This case study explores the effects of participatory drama on groups of upper primary school students in Cyprus with the intention of enhancing their critical thinking. For the purposes of this research, a series of twenty-four drama workshops based on several drama contexts and stories were designed and carried out in three primary school classes, considered to be the three units of analysis of a collective case study. The research was also informed by elements of ethnography and reflective practice and explored the students’ voices, choices, actions and general responses to the drama contexts and issues they were presented with. At the same time, this project looks at the students’ and their teachers’ considerations and reflections on the learning experiences and explores the students’ stances and group decisions and how they related these to their real-life experiences and actions. The discussion of the findings focuses on what the research tells us about how drama might be considered important for children’s critical thinking. The constraints which hindered this research are also presented while questions related to the potential of drama to achieve similar goals are proposed for further exploration.

This thesis presents the development of GPU accelerated solvers for use in simulation of the primary atomization phenomenon. By using the open source continuum mechanics library, OpenFOAM, as a basis along with the NVidia CUDA API linear system solvers have been developed so that the multiphase solver runs in part on GPUs. This aims to reduce the enormous computational cost associated with modelling primary atomization. The modelling of such is vital to understanding the mechanisms that make combustion efficient. Firstly, the OpenFOAM code is benchmarked to assess both its suitability for atomization problems and to establish efficient operating parameters for comparison to GPU accelerations. This benchmarking then culminates in a comparison to an experimental test case, from the literature, dominated by surface tension, in 3D. Finally, a comparison is made with a primary atomizing liquid sheet as published in the literature. A geometric multigrid method is employed to solve the pressure Poisson equations, the first use of a geometric multigrid method in 3D GPU accelerated VOF simulation. Detailed investigations are made into the compute efficiency of the GPU accelerated solver, comparing memory bandwidth usage to hardware maximums as well as GPU idling time. In addition, the components of the multigrid method are also investigated, including the effect of residual scaling. While the GPU based multigrid method shows some improvement over the equivalent CPU implementation, the costs associated with running on GPU cause this to not be significantly greater.

The structure of this critical commentary is that required for higher doctorates as outlined in the Keele University: Code of Practice on Postgraduate Research Degrees. The submission focuses on: 74 items in refereed journal articles; 7 Press items, commissioned journal articles and other publications; 18 books; and, 12 book chapters. Special reference is placed on the period since 2003, during which the bulk of the material has been produced. The commentary outlines that the publications that make up this submission encapsulate a career of thirty-five years during which the writer has been a school-teacher, head-teacher, Lecturer, and Professor of Education. It is explained that this body of work encompasses two interconnected themes, including the development and practice of leadership in education and the primary curriculum. Overall, this submission, totaling 750,000 words of material where the writer was sole author, within an overall submission totalling approximately two million words, has contributed to the ongoing discourse on educational leadership and the primary curriculum through a sustained programme of original research and publications. It is stated that the range of influence of this material has been broadened to international status through comparative research that has included work on leadership training in North America, Australasia and Europe. Centrally, it is claimed that this work has contributed to the movement towards a more complex conceptualisation of pedagogy and andragogy that seeks to encourage a more reflexive, research-led and praxis-based approach to teaching and learning. It is argued that the writer has thus made a long-term contribution to the development of knowledge within the discipline of Education.

M.Sc. (Dent.), Faculty of Health Sciences, University of the Witwatersrand, 2011

The National Minimum Curriculum (NMC) of Malta recommends the use of the country’s second language, English, for the teaching of mathematics. The aim of my study was to enhance the local medium-of-instruction debate by focusing on the use and development of a mathematics register, and distinguishing between issues relevant to second-language classrooms and ones more generally applicable Assuming a social perspective of learning, I used a grounded methodology, thus generally allowing my reflections to develop out of the data I collected. The research design consisted of lesson observations in two primary classrooms and interviews with the teachers and pupils. I concluded that the use of English in class created tensions with other NMC principles; I also noted variations in the way some mathematical words were used when compared to what I might expect as part of an English mathematics register. On the other hand, the frequency of pupils’ use of mathematical vocabulary during lessons seemed to depend on the teacher’s pedagogic approach. Also applicable to general mathematics classrooms appeared to be three conditions I identified as important for word meanings to be effectively shared with pupils: frequency of use, clarity, and significance, that is, how crucial a word appeared to be when used.

Although there is limited research into the success of primary school networking initiatives in the UK, there seems to be an unquestioning faith displayed at national Government level for school collaborative working arrangements as a key means for driving forward whole school improvement. This research considers the possible benefits and challenges of one such initiative – Primary Strategy Learning Networks (DfES, 2004a). The research focuses on a reliance on school networks as power bases for promoting a national standards agenda. It considers the impact of an imposed model of school collaboration on the fluid nature of networking. It also acknowledges the benefits of a ‘network balance’ between the positive and negative features that impact on a network’s success and sustainability. Furthermore, the research explores the impact of power, authority and influence on the sustainability of networks. This is a qualitative study and data is gathered through interviews with network headteacher participants in two Primary Strategy Learning Networks over the course of an academic year. The research is also informed by an initial study of a Networked Learning Community (Hopkins and Jackson, 2002). Following an analysis of the findings, a number of recommendations are made. A suggested ‘ideal’ model for productive networking relationships among key stakeholders is offered for consideration and a Realistic Approach (Pawson, 2006) to evaluating such initiatives is argued to ensure a higher degree of success in implementing collaborative working practices for school improvement

This research explores professional contributions and learning in a multidisciplinary team whose purpose is to promote mental health and psychological well being in children within family and community settings. It brings together three current priorities of policy and practice, namely, promoting mental health and psychological wellbeing in children and young people, multidisciplinary teamwork, and professional learning and development. The study examined a multidisciplinary child behaviour team of educational psychologists, family support workers and primary mental health workers working within a culturally diverse urban community. Activity theory was used as a theoretical framework and methodology to examine the sociocultural processes involved in multidisciplinary work. Individual interviews, focus group discussion and developmental work research were employed to identify and compare activity systems, and to surface and then work on contradictions. The exploratory findings arising from the analysis of the activity systems are discussed against the cultural and historical background of professional and multidisciplinary work. The implications for professional practice, multidisciplinary work and future research are also considered. Conclusions drawn emphasise the complex multilayered nature of professionals’ work within multidisciplinary teams and the value of sociocultural activity theory as a method for analysing work and promoting learning in multidisciplinary teams.

Children's imaginary companions are a very common yet surprisingly under-researched phenomenon. This qualitative study investigates children's perceptions of their imaginary companion(s) and uncovers the functions they serve for the children, especially in relation to academic demands made by school. The research process is explored in detail and some particular considerations involved when conducting research with children are outlined. Seven children aged between seven and ten (primaryaged pupils), who had a current imaginary companion, participated in semi-structured interviews and themes were identified from interview transcripts. Findings derived from a thematic analysis reveal two over-arching themes, namely 'the child's relationship with their imaginary companion(s)' and 'problem-solving'. Several separate sub-themes contributed to these two over-arching themes. The findings are discussed in relation to children's cognitive, social and emotional development. Although only two boys reported their imaginary companions being at school, others helped with homework; therefore most of the imaginary companions in this study help with school work. They provide answers, offer reassurance that answers are correct, embody self-talk techniques, suggest approaches/strategies, provide visual cues and offer ready-made characters for stories. Implications of the findings for educational psychologists and practitioners are highlighted and areas for future research into imaginary companions are suggested.

Since the year 2000 there has been a statistically high proportion of head teachers’ leaving the profession. There have been studies conducted to predict when this exodus would conclude, but not the actual reasons for why senior people are leaving. Schools have found replacing head teachers’ increasingly difficult and the inevitable leadership crisis has been well documented by authors, such as Dorman and D’ Arbon (2003) and Harris (2007) alongside many articles in the media. The leadership crisis has been most noticeable within the Catholic Primary School sector. This thesis identifies the leadership crisis from the negativity of the education system with possible supporting solutions, such as the value of acting headship, succession planning and talent spotting. This research journey started with a questionnaire with eighty senior leadership teams within Catholic Primary schools (English West Midlands) and progressed to interviewing fifteen senior leaders, pooled from five head teachers; four deputy heads, three assistant heads and three middle leaders. The research was conducted from September 2011 to June 2014. This study captures the importance of succession planning and expectations on faith school head teachers having many aspects adding to the working week. Accountability and workload issues are adding increasing pressure on a heads’ shoulders which is putting many senior leaders off. The research concluded that any future succession planning should include opportunities for acting headship. The other emerging theme was the impact of OFSTED, especially in relation to the workload levels and the accountability of senior leader.

Thesis (MPH) -- University of Limpopo, 2011. / Introduction STIs, including easily treatable bacterial infections such as syphilis and gonorrhoea, continue to cause a huge burden of ill health in both developing and developed countries. Syndromic management is currently the best approach for the management of sexually transmitted infections in developing countries, but its successful implementation is often questionable Objectives The overall aim of this study was to assess and compare the quality of STI services in the primary health care clinics in Leribe district, Lesotho. The specific objective of the study was to assess the availability of STI drugs, clinicians’ knowledge of STI management, and the availability of STI examination equipment Methods A descriptive cross-sectional quantitative study was conducted with 23 nurse clinicians in PHC clinics in Leribe district of Lesotho. This study explored the gaps and issues around the provision of syndromic management of STIs using the DISCA tool. Results Most of the facilities have inadequate and non reliable equipment and supplies as well poor and inadequate infrastructure. There is lack of continuous training on STI management, low complete treatment to STI clients with only a few of the health centres giving complete treatment and there was also poor contact tracing of partners. Almost all clinicians cited the correct treatment for managing male urethral syndrome. Conclusion The lack of continuous training compromised STI management because nurse clinicians lacked skills to provide quality services. In general, although the principles of syndromic management are well understood by most clinicians, there are no systems in place to support the use of these guidelines