The Streetscapes Project is a photographic and journalistic documentation of ten street-based people's stories from Cape Town, South Africa. The subjects of the project are employed by Khulisa Social Solutions, a non-profit organisation (NPO) that adopts a systemic approach to breaking the cycle of crime and poverty. Streetscapes falls under two of the NPO's eleven programmes, i.e. the offender rehabilitation & reintegration programme and the diversion programme, and includes five social enterprises with the urban garden project in Roeland Street, Cape Town, being one of it. Through narratives and research this project shows how street-based people are highly motivated to work and rebuild their lives, and that having a job means more than simply earning an income to them – it provides them with self-worth, dignity and a source of hope. Beyond the documentation of their personal stories the project also explores the larger structural and systemic barriers surrounding the broader issue of homelessness in the city, including access to shelter services, among others. Ultimately, this project aims to debunk stereotypes about street-based people and enlighten the public about the challenges they face when living on the streets.

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The training and skills of educational psychologists (EPs) mean that they are uniquely qualified to deliver critical incident (CI) support to educational settings. One aspect of this support may involve producing written guidelines for schools; however such guidelines have received almost no attention in the research literature. An exploratory study was undertaken, in two phases, to explore current practice in the production and use of CI guidelines. Phase 1 involved the collection and content analysis of guidelines from a random sample of educational psychology services (EPSs) in England and Wales. Phase 2 involved semi-structured interviews with professionals, predominantly EPs; transcripts were analysed using thematic analysis. In phase 1, 97% of the sample stated that their EPS offered CI support to schools and 83% stated that they had produced written guidelines to support schools. Analysis found that the most frequently occurring content covered: how to initiate support (95%); recommended actions for CI preparation (68%) and CI response (95%); website addresses (68%) and booklists (50%); psycho-education about grief and trauma (64%) and examples of scripts and templates (55%). Recommendations and information were largely consistent with evidence in the academic literature. Interviewees described the benefits of written guidelines but maintained personal contact was an essential part of CI intervention. The role of guidelines, their limitations and implications for EP practice are discussed.

This thesis is divided into two parts. Part I consists of a discussion regarding the multicultural landscape of the UK which considers the current literature on the Gypsy Roma and Traveller (GRT) community. The needs of each group are reviewed with respect to the literature that has been conducted. Within the review, it is apparent that academic papers for the GRT community are limited, particularly with respect to the Roma population's experiences in education in the UK. Specific research questions are posed to explore an under researched area. Part II of the thesis is the empirical study which aimed to explore the research questions posed in Part I. This section provides an overview of the literature (contained in Part I); the epistemological position of the research and its design; the methodology and procedure employed; an analysis of the findings; a discussion of the study; and lastly considerations for the application to the Educational Psychology profession and for future research. The findings revealed a number of shared themes which are inter-related in the educational and social-context: opportunity and prospects, social support, past experiences, acculturation/adaptation and practice in schools. The findings uncover an insight into the experiences of Roma children in education in an urban area of Wales which are largely positive. There is scope for some adjustments in the social and school context, which are discussed in light of the accounts shared.

It is 25 years since my first publications in professional and academic journals, Resource and the British Journal of Religious Education respectively, and thus a suitable point to reflect on my contribution to the discipline, or rather disciplines, of Religious Education and Religious Studies. Although the majority of my published work relates to religious education, my teaching and administrative career has included both religious studies and religious education, and I have also published materials relating to the religions themselves and the teaching of religious studies at university level.

The purpose of my research is to examine and explore the ways that undergraduate students understand the concept of recursion. In order to do this, I have designed computer-based software, which provides students with a virtual and interactive environment where they can explore the concept of recursion, and demonstrate and develop their knowledge of recursion through active engagement. I have designed this computer-based software environment with the aim of investigating how students think about recursion. My approach is to design digital tools to facilitate students' understanding of recursion and to expose that thinking. My research investigates students' understanding of the hidden layers and inherent complexity of recursion, including how they apply it within relevant contexts. The software design embedded the idea of functional abstraction around two basic principles of: 'functioning' and 'functionality'. The functionality principle focuses on what recursion achieve, and the functioning dimension concerns how recursion is operationalised. I wanted to answer the following crucial question: How does the recursive thinking of university students evolve through using carefully designed digital tools? In the process of exploring this main question, other questions emerged: 1. Do students understand the difference between recursion and iteration? 2. How is tail and embedded recursion understood by the students? 3. To what extent does prior knowledge of the concept of iteration influence students' understanding of tail and embedded recursion? 4. Why is it important to have a clear understanding of the control passing mechanisms in order to understand recursion? 5. What is the role of functional abstraction in both, the design of computer-based tools and the students' understanding of recursion? 6. How are students' mental models of recursion shaped by their engagement with computer-based tools? From a functional abstraction point of view almost all previous research into the concept of recursion has focused on the functionality dimension. Typically, it has focused on procedures for the calculation of the factorial of a natural number, and students were tested to see if they are able to work out the values of the a function recursively (Wiedenbeck, 1988; Anazi and Uesato, 1982) or if they are able to recognize a recursive structure (Sooriamurthi, 2001; Kurland and Pea, 1985). Also, I invented the Animative Visualisation in the Domain of Abstraction (AVDA) which combines the functioning and functionality principles regarding the concept of recursion. In the AVDA environment, students are given the opportunity to explore the hidden layers and the complicated behaviour of the control passing mechanisms of the concept of recursion. In addition, most of the textbooks in mathematics and computer sciences usually fail to explain how to use recursion to solve a problem. Although it is also true that text books do not typically explain how to use iteration to solve problems, students are able to draw on to facilitate solving iterative problems (Pirolli et al, 1988). My approach is inspired by how recursion can be found in everyday life and in real world phenomena, such as fractal-shaped objects like trees and spirals. This research strictly adheres to a Design Based Research methodology (DBR), which is founded on the principle of the cycle of designing, testing (observing the students' experiments with the design), analysing, and modifying (Barab and Squire, 2004; Cobb and diSessa, 2003). My study was implemented throughout three iterations. The results showed that in the AVDA (Animative Visualisation in the Domain of Abstraction) environment students' thinking about the concept of recursion changed significantly. In the AVDA environment they were able to see and experience the complicated control passing mechanism of the tail and embedded recursion, referred to a delegatory control passing. This complicated control passing mechanism is a kind of generalization of flow in the iterative procedures, which is discussed later in the thesis. My results show that, to model a spiral, students prefer to use iterative techniques, rather than tail recursion. The AVDA environment helped students to appreciate the delegatory control passing for tail recursive procedures. However, they still demonstrated difficulties in understanding embedded recursive procedures in modelling binary and ternary trees, particularly regarding the transition of flow between recursive calls. Based on the results of my research, I have devised a model of the evolution of students' mental model of recursion which I have called – the quasi-pyramid model. This model was derived from applying functional abstraction including both functionality and functioning principles. Pedagogic implications are discussed. For example, the teaching of recursion might adopt 'animative' visualization, which is of vitally important for students' understanding of latent layers of recursion.

The status of the cross-linguistic dimension of second language learning, and hence of L2 pedagogy, appears to have been systematically underplayed in epicentric, i.e. flowing from centre to periphery, theories of second language acquisition (SLA). Indeed, following the advent of cognitivism, mainstream SLA theory has frequently sought to marginalize anything suggestive of a contrastive paradigm. SLA conceptions of the nature of the influence of a learner’s first language on L2 acquisition and performance have tended to take the form of reductive dichotomies of the interference versus facilitative resource type – a mutually exclusive either/or interpretation. Consciously or otherwise, epicentric theories of L2 learning and pedagogy have filtered down to the language improvement and language awareness components of TESOL initial teacher education (ITE) and in-service education and training (INSET), where the focus is exclusively monolingual L2 and necessity all too often masquerades as principle. Against this backdrop, the present inquiry set out to evaluate the perceived benefits of an explicitly cross-linguistic (L1/L2) approach to language awareness on an L2 ITE program for pre-service trainees from the Japanese EFL context. Based on the evaluative response data from the non-native speaker (NNS) program participants, I invoke the notion of analytic generalization to argue that an explicit focus on selected cross-linguistic aspects of L2 learning, together with awareness-raising in respect of a range of context-specific ESOL-related issues has the potential to positively contribute both to trainees’ L2 development and to their development as pre-service TESOL professionals. The thesis further argues for a more holistic appreciation of the dynamic, complex nature of cross-linguistic influence viewed within a broader, context-specific conception of the L2 Teacher Language Awareness (L2 TLA) construct.

This thesis is concerned with how a group of student teachers make sense of trigonometry. There are three main ideas in this study. This first idea is about the theoretical framework which focusses on the growth of mathematical thinking based on human perception, operation and reason. This framework evolves from the work of Piaget, Bruner, Skemp, Dienes, Van Hiele and others. Although the study focusses on trigonometry, the theory constructed is applicable to a wide range of mathematics topics. The second idea is about three distinct contexts of trigonometry namely triangle trigonometry, circle trigonometry and analytic trigonometry. Triangle trigonometry is based on right angled triangles with positive sides and angles bigger than 0 [degrees] and less than 90 [degrees]. Circle trigonometry involves dynamic angles of any size and sign with trigonometric ratios involving signed numbers and the properties of trigonometric functions represented as graphs. Analytic trigonometry involves trigonometric functions expressed as power series and the use of complex numbers to relate exponential and trigonometric functions. The third idea is about supportive and problematic conceptions in making sense of mathematics. This idea evolves from the idea of met‐before as proposed in Tall (2004). In this case, the concept of ‘met‐before’ is given a working definition as ‘a trace that it leaves in the mind that affects our current thinking’. Supportive conception supports generalization in a new contexts whereas problematic conception impedes generalization. Furthermore, a supportive conception might contain problematic aspects in it and a problematic conception might contain supportive aspects in it. In general, supportive conceptions will give the learner a sense of confidence whereas problematic conceptions will give the learner of sense of anxiety. Supportive conceptions may occur in different ways. Some learners might know how to perform an algorithm without a grasp of how it can be related to different mathematical concepts and the underlying reasons for using such an algorithm.

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