The aim of this study was to identify effective support strategies used to promote social inclusion and academic progress of key stage three and four Gypsy, Roma and Traveller (GRT) pupils in a mainstream secondary school. The study used an interpretivist approach, incorporating an embedded single case study with several participant groups, namely GRT pupils, GRT parents, school staff and supporting professionals. Data was collected using interviews, focus groups and questionnaires. It was analysed using pattern matching and explanation building. The research design, data collection and data analysis were guided by theoretical propositions developed from the existing research. The findings of this study identified that focused staff support from a GRT teaching assistant and class teachers had the most significant influence on the promotion of both social inclusion and academic progress. In addition, social inclusion was promoted through a positive inclusion school ethos, providing clear and consistent links to the GRT community and receiving input from a range of supporting professionals. Academic progress was encouraged through the use of: appropriate teaching and learning strategies which included incorporating GRT culture into the curriculum; having clear leadership from the Senior Management Team; school policies; and additional support to access the school.

The number of teaching assistants (TAs) employed in schools across England is steadily increasing (Department for Education, 2015). Due to limited information on this large workforce, the ‘Deployment and Impact of Support Staff’ (DISS) project was undertaken (Blatchford et al., 2008). Concerning findings from this project have influenced further research and informed advice for changes for TA practice and deployment. Although pupils are the key stakeholders of TA support there is limited research gaining their perspectives on this area (Cajkler et al., 2007), particularly for secondary school pupils. In this study, a mixed method design underpinned by a strength-based perspective was used to investigate secondary school pupils’ perspectives on TAs. Findings suggest that supporting pupils with their learning was perceived to be a primary aspect of the TA role, in addition to several other forms of support across multiple contexts. Strategies to support learning, communication, personal characteristics and working within a context to meet the needs of the pupil, were perceived to contribute to effective TA practice and deployment. TAs were also perceived to have a positive impact on pupils’ learning and wellbeing. These findings contribute to the existing literature and have implications for research and professional practice.

This research explored the effect of adult interactive style on the spontaneous communication of children with autism. It focused on the frequency of children’s communication, the functions of their communication, the methods they used and the impact of four different school activities (i.e. sensory room, snack time, soft play and 1:1 work) on their communication. Theoretically, the study drew upon the transactional model of child development and the social model of disability. It was an action research study having a mix of quantitative and qualitative data which took place over an eighteen month period. The study was conducted within an Early Years Foundation Stage (EYFS) class in a specialist school for pupils with autism. Six children and three members of staff took part. The researcher developed a set of principles in conjunction with the staff which formed the basis for the Adult Interactive Style Intervention (AISI). The findings showed that staff increased their use of the AISI principles over time and all children considerably increased the frequency of their spontaneous communication, their communicative functions and methods. In the follow-up phase, twelve months later, it was found that these changes had been maintained in both children and staff.

This research project explores which forms of early teacher learning (ETL) are most effective to secure the retention, motivation, commitment and job satisfaction of new entrants to the teaching profession in the United Kingdom (UK). It was inspired by concern over the high drop-out rate of teachers new to the profession expressed by Michael Gove (UK Secretary of State for Education) in The White Paper “The Importance of Teaching” (2010). A survey methodology was used and the method was that of semi-structured interviews with twenty teachers from three secondary schools in the West Midlands of England. It was found that ETL was effective when interactive, shared, school based, well mentored and related to teaching in the classroom. It was also found that effective ETL took place when teachers were learning through their engagement in projects, responsibility roles and extra-curricular activities. It was further found that this was so because such activities developed professional identity; self-efficacy; a psychological contract with the school and mastery of the craft of teaching. Links to the processes of acculturation, assimilation and actualisation were indicated. The significance of this research project is that it points to strategies which can help retain new entrants in the profession.

Volume one comprises of two parts. Part one is a critical literature review which discusses the research into bullying in schools. There is a particular focus on the nature and prevalence of homophobic bullying and the use of homophobic language within the school environment and the impact of this on young people who are subjected to this type of abuse. Part two is an empirical paper based on the research project conducted by the author during her training on the Applied Educational and Child Psychology Doctoral programme. The research investigates the use of homophobic language within a single secondary school from the perspective of young people. The research is a two part study, where both qualitative and quantitative data collection methods are utilised. The overall results highlight that young people who use remarks and language that are homophobic often perceive these remarks and language as banter amongst peers and are not always aware of the emotional distress this can cause to young people who are vulnerable to this form of bullying.

This study focused on secondary school counselors employed in public schools in the state of Virginia. It investigated the direction and strength of the relationship of level of moral development, locus of control, HIV knowledge and HIV attitudes.;Locus of control was measured by Rotter's Internal-External Locus of Control Scale (I-E Scale). The Defining Issues Test (DIT) was used to assess counselor level of moral development. An HIV questionnaire examined counselor attitudes and knowledge. Kohlbery's theory of moral development provided the basis for the study.;It was hypothesized that the level of moral development would show a significant positive relationship with the counselors' HIV knowledge and a significant negative relationship with the counselors' HIV attitudes. Additional hypotheses suggested that the locus of control would relate positively to counselors' HIV attitudes and negatively with HIV knowledge. A significant negative correlation was predicted between counselors' moral level of development and locus of control.;of the 286 secondary schools contacted, 118 counselors elected to participate. They completed an HIV questionnaire, the I-E Scale, and the DIT. All assessments were conducted during the spring of 1995.;Data from the study were submitted to product-moment correlations to test the hypotheses. In addition, step-wise multiple regressions were used to analyze the survey variables: HIV attitude and HIV knowledge.;The data did not support a negative relationship between HIV knowledge and level of moral development. There was, however, a significant negative relationship between HIV attitude and level of moral development. There was statistical support for the existence of a negative correlation between locus of control and counselors' HIV knowledge. The positive relationship between locus of control and attitude was not supported. The study data supported the relationship between counselors' moral level of development and their locus of control. The higher the level of moral development, the lower (internal) the level of locus of control. Additional significant relationships were found and recorded. An analysis of responders versus non-responders on the DIT instrument was performed because of the large number of incomplete or unreturned test forms.;The study's data combined with the results of previous research suggested several areas of application: HIV education for counselors, college curriculum, counselor support groups, school systems, state departments, and professional organizations. While the results of the study apply specifically to secondary school counselors employed in the state of Virginia, there is no reason to believe that the specific location would affect the relationships between variables or limit the applicability to counselors in other states.;Suggestions for further study included expanding the survey to include middle school counselors or to include secondary school counselors in other states. Similar studies might be undertaken to assess counselors' attitudes and knowledge regarding gay adolescents or to determine the absence or presence of counselor homophobia. An additional area for exploration includes a survey of counselor education programs' inclusion or exclusion of HIV/AIDS training.

In order to improve his own teaching practice, the researcher observed and studied student-driven approaches to public art education that not only achieved the aims of the national standards, but also encouraged secondary students' engagement with art in personally relevant ways. Inspired and informed by these observations and studies, the researcher developed a curriculum based more on student concerns, which was studied using action research. The action research approach was driven by experimentation with the curriculum's content as well as its implementation and is fundamentally about improving the researcher's own teaching practice. Hence, the study focuses largely on the researcher's curriculum and teaching. Relationships or correlations between intrinsic motivation, engaging with art in critical ways, and classroom autonomy are explored in the present study. This thesis investigates what students might accomplish when given more autonomy over their projects and learning opportunities. This study focused largely on how a student-driven approach changed the researcher's own feelings and understandings about teaching and learning. The results of the present study lead to a variety of conclusions regarding teaching, curriculum, and student learning.

This study was designed to evaluate the perceptions of novice and veteran teachers’ level of stress and their attitudes toward their profession. Stress may be caused by many different factors. Work related stress is common amongst many people in the work force. In education stress is endured, in some cases on a daily basis. There are many demands put on teachers to ensure student learning. These demands can cause an overwhelming amount of stress for teachers. This stress can have a positive or negative impact on teachers’ attitude toward their profession. The qualitative research method is the method that was used in this study. Qualitative research provides an opportunity for the researcher to have an individual interaction with participants. Interviews and focus groups were used to collect data. Twelve elementary teachers in Northeast Tennessee were interviewed. Of the 12 teachers who were interviewed, novice and veteran elementary teachers in Kindergarten through fourth grades participated in this study. During data analysis, 9 themes were identified. These themes were (a) resources, (b) testing, (c) lack of time, (d) changes in curriculum, (e) relationships with coworkers, (f) internet sources and technology, (g) school community and culture, (h) personal life, and (i) job satisfaction. Based on the research the following conclusions were presented. Some of the most common stressors among teachers are evaluations, paperwork, testing, and students’ academic and behavioral needs. Positive relationships with other teachers and staff members within a school are important throughout the school year. Support from school and district administrators is very much needed and appreciated in order to retain teachers. Providing support and encouragement for teachers could be beneficial to schools and school districts. Recommendations from this study’s findings may assist school districts and administrators in retaining teachers and supporting them in their profession.

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The primary purpose of this study was to explore the complex role of division level special education administrators relating to secondary transition services. Management and leadership dimensions of the role of special education administrators related to secondary transition services were explored by surveying all special education directors (133) in the Commonwealth of Virginia using a survey instrument specifically designed for this study.;Analyses of the data revealed significant overlap between the management and leadership components of the role suggesting that the two constructs can not be separated. The dimensions of management and leadership were highly correlated and ratings for importance of tasks related to both constructs fell between "some extent" and "great extent" on the survey scale.;There was, however, significant difference between special education administrators' perceived ideal role and their real role. Transition related tasks were rated in importance between "some extent" and "great extent", while ratings for the performance of those tasks in the real role fell between "small extent" and "some extent".;Administrators identified enablers to their ability to administer transition services in their divisions as support of a committed knowledgeable staff, adult agencies, community, general education, and their own personal vision and knowledge. Primary barriers included lack of time, resources, knowledge, and community support. Comments on factors related to enablers and barriers seemed to be linked with both management and leadership tasks as defined by this study.