The aim of this phenomenologically-based study was to establish, from the perspective of academics, what impact the introduction of Teaching Quality Assessment had had on teaching in higher education. Teaching Quality Assessment (TQA) was introduced by the university funding councils, in response to their obligations under the Further and Higher Education (FHE) Act (1992) and was the methodology used to assess the quality of teaching in higher education in the UK during the period February 1993 to June 1995. A semi-structured interview approach was chosen to generate the data. Forty-six academics from two departments (Computer Science and Business Studies) in four institutions (two pre-1992 and two post-1992 universities) were interviewed. Questions focused on academics’ personal views, opinions and aspirations with respect to teaching. These were examined together with their perceptions of the institutional context particularly with respect to support for teaching, and incorporating their experiences of TQA. Respondents expressed a high commitment to teaching, and a stronger professional than institutional loyalty. Teaching was very pressurised due to increasing student numbers, high student:staff ratios, demanding students and the requirements of external monitoring. Academics were also under pressure to excel at research, since status was based on research, rather than teaching excellence. These pressures had been exacerbated by the Government’s funding, expansion, and customer-service policies, to which institutions had responded with increasingly bureaucratic and less collegial systems. The academics felt that TQA did not benefit teaching and learning directly, but indirect benefits included promoting the improvement of administrative systems, and helping them to maintain standards. Participants also regarded the TQA methodology as inappropriate, and suggested that quality assurance systems should be audit-based and improvement-focused, with minimal external controls to assure the integrity of institutional self-regulatory mechanisms.

The use of life history approaches in educational research has become increasingly fashionable. However, interest in exploring teachers' stories has met with resistance, largely, though not exclusively, on the grounds that some educational life history studies have prevented informed third party interrogation and validation. The life historian's interest in democratising the Academy has been thrown back onto the life historian with the charge that the life historian's practice has been undemocratic and unrepresentative. At the same time, the quest for `giving voice' in educational research has provoked a desire to critique the power of researchers in the production of educational knowledge and to interrogate the practices within the knowledge factory. This thesis provides a study of re-presentations in educational life history research. It examines critically previous scholarship and identifies a series of principles for the conduct of persuasive educational life history study. In exploring the use of a persuasive educational life history approach, this study applies a conceptualisation of persuasiveness which recognises the personal and political nature of educational research practice. The research takes as its starting point a particular interest in the lives of black men teachers. In advocating the pursuit of a persuasive life history approach, this thesis is presented in two volumes: volume 1 contains the main substantive thesis; volume 2 contains key materials to complement and underpin the arguments set out in volume 1. The form of representation applied here seeks to enable the reader to evaluate this research story and to participate in an extended dialogue about the reading of the teacher's life story presented here. The thesis lends credence to the contention that the teacher's professionality orientation, identity and agency are historically and biographically contingent whilst also reflective of formal and informal processes of professionalisation and institutionalisation. The study suggests that the process of understanding the teacher's professional identity and agency is contingent upon the contexts in which story telling occurs. The study argues that teaching and research practice should provide space for self re-presentation.

This thesis investigates the multi-faceted approach to primary school improvement, the English Primary National Strategy, in two distinct stages; the first focussed on policy texts and discourses. I tell my story, from being a headteacher, through to becoming a researcher, positioning this research within the context of policy sociology. I examine the historical development of primary education, identifying themes leading to a critical analysis of the introductory Strategy document Excellence and Enjoyment (DfES 2003) and subsequent policy initiatives. The second stage involved developing four ethnographic case studies, three in schools in isolated pockets of deprivation and one in a more affluent area of the English East Midlands. The notion of ‘tripping points’ is developed, identifying incidents and policies which impacted negatively and created tensions in two schools struggling to cope with a multiplicity of on-going strategy developments, alongside inherent difficulties. I highlight unusual circumstances in the third school and explain how creativity and innovation flourished there, with ‘tripping points’ being avoided, whilst in the fourth school few such difficulties were identified and staff were encouraged to develop as learners. A critical analysis of standardised initiatives imposed upon three schools to meet performance targets identified further issues. The impact of these programmes, along with funding difficulties and concerns about the number and quality of staff needed to further raise achievement appeared problematic. I argue that, to bring about sustainable change for these schools, far more than pressure, ‘workforce reform’ and efficiencies associated with the Primary Strategy are needed. This research suggests that until these schools have enough staff of high quality, and sufficient resources, the identified ‘tripping points’ will remain. I propose that the centrally controlled system and structure of primary education needs to be changed and the money saved directed towards these and similar schools and communities.

Affect has been neglected in computer-supported collaborative learning, which is unfortunate because emotions play important roles in collaborative learning and human-computer interaction. This thesis investigated affect in co-located and remote remote-synchronous collaboration, answering the question: How does the task environment and interaction with a partner influence people’s emotions during computer-supported collaboration? In Study 1, the collaborative tasks and affective features of a game provoked more goal-oriented emotions (e.g., challenge) than an open task in a concept-mapping tool. In both environments individuals assumed emotional similarity with a partner, which not necessarily was true. Some partners that reported similar emotions also interacted positively (e.g., with responsiveness and coordination). Study 2 investigated the dynamics of challenge around a collaborative game. Challenge was likely to change when the task environment included features like complexity or required coordination. Challenge increased if partners struggled, and decreased if they performed fluently. Moreover, partners influenced each other’s actions in these situations. Probably this explained the similarity between partners’ reported challenge and their tendency to assume such similarity when reasoning about the emotions of each other. In any case, partners rarely discussed emotions during their collaborative interaction. Thus, Study 3 assessed the benefits of supporting affective awareness between partners during remote and co-located collaborations. Affective awareness facilitated enjoyable and productive interactions only during co-located collaborations, suggesting the remoteness highlighted the importance of an accurate understanding of a partner’s emotions, precipitating a more effective response to the demands of the task environment. The research shows that partners’ emotions are under the influence of one another’s actions, especially when the task environment requires them to solve collaborative tasks playing complementary roles. Moreover, collaborators assume emotional similarity with the partners. Thus, the process and outcome of collaboration might improve if the environment helps partners to have a better understanding of one another’s emotions.

This research explored the nature and conduct of successful leadership in the context of Cyprus; how policy and school contexts and heads' experience influence headship leadership. The empirical findings of this study draw upon ethnographic methods rooted within the naturalistic paradigm in order to illuminate the complex and dynamic nature of headship leadership in a specific country context. A group often successful heads in urban primary schools of Cyprus was selected. Data was collected through observations, a review of a number of schools' documents and semi-structured interviews carried out with each of the successful heads and with people that had everyday conduct with them. The overall findings provided empirical evidence of the complexity of successful head teachers day-to-day practices and pointed to the positive and negative in themes of 'policy contexts', 'the values of society' and 'school and experience contexts'. These results support earlier evidence on successful leadership but also extend this. The evidence from this research has important implications for head teachers' learning and development and the role of the government in raising standards of schooling in Cyprus.

My interest into reflection and portfolio construction was developed during the 2005 Contexts for Teacher Education Module on the EdD course at the Nottingham University. Experiencing and observing some significant problems with the current portfolio stimulated me to undertake a study on portfolio construction by integrating reflection into it. The aim of this study was to examine student teachers’ perceptions of their experiences of constructing a portfolio in order to develop a more reflective portfolio construction tool. The research was conducted in the Department of Educational Sciences at Eastern Mediterranean University in North Cyprus, focusing on the EDUC 420 Practice Teaching course which is a fourth-year course in B.A in English Language Teaching. Methodologically, the researcher has adopted action research since the phases of the study best suits to the nature of action research. The study consisted of three phases, the first phase of which focused on the student teachers’ perceptions of their experiences with the currently used portfolio tool and attempted to diagnose the problematic areas of it as well as its strengths. In the second phase, the researcher attempted to develop a more reflective portfolio construction tool based on the findings of the first phase and on the related theoretical/empirical knowledge. The third phase was concerned with the implementation of the newly developed portfolio tool and reported on the effectiveness of it. Four broad research questions guided both phases of the study. Interviews and end-of-the-semester reflection essays were used as sources of data and content analysis was done to analyse the data in both the first and the third phases of the study. The impact of portfolio in increasing self-awareness, improving certain thinking skills and the importance of communication student teachers had with the supervisor/cooperating teacher during portfolio construction process were underlined. Lack of sufficient feedback and guidance, of continuous supervision and monitoring, and of depth, diversity and perspective in the guidelines of the reports have been reported as significant weaknesses of the currently used portfolio tool. Specific and focused questions to be integrated into the journals, peer collaboration to be incorporated into the processes and close follow up of all the components and processes were given as suggestions for modification in the first phase of the study. In the third phase of the study, student teachers reported that the components of the newly developed portfolio tool increased their self-awareness as prospective teachers making them more conscious of what potentials they have or lack and enabling them to understand or relate theories with practice. Student teachers indicated that they were able to produce solutions since the components of the portfolio guided them to define their weaknesses by examining the underlying reasons. This was achieved through the step-by-step approach and the guiding questions given in the journals/reports which enabled them to think from multiple perspectives and to behave differently in different situations which contributed to their critical thinking skills. They also claimed that they did not find the observation tasks useful and underlined the importance of the communication and interaction rather than observation in getting acquainted with the students. Student teachers reported that the communication and the dialogue held during the feedback sessions provided multiplicity of voices and helped them develop their critical and reflective thinking skills through the questions posed and the reasoning and comments made during guidance. Student teachers reported that peer collaboration helped them improve their critical thinking skills by helping them develop a ‘critical eye’ which enabled them to observe objectively and consciously. However, they also reported about the weaknesses of the peer collaboration suggesting for a necessity of continuous peer observation and of the suitability of partners in improving the weaknesses. The guiding questions, continuous guidance and peer collaboration tasks acted as the instructional scaffolds promoting reflective and self-assessment skills of the student teachers.

The context of this research was the European Union (EU) funded Specialised Animated Interactive Learning (S.A.I.L.) project that set out to incorporate group work as well as to integrate information computer technology (ICT) within primary school classrooms in three European countries. As part of this project, online resource material on the Romany culture was developed and introduced to a group of primary school teachers in Malta. A self-selected group of five of these teachers formed a collaborative enquiry group. The focus of the research was the teachers’ developing classroom practice and pedagogic understanding as evidenced by their developing use of pedagogic language and observations of classroom practice. The research methodology evolved during the project to describe and understand the ways the enquiry group sessions were influencing pedagogic understanding and practice. The teachers’ classes were videotaped and used during the sessions to demonstrate, discuss and problematise classroom practice. The teachers led the sessions and the researcher acted as a facilitator. Data collection instruments included videos of classroom practice and the enquiry group sessions; an initial free writing exercise and questionnaire; teachers’ classroom logs; and a final interview. Data analysis was an on-going process as it was important to develop an understanding of the dynamics of the enquiry group process and how this translated into classroom practice during the five weeks in which this occurred. Concordancing of the transcripts was used to identify key lexical items and their frequency and this was followed by an analysis of how specific lexical items were used in each session. Critical incidents were also identified; providing an understanding of the ways the enquiry group process supported classroom change. The research provides evidence of the ways the enquiry group process adopted influenced classroom practice and the teachers’ pedagogic understanding which has implications for teacher professional development models and programmes. All five teachers’ classroom practice changed over the five-week period, as did each teacher’s use of language about their practice. This was evidenced by lexical item use within the enquiry groups and three categories emerged: (a) new lexical items adopted by individuals; (b) the change in use and meaning of specific lexical items; and (c) the way they used lexical items to convey a pedagogical issue that they were integrating within their classrooms.

The research reported in this thesis was an exploration of the perceptions and lived experiences of participants in the Mathematics, Science and Technology Education College (MASTEC) project, a school improvement project in the Limpopo province of South Africa. The MASTEC project was introduced with the aim of improving provision of both experienced teachers’ in-service training (INSET) and potential teachers’ pre-service training (PRESET). This study sought to examine teacher educators’ and school teachers’ perceptions of issues relating to the implementation of MASTEC in the different contexts of its participant schools. A phenomenological methodological framework was employed and the research design comprised of multiple qualitative methods of data generation, namely focus group discussions, participant observation and document examination. Amongst the key findings emerging from the study a number of benefits of MASTEC were identified for the participating schools and for individual participants. These related to the upgrading of some schools’ infrastructure and teachers’ development of more innovative teaching and planning skills. However, the programme was reported to have worked better for some schools than others, and this may well speak to the different contexts in which it was implemented. This assertion is corroborated by what the participants reported as some of the main limitations of this project, namely: • the manner in which the project was implemented led to its failure in some secondary schools as opposed to others; • the programme was reported as being more successful in primary schools than in secondary schools. This research has identified several implications for policy-making, further research and practice. For example, it is recommended that national guidelines for the development, implementation and evaluation of school improvement programmes, adaptable for specific contexts, be developed at policy level in an attempt to ensure that such programmes address the transformational needs of the South African education system.

The topics of self-esteem and social inclusion have been subject to much research in educational psychology, with positive correlation often being found to exist between the two. However, very little research has been conducted into the efficacy of guided imagery - a person-centred cognitive therapeutic technique – on enhancing either self-esteem or social inclusion, particularly in school-age populations. Identifying the gap in existing literature, this study therefore assessed the extent to which a five-session guided imagery intervention was associated with increases in both self-esteem (as measured by the Lawrence Self-Esteem Questionnaire; Lawrence, 1982) and social inclusion (as measured by the Social Inclusion Survey; Frederickson & Graham, 1999, and the Peer Problems and Prosocial Behaviour subscales of the Strengths and Difficulties Questionnaire; Goodman, 1997). This quantitative data was supplemented by a limited collection of qualitative questionnaire data, which was analysed using content analysis. Both forms of data were collected from 46 Year 4 and 5 pupils from three mainstream primary schools, who had been randomly allocated either to experimental groups or waiting list control groups. Qualitative data was also collected from the four members of school staff who had been trained in facilitating the intervention. Data analysis indicated that the guided imagery intervention had few salient effects on self-esteem or social inclusion as measured by the instruments used, but there was some qualitative evidence of increased self-esteem and social inclusion of participants in the experimental condition. The results of this study are discussed in the context of existing literature, and implications for future research and practice are explored.

There is a growing number of teaching assistants (TAs) in mainstream schools (DCFS, 2009) and research is inconclusive about their efficacy at improving outcomes for children, including those at risk of exclusion (Groom and Rose, 2005; Tennant, 2001). It has been proposed that TAs do not have enough training for their roles (Russell et al, 2005). However, there is debate about the most appropriate adult training methods (Merriam et al, 2007). Nevertheless, several writers suggest that training can influence self efficacy and this can improve performance (Giallo and Little, 2003). A mixed methods design was implemented. Firstly, two fixed designs evaluated TA self efficacy following training and pupil behaviour following a TA delivered anger management intervention. However, due to design and implementation issues the data produced was very limited and conclusions could not be made. Secondly, a flexible design explored factors that influenced TAs’ learning, behaviour and self efficacy. Data was collected from 14 mainstream secondary school TAs using evaluation forms and focus groups. A thematic analysis was carried out on this data. Themes regarding learning, confidence, training and self efficacy emerged from the data. The learning implied by some of the TAs referred to the acquisition and maintenance of terminology, developing different knowledge bases and the autonomy to adapt materials. Similarly, some of the TAs referred to having confidence mainly when they had some control over the situation. Training subthemes that seemed to influence TAs’ learning and confidence were confirmation/ reassurance from others, parameters of training, iterative process of training and involvement in the process. Finally, TA self efficacy seems to have been influenced by Bandura’s (1977) sources of information, outcome expectations and whole school support and norms. In conclusion, it is important to challenge unhelpful outcome expectations, develop whole school norms and the equality of TAs in schools. Furthermore, training of TAs should involve appropriate psychological paradigms from adult learning theories.