This three phase research project, conducted with low-income students of color in an urban high school, addresses the use of process drama and playmaking as primary modes for addressing components of best practice in multicultural education, and altering the reproduction of hegemonic ideologies in schools. Further, the effects of classroom community on the learning outcomes of the project are considered. This is a qualitative study using participant observation as a primary form of data collection, followed by ethnographic interviews. Data analysis followed a primarily inductive process with a focus on the development of grounded theory to explain the outcomes. Discussion of project outcomes are considered in relationship to literature on the nature of ideologies, the ways that public schooling both supports and exacerbates existing dynamics, the suitability of public schools as potential sites of change in these dynamics, and the potential of applied drama/theatre to provide a viable alternative curricular approach for facilitating change in hegemonic reproduction in schools.

The introduction of the Teaching and Learning Mathematics and Science Subjects in English (PPSMI) policy to change the medium of instruction in mathematics and science subjects from Bahasa Melayu to English has raised many debates on the effectiveness of the policy and the ability of the schools, teachers and pupils to adapt to the new medium of instruction. This study evaluates the implications of the PPSMI policy for the school performance in mathematics and science subjects. The school performances before and after the implementation of the policy were assessed and compared according to school types, states, and locations by developing an advanced technique in measuring school efficiency based on hybrid returns to scale (HRS) data envelopment analysis (DEA). A new methodology of measuring change in performance over time based on the Malmquist index was also developed to measure the difference in performance before and after the implementation of the policy. The aim of developing the methodologies is to provide an alternative assessment of the implications of the PPSMI policy for the school performance in mathematics and science subjects thus helping the Ministry of Education Malaysia to decide on the direction of the PPSMI policy. The HRS DEA model is a new extension in DEA based on the concept of selective proportionality in the relationship of input-output variables. It gives a better estimate compared to the original convex models, the constant returns to scale (CRS) and the variable returns to scale (VRS), when some of the inputs and outputs have proportional relationship while others do not. In this study, an HRS-based DEA model utilising 10 inputs and 8 outputs was developed to assess the efficiency of schools from three states i.e. Kedah, Penang, and Perlis. The schools comprise of three different types i.e. the national, fully residential, and religious school-types. The efficiency was also assessed by using the CRS and VRS models to compare the results. The Malmquist index is a popular productivity index for measuring efficiency over time. The Malmquist index can be calculated from the CRS-based or the VRS-based DEA efficiency scores. This study developed a new productivity index called the HRS-based Malmquist index. This is similar to the VRS-based Malmquist index but the calculation of the index is based on the efficiency scores from the HRS DEA model. The efficiency scores and Malmquist indices of schools in different categories (i.e. school-types, states, and locations) were tested for significant difference by using nonparametric statistical tests. Nonparametric statistical tests were used due to the nonparametric nature of DEA. The statistical tests used in this study are Mann-Whitney U Test and Kruskal-Wallis Test to look at independent samples such as samples from different school-types, and Wilcoxon Signed Ranks Test and Friedman's Two-Way Analysis of Variance to examine dependent samples such as the difference in performance before and after the implementation of the policy.

This thesis analyses whole-class interactions in the mathematics lessons of four mathematics teachers and their pupils. A conversation analytic approach was taken in analysing the transcripts of whole-class interactions, focusing on those interactions that were about mathematics. The sequential organisation of talk, in particular turn-taking and preference organisation, is examined for similarities and differences across the four classrooms and the implications these may have for the teaching and learning of mathematics are explored. This research also examines the discursive construction of the mathematical tasks and activities in each of the classrooms. The analysis reveals that the teachers and pupils orient to the institutional setting in which the interaction occurs. The structure of interactions in formal classrooms offers opportunities that can support particular features of learning mathematics, such as using mathematical terminology, building in opportunities for pupils to think about the mathematics, explain their reasoning, and ask mathematically related questions. However, these structures also constrain the interactions and so features of learning mathematics only feature in interactions that deviate from the usual patterns of interaction in formal classrooms, such as argumentation and justification. Finally, this research offers evidence that the way mathematical tasks and activities are talked into being affects the nature of the mathematics that the pupils experience.

<p> High schools in the United States are charged with preparing students for citizenship and the knowledge, skills and experiences for success in postsecondary education and work. This study examines the problem of how to prepare students for college and work in a rural deindustrialized working-class community where jobs and careers that allow for upward economic mobility are scarce. </p><p> This ethnographic case study sought to understand the influences and interplay of school-based and non-school-based factors that influenced students&rsquo; decisions as they graduated and made the transition to college and work. Participants were two generational groups of alumni from working class families in the same high school. The first group was comprised of those who graduated in the decade that followed the closure of the railroad in Livingston, Montana in 1985. The second group was comprised of those who graduated a generation later, 20-30 years after deindustrialization. </p><p> The study found that the economic restructuring that occurred a generation after the deindustrialization altered the factors that affected the transition from high school to college and work for children in working class families. Financial stress and financial instability weighed more heavily on the present generation. College was seen as an investment in the 1985-1995 generational group, whereas college is a gamble for the 2005-2015 group. The 2005-2015 working class group saw themselves as &ldquo;too rich&rdquo; for grants, but &ldquo;too poor&rdquo; to afford college. While parent expectations for educational attainment remain the same for all participants, the latter group has fewer community ties and a greater reliance on educators in the high school. </p><p> The study concludes with recommendations that include interventions in the areas of college and career counseling, an examination of rural college and career readiness, critical pedagogical and collective impact approaches. The study calls upon school leadership to articulate competing discourses that shape educational practice and policy, and to be informed by the awareness that students&rsquo; subjective experiences of their lives are embedded within economic, political and social structures, as they attempt to intervene in the lives of young adults who will enter a precarious labor market.</p>

In any country, the education of the next generation is of huge importance. For Libya, which has developed very rapidly, the education of young people will be vital for the future of the country. The main problem at present in Libya is the quality of education: the need to build so much in order to educate so many in a short time creates the classical dilemma of quality of education versus quantity of education, a problem common in many developing countries. There is also a shortage of Libyan school teachers at secondary school level especially those qualified in science subjects, as well as resource problems. The examination system emphasises the rote recall of information and holds great power over the learners at key times of the year. Against this background, students sometimes show their dissatisfaction by leaving school or simply failing to attend. The aim of the present research is to look at Libyan education at various stages and ages from the student perspective: in middle (ages 12-15) and high schools (ages 16-20). The aim was to gain a picture of what was happening and to find out student’s views about their learning experiences. Overall, the aim of this study is to offer insights into the perception, beliefs and attitudes of students in Libya in an educational system where growth has been phenomenal over the past five decades or so. The study involved three major surveys using questionnaires. These involved very large samples (1939 in all), drawn from a wide range of schools and catchment areas, reflecting Libyan society. It was possible to analyse the responses by various subgroups. Great care was taken to ensure that the students responded to reflect what they actually thought by emphasising that the questionnaires were not seen by teachers, all questionnaires being anonymous. To confirm the picture given by the responses to the questionnaires, samples of students were interviewed using a checklist of key areas of interest. A sample of teachers was also interviewed to see to what extent their views matched those of the students. A first survey offered an overview of students’ views, the emphasis being on looking for trends with age. Age 12 is the first year of middle school under the Libyan system while age 15 is the uppermost year in middle schools. The other three groups are drawn from various stages in the high school. The second survey allowed students nearing the end of their studies at secondary school to reflect on their experiences and to offer ideas for the future. Students are able to reflect on their educational journey as they approach the end of schooling; and university, college or jobs are in the imminent future. In Libyan education, students make fixed subject choices (arts, sciences, technology) which determine their high school and curriculum. Once a choice is made, they have to continue with this for the remainder of their school time. The third survey focussed on the age group when these decisions have just been taken: first year in high school. Finally, the interviews offered a useful way to see to what extent what the students said matched the pictures which had come from analysing the questionnaires. Interviewing a sample of teachers gave added insights in offering a new perspective on the Libyan educational provision as seen from the teacher perspective. The main question was the extent to which teacher views matched student views. The examinations system clearly poses many problems, including relationships to the curriculum as well as cheating. The students want less reliance on recall, less reliance on end of year examinations and they feel that they are being undermined by the ease of cheating. The system is dominated by the reward of accurate recall. There seems to be an expressed wish for freedom: freedom to question, freedom to express themselves, freedom to be released from the dominance of memorisation and recall. Despite this, they still rely on the security of the factual knowledge as the sources are often seen in black and white terms. Teachers are seen as authority figures and the curriculum is based tightly on prescribed textbooks. Students wish for curricula which are related to life and lifestyles as well as related to their needs, future needs and aspirations. Students were also seeking some kind of pastoral care and support for learning. In looking at specific subject areas, the sciences need some overhaul. The students see them largely as memory driven and this presents the sciences as bodies of knowledge to be memorised rather than methods of enquiry or ways of interpreting and understanding the world around. They have a utilitarian view of language, wanting to start English at a very much earlier age so that it is available for the world of the sciences. Mathematics is a major problem area, generating very polarised views. The main problem subjects, therefore, appear to be mathematics and physics (with its abstractness) and, perhaps, chemistry. This is a matter of concern given the high proportions which take these subjects for career reasons. The purpose of education is seen as based on careers, examination passing and recall. Understanding, applying ideas, creativity, questioning are all devalued. The idea of school education as a way to unlock potential seems missing and the students appear to appreciate that. The teacher’s role is largely that of transmitting information in an efficient and effective manner to their students. The teachers have little insight in the role of their subjects in the development of young people. They are ruled by the demands of society, with its dependence on examination success for gaining access to the next stage of life. They find the curriculum overcrowded and want more time for students to be able to think. However, they have little clear idea of the nature and role of understanding and the idea of seeing their subject in terms of wider life (outside entry to careers) is largely absent. Overall, the students are quite positive about many aspects of their experiences although they know of no other educational system. The most fundamental need is to generate a new way of thinking: where the recall of information under an examination-driven system is changed to an educational experience where understanding, applying ideas, creativity and questioning hold a much higher status. This will need a major paradigm shift for teachers and wider society in Libya.

The problem that compelled this study is one faced by districts across the nation, which is the alignment of district curriculum with state standards and assessments. The Jacobs model of curriculum mapping was developed to address these alignment issues. The Jacobs model represents a large scale change initiative, and large scale reforms may be unsustainable if leaders misunderstand the magnitude of change and its impact on leadership. The purpose of this multiple case study was to explore administrator and teacher perceptions of administrative responsibilities for implementing the Jacobs model of curriculum mapping in a rural Midwestern school and how administrative leadership impacted teacher perceptions of sustainability. The conceptual framework for this study was based on change theories in relation to the work of Fullan and Senge. Data were collected from multiple sources, including interviews with 25 teachers at the elementary, middle, and high school levels and 5 administrators at all instructional levels. Archival documents and artifacts from 5 school years were also collected. Single case data was inductively analyzed and coded into 3 frames of analysis, and a cross case analysis of patterns, relationships, and themes was conducted. The findings of this study identified leadership challenges that impeded sustainability. Results suggest that for large scale reform to be successful, leaders need to identify and address potential change barriers and assume non-traditional leadership roles and responsibilities. Implications for positive social change include raised teacher awareness about the need for curricular alignment with state standards and the importance of horizontal, vertical, and lateral collaboration to address curricular gaps and redundancies in order to improve student learning.

This study was founded upon an assumption that the discourses of leadership and Continuing Professional Development (CPD) in England are different, and that leading CPD in England is complex and difficult to manage. The overall goal was first to develop a shared understanding of concepts of CPD leadership which underpin the complexity, and second to assist overcoming the confusion. Both the assumption and the stated goal emanate from the researcher’s own professional position. The researcher is professionally active in the field, as a provider of CPD, and also as a representative of the University sector. As chair of the Universities’ Council for the Education of Teachers (UCET) CPD committee, the researcher has lobbied for academically accredited CPD. This presupposes a respect for teachers’ criticality and a reflective approach to Government proposed policy. The work examines policies and practices of CPD since 2000. Significant organisations (e.g. General Teaching Council for England, Training and Development Agency for Schools, National College of Leadership for Schools and Children’s Services) have based their work on a number of concepts which have contributed to a confusion and complexity for leaders of CPD tasked with shaping practice. The initial literature review showed how concepts associated with CPD leadership are emerging, and that therefore any research could not be based upon a static focus. The study explored concepts of educational leadership, noting the emphasis on individual styles, behaviours and performance of leaders. This analysis contrasted with findings that CPD is more focussed on the collective effort of professionals. The study is based upon professionally focussed research. Findings varied according to different stakeholder groups’ attitudes and tacit understandings. The methodology adopted was essentially qualitative and consisted of approaches and techniques associated with phenomenology, action research and grounded theory. Although the term ‘discourse’ is frequently used, it is in the sense of ‘discourse analysis’, rather than of ‘discourse theory’. Outcomes of the work were the identification of four dimensions, which may be seen to drive CPD leadership, and which served to provide an underpinning framework to help the analysis of the research. The uncovering of nine variables, which determine the emphasis contained within different approaches to CPD, served as finer detail to aid CPD leaders. These perspectives were developed into a survey tool, and served as stimuli for interviews. Use of the survey and interviews provided data sets for close scrutiny, leading to a visual representation of different stakeholder perspectives, and indications of how and why each group differed from others. The findings also showed areas of agreement and shared understanding. The work ends with a consideration of how identifying the concepts and perspectives underpinning a CPD initiative can assist CPD leaders in shaping their behaviour and practice.

This study tested the usefulness of Tinto's (1975) and Hossler and Bean's (1990) models of college student departure in explaining dropout in public urban high schools. The "fit" of the models to high school data was tested using path analysis. The sample consisted of 2,625 high school students from the High School and Beyond Study. The findings showed that Tinto's model alone did not provide a good representation of high school data, but that adding causal paths from the constructs of organizational and environmental variables to other variables in Tinto's model, as proposed by Hossler and Bean (and as modified through the findings of this study), produced a model that was a good explanation of the processes leading to high school dropout. The implications of these findings for theory, policy, and future research concerning high school withdrawal are discussed.

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