills relating to social confidence and self-esteem. What emerged from the study was that the students who had attended special schools had received a high standard of individual pastoral care as opposed to their mainstream counterparts who had received little or none. There were marked differences between the two groups, with the learners who had previously attended special schools demonstrating significantly higher levels of social confidence and self-esteem. The research indicated that there is an association between the quality of pastoral care and that of social outcomes for pupils with Moderate Learning Difficulties. The study concludes with recommendations to all levels of education, from policy makers to practitioners. These are intended to enable all secondary schools pupils with Moderate Learning Difficulties to benefit from robust and effective pastoral care which will produce positive social outcomes.

The transition from primary to secondary school has been identified as a critical moment in a child’s educational career, which can have implications for their emotional well-being and educational and social outcomes. The majority of literature relating to transition has focused on three main areas; the effects of transition on academic attainment and well-being, pupil’s experience of transition, and predictors of difficult transition. This paper seeks to contribute to the understanding of pupils’ transition experiences by exploring an area which is, to date, under-researched. The study explores child and parent constructions relating to transition within a population of primary school pupils who have been identified as ‘vulnerable’. A mixed method approach was utilised to explore parent and child constructions of the primary to secondary transition and whether transition anxiety differs in parent-child dyads that consist of an anxious parent or a non-anxious parent. A sample comprising of 37 parent-child dyads from a single Local Authority participated in the first stage of research. The parents of these children were divided into two groups following the completion of the STAI; anxious parents and non- anxious parents. Each member of the dyad completed a quantitative measure of transition related concerns which were then statistically analysed in relation to the research questions. In addition to the quantitative measures, 11 parent-child dyads participated in individual semi-structured interviews to further explore their construction related to transition. These interviews were transcribed and analysed using thematic analysis. Five themes were found: growth, information gathering, adaptation, struggling with discontinuity and feelings of hope. The implications of findings are discussed in relation to the role of Educational Psychologists and Educational Professionals. Further directions for research are considered, alongside the limitations of the present study.

The aim of this study was to explore teachers’ professional learning in a community of practice (CoP) in South Korea and its impact on teachers’ and pupils’ learning. The study employed qualitative research methods within a case study framework. Data were collected in South Korea from September 2014 to June 2015. A professor who created the CoP, 8 secondary school physical education teachers (as case-study teachers) and 41 pupils from 8 different schools participated in this study. Five different data collection tools were used: individual interviews, observations, focus group, open-ended questionnaires, and document analysis. Three key findings from this research are: 1) five different activities supported in the CoP helped teachers to develop both ‘pedagogies’ and ‘teachers’ characteristics’ and they impacted together on pupils’ learning; 2) teachers’ professional learning in the CoP was influenced by: retaining a focus on developing pedagogies together, professional intimacy between members, appropriate support from the professor, and temporal and spatial issues; and 3) teachers’ professional learning and its links to pupils’ learning were influenced by factors at the micro, meso and macro levels. Insights into the value of CoP theory are discussed and implications for the effectiveness of teachers’ professional learning identified.

Young carers are young people under the age of eighteen who provide substantial amounts of care on a regular basis to another family member. Over the past ten years there has been a growing awareness within societal agendas about the potential vulnerability of this group in terms of educational, emotional and social outcomes, and recommended guidelines for good practice with young carers have been produced for schools (e.g. Frank 2002). This thesis is an account of an episode of action research, undertaken by an educational psychologist in her employing local authority, which explores the perceptions of key stakeholders (adults in schools, children and young people and young carers) about selected recommendations for good practice and how they can be implemented in schools. The thesis considers the salutogenic aspects of the recommendations and the findings indicate that all stakeholder groups are broadly positive about the guidelines and their value in fostering mechanisms for social support for young carers. The thesis also considers the role of the educational psychologist as an external change agent and the efficacy of “one-off” training in schools regarding this topic. The findings suggest that whilst the training may have prompted further action within the majority of schools, the good practice guidelines need to become part of a school’s “organisational architecture” (Senge et al 2000) in order to become embedded in a school’s procedures.

This thesis studies the transition process for young people with social emotional and mental health (SEMH) difficulties, from mainstream secondary school into further education colleges, with particular reference to what is happening at a systemic level. Activity theory was used as a theoretical framework and methodology to examine the sociocultural processes involved in transition, highlight contradictions and offer recommendations for future practice. Individual semi-structured interviews were utilised in the research to explore the views of secondary school staff, further education staff and educational psychologists. Activity theory provides a further level of analysis to consider cultural and historical issues in relation to findings from previous literature. The results illustrate the complex and multi-faceted nature of the transition process for young people with SEMH. Suggested learning and recommendations from this research include developing clear role definitions within the transition process, considering ways to promote support and continuity for young people in the time between leaving school and beginning college, developing new tools to support learners at the level of SEN support and ensuring aspirations and targets set for young people are realistic and achievable. Finally the research concludes in acknowledging that whilst education settings are striving to support the transition needs of learners with SEMH, they are often constrained by issues at a much wider level.

Background: The transition from primary to secondary school marks a potentially problematic experience for young people who have special educational needs, for those who are socially marginalised or thought to be vulnerable for a range of alternative reasons (Jindal-Snape and Miller, 2008). The research literature has primarily concentrated on the effects of transition on young people, without exploring what works for whom and in what ways. Purpose of the Research: The aim of the research thesis is to explore how two individual transition programmes meet the needs of vulnerable young people prior to, during and after the transfer to secondary school. The research will ask: “What are the contextual factors and the mechanisms by which transition programmes lead to successful transition outcomes for vulnerable young people?” Methodology: The research will utilise a mixed methods design comprising a comparative Realistic Evaluation methodology (Pawson and Tilley, 1997). Data related to students’ and staff views of the transition process was obtained through focus group and semi-structured interview methods, and outcome data, measuring the degree of successful transition for participants, was conducted using two standardised questionnaires: the School Children’s Happiness Inventory (Ivens, 2007) and the Psychological Sense of School Membership Scale (Goodenow, 1993). The psychological mechanisms which were triggered by the transition programmes were extracted using a Realistic Evaluation approach, and a series of seven Programme Theories was developed. The thesis concludes with a consideration of the limitations of the study before outlining implications for transition practice in schools and for Educational Psychology practice.

This thesis is concerned with the analysis of processes of implementing peer mediation services for interpersonal conflict resolution in schools and outcomes attributable to this intervention. To illuminate such an analysis, the thesis argues the utility of Cultural-Historical Activity Theory (CHAT). This argument is based on the need for a theoretical approach that conceptualises processes of social and individual transformation, including the structure of the social world and the creation of new possibilities for thinking and acting in its analysis. Concepts from CHAT are elaborated to give greater description of I) the principles of power and control underpinning alternative models of activity, and II) different forms of conflict. The thesis analyses the implementation of a peer mediation service at one school undergoing transformation and at eight others where peer mediation has been implemented in the past with mixed success. Despite limitations regarding some of the data collection tools chosen, interview data highlights that those schools where principles of power and control are modified to give pupils greater responsibilities in the regulation of their peers’ conflicts, produce new mediational tools that expand the range of possible actions available to individuals in conflict.

Harriss, Barlow and Moli (2008) recognise that a considerable number of children and young people in the United Kingdom are attributed with having social, emotional and behavioural difficulties (SEBDs). The Department for Education and Employment (DfEE, 2001) explain that children, who experience SEBDs outside the normal range for their age or gender, are at increased risk of experiencing mental health disorders. With these points in mind, Nurture Groups, an in-school intervention aimed at meeting the needs of children and young people experiencing considerable SEBDs is the conceptual domain explored throughout this Volume of work. The Volume comprises four chapters. Chapter one focuses on the structure, content, remit and rationale of work in the Volume. Chapter Two presents an in-depth examination of extant literature pertinent to Nurture Groups. Key issues are identified and relevant research is explored with critical analysis of a range of sources and suggestions for further research made. Chapter Three presents a research study which uses grounded theory methods (Charmaz, 2006, Strauss and Corbin, 1990) to explore secondary aged pupils’ experiences and views of a secondary school Nurture Group. The study found that the young people involved in the research valued their time in the Nurture Group and theoretical categories which describe what they valued are explored. Chapter Four offers reflections on the work in this Volume.

The term differentiation has been widely used within education. This study makes use of the author's professional experience and a literature review to present a model of differentiation in practice; it seeks to suggest ways in which teachers' skills can be enhanced. The study aims to give an understanding of how teachers differentiate; what that say they do; and what can be described as good practice. Together with the wide ranging review of the literature, it draws upon field research, interviews, questionnaires, an analysis of OfSTED inspection reports and the author's experiences of running staff development courses on differentiation. It also includes work published by the author. The study is an original presentation of a comprehensive review about differentiation from the perspectives of the literature and serving teachers and contributes to the debate upon the methodological approaches to the study of the development of teaching skills. Conclusions are offered based upon an analysis and a discussion of these sources.