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Many different technologies are available to support teaching and learning in schools and their role is a key topic for debate in contemporary education (Selwyn, 2011b; Lankshear & Knobel, 2006; Collis & Moonen, 2001). Evidence shows that although some technologies are adopted and used successfully within schools, others are not (Straub, 2009). This study was conducted in a technologically-rich secondary school where first-order barriers (Ertmer, 1999) were not expected to affect the use of ICT, and yet there are problems with the adoption of ICT across the curriculum. This study has followed two separate but connected lines of inquiry – how second-order barriers affect the integration and use of ICT and how ICT is used in practice. This includes the roles of the teacher, students and managers in terms of delivery and provision (Moyle, 2006; Eynon, 2010; Wastiau et al, 2013), with a particular focus on the implementation and use of a VLE and e-portfolios for end of Key Stage 3 assessment (Stefani et al, 2007). Following a case study methodology, the research investigated the use of technology within a large secondary school in the South West of England. Data were gathered through the use of VLE logs, questionnaires and group interviews with Year 9 students, questionnaires and interviews with staff, and document analysis of lesson planning and the e-portfolios created by these students. The data shows that, despite good technology provision and access to resources, ICT use is variable within and between departments and despite the SLT vision for student-centred use of ICT, its use is mainly teacher-led. Issues such as how differences in understanding and interpretation of policy between SLT and teaching staff affect ICT use in practice and how teachers’ beliefs affect their practice are identified. By considering the role of second-order barriers on the integration of technology, the research examines the ‘messy realities’ of technology use in education. The key findings show the importance of the SLT and how their practice is central to implementing their vision for ICT use, the importance of the ICT department in supporting development of practice across the curriculum and how teachers’ beliefs about students’ home use of ICT affects their practice.

Kendo is one of the Japanese martial arts (Budo). Kendo within the Physical Education( PE) curriculum at upper secondary schools is taught with the aim of learning the traditional etiquette of Budo, to learn skills and to lay the foundation for lifelong sports participation. The Japanese Ministry of Education, Science and Culture expects school Kendo teachers to achieve these aims within a child-centred approach, not in a traditional drill-type approach to teaching. This thesis aims to explore school Kendo teachers'views of Kendo within the PE curriculum as sport and / or as Budo, and the teaching of tactics and strategies in their Kendo lessons. It also attempts to develop and present a new approach to the teaching of Kendo making use of tactical and strategic ideas. The thesis IS multi-layered in methodological terms. The research was conducted by the use of two rounds of semi-structured interviews with seventeen and then fifty-three upper secondary school Kendo teachers respectively. The final phase of the research was a practical action research project carried out in a Japanese Secondary School. A range of methods was employed, comprising: participative observation, documentary analyses, a written test and a skill-related test. The data from the interviews revealed that school Kendo teachers wish to have their lessons aimed at character building such as learning the traditional etiquette by following the traditional approach to Kendo as Budo. The results of the interviews also revealed that most teachers were reluctant to teach sport tactics as it was counter to the dominant ideology of Budo as "real Kendo". These teachers believe that teaching tactics was inconsistent with the traditional etiquette of fighting fairly, and that would only help pupils to understand "Kendo as a competitive sport" as opposed to "real Kendo" as Budo. The results of the action research at an upper secondary school in Fukuoka Prefecture show that pupils developed their skills and understanding of competitive, cultural and attitudinal domains of Kendo as Budo through a tactical approach. They also expressed pleasure in this planning and execution of their own learning goals. I conclude, then, that the tactical approach to the teaching of Kendo can be incorporated into the PE curriculum without compromising the essential philosophy of Kendo as Budo.

This study aims to assess the relationship between family variables and specific mathematical achievement in secondary school children. It employs both quantitative and qualitative methods. In the early stages, re-analysis of data from the National Child Development Study (NCDS), (e. g. Fogelman, K. 1983), suggested that previous findings may have confounded mathematical ability/ achievement with general educational achievement and/or measures of cognitive ability. In addition these studies tended to use only family variables which could be measured quantitatively and in ways which facilitated statistical analysis. However, the re-analysis of NCDS data showed a significant association between teachers' subjective assessment of parental interest in their children's education when they were aged 7 years, and the children's mathematical achievement at age 11 years. This significant relationship led to the focus in the second, qualitative phase on the involvement of parents in their children's education (Steinberg and Silverberg, 1986; Lareau, A. 1987,1989), on intra-family interactions (Wentzel, K. R. 1994), and the possible relations between them and the children's mathematical achievement. In the later stages, therefore, following a methodological model developed by Goetz and Lecompte (1995), qualitative techniques were utilised to elicit from parents details of intra-family interactions, with particular emphasis on their involvement with their children's educational activities. The results of the qualitative phase of this study suggested that high mathematics achievers were more likely to be found in families where mothers and fathers had both obtained 0 Levels, where a similar history of educational achievement in the wider families was reported, and where there was a high level of parent/child/sibling interaction. In contrast, low mathematics achievers were more likely to be found in families where only one or neither parent had obtained 0 Levels, where there was little evidence offered of educational achievements in the wider families.

Traditionally Physical Education (PE) and sports in secondary schools in the United Kingdom have aimed towards moral goals. Not all of these goals have been well thought through. Where these goals have been systematically developed, they have followed a narrow and prescriptive conception of moral education that mainly focuses on adherence to predetermined rules and principles. From Aristotle we have a less reductive view of moral education - virtue ethics - which revolves around the development of good character as constituted by the "morally" good person. Drawing on group interviews with exceptional teachers and the writings of virtue ethicists, I develop a sketch of a character education programme that is based on talk and reflection (Pincoffs, 1986), and that cultivates the joyful disposition through direct engagement in sporting activities. Outlining what such a character education in PE and sports might look like, I start by exan-ýining what already exists in terms of "moral practices" within sports themselves (MacIntyre, 1985). Sports traditions aim at developing certain sorts of persons. By talking about and reflecting upon what might constitute a good sportsperson with colleagues, teachers can begin to identify for themselves the sorts of persons they want to see playing sports. Part of playing and teaching sports well is learning to discern between the value of different activities and the company of different sorts of persons. By nurturing and developing certain sorts of dispositions over others, teachers can help pupils shape their own involvement and ethical outlook in PE and sports. Through the cultivation of a joyful disposition teachers can help pupils to develop good character and live flourishing lives. This emphasis on joyfulness also brings into sharper focus what has been previously missing in PE and sports policy documents, namely the significance of an emotional engagement in PE and sports when it comes to educating for good character.

The GCSE science syllabus and curriculum changed considerably between 2005 and 2008. A key specification of coursework which had been identified as encouraging routine completion was replaced, requiring coursework to be completed under exam conditions, while a vocational alternative with increased coursework content was also introduced. I set out in this PhD study, as a 'researching teacher', to ascertain the attitudes of pupils and teachers to GCSE science coursework, and whether there exist any differences in pupil attainment linked to the reform of coursework and GCSE examination. I also have looked at how pupils learn in science through completing coursework as part of an evaluation of the effectiveness of coursework in the GCSE science curriculum. This thesis takes the form of a case study comprising reflecting a practitioner based enquiry using mixed methods methodology. It is therefore an integrated longitudinal design combining qualitative and quantitative methods. Qualitative data was elicited from interviews, questionnaires, observation and field notes. Quantitative analyses were undertaken of pupil performance in coursework and examination results. Key research findings include confirmation that many pupils in the case study preferred a coursework based approach to their science education, and they found they learned more from this approach. Pupils were also found to prefer learning when a constructivist model of teaching and learning was adopted in the classroom. Active learning led to improvements in understanding and completing coursework. Additional analysis of quantitative data showed that many pupils achieved Significantly better grades for their science coursework than they did through examinations. Further, the data revealed when coursework can be improved using an assessment-based approach to learning, and that there Were no Significant statistical differences between boys and girls in coursework and examination results. The research revealed that when coursework for GCSE science is reviewed and improved as part of a constructivist model of learning, there is a positive contribution to attainment levels in the GCSE examination. Furthermore, there is a need to consider how the format of that coursework ensure it does not encourage routine completion, but instead encourages assessment for learning, active learning and individual responsibility for learning. The thesis, overall, represents a personal, scholarly and professional engagement in understanding the work of teaching GCSE science.

The main focus of this research was to examine the effects of extensive reading on junior high school students' language proficiency and learning attitude development, compared with those who received the current reading IR (grammar/translation-based) instruction. The potential of graded readers and books for native English speaking children in English learning was also investigated. The research aimed at finding evidence to support the adoption of extensive reading in the school syllabus in Taiwan, and to raise the awareness of educational authorities about the desirability of adopting ER in the school curriculum. The results of the study consistently showed that extensive reading is more effective on improving all the variables mentioned than the current IR instruction. While the positive outcomes stand in line with the results of previous studies, this study also gave insight into the use of the materials, the amount of reading time and accompanying activities. The findings indicated significantly the strength of the graded readers (GR) approach on students' language learning in all circumstances. The effects of reading books for native EngRsh speaking children (BNESC) proved positive only when the amount of time per week given to ER was doubled. Moreover, the results appeared to be contrary to the widely held belief that reading interesting books is alone sufficient to improve student attitudes. In fact, with this level and type of learners, without accompanying activities ER appeared to take away their enthusiasm. Once collaborative activities were introduced, ER showed great potential for improving language, proficiency, reading ability and attitudes toward reading. The findings demonstrate the potential of ER for improving students' language proficiency and learning attitudes. Thus, they provide support for integrating ER into the English curriculum for improving current learning and teaching approaches. Moreover, the findings indicate the desirability of investing in ER as paving the way for students' long-term development. Implications of this study can be deduced in several aspects: the adoption of ER, the need of book provision, the need of reading strategy training, the use of authentic reading materials, the amount of reading time and the use of accompanying activities.

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.