This study aims to investigate curriculum arrangements conducive to fostering creativity in post-16 (further) education institutions and classrooms, to analyse factors promoting or impeding creativity, curriculum content and processes, and also to offer/develop models of good practice for encouraging creativity in a further education context. The study addresses among others the following questions. What are students' perceptions of their creative attributes? What are students' perceptions of their classroom behaviours and practices? What are students' perceptions of teachers' classroom behaviours and practices? What are leaders', managers', teachers' and students' perceptions of creativity? To what extent are colleges' institutional variables, curriculum arrangements and teaching approaches driven or not driven by the leaders', managers' and teachers' conceptions of creativity? What factors impede or promote creativity in a further education context? 10 further education colleges in four of the seven regions of the (former) Further Education Funding Council in England took part in the study. The study adopts an appropriate mixture of quantitative and qualitative methods. 800 students from the four qualification areas of academic, applied vocational, occupational and Access to HE returned a survey-questionnaire, which explored their creative attributes, their classroom behaviours and practices, as well as their perceptions of their teachers' classroom behaviours and practices. Complementary research methods include classroom observations, designed to cross-check or corroborate certain information in the student questionnaire; semi-structured interviews with leaders, managers, teachers and students, explored their conceptions of creativity, constraints to creativity, and the extent to which college institutional variables, curriculum arrangements and teaching approaches were driven or not driven by the leaders', managers' and teachers' conceptions of creativity. To achieve a comparative perspective, two case study institutions - one community college and one high school in the USA - were presented to portray good practice in creativity facilitating curriculum arrangements and delivery. The results showed highly significant differences in students' self-perceived creative attributes. The students' creative attributes and their self-perceived classroom behaviours and practices are found to be significantly related, but the relationship is complex – there is little evidence that students express their creativity in classroom discourse. The study also revealed that teachers in further education currently spend a disproportionate amount of lesson time on subject matter and less on creativity-supporting activities such as motivation, questions, thinking, practical examples and reference to real-world contexts. Leaders, managers, teachers and students in the study showed familiarity with the word creativity and related concepts and their characterisation of creativity as a product, a process, a personality and as a condition of the environment were consistent with the literature themes on creativity; but college institutional variables were found not to be driven by the interviewees' (excluding the students) conceptions of creativity. Several external and internal constraints to creativity were identified. The implications of these findings in terms of post-16 education policy, curriculum arrangements and teaching practices (teacher pedagogy) were highlighted and, in conclusion, a model for fostering student creativity in post-16 (further) education context was developed.

Despite the prevalence of mixed race people in Britain and in Further Education, the study of mixed race identity remains an under-researched area, and little or no research appears to have been done on mixed race identity in relation to the Further Education sector. By bringing mixed race to the forefront of discussion, this PhD thesis endeavours to open up a space for interrogating some much vaunted concepts of personhood and equity evident in the theoretical literature on identity and in education policy. The thesis explores how normative theories and discourses underlying political and cultural constructions of personhood and equity are represented in a selection of recent UK post compulsory education policy texts, and uses the case of -10 mixed-race women studying in Further Education colleges in Inner London to identify similarities and discrepancies between theory, policy and experience. The empirical investigation involves policy analysis and semi-structured interviews with mixed race women. Discourse analysis and content analysis are the main methods used to analyse the data. The theories and discourses of personhood and equity identified in the literature and the policy documents are compared with the discourses articulated by the respondents on their constructions of self, their experiences of education, and on their opinions on government/education policy discourses. The thesis seeks to contribute to ongoing debates around identity and equality, and to provide some insights which may be helpful in moving us beyond the universalist/relativist impasse towards a concept of personhood in which identifies may be recognised simultaneously as 'fixed' and as 'fluid'. It also hopes to provide a useful source for sociologists and education policy makers in working towards more equitable policy in the field of education.

This thesis argues that the invisibility of disabled people in the Citizenship curriculum is no longer tenable. In analogue to race and sex discrimination, I use legal case analyses, together with empirically framed case studies within an international perspective, to systematically explore different aspects of citizenship. Citizenship elements range from ‘legal’, ‘constitutional context’, ‘political participation’, ‘human rights’, ‘community’, ‘socio-economic’ to ‘identity and belonging’. Through a mash up methodology of running voices of disabled people themselves over various themes of citizenship, the contributions, barriers and achievements of disabled people are embedded in the analysis. This includes often apparently conflicting or contradictory voices and cross cultural discussions. Disabled people’s experiences are constitutive of, not additional to, citizenship values. The work confirms that a paradigm shift is taking place in our understanding of disability, which profoundly challenges traditional models of citizenship and leads to uncertainties in professional practice. I propose a three-pillar model of inclusive citizenship, underpinned by the social model of disability, a socio-legal framework of rights-based anti-discrimination, and recognition of struggle as a political manifestation of contested ideologies. Each pillar is associated with concomitant shifts not only in individual but also in institutional behaviour, which extends to a critical examination of the law, the role of the state, social and institutional practices. The extent to which curriculum development on Citizenship, policy ideas, resources and practices are inclusive of and accessible to disabled people, and how programmes of study at key stages 3 and 4 reference disabled citizens, is critically discussed. This leads to an outline of practice with potential that connects disability equality to Citizenship education.

Although children in primary schools in England are required to write imaginatively in order to gain optimum marks in statutory tests, an emphasis is often placed on revising decontextualised genre features, grammar and spelling. I wondered whether there was a place for creativity and imagination within the apparent constraints of a curriculum for English that had become defined by objectives and teaching procedures imposed by national strategies to raise literacy standards. Using a definition of creativity as purposeful imaginative activity, I set out to explore how teachers could interpret the objectives imaginatively and plan meaningful contexts for literacy, even in a climate of changing curriculum emphases. My thesis reports on three cycles of reflective, collaborative action research focused on literacy planning, in order to theorise meanings in relation to my values, understanding and practice. As a result of the research, approaches to planning sequences of purposeful imaginative activities that embed literacy concepts in meaningful creative contexts are exemplified. Evidence from an analysis of literacy plans for children in classrooms across the primary phase shows that teachers use their professional imaginations to plan their provision for children to read and write imaginatively – their statutory national curriculum entitlement (DfEE, 2000). We found that children’s literacy improves when they dwell in possible worlds as, for example, curators, custodians or concerned villagers, using the powerful resource of their own, and collective, imaginations. In addition, an analysis of drawings revealed evidence of the effort and effect of children’s somatic and affective imaginations. The work is underpinned by theories of: aesthetic appreciation and representation; child-centred, holistic pedagogy; inclusive creative processes; and the imagination as a resource for creating meaning. My ideas have been challenged and developed by academics such as Pat D'Arcy on literacy, Robert Sternberg on creativity, and Ken Robinson on imagination, in particular. As a result of the research, two conceptual tools for planning were developed and tested. They are underpinned by theory and professional experience and have been used effectively in schools during and beyond the research project. Components of the creative process were identified as motivating ideas, associating ideas, generating ideas, innovating ideas and communicating ideas, and became the MAGIC planning tool. Components of the imagination's repertoire were identified as auditory, kinaesthetic, tactile, emotional and visual, and became the AKTEV imagination repertoire. These represent the living education theories that have transformed my practice, and are offered as a contribution to the field of primary English education.

This research investigated attitudes and behaviours of socially excluded individuals as they engage with further learning through digital technologies in individually orientated and free informal learning settings. The study specifically explored the impact of socio-personal attitudinal and behavioural factors that may impede participation. The research was concentrated in a South East London borough and based within a successful joint initiative between a local authority and third sector organisations. This unique partnership, of over 25 centres, provided access to the hardest to reach groups in the deprived communities of the borough. A number of case studies have been included that give a flavour of the poignant journeys of socially excluded individuals. Past research in this area has been mainly limited to the investigation of economic barriers. The principal focus of this study is Azjen’s social psychological Theory of Planned Behaviour (TpB) which was concerned with localised social determinants of the individual. Research data was collected through questionnaires based on TpB and the raw data derived from these were statistically analysed using inferential statistics, chi-square (x2) on SPSS. In addition, a number of interviews were also carried out to gain further insight into the broad perceptions of the individuals. Interview transcripts were analysed and two emergent themes identified: attitude and behaviour. The statistical analysis revealed that latent experiences and perception played a vital role in individuals’ life choices. These provide the foundation of the socio-personal factors that impact on socially excluded adults and influence their attitudes, behaviour and decision making process. In this study these have been shown to have an impact on attitudes towards any sort of learning/training including IT skills. The combination of poor experiences of school, no/low academic achievement, low self-esteem and confidence, along with a fear of failure has led to lives of worklessness or a continuous cycle of low skilled, low-waged employment, vulnerable to economic change. In addition, a minor analysis contributed through Bourdieu’s concepts established that the individual’s social class/group produced inherent issues of almost unconsciously accepted differentiation between the dominated and dominant classes.

This study investigates the experiences of 16- to 19-year old students in different educational environments: in school sixth forms, general FE colleges and a sixth form college, taking both A levels and Advanced GNVQs, and in rural (Cornwall) and urban (Southeast London) areas. Firstly, a framework for the study was established, with a consideration of the development of different courses and institutions from an historical perspective. A study of quantitative data, relating to the destinations of young people between the ages of 16 and 18, followed, including an in-depth look at the case study areas of Southeast London and Cornwall. This led into the main study, where interviews were carried out with 138 students, including 16 students who produced photographic diaries of their experiences, in nine institutions. These interviews and photographic diaries explored the experiences of the students in all aspects of their lives, including their time in education as well as their lives beyond the institutions. On the basis of the interviews and diaries, students were classified as either jugglers (those who mixed studying with other interests); workers (those who focussed mainly on their studies) or players (those who did not put a great emphasis on their studies). It was discovered that there were more jugglers in schools, and more players in FE colleges, with figures for the sixth form college falling roughly between the two extremes. Several differences were noted between students in rural and urban areas; for example, as those in relatively remote areas were often forced to remain at the school or college throughout the day, regardless of free periods, both the educational and social aspects of their lives were altered accordingly. There were fewer differnces between those on GNVQ and A level courses, although there were more players among those on GNVQ courses. Although students taking GNVQs and A levels reported different preferred learning activities, the subject had more of an effect on the teaching style used than the type of course, with both GNVQ and A level students typically experiencing similar classroom activities. Students in FE colleges were less likely to report feeling tired or stressed than those in schools and sixth form colleges, but were also more likely to complain that they were not pushed enough by the college, and were therefore not realising their full potential. The implications of these, and other results, are discussed, with suggestions for further research.

Post-16 educational discourse reflects government policy that, as a conceptual framework, it is shaping a new model of learning, skills initiatives and workforce development. This qualitative research examines the debate concerning the Skills Strategy (DfES 2003) and impact of 21st century skills on economic and global competitiveness. It draws upon data grounded in a theoretical framework, as well as in the professional experiences of thirteen post-16 stakeholders representing a cross-section of organisations. The research question explores whether the Skills Strategy will be judged a success or failure. Discourse interpretation identifies four principal threads weaving through the thesis. The first considers the Skills Strategy in shaping workforce development and lifelong learning. The second stems from issues of what constitutes skilling. The third originates from the politicisation of learning. The fourth flows from issues of accessibility and widening participation. Research findings suggest that there is an urgent need to contextualise post-16 policy and define a pedagogy appropriate for shaping skills needs a both sub-regional and national level. The researcher is a manager in the post-16 sector responsible for delivery of a flexible and diverse curriculum, to primarily 19-plus part-time learners, across a range and level of disciplines. Based on the experience of fifteen years teaching and management in further Education, this study offers an original and significant contribution to knowledge in an academic field identified by government as critical in giving relevance to PCET. It addresses a specific gap in educational thinking and adds another voice to the learning and skills debate. This provides a powerful tool for reassessing existing professional practice across different contexts. Limitations centre on the practical considerations of undertaking research related to time-bound issues of skills policy implementation. Implications for professional practice emanate from how this research, as a model of critical reflection and part of the process of professional practice, makes its own positive contribution to knowledge and further development of the skills agenda.

A short attention span, impulsivity, distractibility, and hyperactivity are characteristics that are commonly found in young children and sometimes in adults. These difficulties also meet the American Psychiatric Association diagnostic criteria for attention deficit hyperactivity disorder (ADHD). The British Psychological Society has adopted the term ‘bio-psycho-social’ to reflect the complex and multi-dimensional nature of ADHD. In young people, these symptoms interfere with learning, interpersonal relationships and self-esteem and can lead to social and educational exclusion. The use of drugs in the treatment of ADHD remains controversial and according to the 2005 prescription cost analysis (Cohen, 2006), Ritalin use has risen by 7600 per cent. Unfortunately, since the move away from the medical model following the 1978 Warnock Report on supporting children with special needs, a mindset has been created amongst teachers regarding the identification and assessment of children with certain types of complex needs as being outside of their expertise and this has resulted in teachers placing an over-reliance on external support services and specialists. This thesis proposes an enhancement to the existing over-complicated and bureaucratic system of identification and support for behavioural, social and emotional difficulties (BESD)/ADHD that develops the expertise and the role of the SENCO and thus streamlines identification of individual need and enhances educational support for ADHD sufferers. This research thesis used a case study approach with an interpretive dimension to enable the researcher to enter the working world of doctors and other medical professionals, teachers and classroom support assistants, and children as the ultimate subjects of this enquiry. The purpose of the study was to extend my knowledge of a complex childhood phenomenon and to examine the systems put in place in schools and support services that identify certain SEN and disorders that affect learning. An analysis of the role of teachers and school special needs coordinators was explored along with government policy on inclusion practices. The role of professionals from medicine and education in LEA support services was also examined and reported. A total of eighteen questionnaires were used to target key personnel in LEA support services. This was followed up with interviews at support services and in schools. A total of six medical professionals and a further nine educational professionals were interviewed. Three classroom observations were also conducted at a London comprehensive school. Analysis of the resulting data led to the identification of a series of Figures and a flowchart depicting the ‘story’ of this difficult process, with a proposed enhancement for earlier BSED/ADHD identification and support, and a range of recommendations. Although this was a small-scale research study, the literature and the comments from professionals cited from the national expert SENCO Forum indicate that my findings reflect a much wider picture locally and nationally.

This thesis uses autoethography to explore the process of leading a teacher training programme in an international school in Sri Lanka, as well as the experience of becoming a Principal of another international school. It comprises two narrative accounts: the first of 20,000 words, describes a year spent in one of the most prestigious international schools in Colombo, and the second of 5,000 words, describes my first three months as Principal of a school in another, smaller town. These two narratives describe events soon after they happened. In the case of the first narrative, I use reflective techniques and the passage of time to look back on the events and my reactions to them from a different perspective. Using qualitative techniques of open and selective coding, the narratives as well as interviews with 15 teachers from the first school were analysed. This revealed the importance of school culture and of respecting the local culture, as well as the need for international schools to maintain contact with the local community. In terms of school leadership the thesis highlights the role of the school principal as the architect and nurturer of school culture, and highlights the role autoethnography can play in developing one’s own leadership skills. I attempt to evaluate my own autoethnographic accounts in terms of criteria presented by Bochner and Richardson (2000), and demonstrate my own process of personal and professional development. The thesis presents a case for the application of autoethnography to the fields of teacher development and school leadership.

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