Mainstream teachers are key for developing inclusive schools. Many times they do not feel prepared to deal with inclusive classrooms and may have negative attitudes towards inclusion. The aim of this study was to examine interventions that can affect mainstream pre-service teachers’ attitudes towards inclusion during their studies. Nine studies were identified through a systematic literature review and twelve inter- ventions emerged. Results show that interventions focusing on imparting knowledge of inclusion through a study unit or through an infusion approach can create a positive effect in pre-service teachers’ attitudes towards inclusion. Some factors found to influence the change in attitudes towards inclusion were knowledge of inclusion, gender, and interaction with people with disabilities. This study gives a promising view of the actions that are being taken towards having more inclusive teachers. Nevertheless, inclusion is a complex concept and future research on the content imparted during the interventions and the scales used to measure the change is needed.

Phase One: Effects of loss on the emotional health and well-being of children are wide-ranging and increase the risk of longer term impact on educational success and mental health (McLanahan 1999; Abdelnoor & Hollins 2004a). As frontline workers, school staff hold a role in identifying and supporting pupils at a universal level. How staff view the issue of loss and their role in supporting this is therefore pivotal. A survey design using two devised online questionnaires and semi-structured interviews identifies the experiences and perceptions of school based staff on the issue of loss for schools in one local authority. Using interactive analysis, qualitative and quantitative data from senior leaders in 20 schools, 25 additional school staff members and 9 multi-agency professionals is triangulated to determine perceptions. A range of effects across social, emotional, behaviour and learning are well recognised by staff although behaviour is used as the most frequent indicator of those at longer term ‘risk’. A more structured and rigorous school response exists for loss through death compared to family breakdown despite some specific staff concerns for pupils experiencing loss through multiple changes in the family. Whilst staff members indicate a high expectation to support pupils with loss, they report lower confidence in doing so. A series of influencing factors on staff perceptions are identified at a contextual, situational and individual level. Factors that could be targeted by Educational Psychology Service to help schools build capacity are highlighted, with future considerations for support with identification, training and supervision. Abstract: Phase Two: This second phase of a two part research design investigates how an Educational Psychology Service can increase the capacity of schools to support pupils who have experienced loss. Following a survey design identifying staff attitudes on the issue of loss for schools, a multi-method case study approach is used to research the implementation of a 6-week ‘Loss and Change’ intervention programme. Seven secondary age students participated in the group intervention for pupils who have experienced loss, facilitated by two Educational Psychologists working alongside a member of school staff. A grounded theory approach analysed data from observation, semi-structured interviews and self-report measures. Eight key processes that impact on the effectiveness of the programme are identified and the positive effects spanning social, emotional and behavioural mechanisms are reported for six of the participants. Potential implications of this model of practice for Educational Psychology Services seeking to develop the capacity of schools to support loss are discussed.

Climate change is a pressing problem and substantial reductions in the greenhouse gas emissions that cause it are necessary to avert the worst impacts predicted. The UK has targeted an 80% reduction from 1990 emissions levels by 2050. This thesis investigates how to promote behavioural changes that will reduce emissions associated with individuals’ lifestyles, which comprise a significant proportion of the UK total. The thesis begins by appraising whether and how climate change communications, specifically films, can succeed in changing attitudes and behaviour. The impacts on viewers of the film The Age of Stupid were assessed using a fourstage panel survey. Increased concern, motivation to act, and sense of agency felt immediately after seeing the film did not persist, but respondents reported some behavioural changes. The longer-term follow-up suggests that behavioural intentions do not necessarily translate into action, but also revealed issues concerning the reliability of participants’ causal attributions of their behaviour. These and other challenges of conducting longitudinal studies of behavioural change related to climate change communications are discussed. The thesis then uses a model of behavioural change transposed from health psychology to analyse the processes of change employed or depicted by four climate change films, in order to identify more generally the strengths and limitations of films as means to promote mitigation action, and to demonstrate the potential utility of the model in the field of proenvironmental behaviour change. The issue is then considered from the opposite angle, with an examination of what has motivated individuals who have already adopted lower-carbon lifestyles. Qualitative research reveals that protecting ‘the environment’ per se is not the primary value stimulating most interviewees’ action; typically they were more concerned about the impacts of climate change on people in developing countries. Although analysis of a survey instrument showed that biospheric values are important to the participants, they tended to score altruistic values significantly higher. Thus it may not be necessary to promote biospheric values to encourage lower-carbon lifestyles. The final element of the work involved researching the opinions of members of Carbon Rationing Action Groups, seeking to understand what can be learned from their experiences of living with a carbon allowance, and the implications that the findings may have for potential government policies, especially personal carbon trading. The thesis concludes that, given the scale of action required, the difficulties individuals face when considering whether and how to adopt lower-carbon behaviours, and the limited impact of initiatives such as Carbon Rationing Action Groups and The Age of Stupid beyond a relatively small circle of people who tend to exhibit particular traits (such as a preference for frugality), significant UK emissions reductions will necessitate far-reaching legislation that will impact on everyday practices and behaviour.

The main purpose of the study was to compare the effectiveness of the conceptual chance texts oriented instruction accompanied with analagoies over traditionally designed science instruction on 7th grade students&rsquo / understanding of atom, molecule, ion and matter concepts and their attitudes toward science as a school subject. In this study 70 seventh grade students from two classes of science course instructed by the same teacher from Battalgazi Elementary School took part. The study was conducted during 2004-2005 fall semester. This study included two groups which were selected randomly throughout five clasesses. One of the group was defined as control group in which students were taught by traditionally designed science instruction, while other group defined as experimental group in which students were instructed by conceptual chance texts oriented instruction accompanied with analogies (CCTI). Atom, Molecule, Ion and Matter Concepts Test (AMIMCT) was administered to both groups as a pre-test andpost-test and Attitudes Scale toward Science were administered as post-test to assesthe students understanding of atom, molecule, ion and matter concepts and students&rsquo / attitudes toward science as a school subject, respectively. The hypotheses were tested by using two-way analysis of variance (ANOVA). The results showed that CCTI caused significantly better acquisition of the scientific conceptions related to atom, molecule, ion and matter concepts than TDSI. The result showed that there was no significant difference between test mean scores of students taught with CCTI and those taught with TDSI with respect to their attitudes toward science as a school subject.

Methods aimed thesis deals with theme of attitudes, stereotypes and prejudices and possibilities of its influencing by films and fiction. It presents four lessons which process on their basis issues of exclusivity in children group, disability, racism and religious tolerance. The goal of these lesson is to support pupil's values of plurality, diversity and tolerance. These lessons take advantages of activation educational methods and methods of Reading and Writing for Critical Thinking programme. Lessons were applied in primary school classes. Their effectivity was find out using questionnaires filled in before and after the lessons. Thesis also processes written experiences with lessons, which were given by pupils and teachers. Recommendations for the next using of suggested lessons are thus outcomes of this thesis.

Globalization has turned the world into one ”huge village”. Various nations and cultures have integrated during this process and multiculturalism has resulted. Yet, many people are struggling to accept one another as members of one ”global village”. The difference in culture, race and ethnicity are creating barriers amongst the various nations. These hurdles prevent many communities from living in peace and harmony. Religious community are also facing similar struggles. The Franciscan Sisters of the Immaculate Conception (FIC) and other international congregations are called by the Bible and the church to give hope of unity in a diverse cultural context. These congregations are challenged on a continuous basis to search for processes that will assist them to take up their prophetic dimension in witnessing the possibility of living multicultural life in unity. / Christian Spirituality, Church History and Missiology / M.Th. (Missiology)

Globalization has turned the world into one ”huge village”. Various nations and cultures have integrated during this process and multiculturalism has resulted. Yet, many people are struggling to accept one another as members of one ”global village”. The difference in culture, race and ethnicity are creating barriers amongst the various nations. These hurdles prevent many communities from living in peace and harmony. Religious community are also facing similar struggles. The Franciscan Sisters of the Immaculate Conception (FIC) and other international congregations are called by the Bible and the church to give hope of unity in a diverse cultural context. These congregations are challenged on a continuous basis to search for processes that will assist them to take up their prophetic dimension in witnessing the possibility of living multicultural life in unity. / Christian Spirituality, Church History and Missiology / M.Th. (Missiology)