The purpose of this mixed -methods study was to investigate the educational aspirations of Turkish-American middle and high school students. For comparison purposes students from other ethnic groups were also included in the study. Factors related to family, school and the individual student were examined through survey data and interviews. In addition, possible barriers to educational goals, preferred area of study, and perceived parent support were explored. Interview with Turkish-American parents revealed types of parental supports and insights about their understanding of childrens experiences and performance. The results of the ordinal regression analyses revealed that parents expectations and school achievement were the most influential factors on educational aspirations of Turkish American middle and high school students. Parents expectations and generation level (immigrant status) were found most influential for the group of other ethnic students included in the study.

The current study investigated the relationship between burnout, wellness, and altruistic motivation of entry level, live in and live on residence life staff. The literature review consists of empirical research for each construct presented (burnout, wellness, and altruism). The study sampled utilized were live-in and live on full time, entry level residence life personnel employed at predominately white public and private institutions in the southeastern part of the United States. Multiple regression analysis was used answer specific research questions. Results confirmed that there was no relationship existed between constructs; however findings do suggest burnout of residence life staff. Results are thoroughly reviewed and compared to other research. Lastly implications are presented.

This thesis examines the political dimension of comedy in performance through a practice-as-research project incorporating elements of stand-up comedy, relational art, and participatory performance. In the wake of the depoliticisation of live performance comedy in Britain after the incorporation into the mainstream of the agit-prop driven Alternative comedy of the 1980s, I question whether stand-up in particular can have a political efficacy greater than raising awareness or representing a political struggle. Satirical comedy, comedy of Carnival, and more recently, comedies of ‘transgression,’ are held as paradigmatic of comedy’s generic political dimension, and contemporary discourse celebrates the comedian’s ability to negotiate lines of offense or taste. Opposing this view, I argue that this ‘Canivalesque logic’ is incompatible with the ideological conditions of global capitalism. A ‘radical democratic’ comedy necessitates a focus on the relational and affective dimensions of comedy performance. Following from this theoretical framework, this thesis progresses through three phases of experimental practice. I begin by interrogating and expanding my existing practice as a ‘circuit comedian.’ Next, audience-performer relationships become the site of interrogation, and I engage in two projects influenced by participatory performance and relational aesthetics. The third phase returns to stand-up comedy, coloured by my previous experiments. This project results in a model of comic performance as embodied formalist critique of ideology. The results of this project contributes to a way of reading comedy performance, as well as to discourse about the politics of theatre and performance. It is also provides an exegesis of comic techniques and a sustained analysis of my practice as a comedian and artist. Overall, this project intends to escape the false choice faced by the politically-minded comedian today: to paraphrase a well-known Marx Brothers joke, when given the choice between commenting on the world or changing it, we should answer: ‘Yes, please!’

Along with the live performance of Sissy!, the present document constitutes research centred on the figure of the ‘sissy,’ defined in relation to the effeminate homosexual. The practice-based study proposes ‘sissiography’ as an original concept, conceived of as a negotiation between the three elements of body, abuse and space. Bodily traits are investigated under the coin ‘negotiable markers’ to include mannerisms, behaviours and sartorial choices commonly regarded as characteristic of the sissy. Abuse is studied in reference to Butler’s notion of ‘words that wound’ as well as to incidents of hate crime in London. Thirdly, sissy space is analysed in relation to safe and hostile urban zones. The study concludes that the unifying principle at the heart of sissiography is the concept of failure. In examining the writing of sissiness, the thesis considers existing scholarship on sissies and positions itself against the diagnostic concept of so-called Gender Identity Disorder. The argument developed here is underpinned by autobiographical elements. Historical discourses of male effeminacy are presented to challenge the notion of fixity in perceptions of the sissy. While offering a written investigation of the concept of sissiography, the study also develops an analysis through the researcher’s body in a series of studio experimentations and live performances. Practice is the central instrument of the enquiry, facilitating the writing of new sissy discourses. A cyclical mode of research leads from practice to theory and back to practice. The sissiography is thereby shown to be a form of inscription on the body, a form of writing space, of writing movement, of reinscribing history, of describing possible sissy futures.

Using the social model of disability as a catalyst, this practice as research project starts with the understanding that theatre can disable some of its spectators. Contemporary theatre is conventionally visual. If a theatregoer has low or no vision she or he can be disable by theatre. An investigation of historic directing practice and dramaturgy will demonstrate an ocular bias in contemporary performance. A theatre director is in a unique position to counter this bias and influence opening performance to those with visual impairments or blindness. The idea of blind spectatorship is a provocation for directors and theatre makers. What are popular and experiential definitions of blindness and how might these ideas influence conceptions of an audience? How does theatre disable someone with low or no-vision? What can a director do to open performance to a blind or visually impaired spectator? Audio description interviews with audience members and access specialists, the practice of theatre companies like Extant and Graeae and an Affirmative Model of Disability frame and inform this study. It will be argued that access strategies for the visually impaired or blind, outside of a very few companies, are not widely considered within an artistic purview. This thesis aims to place these access responsibilities firmly within a director’s control and considerations. By locating this study in my own directing practice, I can demonstrate how performance can be opened to a broader audience. Four fully produced stage plays covering a range of performance styles (kōläzh, 2006; Foto, 2010; In the Tunnel, 2010; Variations on the Death of Trotsky, 2012) and several laboratory experiments focused on elements of staging, production, directorial intent and perceptive intersections of access are used to question and exhibit the findings of this study. Sonic dramaturgy emerges as a particularly useful tool for theatre makers and an economic and scalable balance to visual conventions.

This situated self-as-researched investigation explores the impact of critical reflection on a private practice singing teacher’s thinking. The project is based upon the use of five ‘vehicles’ through which to develop the skills of critical reflection, these being journal writing, personal writing, critical incident technique, narrative inquiry and ideology critique. Each of these vehicles is used to undertake critical reflection of singing teaching practices whereby values and assumptions are interrogated. Each of the vehicles of critical reflection used in this inquiry is evaluated for their ease of use and effectiveness in enabling critical reflection processes to be developed in the participant. Engaging in critical reflection presents the possibility for transformative learning (Mezirow 1990) whereby frames of reference are challenged and altered as a result of the processes undertaken and examples of this in action are included in this research report. This dissertation contributes to the small but growing body of research in the area of private professional music education. The private instrumental and vocal teacher often works in an isolated environment with limited development opportunities available. This research proposes that critical reflection may be a viable tool for professional development and practice improvement.

This thesis has grown out of interest in and observation of dilemmas for practice and attitudes to enterprise education in primary and secondary schools in Scotland. There seem to be mixed views on the purpose of enterprise education and its justification to be part of the curriculum, its relationship to other means of addressing work-related purposes of education and shifting policy interpretations that propose to link enterprise education with entrepreneurship education. This latter consideration has been highlighted more recently with the provision of financial support for enterprise education from successful and influential Scottish entrepreneurs. These circumstances are examined in the later parts of the thesis and are preceded by an analysis of the wider context and variety of connections and interrelationships between work and education. Historical, social, political, economic and cultural connections emerge as necessary disciplines for understanding work, how our concept of work has developed and how it has been related to education along the way. Historical analysis is needed in order to analyse and forecast how education and work relationships are developing today and so a history of work and its relationship with education in industrial and post-industrial economies is provided as well as consideration of developments in the traditional but more narrowly defined area of vocational education. More recent developments in global interconnectedness, communications technology and the emergence of knowledge as the major requirement of our 21st Century lives have altered the balance in the education and work relationship making education the more proactive agent in the pair. Educational policy and practice have in the past been shaped by political and economic changes in society but contemporary attitudes to the importance of knowledge, its application and its transfer, in stimulating economic growth have made learning a sought after ‘commodity’ and education, although slow to make major changes to school practice, is now in a position to shape the nature and practice of work and workplaces. It emerges in the thesis that although education has been and is influenced by political, social and economic requirements, policy makers arguably have not paid much attention to the social sciences or to philosophical considerations when considering curriculum development. Likewise social science and philosophical enclaves have not shown much interest in educational theory and practice. Only recently have education faculties been established in many UK universities and begun to develop research cultures that in other disciplines already have long traditions and prestige. The chapters of the thesis bring together a broad and original compilation of areas of study that provide a scenario of connections that have the potential to inform, motivate and increase the understanding of educators and the makers of education policy when addressing the work-related aims of education. The final chapter sums up the scope of the variety of influences on the relationship between education and work and proposes that, although they provide very necessary bases for understanding, they have over time diminished what the thesis claims to be a necessary element in all education and educational policy deliberations, including those on education for work: that of value-based considerations for the development of the human person. Suggested ways forward for schools and course design, teacher education and education policy making are provided in the light of the deliberations of the thesis.

Continuing Professional Development (CPD) was situated as both a right and an obligation at the heart of Scottish education by the McCrone Report of 2000, and the ensuing agreement, A Teaching Profession for the 21st Century (2001). CPD was, and continues to be, construed as having the potential to transform teaching and improve learning. Further, CPD was promoted by the Report as having a key role in the re-professionalisation of the teaching profession. In the decade since the Teachers’ Agreement, however, levels of engagement with CPD initiatives, the review and repositioning of particular schemes, and the perceived impact on learning and teaching point to a tension between the discourse of CPD and the reality of its implementation. The publication of the McCormac Report in September 2011 signalled anticipated changes to teachers’ conditions of employment, which will inevitably include changes to CPD. This publication provides an opportunity to reflect on whether the Teachers’ Agreement has delivered the intended benefits for both teachers and pupils in terms of CPD, and to examine the impact of language or discourse in shaping attitudes to, uptake of, and engagement with CPD. This thesis looks at the language and implementation of the Teachers’ Agreement and related policies within the wider educational landscape in order to explore the tensions between discourse and actuality, to suggest reasons for such tensions, and to suggest transformed practice in terms of the discourse of CPD. In terms of methodology, critical discourse analysis is used to examine the language of CPD closely; policy analysis to describe and analyse the implementation of particular initiatives; narrative analysis to contextualise developments in CPD; and insider reflection to bring a personal perspective to bear on particular aspects of CPD. This combination of methodologies has been chosen in order to allow an in-depth study of nuances of language in policy discourse, changes in policy implementation, and location of such policy in the broader educational agenda. The study contends that CPD is not generally viewed as an uncontested good; indeed, engagement with various CPD initiatives has been limited for a number of reasons, including an underlying and fundamental tension between the concept of professionalism and a view of CPD which is related to a ‘standards’ framework. In contending that discourse is fundamental to the interpretation of and engagement with policy, the thesis points up the necessity to pay due regard to the nuances of language employed in denoting policy, and to addressing underlying tensions in the concept of CPD. Policy makers need to be acutely aware of the central role which language plays in the shaping and interpretation of policy and to learn from the experience of the last decade. CPD continues to be described by many influential figures and bodies as fundamental to the future development of Scottish education. At the same time, however, the educational agenda is dominated by the introduction of a new curriculum (Curriculum for Excellence or CfE), and CPD budgets are threatened by financial and economic imperatives, driven by the continued constraints on local and national government spending. It is vital that the discourse of the McCormac Report, and subsequent policy, is carefully constructed to avoid cynical and negative interpretations, such as suggestions that fewer ‘set piece’ CPD events are as a result of cost-cutting. I contend that lessons must be learned from the experiences of the last decade in the discourse and implementation of the policy related to CPD in order to ensure the intended impact on learners.

Abstract: In this thesis I aim to investigate the influences affecting the teaching approaches adopted by Libyan English as foreign Language University teachers (LEFLUTs) in language classrooms. The thesis explores the context in which LEFLUTs work in terms of the opportunities and challenges of teaching English in Libyan universities. In particular, the concept of two generations of teachers, Older Generation Teachers (OGTs) and Newer Generation Teachers (NGTs),resulting from significant political and cultural shifts in attitudes to the English speaking world that have occurred in Libya in recent times, is critically examined . The perceptions of teachers in one university in Libya were analysed through their responses to a series of scenarios presenting typical problems encountered by EFL teachers in the classroom. The scenarios were designed to elicit their interpretation of the situation, the kinds of knowledge and experience they drew upon and the pedagogical strategies they might employ to deal with the situation. In addition to scenarios, semi-structured interviews enabled the respondents to develop and expand on their interpretations. The design and use of scenarios represents an innovative approach to research in the Libyan context where very little work has been done to try to understand how teachers make sense of their practice and how the negotiate the challenges of the political and cultural context. The investigation of the influences affecting LEFLUTs has drawn upon the work of Shulman on the different forms of knowledge required in teaching and the absence of a well developed body of pedagogical content knowledge within the LEFLUTs community is discussed. The need for more opportunities for initial and continuing professional development (CPD), raised in the interviews is set within the context of typology of CPD that emphasises the benefits of working within a community of practice, and an approach to professional development through action research is proposed. The overarching theoretical framework for the thesis is social constructivism both in terms of understanding the dynamic influencing how the LEFLUTs make sense of their experience and also in the proposals for developing an approach to CPD.

Educational technology has yet to deliver the benefits or successes that were expected in educational practice, especially in relation to issues other than the communication and delivery of teaching materials. Evidence suggests that these difficulties stem from the mismatch between formalised virtual learning environments and everyday sensemaking and between the rich potential for enhanced learning afforded by new technology and the constraints of old-style educational practice. In addressing this mismatch, some commentators suggest that the primary need is for a new culture of educational practice-and even that such a culture is already emerging, and others identify the need for a new paradigm for educational technology. The aim of this thesis is to explore the potential for a new paradigm for educational technology based on the principles and tools of Empirical Modelling (see http://dcs.warwick.ac.uk/modelling). The thesis builds upon previous research on Empirical Modelling as a constructionist approach to learning, and in particular Roe's doctoral thesis 'Computers for learning: an Empirical Modelling perspective'. Roe's treatment of Empirical Modelling can be viewed as generalising the use of spreadsheets for learning through applying 'programming by dependency' within the framework of existing educational practice. In contrast, this thesis is concerned at a more fundamental level with the contribution that Empirical Modelling can make to technology enhanced learning that may lead to new educational practices. In particular, it identifies eight significant characteristics of learning that are well-matched to Empirical Modelling activity, and associates these with experimental, flexible and meaningful strands in learning. The credentials of Empirical Modelling as a potential new foundation for educational technology are enhanced by demonstrating that Empirical Modelling is radically different from traditional software development and use. It provides a methodology for modelling with dependency that is more closely related to the use of spreadsheets for learning. The thesis elaborates on the relationship between Empirical Modelling and learning in a variety of different contexts, ways and applications. Three examples drawn from computer science higher education are explored to emphasise the experimental, flexible and meaningful characteristics of Empirical Modelling. This discussion of Empirical Modelling in a specific educational context is complemented by an investigation of its relevance to learning in a wider context, with reference to a broad range of subjects, to specific issues in language learning, and to the topics of lifelong learning and collaborative learning. Although the application of Empirical Modelling for learning is as yet too immature for large scale empirical studies, its potential is evaluated using informal empirical evidence arising from Empirical Modelling practice at Warwick. The sources for this evaluation are well-established teaching activities relating to Empirical Modelling in Computer Science at the University of 'Warwick, comprising an introductory module and a number of final year undergraduate projects. The thesis concludes by considering the extent to which Empirical Modelling can go beyond the support for constructionism envisaged by Roe, to address the broader agenda of supporting constructivist learning using computers. To this end, a close relationship between Empirical Modelling and a vision of constructivism recently set out by Bruno Latour in his paper 'The Promises of Constructivism' is demonstrated.