This thesis concerns an exploratory practice (EP) project conducted at a two-year college in north east Japan, which was severely affected by the earthquake of March 2011. The focus of research is a 13-week EFL course for 25 first-year college students, specifically designed to enhance their future visions of themselves as L2 users (Dörnyei & Kubanyiova, 2014). This study examined opportunities that the course created for the students’ vision development in the classroom and the factors that may have contributed to these opportunities. The data came from 1) students’ written narratives, 2) semi-structured interviews, 3) teacher/researcher reflections, field notes and audio- and video- recordings of the classes, and 4) course evaluation questionnaires. Findings show that the course was beneficial for enhancing students’ appreciation of their language-relevant futures and the thesis engages with the factors that contributed to these findings by 1) tracing the trajectories of L2 learning and intercultural experiences of selected interview participants, 2) examining group dynamics and pedagogy adopted for the course, and 3) piecing together an understanding of the role that the teacher played in mobilising one focal participant’s future vision. The key contribution of this EP inquiry turned out to be more far-reaching than originally envisaged; however, pointing to the broader role that language education can play in young people’s lives. The thesis concludes by discussing educational and research consequences of this finding.

The vocal demands on teachers in UK classrooms are explored in this mixed methods research which notes how little voice support teachers receive. The study draws on information from a range of fields: literature on voice problems, voice science, actor training, and the perspectives of teachers themselves. First-hand evidence collected through a survey questionnaire and individual interviews gives information of teachers ' voice problems. The study provides also an exploration of how voice quality is influenced by psychophysical use as defined in the Alexander Technique. The Technique was discovered by F.M. Alexander (1869-1955) and is well-known in the preparation of actors for performance. There are different understandings of what Alexander taught; what I set out in this study is the particular basis he passed on which influences my own use and voice. Detailed exploration taking place in a biomechanical laboratory replicated general vocal demand. Considerable quantitative data emerged with results showing that it is feasible to measure voice quality and other changes occurring when the teacher follows a procedure of the Technique to adjust their stance. The research aims to contribute towards knowledge of the teacher's voice, to inform provision for UK teachers, and to demonstrate further research is warranted.

The aim of the current thesis was to investigate athletes’ perceptions of coaching effectiveness in team and individual sport. The introduction reviews the literature on coaching effectiveness of direct relevance to this thesis. This chapter also identifies a number of theoretical frameworks to the investigation of coaching effectiveness in sport, and subsequently uses these to inform the empirical studies that follow. The first of these Chapter 2, investigated a number of antecedents of athletes’ perceptions of their coach’s effectiveness, finding athlete sex, sport type (i.e., individual vs. team) coaching behavior were all predictive of athletes’ perceptions of their coach’s effectiveness. Next, Chapter 3 focused on outcomes of athlete perceptions of their coach, showing such perceptions of coaching effectiveness were predictive of athlete-level outcomes representing all four of the key outcomes. This was shown in two separate samples of athletes representing a range of team and individual sports, one from the UK and one from Malaysia. Then, Chapter 4 investigated whether athletes’ perceptions of coaching effectiveness mediated longitudinal predictive effects of perceptions of coach’s transformational leadership behavior on three different athlete outcomes. This study demonstrated the longitudinal predictive effects of appropriate role model behaviour on antisocial teammate behavior and individual consideration behavior on trust were mediated by athletes’ perceptions of their coach’s effectiveness in character building and motivation, respectively. Finally the present thesis extend the coaching effectiveness literature by furthering our understanding on antecedents and outcomes of coaching effectiveness in team and individual sport, as well as the possible processes involved.

In the contemporary world, wars, violence and injustice never seem to end. In an attempt to replace this culture of violence with a culture of peace, peace education attempts to raise awareness of non-violent and constructive means of dealing with conflicts, and to promote necessary skills, knowledge, attitudes and values. This research aims to gain insight into the reality of the current practice of peace education in schools in relatively stable countries. While a school is one of the places where children learn values, attitudes and behaviour, schooling is often criticised for maintaining and reinforcing different forms of violence, including physical violence and inequality. This study explores theoretical and practical aspects of peace education and key issues relevant to these aspects, including its place in schooling. The empirical study investigates a peace education organisation in the UK, West Midlands Quaker Peace Education Project (WMQPEP) and one of its projects in a primary school. WMQPEP particularly focuses on interpersonal skills to build peaceful relationships and raise self-esteem. The overall research provides understanding of the principles and practice of peace education as well as its impact, and identifies some factors which can either promote or undermine effective peace education in schools.

Following recent reform to special educational needs (SEN) guidance and legislation in England, the introduction of the education, health and care (EHC) needs assessment process has resulted in a considerable change in the statutory support system for children with significant SEN. To date, limited research has been conducted to explore perceptions of the EHC process. This research used a multiple nested case study design to explore the perceptions of key individuals – parents, school staff and educational psychologists – about the purposes and experiences of the EHC process. Participant views were collected using semi-structured interviews and analysed using thematic analysis. A range of purposes for the EHC process were identified including; creating a shared understanding of need, facilitating planning and support, protecting children with SEN and promoting progress. Participants reported varying experiences of collaboration during the assessment phase and outcomes following the issuing of the plan. Key factors related to perceptions of success for the EHC process included; values and existing practice, knowledge and access to support and resources. Possible implications for educational psychology practice are discussed through consideration of the practical wisdom, or phronesis, drawn from these findings.

This study explored the first-year progression of a cohort of degree nursing students. A psychosocial Model of Student Progression (MoSP) was designed based on student nurse attrition literature and three theories: a student development theory by Chickering and Reisser, an identity theory by Erikson and a student departure model by Tinto. The MoSP provided a framework for the research design and a pragmatic, mixed-method approach was used to explore the progression of 59 students. Data collection included questionnaires, semi-structured interviews and first-year assessment results. Data was analysed using descriptive statistics, comparisons with components of the MoSP and thematic analysis. Findings indicated that a number of factors were associated with student progression, including pre-entry attributes and experiences. End-of-year interviews indicated the importance of student preparation for university study, transitional processes related to academic skill development, social integration, levels of support and changes to student identity and purpose. In conclusion, the MoSP was found to provide a suitable framework for exploring student progression; however, further adaptions to the model are needed to reflect the dynamic and personal nature of student progression from before university study to the end of the first year of study and beyond.

Children like to draw, but how easy is it for them to draw on a touch screen device? More specifically, how do children adapt the way that they draw to the device, to their own limitations and to the motivational context for action? Despite the fact that many children choose to draw on tablets there have been few studies of how they do so. Arguably tablets offer a more flexible drawing tool than paper and pencil but, on the other hand, there is some evidence that they also introduce some additional perceptual/motor difficulties for children. To answer this question, I conducted a series of laboratory experiments to examine how children aged between 4 to 11 years old adapt their drawing actions to their own motor variability and to extrinsic rewards. The thesis seeks a better understanding of the psychological process involved in drawing and drawing development in children given motivational factors. To this end it adopts a utility maximization approach to framing questions about drawing that derives its explanatory power from three components; ecology, utility and information processing mechanisms. The framework motivates theories that provide an explanatory and predictive account of children's adaptation of drawing strategies on a tablet, derived, in part, from the cognitive psychology of human movement control. The results indicate a developing sensitivity to utility and motor variability.

This research aimed to explore how boys’ behavioural and mental health difficulties are constructed in the discourses employed by teachers and boys themselves. The choice of topic was influenced by the ongoing ‘crisis’ regarding boys’ behaviour in education and recent shifts in discourse within educational policy that have separated constructions of behaviour and special educational needs and brought mental health further into the arena of special education. The research was influenced by ideas from social constructionism and Foucault, in order to explore how boys’ behavioural and mental health difficulties are constructed, how boys are positioned within these discourses and the implications for practice. Three teachers and four Year 8 boys whose behaviour was constructed as challenging within school were interviewed, and the data was analysed using Foucauldian Discourse Analysis (Willig 2008). The findings highlight the complexity of discourses around boys’ behaviour and mental health which are inextricably tied to constructions of masculinity and contradictory practices of discipline versus care within education. The dominance of medicalised and psychological discourses which influence constructions of normality and abnormality are also highlighted, with implications for the practice of educational psychologists outlined.

Dominant discourses construct South Asian girls and women as having a high risk of internalised problems such as depression and anxiety. Existing literature suggests that services for mental distress are under-utilised by South Asian women with the construct ‘Shame’ cited as a potential barrier to help-seeking. Little research has examined how South Asian girls construct ‘Shame’ and ‘Mental Health’ and how these constructions relate to help-seeking. This study explores discourses of ‘Mental Health’ and ‘Shame’ through the talk of South Asian girls and their teachers. Foucauldian Discourse Analysis (Willig, 2008) is employed to analyse semi-structured interview data from seven girls and five teachers. This research specifically explores how South Asian girls are positioned within the discourses of ‘Shame’ and ‘Mental Health’ and how they “open up” or “close down” opportunities for help-seeking. The analysis highlights that discourses of Mental Health are complex, contradictory and tied to prevailing discourses of abnormality and the medicalisation of mental distress. Pupil and teacher discourses surfaced contemporary understandings of Mental Health as a universal and dynamic state, demonstrating a shift in discourse. Similarly, ‘Shame’ was constructed as oppressive, sexist and regulatory as well as helpful and protective. These constructions have implications for educational psychology practice.

With the additional responsibilities that come from the new SEND Code of practice and a government focus on supporting the mental health of children, the well-being of teachers was deemed a relevant and useful focus of research. This study aimed to elicit teachers’ experiences of well-being and the factors that support well-being, considering the role for the school and the Educational Psychologist. Data was collected from five Key Stage Two teachers in the same local authority using semi-structured interviews and analysed using Interpretative Phenomenological Analysis (Smith, Flowers and Larkin, 2009). The concept of well-being, professional identity, interpersonal relationships and interpersonal approaches, managing the demands of the role and personal resources were developed as superordinate themes. Conclusions and suggestions have been provided for schools and Educational Psychologists to discuss, which focus on a whole school approach to supporting well-being.