Recent policy and literature have advocated the importance of access to positive activities for young people as part of the strategy to lessen social disadvantage. This research aimed to explore how ‘typical’ young people in an urban locality make the decision to engage in activities and whether relative social disadvantage has the same affect in this area as that suggested in the literature. A case study approach was used, involving individual interviews with 6 year 7 pupils and 3 service providers linked to a sports college. A further focus group interview helped clarify interpretation. Thematic analysis was used to identify themes and patterns in the data. Generalisations about the pattern of engagement in positive activities for disadvantaged young people were found not to apply to this case study, challenging the media tendency towards negative stereotyping of young people in the area. The need for local solutions to local issues was emphasised as a key issue.

As momentous changes continue to sweep across higher education, tertiary-level English for Academic Purposes (EAP) has experienced a time of challenging and sometimes painful professional transition. In many Higher Educational Institutions (HEIs) around the world, EAP units have been transferred from academic departments to administrative offices responsible for international student recruitment and entrepreneurial talent development. The new locus of conflict for many teachers of EAP has centered on the significant disconnect between them and their new administrative managers about the purposes of second language pedagogy. This thesis is a qualitative grounded theory study situated within these restive dynamics. Drawing from in-depth interviews of over ninety informants at eleven higher educational institutions in the UK, Japan and the United States, I focus upon the new middle managers of EAP units, referred to in this thesis as Blended EAP Professionals (BLEAPs). I develop a Critical Grounded Theory about the processes and strategies BLEAPs use to survive in corporatized HEIs while working with international students and Teachers of EAP (TEAPs). It was discovered during the course of analysis that, even while BLEAPs are often responsible for teaching EAP classes, those who succeed in corporatized HEIs dedicated most of their energies to processes identified as Hunting & Gathering, Weighing & Measuring, and Molding & Shaping. All of these are linked to a basic social process, which is theorized to be that of Struggling to Manage and to Lead. This thesis discusses each of these processes in detail, and after explaining how the data used in this grounded theory study was philosophically construed, methodologically structured and theoretically analyzed, I consider the implications of this theory for Tertiary EAP as the profession approaches the middle of the 21st century.

This research investigates Further Education (FE) governance and governors’ role(s) in college improvement and related issues. Empirical data is derived from semi-structured interviews and documentary analysis of governors’ meeting minutes. A total of 14 Standards committee (SC) governors and 6 principals from 6 FE colleges in the Midlands region of England agreed to be interviewed. Data from these individual interviews were supplemented by an analysis of SC governors’ meeting minutes from each of the 6 colleges in order to obtain rich data on the role of governors in college improvement. Findings suggest that ‘good’ governors with a good skill base can contribute to college improvement through their monitoring and challenging role; their role in appointing the principal and senior management; setting the strategic direction of the college and by acting as a ‘critical friend’ to the principal. It emerged from this study that governors are a group of individuals with different family, educational and professional backgrounds who are seeking a new identity and they need help in their ‘identity transformation’. This study, therefore, suggests the need for an induction and training programme for new governors, which includes ‘coaching and mentoring’ so that governors are continually supported in their ‘governorship’ journey.

Gynaecology Teaching Associates (GTAs) are lay women trained to undergo and teach gynaecological examination giving immediate feedback to medical students. However, there are only limited data evaluating the acceptability, effectiveness and economic viability of this teaching innovation. This thesis appraises the educational impact of GTA-led teaching of female pelvic examination. An online survey showed that GTAs were used by under a third of UK medical schools. A study was conducted to establish validity and reliability of a newly developed pelvic examination assessment tool by comparing the performance of novice and experienced students and junior doctors in obstetrics and gynaecology (O&G). This study did not establish adequate psychometric properties so the tool will need further refinement. A large single blinded randomised controlled trial demonstrated an improvement in competence and confidence of medical students taught by GTAs compared with pelvic manikins at the start of their O&G placement. A parallel economic analysis showed that GTA teaching was considered cost-effective, with an investment of £640.20 needed to acquire an additionally competent student and £274.37 per student competent at merit and distinction levels. A qualitative study using semi-structured interviews found that GTA-led teaching was acceptable and considered a positive experience by stakeholders.

This volume includes a critical literature review (Part 1) and a small scale empirical study (Part 2) on the topic of ‘emotionally-based non-attendance’ at school. Part one of the volume critically reviews the existing research on ‘school refusal’, in terms of conceptualisation, prevalence, and associated risk and protective factors. This review argues that there is a significantly limited amount of research into the school factors associated with school refusal, and the voice of the child has been insufficiently represented. Overall, there appears to be a bias towards clinical and adult discourses in the school refusal research. Part two of this volume presents an empirical study which investigated the factors associated with emotionally-based non-attendance at school from young people’s perspective. The subjective views and lived experiences of three girls with emotionally-based non-attendance were elicited, using techniques derived from personal construct psychology (Kelly, 1955). These girls were from a non-clinical sample, and were identified as ‘at risk’ of developing more severe and persistent forms of emotionally-based non-attendance in the future. The results are discussed in terms of the ‘young carer role’, ‘ambivalence’, ‘returning to school’ and ‘school factors’. Several implications for practice are drawn from the study.

Despite an underlying inclusion agenda, sexuality equality remains a low priority in education. A large body of literature suggests the marginalization of sexual minority young people (SMYP) in schools and indicates the need to enhance understanding in this area to change existing practice. Whilst other disciplines have begun to examine professional practice with regard to heterosexism (defined as a socially created value system which contrasts heterosexuality as normal and non-heterosexuality as inferior, Fish 2008), educational psychologists have not yet embraced action which locates intervention at the social level. This study explores Educational Psychologists’ (EPs’) constructions of sexuality and the implications for practice. Discursive psychology (Potter and Wetherell 1987) was used to analyse semi-structured interview data from seven EPs. Multiple and context dependent constructions of sexuality emerged from the study. The research revealed that participants oriented to the need to maintain a non-prejudiced position and managed tensions of accountability using rhetorical strategies and various interpretive repertoires. Conclusions centre on the need for reflexive practice to challenge taken for granted assumptions regarding sexuality in education and psychology communities. Training is also recommended which is underpinned by social constructionist methods to develop awareness of the cultural barriers for SMYP and reveal the complexities of sexuality diversity. It is intended that such training would develop confidence for EPs in this area so that new discourses infuse the drive towards a sexuality inclusive school culture.

Speech and language therapists (SLTs) have expertise in supporting schools in meeting language needs but SLTs are part of the health service. The First Schools Project was developed as a way of collaborative working between a speech and language therapy service and primary schools and for its evaluation Pawson and Tilley’s (1997) model of realistic evaluation (with its principle of explanatory causation) was chosen. This was innovatory use of the model in educational research. Realistic theories were developed in the form of Contexts (possible explanations for Outcomes), Mechanisms (the structures of the First Schools Project e.g. regular school visits) and Outcomes. There were two parts to the inquiry. Part 1 was concerned with identifying regularities (i.e., which Mechanisms of the First Schools Project were occurring with which Outcomes) and a questionnaire with school staff was used. The purpose of Part 2 was to explain those regularities by collecting data that would support, modify or challenge the realistic theories. A version of the realistic interview (Pawson, 2006) was used with stakeholders (parents, teachers and SLTs). Contexts that facilitated the working of the First Schools Project were identified and suggestions are made for future education researchers who choose the model of realistic evaluation.

The focus of this volume is on reflective practice. It presents a literature review relating to reflective practice and its development and an account of a research and development initiative aimed at promoting the development of reflective practice in Children‟s Centres. The Introductory Chapter provides an overview of the structure and contents of the volume as well as an explanation of the context in which the research study was completed and an account of the influence of a social constructivist perspective and empowerment research on the position of the researcher and the focus of the study. It also provides details regarding the completed and proposed dissemination of findings for a variety of audiences. Chapter 2 provides a review of the literature in relation to five broad questions but with a particular focus on the role of the Educational Psychologist in supporting organisational development through developing reflective practice. Literature regarding reflective practice is reviewed and used to inform the development of the focus for the research study which is presented in Chapter 3. The study involved the design, implementation and evaluation of an intervention aimed at supporting the reflective practice of practitioners in two Children‟s Centres. Realistic Evaluation principles were used to inform the design of the evaluation which measured the impact of the intervention through gathering the practitioners‟ perspectives. Implications for the role of Educational Psychologists in supporting reflective practice are also highlighted and discussed within Chapter 4.

The thesis explores how schools cope psychologically with a Critical Incident, from the perspectives of the school decision-makers. It examines support strategies in the short, medium and long-term and at a whole-school, group and individual level. The process of support is considered in terms of its contribution to normalisation. The exploration makes particular reference to decision-making factors for schools regarding outside support post-Critical Incident, especially that which is available from a Local Authority Critical Incident Response Team (C.I.R.T.). Eleven schools participated, creating two data sets balanced between those requesting C.I.R.T. support and these that did not. Decision-makers, most of whom were head teachers, were interviewed and subsequently the resultant data was scrutinised through the process of thematic analysis from an interpretivist perspective. Overall the themes revealed that schools coped psychologically through a pastoral response targeted for both staff, young people and families, leading to reduced stress and whole-school normalisation. There are systemic limitations and pressures, however schools which requested external support through C.I.R.T. reported useful outcomes, particularly a strengthened staff and an enhanced sense of preparedness. Decision-making regarding external support is influenced by the initial impact of the C.l. (Critical Incident), circumstantial factors and situational need whereby schools assess their own capacity to cope. The thesis concludes that schools are generally able to cope effectively psychologically post-C.I., however some decision-makers do request support from C.I.R.T., which schools perceive as being beneficial.

This thesis examines the relationship between headteachers and chairs of school governing bodies in Wales, exploring lay involvement in the governance of education. One main rationale for the thesis was the recognition that school governors constitute the biggest group of volunteers in the UK (400,000), 26,000 in Wales and are, theoretically, at least, a potentially powerful group. There have however been few studies on school governors. A multi-methodological approach was taken. Schools were initially selected in nine Welsh LEAs with three schools in three LEAs forming the case studies. Data revealed the key relationship between headteachers and governor chairs, the most notable tension between the ‘insider’ identity of the headteacher, and the ‘outsider’ identity of the chair. Governors, and chairs in particular however, tended to be professionals themselves, their ‘habitus’ inclining them to act in accordance with the values of headteachers, the two speaking the same ‘language’. Tensions between the chair’s community leadership role and the head’s professional position were also identifiable, although these were often offset by the chair’s relative insider identity, potentially muting the challenge to school practice. The study is located within a history of governors and schooling as governance. Michel Foucault, Basil Bernstein and Pierre Bourdieu provide a theoretical framework, giving rise to the following questions: What discourses are valued in school governing bodies and head/chair relationship? What are the effects of the coding of knowledge and discourse in the professional / lay interface? How are social dispositions of governors’ influential in how they conduct their role – and what are the political implications of this. Ultimately, the research addresses the question concerning the extent that governors can be agents for democratic participation in the context of local politics and national systems.