This thesis provides an in-depth interpretation of the actual learning process that occurred on a Post Professional Development programme (PPD) in Educational Leadership and Management in order to establish what constituted an effective learning environment for secondary school leaders and managers. The participants’ perceptions of the effectiveness of their learning and the impact this had on their social reality were scrutinised in detail as it is their understanding of the learning that created the social reality that the research sought to uncover. The research was based in the constructivist paradigm and so was approached from the perspective that individuals construct their own reality so there can be multiple interpretations of the same event. An in-depth longitudinal case study approach was used that incorporated qualitative analysis techniques which included semi-structured interviews with eight participants and four line managers, forty-nine anonymous unit evaluation documents and a reflexive research journal. These methods of data generation uncovered the perceptions of the participants as social constructions. The datasets, each representing an alternative interpretive angle, had presented positive perceptions of the learning experience and showed agreement between the participants and the line managers on the key role that the learning environment had played in the successful learning. In line with the constructivist position this effective learning environment was seen to have provided the necessary conditions for the participants to engage in both individual and collective meaning-making. The environment had been seen as an authentic leadership experience, characterised by pressure and support mechanisms that had operated simultaneously on both the macro-level (the programme environment) and the micro-level (the learning strategies). It had been the interplay between the 3 mechanisms on more than one level that was seen to result in the authenticity which had enacted the dynamics of leadership for the participants. This productive mix had led to the learning journey being viewed as a collaborative pursuit where meanings had been continually negotiated, individually and collectively, which had resulted in feelings of affinity and shared endeavour. This process had generated a shared bank of resources (experiences and materials) that had led the cohort to experience a sense of belonging to each other and the environment. A design had been provided for the cohort to develop into a learning community characterised by a critically reflective, collaborative culture. The creation of a learning community was viewed as an important support mechanism which provided the necessary space for the participants to engage in various forms of discourse and critical reflection (Mezirow, 2003; Hodge, 2014). The necessary conditions had been fostered to allow the cohort to engage in transformative learning and experience a changed perspective (Mezirow, 1996). The authenticity of the experience had, in this case, led to the participants’ revised leadership practice being applied habitually regardless of context which is seen to be indicative of the depth of personal and professional transformation (Hoggan, 2014). Their transformed perspective was demonstrated by a commitment to create collaborative, critically reflective cultures in their own workplaces and beyond. Therefore, this research provides a more precise interpretation of the positive role that pressure and support mechanisms can play in the creation of an effective learning environment for secondary teachers with leadership responsibilities.

The origins and developments of pre-vocational education are traditionally traced back to Prime Minister James Callaghan’s speech on 18th October 1976 at Ruskin College, near Oxford. An assertion of this study is that this is a fallacy, with evidence of the existence of pre-vocational education dating back many years before this date. Further it is contended that Callaghan’s speech was not the catalyst for change in aspects of secondary education that many have suggested. The speech was neither a deliberate attempt by Callaghan to challenge the accepted modus operandi of the educational establishment nor an effort to raise standards. On the contrary, this study will argue that Callaghan’s intervention in education was a conscious attempt to distract the attention of commentators away from the worsening social and economic conditions within the U.K, which Callaghan had inherited from Harold Wilson. The above will be argued primarily through placing the emphasis on an aspect of secondary education which has attracted very few words of analysis or explanation namely, pre-vocational education. A definition of pre-vocational education will be constructed in order to help raise the status of pre-vocational education by means of establishing a greater understanding and awareness. The emphasis on PVE will also allow for a direct comparison to be made between the content of Callaghan’s words of 18th October 1976 with the content of the Tomlinson Report published on 18th October 2004 helping to establish that Callaghan was neither a catalyst for change or making particularly original claims. The study will use the resources of the City of Birmingham as well as the local and national press to help substantiate many of the assertions, thus mimicking a practice used by the authoritative education historian Professor Roy Lowe (1988).

The aim of this study was to identify effective support strategies used to promote social inclusion and academic progress of key stage three and four Gypsy, Roma and Traveller (GRT) pupils in a mainstream secondary school. The study used an interpretivist approach, incorporating an embedded single case study with several participant groups, namely GRT pupils, GRT parents, school staff and supporting professionals. Data was collected using interviews, focus groups and questionnaires. It was analysed using pattern matching and explanation building. The research design, data collection and data analysis were guided by theoretical propositions developed from the existing research. The findings of this study identified that focused staff support from a GRT teaching assistant and class teachers had the most significant influence on the promotion of both social inclusion and academic progress. In addition, social inclusion was promoted through a positive inclusion school ethos, providing clear and consistent links to the GRT community and receiving input from a range of supporting professionals. Academic progress was encouraged through the use of: appropriate teaching and learning strategies which included incorporating GRT culture into the curriculum; having clear leadership from the Senior Management Team; school policies; and additional support to access the school.

The number of teaching assistants (TAs) employed in schools across England is steadily increasing (Department for Education, 2015). Due to limited information on this large workforce, the ‘Deployment and Impact of Support Staff’ (DISS) project was undertaken (Blatchford et al., 2008). Concerning findings from this project have influenced further research and informed advice for changes for TA practice and deployment. Although pupils are the key stakeholders of TA support there is limited research gaining their perspectives on this area (Cajkler et al., 2007), particularly for secondary school pupils. In this study, a mixed method design underpinned by a strength-based perspective was used to investigate secondary school pupils’ perspectives on TAs. Findings suggest that supporting pupils with their learning was perceived to be a primary aspect of the TA role, in addition to several other forms of support across multiple contexts. Strategies to support learning, communication, personal characteristics and working within a context to meet the needs of the pupil, were perceived to contribute to effective TA practice and deployment. TAs were also perceived to have a positive impact on pupils’ learning and wellbeing. These findings contribute to the existing literature and have implications for research and professional practice.

This research explored the effect of adult interactive style on the spontaneous communication of children with autism. It focused on the frequency of children’s communication, the functions of their communication, the methods they used and the impact of four different school activities (i.e. sensory room, snack time, soft play and 1:1 work) on their communication. Theoretically, the study drew upon the transactional model of child development and the social model of disability. It was an action research study having a mix of quantitative and qualitative data which took place over an eighteen month period. The study was conducted within an Early Years Foundation Stage (EYFS) class in a specialist school for pupils with autism. Six children and three members of staff took part. The researcher developed a set of principles in conjunction with the staff which formed the basis for the Adult Interactive Style Intervention (AISI). The findings showed that staff increased their use of the AISI principles over time and all children considerably increased the frequency of their spontaneous communication, their communicative functions and methods. In the follow-up phase, twelve months later, it was found that these changes had been maintained in both children and staff.

This research project explores which forms of early teacher learning (ETL) are most effective to secure the retention, motivation, commitment and job satisfaction of new entrants to the teaching profession in the United Kingdom (UK). It was inspired by concern over the high drop-out rate of teachers new to the profession expressed by Michael Gove (UK Secretary of State for Education) in The White Paper “The Importance of Teaching” (2010). A survey methodology was used and the method was that of semi-structured interviews with twenty teachers from three secondary schools in the West Midlands of England. It was found that ETL was effective when interactive, shared, school based, well mentored and related to teaching in the classroom. It was also found that effective ETL took place when teachers were learning through their engagement in projects, responsibility roles and extra-curricular activities. It was further found that this was so because such activities developed professional identity; self-efficacy; a psychological contract with the school and mastery of the craft of teaching. Links to the processes of acculturation, assimilation and actualisation were indicated. The significance of this research project is that it points to strategies which can help retain new entrants in the profession.

Volume one comprises of two parts. Part one is a critical literature review which discusses the research into bullying in schools. There is a particular focus on the nature and prevalence of homophobic bullying and the use of homophobic language within the school environment and the impact of this on young people who are subjected to this type of abuse. Part two is an empirical paper based on the research project conducted by the author during her training on the Applied Educational and Child Psychology Doctoral programme. The research investigates the use of homophobic language within a single secondary school from the perspective of young people. The research is a two part study, where both qualitative and quantitative data collection methods are utilised. The overall results highlight that young people who use remarks and language that are homophobic often perceive these remarks and language as banter amongst peers and are not always aware of the emotional distress this can cause to young people who are vulnerable to this form of bullying.

Thesis (Ph. D.)--University of Chicago, Dept. of Education, Jun. 2003. / Includes bibliographical references (p. 226-238). Also available on the Internet.

Thesis (Ph. D.)--Columbia University. / Vita. Published also as Teachers college contributions to education, no. 24. Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, 2003. / Includes bibliographical references (leaves 226-238). Also available on the Internet.