The present study aims to explore in what ways teachers work in a heterogeneous classroom with particular focus on the students’ diverse knowledge of the English language – a diversity caused by the fact that there are numerous students who learn English in an informal context outside of school, at the same time as there are those students who do not. In order to explore this aim, a study was conducted where five teachers at upper secondary level were interviewed. The results show that this diversity is the most challenging part of working as an English teacher today as experienced by four of the five teachers. It thus adds to other factors, such as, multiculturalism, multilingualism, difficulties with reading and writing etc. and makes it an even more difficult task for the teacher to support every student’s individualised learning.

This small-scale qualitative, action research study sought to establish the efficacy of using the Individualised Education Programme (IEP) as an assistive tool towards the differentiation of reading programmes for young, gifted and talented readers. Despite a growing awareness about the importance of curriculum differentiation for all students, research indicates how little some classroom teachers do to meet the needs of gifted readers. The literature reviewed reveals how the prolonged mismatching of instructional reading programmes to the academic and emotional maturity of the gifted reader may well result in underachievement, and a diminished opportunity to learn how to react to challenge. In November 2006, the New Zealand Ministry of Education launched its personalising learning initiative, which promotes the active participation of students in their education by creating their own learning pathways. Students are encouraged to articulate their learning needs and preferences, and set goals in collaboration with their parents and family/whanau and teachers. With its underlying principles based on collaboration and communication, together with its seemingly flexible structure, this study utilised the IEP as a personalising learning framework for young gifted and talented readers, and as a differentiation tool for their teachers. Over a five month period, the researcher worked alongside three Year Two/Three teachers from an urban, decile five primary school as they each identified one gifted reader from their classes, and together with the student and the student's parents, set about planning and implementing an IEP, using strategies and approaches suggested by the literature as the most apposite for gifted readers. Data was gathered through in-class observations, participants' journals, focus group meetings, IEP meetings, and semi-structured interviews. This study reveals the use of the IEP holds great promise as a differentiation tool towards the personalisation of learning programmes for young, gifted readers. Each student attended his or her own IEP meetings, indicated their learning preferences and needs, helped to set his or her own learning goals, and assessed their own achievement using the IEP goal indicators. Significantly, for the teachers involved in this project, the IEPs proved not only useful as qualitatively differentiated planning frameworks for the students in the study, but many of the goals and strategies used proved pertinent for all children, in particular, for the 'top' reading groups. In this regard, IEPs proved to be 'work-smarter' tools for the teachers involved, serving as planning blueprints for the most able readers in their classes, thereby creating inclusive rather than exclusive conditions for the gifted readers. Furthermore, the insights gained by the teachers involved into the needs of their gifted readers ultimately challenged their personal teaching philosophies, and resulted in changes to their teaching practices for their gifted students.

Background: Response to treatment in anorexia nervosa entails various challenges, including an increased risk of relapse and re-admission in those treated as inpatients. A better understanding of patients’ experiences is paramount to improve treatment acceptability and outcome. This qualitative study aimed to explore the lived experiences of adult female inpatients undergoing a specialist inpatient treatment programme for anorexia nervosa. Methods: Semi-structured interviews were carried out with 21 female participants (aged 18-41 years) with a diagnosis of anorexia nervosa, undergoing treatment in a specialist inpatient eating disorder unit. Data were analysed using interpretative phenomenological analysis (IPA). Results: Qualitative analysis highlighted 5 master themes which underpinned treatment experiences: (1) Shifts in control, (2) Experience of transition, (3) The importance of supportive staff relationships, (4) Sharing with peers and (5) Process of recovery and self-discovery. Conclusions: Overall, findings suggest patients experience a process of change and adjustment during inpatient treatment in relation to their levels of perceived control, attachment to the treatment environment and a sense of self-identity. Treatment experiences appear to be influenced by the development of supportive relationships and the provision of individualised care.

Philosophiae Doctor - PhD / Introduction: The overall aim of this study was to develop a programme to facilitate quality client-centred care in Primary Health Care clinics of the rural West Coast District. Research design and -method: Both quantitative and qualitative methods were applied for this study . Phase 1, a situational analysis collected and analysed quantitative data from the perspective of clients and clinical nurse practitioners via structured questionnaires. The population included all clients 18 years and older (N=137 991) of the fixed clinics (N=25) in the five subdistricts of the West Coast District. According to the Cochran formula a sample of (n=383) should be adequate to represent the population. Non-proportional sampling was applied to estimate the number of participants per clinic. An all-inclusive sample of (n=64) clinical nurse practitioners participated in the study. Phase 2, the qualitative part of the situational analysis, applied five focus group discussions to explore and describe the managers and allied health professionals’ perceptions about quality client-centred care. A semi-structured interview schedule was compiled to guide the focus group discussions. An all-inclusive sample was utilised to include all the managers and allied health professionals of the five subdistricts (N=43). Phase 3 included the development of the programme based on the study findings and literature. Quantitative results: The analysis revealed the following quality client-centred care challenges, namely: Patient Rights (Domain 1) were not always respected and adhered to as these were characterised by: language (statistical p<0.001 and practical significant with a large effect size d=0.74); Satisfaction and Safety (statistical p<0.001 and practical significant with a medium effect size d=0.55); Referral Procedures (statistical significant p<0.001); Waiting Times (statistical p<0.001 and practical significant with a medium effect size d=0.47) and Confidentiality difficulties (statistical p<0.001 and practical significant with a medium effect size d=0.68). The Domain 2, Clinical Governance, Care and Safety showed shortcomings as highlighted by the Client and his/her Family (statistical p<0.001 and practical significant with a large effect size d=0.77). Clinical Support Services, Domain 3, revealed inadequacies regarding the continuous availability of medication (statistical significant p<0.008) and the reporting of side-effects (statistical significant p<0.001). Furthermore, Public Health Domain 4, showed that clients identified community health promotion and disease prevention events (statistical p<0.01 and practical significant with a large effect size d=0.79), and home visits by the community healthcare workers (statistical p<0.001 and practical significant with a large effect size d=1.09) as both a “problem” and a “gap”. Leadership and Corporate Governance, Domain 5 was characterised by the lack of: visible organograms (clients mean 2.40), community communication (clients mean 2.12 & clinical nurse practitioners mean 2.36), visibility of goals, values and future plans of the Western Cape Department of Health (statistical p<0.001 and practical significant with a medium effect size d=0.59) and role and function of the clinic committees (statistical significant p<0.008). Moreover, Domain 6, Operational Management was challenged by inadequate staffing levels (statistical significant p<0.003). Lastly, Domain 7: Infrastructure was characterised by the lack of drinking water in the waiting areas (clients mean 2.08 & clinical nurse practitioners mean 2.02), inadequate clinic space (clients mean 2.10 & clinical nurse practitioners 2.23); maintenance not up-to-date (statistical significant p<0.002); physical appearance of the clinic (statistically significant p<0.001) did not have a positive effect on staff morale and evacuation plans (statistical p<0.001 and practical significant with a medium effect size d=0.54) were not visible. In addition, correlations between the domains showed that the domains are not in silos, but are interdependent on another. Qualitative results The qualitative, thematic data analysis revealed various inadequacies regarding quality client-centred care. Theme One about the Patient Rights revealed that patients were not always treated with the necessary respect and dignity. Theme Two concerning Patient Care, revealed that focus group participants were well-informed on what the concept client-centred care entailed. However, patients and or clients did not always experience their care as client-centred. Theme Three about the Clinical Support Services, indicated shortages of medication and medical equipment; long waiting time for specialists and rehabilitation referral appointments. Theme Four, referring to the Public Health confirmed that health promotion and prevention activities are limited, due to various organizational factors and community healthcare workers’ activities which are limited to home-based care activities. Theme Five, Corporate Governance and Leadership matters were characterised by too many processes or “red tape” resulting in inefficient procurement processes, inadequate staffing and inactive health committees. Theme Six, Operational Management highlighted the severe pressure under which the operational managers have to work, resulting from their twofold role of being the clinic manager and at the same time operate as a clinical nurse practitioner. Theme Seven refers to Infrastructure and Facilities and is characterised by inadequate maintenance and lack of space according to the number of clients and package of care. To summarise: The situational analysis revealed 81 problems. These problems form the evidence base for the development of the programme to facilitate quality client-centred care in primary helth care clinics of the rural West Coast District.

This research aimed to provide insight into the use and possible value of purpose built multimedia computer software for the study of English Literature. The software in question was developed in light of many years practical experience of teaching English Literature to secondary school students preparing for external examinations and was designed with the aim of improving their knowledge and understanding of particular works of literature. Informed by a critique of the main research findings about ICT use in learning and teaching since the period when computers were introduced into mainstream schools from the 1980s, the empirical research investigated two of the most prominent theoretical and practical perspectives that have been applied to understanding the relationship between educational resources and learning: Learning Styles Theory and Cognitive Load Theory. These two approaches and their associated instrumentation were applied in a quasi-experimental controlled empirical study in four schools in the north-east of England where the multimedia software was used with groups of students embarking on a study of Shakespeare's Macbeth for GCSE examination. Learning Styles theory and the instrumentation used (Kolb's LSI and Honey & Mumford's LSQ) proved less successful than Cognitive Load Theory in demonstrating reliability and validity and therefore in explaining the relationship between different instructional resources and individual learning. The theoretical integrity and usefulness of these two approaches is discussed and, in particular, the rationale behind the continued use of Learning Styles was explored via interview with school faculty who gave reasons of face validity; the pressure from external inspection; the mechanisms through which they were held professionally accountable; senior management and institutional policy; the legacy of initial teacher training; and established classroom practice. Students using the multimedia software demonstrated improvements in their knowledge and understanding of Macbeth equivalent on average to one GCSE grade above those not using the multimedia resource and Cognitive Load Theory was found to be successful in explaining this and in predicting the relationship between instructional resource and the learning gains of individuals. Limitations of the study are drawn along with conclusions for further research and for enhancing teaching and learning with multimedia resources.

Οι εξατομικευμένες ασκήσεις είναι ένα χαρακτηριστικό γνώρισμα στην προώθηση της σύγχρονης εκμάθησης στον ιστό. Ένα σημαντικό πρόβλημα που συναντάται στα συστήματα μάθησης στον ιστό είναι ο μικρός αριθμός διαφορετικών ερωτήσεων-ασκήσεων. Αυτό οδηγεί σε μια ανακύκλωση των ίδιων ερωτήσεων-ασκήσεων για κάθε σπουδαστή και όσον αφορά την εξάσκησή του και όσον αφορά στην αξιολόγηση του. Έτσι, ο αριθμός των διαθέσιμων ερωτήσεων-ασκήσεων είναι χαρακτηριστικά ανεπαρκής για την αξιολόγηση του επιπέδου της γνώσης και την καθοδήγηση σε περαιτέρω μελέτη. Στην μεταπτυχιακή αυτή εργασία παρουσιάζεται το σύστημα SchoolMath, το οποίο μπορεί να παράγει πρακτικά ένα πολύ μεγάλο αριθμό παραμετροποιημένων ασκήσεων στα μαθηματικά, πιο συγκεκριμένα ασκήσεων που αναφέρονται στην επίλυση συστημάτων δύο εξισώσεων με δύο αγνώστους με τη βοήθεια των οριζουσών. Ο χρήστης-μαθητής (ή και καθηγητής) μπορεί να καθορίσει και το επίπεδο δυσκολίας της παραγόμενης άσκησης (εύκολη, μέτρια δύσκολη). Το σύστημα εκτός από τη παραγωγή ασκήσεων μπορεί να αποτελέσει ένα σημαντικό εργαλείο-βοήθημα για την εξατομικευμένη μάθηση των μαθητών, για την εκμάθηση επίλυσης συστημάτων με τη βοήθεια των οριζουσών στον υπολογιστή του. Σε κάθε βήμα του ο μαθητής μπορεί να έχει ανατροφοδότηση δύο επιπέδων, εφ΄ όσον τη ζητήσει. Θα μπορούσε επίσης να είναι ένα βοήθημα για την δημιουργία ασκήσεων για τον συνάδελφο εκπαιδευτικό των μαθηματικών της δευτεροβάθμιας εκπαίδευσης. Το αντικείμενο αυτό των μαθηματικών είναι από τα πρώτα που παρουσιάζονται στο βιβλίο της άλγεβρας για μαθητές της Α΄ Λυκείου, αφού έχουν διδαχθεί στην Γ΄ Γυμνασίου την επίλυση του συστήματος των δύο εξισώσεων με δύο αγνώστους με τη μέθοδο της αντικατάστασης και τη μέθοδο των αντιθέτων συντελεστών. Υποτίθεται βέβαια ότι ο μαθητής έχει διδαχθεί στην τάξη την έννοια της ορίζουσας και τον τρόπο λύσης (με ορίζουσες) ενός 2x2 συστήματος. Έτσι, έχουμε σχεδιάσει και υλοποιήσει ένα σύστημα εκμάθησης για τα μαθηματικά σε ένα τομέα όπου δεν έχει ξανά ερευνηθεί ή τουλάχιστον ακόμη δεν έχει παρουσιαστεί κάτι ανάλογο για να μπορέσουμε να το συγκρίνουμε άμεσα. Τα περισσότερα συστήματα που έχει γίνει έρευνα ασχολούνται με θέματα του τομέα της πληροφορικής, που έχει αρκετές διαφορές στο τρόπο λύσης των ασκήσεων σε σχέση με αυτό των μαθηματικών. / Individualised exercises are a characteristic trait in the promotion of modern learning on the web. An important problem met in the web-based tutoring systems is the small number of different questions-exercises that they provide. This leads to a recycling of the same questions-exercises for each student with regards to both their exercising and evaluation. Thus, the number of available questions-exercises is remarkably inadequate for evaluating their knowledge level and for guiding them in further study. In this Master Thesis, system “SchoolMath” is presented, which can generate a practically very large number of parameterised exercises in mathematics, more specifically exercises related to resolution of a system consisting of two equations with two unknown variables with the method of determinants. The user-student (or user-tutor) can specify the level of difficulty of the produced exercise (easy, medium, difficult). The system, apart from exercises generation, may constitute a tool for helping students personalised learning, by exercising with resolution of two-equations systems with the determinants method on their personal computer. In each step of the process, the student can have feedback from the system of two levels, if he/she asks for it. Also, it could be an aid for creation of exercises for the teachers of mathematics of secondary education. This topic of mathematics is from the first ones presented in the book of algebra for first year students of Lyceum, after they have been taught the resolution of a system of two equations with two unknown variables with the methods of replacements and opposite factors, in the third year of High School. It is supposed, of course, that the student has been taught the notion of determinant and how to solve a 2x2 equation system in the classroom. Thus, we have designed and implemented a system for learning in mathematics, related to a topic that has not been investigated or at least there is not something similar in the existing literature, as far as we are aware of. Most of existing systems are concerned with topics related to informatics, which have a different way of approaching the solution of problems compared to that in mathematics.

Mentoring has become increasingly popular in recent years in the criminal justice system, and has been recommended by the Scottish Government as a service that can address the specific ‘needs’ of women who offend. Despite the popularity of mentoring, there has been limited evidence to suggest that it reduces reoffending of women, or facilitates significant changes in their lives. In addition, there has been a lack of clarity around the definition of mentoring, including role definition, the extent of intensive support offered and the key aims of the service. This thesis (in collaboration with Sacro and the University of Stirling), explores the experiences of women who have accessed the Sacro Women’s Mentoring Service and accounts from mentors and staff to establish what the key aims and processes of mentoring are, alongside a critique of whether this offers an approach that can address key issues related to the marginalisation of these women. Findings from the data revealed that mentoring consisted of practical support, helping women to respond to difficulties related to poverty and their disadvantaged circumstances generally. The most common outcomes for women were: engagement with agencies; increases in confidence and self-esteem and improvements in emotional well-being. The rhetoric of mentoring offered by mentors and staff suggested that mentoring was based on an individualistic approach that contained responsibilising strategies, aimed at helping women to make improved choices and become responsible citizens. In practice, however, mentors were helping women to resolve issues related to the welfare system and other services outwith the criminal justice system. Many mentors and staff viewed mentoring as role modelling, however, women who accessed the service were more likely to view their mentor as a friend and ‘someone to talk to’ suggesting that the relationship was not an opportunity for women to model the behaviours of their mentor, but as emotional support and a release from their social isolation. This disconnect was also reflected in ‘imaginary penalities’ which were observed, such as staff completing paperwork they did not view as relevant to the service they delivered or staff being sent on training that they could not apply to the work they delivered on a day to day basis. This may be a result of the increasing marketisation of mentoring within the criminal justice system. Those services labelled as ‘mentoring’ may be more likely to gain funding as it is a service that is currently favoured by statutory funders in Scotland. If positive outcomes of mentoring are viewed by policy makers to be the result of an individualistic approach, and not mentors addressing problems outwith the criminal justice system, as best as they can, then this takes responsibility away from the state to make changes to policy. It also places unrealistic expectations on mentors to make significant changes to the lives of women in an environment of continuing funding cuts to welfare and services.

The purpose of the study was to explore the relationship between the transformational leadership (TL) style of officers and their followers’ organisational citizenship behaviour (OCB) in a South African military environment. TL was measured by means of the Multifactor Leadership Questionnaire (MLQ) (Form 5X) and OCB by means of the Organisational Citizenship Behaviour Scale (OCBS). A sample of 300 followers was identified at a military unit in the South African Army and the participants were requested to complete the two questionnaires. The MLQ produced a Cronbach’s alpha of 0.91 and the OCBS a Cronbach’s alpha of 0.79, which were both statistically significant and acceptable. The main hypothesis of the empirical study was accepted, which predicted a significant relationship between TL and OCB (r = 0.412, significant at the 0.001 level). The hypotheses predicting a significant relationship between TL the five sub-dimensions of OCB produced mixed results. These results are as follows; there was no significant relationship between TL and Civic Virtue (r = 0.180), between TL and Sportsmanship (r = 0.132) and between TL and Courtesy (r = 0.207). Additionally, the hypotheses predicting a significant relationship between TL and Altruism (r = 0.499) and between TL and Conscientiousness (r = 0.315) were accepted. / Industrial & Organisational Psychology / M.A. (Industrial and Organisational Psychology)

The purpose of the study was to explore the relationship between the transformational leadership (TL) style of officers and their followers’ organisational citizenship behaviour (OCB) in a South African military environment. TL was measured by means of the Multifactor Leadership Questionnaire (MLQ) (Form 5X) and OCB by means of the Organisational Citizenship Behaviour Scale (OCBS). A sample of 300 followers was identified at a military unit in the South African Army and the participants were requested to complete the two questionnaires. The MLQ produced a Cronbach’s alpha of 0.91 and the OCBS a Cronbach’s alpha of 0.79, which were both statistically significant and acceptable. The main hypothesis of the empirical study was accepted, which predicted a significant relationship between TL and OCB (r = 0.412, significant at the 0.001 level). The hypotheses predicting a significant relationship between TL the five sub-dimensions of OCB produced mixed results. These results are as follows; there was no significant relationship between TL and Civic Virtue (r = 0.180), between TL and Sportsmanship (r = 0.132) and between TL and Courtesy (r = 0.207). Additionally, the hypotheses predicting a significant relationship between TL and Altruism (r = 0.499) and between TL and Conscientiousness (r = 0.315) were accepted. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)

It is critical for researchers to be confident of the quality of survey data. Problems with data quality often relate to measurement method design, through choices made by researchers in their creation of standardised measurement instruments. This is known to affect the way respondents interpret and respond to these instruments, and can result in substantial measurement error. Current methods for removing measurement error are post-hoc and have been shown to be problematic. This research proposes that innovations can be made through the creation of measurement methods that take respondents' individual cognitions into consideration, to reduce measurement error in survey data. Specifically, the aim of the study was to develop and test a measurement instrument capable of having respondents individualise their own rating-scales. A mixed methodology was employed. The qualitative phase provided insights that led to the development of the Individualised Rating-Scale Procedure (IRSP). This electronic measurement method was then tested in a large multi-group experimental study, where its measurement properties were compared to those of Likert-Type Rating-Scales (LTRSs). The survey included pre-validated psychometric constructs which provided a baseline for comparing the methods, as well as to explore whether certain individual characteristics are linked to respondent choices. Structural equation modelling was used to analyse the survey data. Whilst no strong associations were found between individual characteristics and respondent choices, the results demonstrated that the IRSP is reliable and valid. This study has produced a dynamic measurement instrument that accommodates individual-level differences, not addressed by typical fixed rating-scales.