The introduction of learning mentors into the secondary schools in 1999, as part of the Excellence in Cities initiative, was viewed within two years as a successful strategy for aiding pupils in inner city schools to develop positive attitudes towards school. As a result, the provision of learning mentors was extended to the primary sector. Although guidance on this new workforce was provided to schools it was expected that schools develop learning mentorship responsive to their own needs. This thesis begins with an overview of the introduction of learning mentors into the primary school and leads onto a consideration of one school’s interpretation of the role in practice. An evaluation of this interpretation led to a case study, carried out over one academic year, into the evolution of the role, leading to improved practice in the primary school at the heart of the research. The case study explored how the school’s provision of learning mentorship evolved over one academic year, from the introduction of a team approach based on the ideals of a nurture group, through an interim review and onto a final evaluation of practice and effectiveness. The case study was carried out with respect to the feminist approach to research, resulting in the collection and consideration of a wide range of data, including contextual data, to tell the story of the setting; indeed this notion of telling the story led to the research being reported as a narrative. Due regard was given to the researcher also being the acting headteacher of the school; the report acknowledges how the potential impact of this familiarity was addressed within the research. Due to the changing nature of the school as a society, the socialisation of children became the focus for the development of effective learning mentorship. Through this, conclusions were drawn that considered how staff, particularly senior iii staff, influenced the school society and how children may need the specialist support of trained learning mentors to adapt to the new society. The delivery of this specialist support was then outlined, with suggestions made for how the results of this case study could be used within other primary schools. A final consideration was given to the timing of learning mentorship for the individual child and the process needed to withdraw this specialist support from the child.

Although evidence suggests that enjoyment in reading is declining (Sainsbury and Schagen, 2004), students that enjoy reading are likely to read more often and be better readers (Clark and De Zoysa, 2011). The last decade has seen a well-publicised proliferation of digital reading devices as a platform for the delivery of electronic books (e-books). E-books include features that influence the reading experience, and the present study aims to explore the impact of using an iPad as an e-book on the reading experience (state enjoyment) of struggling adolescent readers. A mixed methods approach was used, including an experimental repeated-measures design where thirty participants (from years 7 – 9) were allocated to groups that read the same book for fifteen minutes across three conditions (a print book, iPad without features deployed, iPad with features deployed). The conditions were experienced in different orders and state enjoyment was measured through a questionnaire. Follow up focus groups were conducted to complement the questionnaire data. Analysis of the results shows that the iPad (with features deployed) had a significant, positive impact on the state enjoyment of struggling adolescent readers. Although some of the impact is likely attributable to the novelty of the iPad, the focus groups suggested that the dictionary and narration, and the size of the font were important for struggling adolescent readers. Whilst care must be taken with the results of this study, not least as it does not consider the maintenance of any changes in enjoyment, it is tentatively suggested that electronic reading devices with congruent features may encourage disaffected, struggling adolescent readers to return to reading. The implications of this are discussed.

Although there has been an increase in the availability of digital technology and related media (DT&RM) in many educational institutions across the UK, it has been frequently suggested that the barrier to the successful development of an effective digital learning environment is teachers' (digital immigrants) lack of technological proficiency to take into account the needs of the new digital generation of students (digital natives). With the aim of contributing to this debate, I investigated the adoption of technology by exploring digital differences between a population of students (n = 444) and teachers (n = 158) in a further education (FE) college in South East England, addressing the research question, 'In what ways do students and teachers differ in how they relate to digital technology in the context of teaching and learning practices?' In order to understand more about how students and teachers relate to DT&RM, this study utilised sequential mixed methods research with a collaborative approach to data collection. This entailed giving the participants a voice and an active role in some aspects of the qualitative recording of evidence, as well as enabling a reflection on the processes of the study. The results of the research indicate differences in digital awareness and the ability to use DT&RM among students and teachers. Although observable, those differences are not specific or age- or gender-related. The findings suggest that many participants among students and teachers struggle with and have limited knowledge of technology, and that differences in how they relate to DT&RM are associated with the different roles they play in an educational setting, as well as the role that technology plays in meeting their individual needs. The data also indicates that both groups of participants recognised the potential of using DT&RM in the classroom. Furthermore, they presented critical awareness of technology, seeing the role of technology in education as supportive rather than transformational.

This study investigates the delivery of health education within the upper basic stage science curriculum in Jordan, which covers the crucial age range 13-16. It begins by exploring various definitions and models relating to health education with a view to selecting the most appropriate for use in this study. This is followed by a review of the literature to examine the different ways in which health education is delivered. Within Jordan, the policy on health education, as revealed by official documents and guidance issued to science teachers, is analysed. The teaching methods used by science teachers in the delivery of health education are also investigated, together with the content and nature of the various health education topics delivered. A variety of data collection methods were employed; questionnaires to establish the amount and content of health education taught, semi-structured interviews to find out the range of teaching and learning methods being employed and analysis of documentary materials. The study attempts to determine whether there are any particular factors that affect the amount and content of health education taught; these are teacher gender, region of Jordan, teaching subject (biology, chemistry or physics), qualifications in that subject, and teaching qualifications and experience. The data were collected in Jordan between September 1999 and January 2000. One of the major findings of the study was that the current policy regarding health education in Jordan is not clear. There is a tendency to emphasise theoretical aspects rather than practical ones, and the affective domain, resulting in values and behaviour change, receives very little attention. It was found that at present, five health areas are being delivered within the science curriculum; these are personal health, nutritional health, disease and prophylaxis, environmental health and education for married life. The amount of health education taught was in the 'moderate' or 'low' categories used in the study, with environmental health receiving the greatest emphasis, and education for family life the least. The latter was particularly variable, with significant differences among male and female teachers. This could be due to religious and cultural factors. The study suggests that the variation in the delivery of health education by science teachers is probably related to the lack of a clear policy from the Jordanian Ministry of Education, and the fact that health education topics are not clearly identified in the official curriculum documents. It recommends that a national policy is developed, from which regional and local policies can be adapted to meet different needs. Schools should also develop their own policies, particularly for the teaching of education for family life, with teachers, health professionals and local community leaders also involved. A greater precision in the description of health topics in the curriculum and the production of teacher guidance and relevant textbooks are also recommended. It is hoped that this study will help develop new strategies for the future of health education in Jordan and the future health of the nation.

This thesis is concerned with contrasting the rhetoric and the reality experienced by teacher middle managers. A significant number of teachers interviewed in the study see this rhetoric as being generated at and promulgated from the 'centre. The thesis considers how this centrally devised rhetoric influences teacher middle managers in secondary schools. The thesis utilized a 'grounded theoryapproach. Class teachers, teacher middle managers and senior managers in two secondary schools were interviewed using semi-structured interviews. These teachers were also observed as they interacted with colleagues in both formal and informal situations. Those teacher middle managers interviewed and observed were concerned about the need to give considerable amounts of time in order to carry out the many tasks they were expected to undertake. The findings suggest that teacher middle managers perceive the public nature of teaching and consequently value the cknowledgement and approval of colleagues and pupils. The findings also suggest that teacher middle managers were keen to develop a balance between the demands made of them at home and school. Interview responses also suggest that class teachers and teacher middle managers seek certainty and control in their working lives but understand the need to compromise and develop coping strategies. Most significantly the findings suggest that teachers were seeking to hide (by using 'camouflage') from their senior managers and class teacher colleagues, the reality of their day-to-day teaching experiences. There is also some evidence that teacher middle managers are engaging in 'collusion' with class teacher colleagues and senior managers to expedite the meeting of bureaucratic 'targets' and rhetorical 'standards'.

Higher Education institutions in the UK are facing unprecedented pressure on their finances, with the commoditisation and marketisation of their portfolios, the need to diversify activities and behave similar to corporate enterprises. The corporate responsibility in each university rests with the board of governors who are a vital resource and can support institutions in addressing the many challenging external factors. With the above backdrop, the purpose of this thesis is to explore the core competencies of external members of governing bodies in UK universities. It involves a critical evaluation of the effectiveness of board member recruitment, induction, development and appraisal. An outcome of the research is that the top core skill proposed is the ability to challenge the Vice-Chancellor and the senior team. In addition, soft skills are seen to be rivalling traditional hard skills, such as financial/accounting expertise and general business competency, which still remain in demand. New board members, however, now need to offer a blend of generic hard and soft skills. It is recommended that recruitment and selection should be more demanding to attract high-calibre individuals who should be offered a seamless induction and development programme including enhanced appraisals throughout their board member life cycle. Board succession planning and sustainability were further important elements, and institutions are encouraged to develop a five to ten year plan. The study also recommends, as a medium-term solution, that the HE sector should engage more in discussion on the notion of remuneration for external board members to help address a number of challenges raised in the thesis. Finally, the author has developed an innovative developmental framework as an applied model for universities to take advantage of, which offers a cycle of continuous quality improvement to help enhance the effectiveness of individual board members.

Human beings with unmet needs related to their health and illnesses are the central focus of the domain of nursing. It is proposed in this column that nurses who conduct their practice from a nursing theory base, while assisting individuals and families to meet their health needs, are more likely to provide comprehensive, individualized care that exemplifies best practices. The Neuman systems model has been widely acclaimed to guide practice, yet specific examples are few in the published literature. The purpose of this column is to present two case studies based upon Neuman systems model; one case is directed toward family care, and the other demonstrates care with an individual. Theory-based exemplars serve as teaching tools for students and practicing nurses. These case studies illustrate how nurses' actions, directed by Neuman's wholistic principles, integrate evidence-based practice and generate high quality care.

This research study examined 394 K-12 teacher interns' incorporation of multicultural content and theory into their teaching practices during a 16-week internship in schools, mostly located within a 30-mile radius of Mississippi State University. The teacher interns had completed all coursework and practicum hours required by their teacher education program. As part of their duties, the mentor teachers evaluated the interns' incorporation of multicultural content and theory, using two indicators from the Teacher Intern Assessment Instrument: "Uses knowledge of students’ backgrounds, interests, experiences, and prior knowledge to make instructions relevant and meaningful" and “Incorporates diversity, including multicultural perspectives into lessons”. To conduct the study, the researcher used descriptive and causal comparative research designs. Results from the paired- sample T-tests indicated a statistically significant difference between initial and final mean scores for both indicators. The Cohen's d effect size indicated the 16-week internship had a large affect on the scores provided by the mentor teachers for the 394 K-12 teacher interns. Findings from the study indicated improvement in the interns' overall incorporation of multicultural content and theory into their teaching practices. As a result of the findings from this study, the researcher recommended that professors and instructors increase the number of assignments, which provide opportunities for pre-service teachers to plan and demonstrate the incorporation of multiculturalism into their teaching practices. The researcher also recommended that facilitators of professional development from the Office of Clinical Field-based Instruction and Licensure increase the amount of time spent on the incorporation of multiculturalism and diversity.

Although there is an extensive amount of literature on the developmental stages of beginning therapists and the challenges they face, little is known about one of their most difficult challenges; transferring theory learned in class to their practice. This study is a qualitative look at how beginning therapists learn to apply theory to their practice. Ten students who were beginning therapists with at least 75 hours of client contact hours were interviewed from four different universities with accredited marriage and family therapy programs. The study was conducted using a phenomenological perspective to explore how beginning therapists begin to apply theory to their practice. Using the constant comparison method of analysis, five major themes emerged from the interviews as well as a general developmental process that help to describe how beginning therapists apply theory to their practice. The main themes found include before seeing clients, early process of theory application, what was helpful, later process of theory application and a reflection of that process. Implications for beginning therapists and training programs as well as future research are indicated. / Master of Science

No / Outsourcing, an operations strategy that influences the performance of a supply chain, has become an important component of global operations management. An effective global sourcing strategy helps companies to manage the flow of parts and finished products in meeting the needs of overseas and domestic markets. Outsourcing reduces the cost of assets, facilitates core competencies to reduce production costs, leads to strategic flexibility and reduces administrative and overhead costs. Some of the reasons why companies are against outsourcing include integration challenges, sacrificing their competitive base, opportunistic behaviour, rising transaction and coordination costs, limited innovation, and higher procurement costs. Despite these shortcomings, outsourcing will continue to play an important role in enhancing organizational competitiveness. Therefore, an attempt has been made to review the literature on outsourcing with particular reference to Performance Measures and Metrics (PMMs) used in arriving at outsourcing decisions. The main objective of this paper is to present a taxonomy (classification) of PMMs in outsourcing decisions at the pre-outsourcing, during-outsourcing, and post-outsourcing stages. Also, based on the literature review and analysis, an attempt is made to determine a list of specific tools and techniques for PMMs in outsourcing. Finally, the limitations of the paper and future research directions are presented.