This study sets out to understand repeated procrastinating behaviours which may become detrimental to effective teaching, learning and assessment. The five case studies were conducted in a local authority primary school over a period of two years when the children were in Key Stage 1, aged five, six and seven years. The focus of this study was the possible detrimental effects of procrastinating behaviours in curriculum learning, through assigned tasks. Behaviours were observed and interviews conducted to reach a understanding of the tasks from the child’s perspective. The teacher’s perspective of the behaviours within the wide context of the assigned task was interrogated through social constructivist theories of leaming. The communicative process, by which co-participants in a task come to understand that task, was examined in light of the observed procrastinating behaviours. Within this process the influence of pupil learning identities, the use of power and questioning were particularly salient. The case studies suggest, in keeping with the author’s view, that procrastinating behaviours do have a detrimental effect on curriculum teaching, learning and assessment. It would appear that in the course of procrastinating, task objectives may be: ongoingly altered by the learners to confirm existing skills and knowledge, rejected by the learner in favour of alternative interests or progressively dfferentiated by the teacher in order to engage the learner, narrowing the opportunities for shared control of learning. It would seem that these behaviours have much to do with the active interpretation of tasks against the socio-cultural background of what passes as classroom knowledge and becomes classroom culture. It is likely that procrastinating behaviours may be reduced in conditions that allow learning to be ‘scaffolded’ in the social constructivist sense, that value discourse as a means of learning from each other and that share power and control of learning. The study proposes strategies which practitioners might find useful in identifying and reducing the incidence of procrastinating behaviours. These strategies are all concerned with the promotion of discourse in teaching, learning and assessment. They relate to task organisation and management, the construction of classroom culture and the learner’s role in approaching tasks. Through each of the strategies, the community in which the learners find themselves, has a role to play. This proposes a shift from individualism and differentiation to teaching with the goal of full participation.

This doctoral study explores the museum as site and resource for language learning by adult migrants, refugees and asylum seekers. English for Speakers of Other Languages (ESOL) provision has emerged over the past decade in museums across the UK and elsewhere within an increasing emphasis on informal adult learning programs. While there has been extensive research on second language acquisition, museum learning and social inclusion separately, there have been few studies that have investigated language learning in the context of museums, and even fewer studies that have sought to understand the benefits of language learning in museums for this target group of learners and how it might relate to the concept of inclusion. The study is centred around an ethnography that addresses these gaps in the literature and which examined three primary questions: (a) what are the target learners’ experiences of social inclusion and exclusion post-migration, and its interface with their English language abilities? (b) what are learners’ perceptions of the impact of participating in ESOL in museums in terms of exclusion and inclusion?, and (c) what occurs in interaction during ESOL in museums? In collaboration with City of Edinburgh Council Museums and Galleries Service, a cohort of 14 adult ESOL learners were studied over a 5-month ESOL course held in the City’s Museums and Galleries. In-depth time-series interviews were conducted with participants over the 5-month period. Narrative analysis (Labov & Waletzky, 1967; Riessman, 1993) of interviews examined narrative trajectories within case and across cases, mapping experiences post migration, in and beyond museums. In order to investigate the affordances of dialogue in museums, conversational interaction was observed and recorded during the 11 weekly museum visits. Conversation analysis (Leinhardt & Knutson, 2004; Markee, 2000) examined what occurred in talk, focusing on interaction between interlocutors, its function and content. Drawing on a social theory that conceptualizes language as symbolic power (Bourdieu, 1977, 1989, 1991) and identities as constructed and reflexive (Block, 2007b; Giddens, 1991; Norton, 2000), analysis indicates that the experience of migration provoked deficit conceptions of self as participants negotiated their new social milieu through English language. Access to opportunities to engage in English are mediated both by institutional forces, e.g. social space afforded in institutional contexts, and perceptions of self. Analysis of dialogue in museums shows participants positioning themselves and being positioned as ‘knowers’, where primacy was given to collaborative meaning making about museum displays, objects and artefacts in conversational interaction. Analyses of interviews indicate shifts in identity trajectories from deficit to competent views of self through participation in ESOL in museums. These findings suggest a cumulative effect of micro-interactions on identities constructed in dialogue and point to the critical role which learning in museums and other informal environments can have in terms of providing social space within which to engage in positive dialogue that both challenges isolation and exclusion and helps foster increasing confidence and competence in the target language alongside feelings of inclusion for the majority of participants in the research.

This study aims at understanding how individuals in Shanghai engage in labour market competition and lifelong learning in a newly marketised and competitive context. It probes the individuals’ participation in ‘the Training Programme for Talents in Shortage’ (STTP), their perceptions of the value of lifelong learning and their experience in competing for employment. It takes the position that rather than focusing only on policy-makers’ views, an understanding of people’s perceptions and participation in this programme can provide a proper basis for the formulation and the evaluation of the policy on a learning society (Gerard and Rees, 2002). STTP is a localized education and training programme in the post-compulsory sector, providing qualifications with largely local value. It has been developed and implemented by the Shanghai Municipal Government since 1993 as a means to enhance the city’s stock of human capital and to promote the development of a ‘learning society’. On the one hand, STTP is inspired and designed by straightforward human capital development concerns and has been implemented through a decentralized, semimarketised approach, to maintain the momentum of the city’s development by targeting key skills shortages. On the other hand, significant socio-economic changes, such as the emergence of a labour market, lead individuals to take on full personal responsibility for their own social position and to compete against each other. People seek to obtain all sorts of advantages to manage and construct their employability; this study investigates the role of STTP and its qualifications in building individuals’ portfolio of skills, qualifications and other aspects of their individual human capital. The thesis draws on two sets of literature: that on lifelong learning and employability, and that on sociological theories of engagement with and participation in lifelong learning, notably rational choice theory and theories of positional competition. Both quantitative and qualitative methods of data gathering and analysis were applied. A questionnaire was administrated to 279 course participants; and interviews were conducted with 11 course participants, 4 non-participants and 4 course deliverers and policy-makers. Both instruments explored perceptions and experiences of the labour market, reasons for participating (or not) in STTP, their views on lifelong learning and the relationship between STTP, lifelong learning and the labour market. The finding suggests that a full understanding of individuals’ work and learning involves an analysis of a complex of relational interdependence between socially and culturally derived factors and personally subjective views of whom they are. In addition, the finding suggests that certain aspects of STTP, coupled with existing perceptions of formal education in Shanghai on the one hand and various interpretations of the needs of the labour market on the other, may be acting to challenge the original intentions of the programme, especially in terms of building a learning society.

No description available.

Overall, 11% of high school students leave school without a diploma, and the percentage is higher for at-risk populations. High school graduates earn higher salaries and are healthier and more law abiding than dropouts. Research is limited on the motivation of at-risk students to graduate from high school related to their technological identity to include technology and social media in their learning schema. This qualitative case study explored at-risk students' perceptions of social media, personal learning networks, and informal learning in facilitating their graduation. Pink's concept of motivation, Siemens's connectivism theory, and Bingham and Conner's theory of engagement and social learning provided the conceptual framework. Interviews were conducted with 11 at-risk students identified by one Charter school: 4 students at-risk of dropping out, 3 dropouts planning to return, and 4 dropouts who had returned to high school. Open coding was used to identify rich themes and patterns that may help at-risk students succeed in school. Of the 5 themes identified 4 related to technology identity: transference to learning, relationships with personal learning communities and social networks, bridging technologies, and connected knowledge. Relationships with instructors and the school community also emerged as a theme. Connecting familiar and accessible technologies with formal learning could provide additional means of supporting academic success. Permitting the use of smart phones and social media to provide technological access to learning materials and instructors may create a motivating learning environment where students are willing to remain in high school to obtain a degree. Potential social and work benefits beyond high school may accrue for students.

No description available.

Cooperative learning is a pedagogic approach that is prevalent in all levels of education as it is seen to yield higher learning outcomes than individual learning (Johnson & Johnson, 2009). In the global university, it is believed to have the potential of increasing intercultural contact since students work together in small groups to conduct projects related to their discipline. The assumption is that students will learn the intercultural skills they need for an interconnected world by studying and learning in groups with linguistically and ethnically diverse others (Association of Community Colleges Canada, 2010). Although cooperative learning is based on social interdependence in which group members work together for the mutual benefit of their group, there has been very little research conducted into the relationships that the group members actually have with each other. It is the aim of this study to examine these relationships and find out their impacts on cooperative learning experiences. Drawing upon insights from pragmatism and dialogism, in this thesis, learning is conceptualised as an embodied, socially situated, and relational process. This means that the key to learning is the relationships that learners can construct with others. An integral part of forming relationships is the negotiation of identities in which people see themselves and others as certain kinds of people. In learning in cooperative groups, the ability to negotiate legitimate, competent identities is regarded as essential. For this reason, the study reported in this thesis uses a view of identity as socially constructed as a lens though which to analyse relationships in cooperative learning. The study focuses on the experiences of 12 students participating in group learning projects in first year business courses. Narrative inquiry is the methodology used as it is ideal for highlighting the complexities in human relationships and issues of power. The narratives of four international, four Canadian immigrant, and four Canadian-born students are analysed. A key finding from the analysis is that the relationship students are able to negotiate in cooperative groups and the types of identities they are able to construct with others strongly impacts their learning. There appeared to be a hierarchical order to student identities in groups with Canadian-born students assuming more powerful identities. Frequently these students are results oriented showing only interest in achieving high marks in their group projects. This leads to an absence of emotional connectedness amongst students and a disregard for the process aspect of working together which is core to cooperative learning. The thesis concludes with a discussion of the ways that cooperative learning could be changed to make it more process oriented. Finally, I make recommendations for further research which can build on the findings from this study.

This thesis presents an ethnographic investigation of teachers’ peer-to-peer engagement in online social spaces, using the concept of teachers’ professional identity as a framework to shape and focus the study. Using Religious Education (RE) as a strong example of the wider phenomenon of teachers’ online engagement, three online social spaces (the Times Educational Supplement’s RE Forum, the National Association of Teachers of RE Facebook Page, and the Save RE Facebook Group) were investigated as case studies. A year was spent in these spaces with digital ethnographic research taking place simultaneously in each one. Data gathering primarily took the form of participant observations, in depth analysis of time-based sampled text (three 8-week samples from each space), online and offline narrative based interviews and, to a lesser extent, questionnaires, elite interviews and analysis of grey literature. The study finds that engagement in the online social spaces offered teachers opportunities to perform and construct their professional identities across a variety of topics ranging from local practical concerns to national political issues. In more practical topics the spaces could often be observed as acting as communities of practice in which professional learning took place and identities were constructed, with such online professional development influencing offline classroom practice. However, engaging across this spectrum of topics afforded users a broad conception of what it means to be a teacher, where professional identity was understood as going beyond classroom practice and integrating engagement with subject-wide, political and policy related issues at a national level. Such engagement provided many users with a feeling of belonging to a national community of peers, which, alongside political activism initiated in online interaction and meaning making debates concerning the future and identity of the subject, provided teachers with feelings of empowerment and a sense of ownership of their subject. However, the study found that teachers’ online engagement took place within structures embedded in the online social spaces that influenced and shaped engagement and the ways in which users’ professional identities were performed and constructed. These structures were linked with the design and technical affordances of the spaces, the agendas of the parent organisations that provided the spaces, and the discourses that dominated the spaces. These aspects of the spaces provided a structure that limited engagement, content and available online identity positions while additionally projecting ideal identity positions, distinctive in each space. These ideal identity positions had a constructive influence over many users who aspired to these ideals, often gaining confidence through expressing such socially validated ideals or feeling inadequate when failing to perform such ideal identity positions. Thus, this study finds a complex relationship between agency linked with active online identity performance and the constructive influence of embedded structures that contributed to the shaping of users’ engagement and their understandings of themselves as professionals and their subject.