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Communication skills have been recognised as critical to school leadership. The evolution of social culture, the complexity of human relations and the change in today‟s schooling systems require school leaders to be highly competent in their communication skills. The aim of the study was to explore the links between principals‟ communication styles and parents‟ involvement in Malaysian secondary schools. A comparative qualitative case study was employed. The conversations of three principals and six parents from three different schools were observed and video-recorded. The participants were also interviewed and field notes were taken throughout the fieldwork. Data were analysed using multimodal discourse analysis based on the conceptual definitions and empirical indicators of communicative style adapted from Brandt (1979) and Norton (1978; 1983). Analysis of verbal, non-verbal and para-verbal observations and interview data indicates that all three principals present very similar styles, namely friendly, open, relaxed, attentive and animated. The principals‟ communication styles are task-oriented and generally shaped by their roles and responsibilities as school leaders. However, the styles present by parents are more varied. They presented at least seven styles, namely friendly, open, relaxed, attentive, animated, dominant and contentious in 35−45 minute conversations with the principal. The parents adopted daily communication styles that are generally shaped by the complex processes of socialisation and tend to show more complex styles of speaking in order to achieve their personal communication goals. The findings show that informal communication is the most effective way to encourage parents to become involved in school. Examination of interview data with the principals and parents also concludes that being friendly, committed, respectful, transparent, appreciative and honest is the most influential way of building a meaningful school−home partnership

Since ‘Modern Apprenticeships’ were first introduced in England in 1994, government supported apprenticeships have gone undergone a series of transformations leading to them being underpinned since 2009 by statute and taking a central role in the current UK Government’s state-led vocational skills and education programmes for England. Accordingly, the numbers of people starting and completing apprenticeship programmes each year has increased rapidly, but these increases have also seen expansion in the support structures provided by central government, organisations and businesses. It is these ‘support structures’ that are the focus of this thesis; uncovering who the actors are and what roles they perform in the provision of England’s government-supported apprenticeship programme. Conducting interviews with a variety of people and organisations from government through to employers, this thesis considers apprenticeship in England by way of the public and private organisations that perform these varying roles. Beginning with two quotations which between them offer ideas of structure (‘script’) and agency (‘improvisation’), the research introduces an innovative use of an ancient symbol called a ‘triquetra’ (‘three cornered’) to create an ‘Apprenticeship Triquetra’. In the ‘Apprenticeship Triquetra’, three initial groups of actors – government, employers and training providers – and the many other organisations and businesses that operate in the spaces between them, are juxtaposed with their functional counterparts of governance, employment and education. The Apprenticeship Triquetra then explores the relationships between these ‘actors’ and ‘factors’ through sociological theories of Foucault’s (1978) governmentality thesis and Actor Network Theory (Latour, 1987; Law, 1987). By adding a historical lens to the concepts and theories and drawing a Ii distinction between the apprenticeship ‘programme’ and the apprenticeship ‘system’, apprenticeship is shown to be a site of complex social interactions and vested interests. This multifaceted research presents a unique critique of apprenticeships in England and concludes with three findings. The first is that there appears to be a concerning level of commodification that has developed in the apprenticeship system. The second finding relates to the way in which the power of the government has been used to direct the apprenticeship programme and system. The third finding constitutes that of an observation born out of this thesis’ historical and contemporary narratives: apprenticeship acts as a social barometer reflecting broader social contexts

Self-reliance as a component of development agendas is often relegated to the background if mentioned at all. This thesis explores the value of self-reliance in meaningful progress, as well as the conditions which enable self-reliance, paying particular attention to the role of critical thinking in that process. It investigates individual and collective use of local knowledge in formulating strategies for progressive community development in collaboration with international agencies. By drawing attention to the practical aspects of development interventions, the challenges can be observed from an equality, justice and inclusion perspective. The thesis works with the frameworks of Amartya Sen’s and Martha Nussbaum’s human development and capabilities approach calling attention to the value of freedom in development and the capabilities to do and to be. It adopts a critical theoretical approach from an emancipatory perspective and argues that a useful way to consider self-reliance may be Immanuel Kant’s perspective on Enlightenment as emergence from self-imposed inability to use one’s own knowledge. This approach emphasises the value in acknowledging the views of those the process is meant to support. By approaching the issues through Freirean dialogue and participatory methods, that address concerns of power relationships, the thesis provides a ‘space to speak’ for the community groups. This is facilitated by the use of the creative engagement tool ‘Ketso’. This thesis argues that meaningful progress is inclusive and that it should pay attention to mutual processes of knowledge production. The findings highlight the role of lifelong learning as a mediating process where knowledge is exchanged and where reciprocation takes place in a way that respects other people’s values and interests.

Sixth form colleges have a long established and valued position within the post-16 education sector in the UK. Despite maintaining a reputation for high quality provision and student success rates, there is very little literature which focuses on this as an institution compared to schools and general further education colleges. Furthermore, there is little research which focuses on students undertaking vocational programmes of study at sixth form, as opposed to the academic A-level qualification which is viewed as its’ ‘staple provision’. This research attempts to address this through an exploration of sixth form college practices and how these serve to shape the learning experiences of the students. Immersed within the SFC context, the researcher adopted the dual role of researcher and student support assistant. Informed by the interpretivist epistemology of symbolic interactionism the researcher employed an ethnographic methodology over one academic term, utilising the methods of participant observation and interviews. The participants comprise a cohort of BTEC First Diploma Health and Social Care (level 2) students and teachers. The data are presented in a story followed by a thematic analysis. The subsequent discussion of findings is structured according to a theoretical framework which rejects deterministic assumptions of intelligence located within the minds of individuals and instead posits learning as an inherently social, reciprocal process with others. It draws upon Communities of Practice theory (Wenger, 1998) as a way of understanding how participation in learning is enabled or disabled and Vygotskian theory (1978) as a way of understanding the mechanisms of learning. Bronfenbrenner’s bioecological model (1979, 2005) provides an overarching and unifying aspect of the theoretical framework, enabling consideration of the complex proximal and distal factors which shape the learning experiences of students. This research reveals some important considerations for policy makers and providers of SFC. It discusses ways in which college practices and the learning relationships established between students and teachers serve to enable or disable participation in the learning process. Furthermore, it illustrates the complex and intricate web of factors present in the lives of students and how these are shaped not only by the proximal features of their learning community, but by the more distal, wider features of government educational policy.

Higher education is facing many challenges as universities contend with significant ongoing dynamic change in the external environment. As student expectations and needs evolve, many universities are reviewing the systems they use to support their business processes. This study investigates the process of change using a theoretical framework which combines the related concepts of organisational learning and knowledge management, underpinned by a complexity theory paradigm. Examining the experience of one university over a period of several years, the study identifies the changes which have impacted upon academic advising staff using a case study methodology which has been informed by action research. This methodology employs a mixed methods approach which facilitates a deeper understanding of the source of problems and enables the critique of organisational systems. Using the knowledge management techniques of collaboration, mapping and taxonomies, the study involved processual enquiry and review as new knowledge emerged and was placed within the context of the wider organisation (Dawson, 2014). The Burke-Litwin Causal Model of Organizational Performance and Change (Burke and Litwin, 1992) was employed to analyse organisational documentation and focus group feedback and the complexity inherent in higher education and the causal effects of organisational change are examined. Such an investigation provides a means by which the discrepancies between the university’s espoused theory and its theory-in-use (Argyris and Schön, 1978) can be identified and used to enhance organisational learning within the university. The main findings reveal tensions which arise from the ‘loosely versus tightly coupled systems’ of the university (Burke, 2014) and from the requirement for staff to place new and revised processes within their knowledge of previous systems. Recommendations are made which are aimed at improving advising and student records system processes as well as enhancing knowledge management and organisational learning within higher education.

Information and communication technologies have seen exponential growth and development in the last few decades, therefore increasing the conditioning force they exert on power, knowledge, and creativity in the 21st century. This research aims to contribute to the discussion of 21st century globalization, from an educational perspective, and from the perspective of a developing country, Lebanon. Notable sociologist Manuel Castells’s theory of the network society provides the conceptual framework within which this thesis is situated. This thesis explores the integration of technology into the teaching process, and further seeks to investigate the relationship between technology integration and the development of students’ global citizenship skills and attitudes in a sample of Lebanese private high schools. Through a mixed methods approach to data gathering, data was gathered from 119 students and 41 teachers through the use of surveys, semi-structured interviews, and focus groups. The data was analyzed using descriptive statistics and inductive emergent theme strategies. Two participant populations (students and teachers) were included to provide a complete context within which to interpret the findings. This research displays originality by suggesting the existence of a relationship between technology use in school and the development in students of the skills and attitudes characteristic of a global citizen. The analysis revealed that most students exhibit the attitude of a global citizen regardless of how technology is being used in their classes. Therefore a strong relationship between technology integration in school and students’ global citizenship attitudes was not apparent. However, a relationship did emerge between a particular technology attitude held by some participants and their global citizenship attitude, leading to a conclusion that increased exposure to technology in school, in various forms, can make students more aware of the importance of digital skills and consequently more globally conscious.

Giving parents a choice regarding which schools educate their children has been central to the discourse of school choice in England for many years. This choice and the capacity to make it has implications for all concerned. However, little research has been done on the impact this choice, and the transition has on the way that women perform motherhood during this time. This study aimed to investigate and understand the effect of the school choice process on the mothers of children undergoing this transition and the ways they perform motherhood. Carried out in a small, rural area in East Anglia, this case study used a narrative approach to interview 15 mothers who had been through or were going through the process. The results of the research show that the transition to secondary school was a critical site of performativity and a catalyst for the women’s exploration of how they performed motherhood. Also, the research showed that the mothers all placed an importance on the local community as part of their performance of motherhood, linking the physical with the performative arenas. Contrary to previous research, the engagement with the process and the experiences of the mothers were not shared and were carried out on a private basis. This research leads to a greater understanding of the impact of the school choice process on mothers and their performance of motherhood and expands upon the decisions made and the way the educational market operates.

Most studies of Freire concentrate on his method and techniques. This present work seeks to go beneath the obvious practice of Literacy teaching, to analyse the construction of his pedagogy and to explore the contradictions posed both by Freire's life (bio-texts) and by his work (grapho-texts). The study therefore proposes the most detailed Biography of Freire which is yet currently available, identifying the main stages of his career and exploring the development of his educational philosophy. Following a brief review of his Method. There is a detailed presentation of the Sources and Influences which lie behind Freire's pedagogy, which reveal his comprehensive eclecticism but which also place him firmly within the classical tradition of European education. This section reveals for the first time some of the key taproots of Freirean philosophy. This textual archaeology and genealogy is also used to construct an analysis of this philosophy through a detailed examination of the concepts of Dialogue and Conscientisation. Trying to reconcile the fundamental disjunction which appears between Freire's rhetoric and his practice. That "Dialogic Education" may be a contradiction in terms is further explored through a unique examination of the Teaching Material which Freire used in his programme. The fundamental contradiction is exposed: that Literacy, which means "learning to read" can never achieve its ideals of Dialogue. The study is itself structured on the Freirean Methodology of Coding and Decoding. In ends by placing Freire's pedagogy within the wider context (con-text) of the recent Literacy debate, confronting the nature of Literacy itself, the construction of Power and Knowledge through Writing and the further contradiction contained in the idea of "Functional Literacy". The conclusion is that Literacy is its own multi-faceted Pharmakon: of its essence, Literacy is an agent of Control and an agent of Change. The strength of the study is in its detail and in its extensive bibliographic research. It concludes that Freire's attempt to retexture Literacy, to renovate the inherent contradictions of teaching and learning, is a major contribution to Pedagogy, not because it is successful but because it authentically and exhaustively Problem Posing. The "Metodo Paulo Freire" is a contradictory pedagogy, but it is also a Pedagogy of Contradiction.

The National Education Policy document published in 2009 in Pakistan emphasised that one of the wider goals for teaching and learning at all levels is the need to encourage and develop critical thinking skills. In the literature, these have been conceptualised in terms of a variety of skills many of which relate to evaluation. These skills imply the ability and willingness to ask productive questions related to the material that is being presented. The Higher Education Commission, Pakistan, worked with a team from the United States Agency of International Development (USAID) Teacher Education Project to develop and implement the curricula for a new BEd Honours/ADE (Associate Degree in Education) programme. This has been offered in 22 Universities and 75 Elementary colleges in Pakistan since 2012. Critical thinking is specifically listed as a goal in the generic course outlines as well as in the objectives for the revised BEd/ADE degree. The development and implementation of these planned new approaches to teaching and learning offered an opportunity to explore critical thinking at policy, course development and implementation levels. The revised Functional English course was chosen for this study because it was a compulsory course in BEd/ADE degree, giving access to the entire student teacher cohort. Based on the literature, the working definition of critical thinking adopted for this study is conceptualised as purposeful thinking which is to be seen in skills like analysis and evaluation, weighing arguments, judging the quality of evidence and the credibility of sources. The central feature is the skill and willingness to ask productive questions. Using the working definition as a point of reference, this study explored how undergraduate students and teachers perceived the nature of critical thinking as a concept as well as the set of skills that exemplify critical thinking. The study also examined the likely facilitators and barriers in the development of critical thinking as perceived by students and teachers involved in the course. Another theme that was explored was how the course guidelines were being followed in the context of the development of critical thinking. This study was carried out in two Phases. Phase-I (at the start of the Functional English course) investigated the teaching and learning experiences of the participants in their previous English courses along with their expectations from the Functional English course in the context of critical thinking. Phase-II (at the completion of the Functional English course) explored the participants overall experience of studying Functional English including the extent to which this course met their expectations in terms of learning and their perceptions towards critical thinking skills. The study used a mixed method approach involving questionnaires, student teacher focus groups, teacher interviews in both phases and observation of classes during the course. 140 undergraduates (the entire cohort following the course in Hazara Region) studying Functional English in BEd/ADE and 7 English teachers were involved, across five institutions (2 universities and 3 colleges). The data were analysed using SPSS and NVivo. The findings from Phase-I revealed that both students and teacher had little understanding of critical thinking as seen in the literature but, on the completion of the course (Phase-II), both conceptualised critical thinking as skills involving analysis, evaluation, synthesis, weighing best options, all underpinned by productive questioning. Both students and teachers identified the key role of questioning. However, they were unable to identify the specific kind of questioning involved. Nonetheless, observation of the classes did indicate that questioning of a productive nature was taking place. In terms of facilitators and barriers, both teachers and student teachers identified similar factors including student academic and social background, the role of the teacher, the classroom environment, potential peer mockery, lack of confidence, lack of teacher training and the issues related to policy and practice. The study revealed that the course had been well received by student teachers and teachers and was being delivered in line with the intentions of the course documentation. After five observation sessions, the lasting impression was gained of enormous student involvement, vibrant activity and vigorous discussion. It was evident that teachers used the course guidelines with flexibility and considerable imagination. Comparisons of Phase-I and II revealed that, with the emphasis on wider educational outcomes, there was a marked move among both teachers and students away for the dominant emphasis on memorisation and recall. The evidence points to the simple principle that the way to encourage the development of critical thinking is to place learners regularly in situations where critical thinking skills are not only encouraged but are perceived to be valuable by the learners. In the Functional English course, this has been encouraged through interactions between learners working in groups or peer discussion, an approach that is broadly Vygotskian. Classroom observation as well as student teacher and teacher responses in focus groups and interviews respectively indicated that the more student-centred learning approach was providing opportunities for productive discussion and questioning through the range of different activities undertaken. With critical thinking seen as a curriculum goal, the study also suggests that there are no barriers intrinsic to either teachers or students in achieving this goal. Students value it. Given the guidelines, teachers enthusiastically encourage it. This suggests that the development of students as critical thinkers is facilitated by students gaining the confidence to ask questions of each other and their teachers. The study concludes by reviewing the strengths and weaknesses of the approaches employed as well as suggesting areas where future work might build on the findings of the study.