The focus of this study is what Alexander (2000) refers to as the ‘heart of pedagogy’: the moment-by-moment transactions between a teacher and a small group of learners, viewed through a socio-cultural lens. I explore how three primary teachers enact a small-group pedagogic approach termed ‘guided reading’; the beliefs and values underpinning and informing their discursive behaviours; and how they have arrived at their current understandings as they have travelled through a changing pedagogic landscape. My research took the form of a multiple case study, drawing on rich qualitative data from observation, interviews and ‘video-stimulated reflective dialogue’. By bringing different data layers into dialogue, I was able to identify patterns and themes, and to reconstruct the teachers’ pedagogies in theoretical terms. The theoretical framework is most substantially derived from the work of Basil Bernstein. Although each lesson was readily identifiable as guided reading, the teachers’ approaches varied substantially, reflecting alternative views of self as teacher-of reading and of children as learners. Certain elements of their pedagogies were identified which appeared likely to support children’s learning, although the high level of teacher control restricted children’s opportunities to engage more actively in their own learning. The children viewed school reading and home reading as distinct cultural practices. The study explores the under-researched area of guided reading, but is also unusual in its attempt to apply a Bernsteinian framework to an aspect of English primary education. It illustrates how fine nuances of teacher behaviour can expand or constrain possibilities for pupil learning, and demonstrates the potential of small-group contexts for pupil learning.

No description available.

Team teaching has become widespread in Korean EFL classrooms through the nationwide implementation of the EPIK scheme, the government-sponsored ELT programme. Despite an ongoing process of policy changes in the EPIK scheme and English education, there has been little empirical research with a focus on team teachers and a lack of empirical data regarding classroom interaction where there is a ‘two teachers in one class’ model and this has not helped in the development of understanding or supporting team teaching. This thesis reports on a case study in relation to the team teaching practised by four pairs of team teachers in four different South Korean primary schools. It provides a sophisticated data-led understanding of team teaching implementation and insights into its complexity through descriptive, narrative, reflective and discursive approaches to representation of the data. The full range of diverse interactions between team teachers makes it possible to explore the complex features of team teaching classrooms and to understand the multifaceted nature of the teamteaching relationships. In particular, the emphasis is put on the actual classroom discourse spoken by the team teachers, which fills gaps methodologically in terms of developing understanding of classroom interaction with a two-teachers-oneclass model. The four pairs of team teachers have varying team teaching styles with different levels of collaboration and experiences in their contexts. The distinctive characteristics of their interactional relationships are documented through six themes: delivering collaborative presentation in team instruction; taking charge of different skills and content roles; using L1 and L2; providing complementary support; making decisions and intervention; and partnership talk. In addition, the interactional relationship between team teachers has multidimensional features in terms of power, equality, complementarity, interdependence, and collaboration in contrived collegiality. In addition, the key factors underlying their interactional relationships are identified as professional (personal), pedagogic (team), and interpersonal factors.

The purpose of this research project is to examine the use of spreadsheets for the development of problem solving skills in primary school pupils. This study is based on the notion that advanced skills of comprehension, reasoning, composition, and experimentation are acquired not through the transmission of facts but through the learner's interaction with content. This constructivist view of learning calls for teaching basic skills within authentic contexts for modelling thought processes. To gather the information 1 needed I worked for three months with a group of 12 pupils (six boys and six girls). A pre-test, a post-test and a post post-test one year later were used to gather quantitative data emerge from the research while I was taking part as a participant observer to record the qualitative data from the research. The statistical analysis was carried out by SPSS-X. Percentages, means, standard deviations and medians were used to illustrate the variables. The Kolmogorov-Smimov test was used for the Inferential Statistical Analysis. The main findings of my research that emerged from the tests the pupils undertake and from my observations during the lessons are: Regarding progress in problem solving ability: Pupils have increased their abilities in problem solving after using a spreadsheet to solve a series of problems. Regarding progress in problem solving ability after one year: Pupils did not increase or decrease their ability in problem solving as emerged from the post post-test. There were no problems of communication between the pupils during their work in the groups while collaborative work enabled pupils to apply facts and skills already acquired; encourage discussion and investigative activity to show that mathematics can be useful, meaningful and valuable. Teacher’s work was more demanding with a major change in his role, from a knowledge dispenser to a facilitator. It is argued that there is an implicit need for curriculum change with the use of problem solving as a cross curriculum object and further, there are implications for the implementation of a general use of computers in primary education.

This thesis explores the nature and extent of Human Rights Education (HRE) in primary education policy and practice in England. It highlights that the provision of holistic education about, through and for human rights at all levels of formal schooling is required by the international legal framework, and has been included most recently within the UN Declaration on HRE and Training (2011). The UK has signed and accepted most of the international instruments and initiatives that address HRE and therefore ought to be educating in accordance with their requirements. The thesis investigates whether the commitment to educate about, through and for human rights is reflected in English primary education policy, and shows that this is ostensibly not the case. Following this finding, it draws upon quantitative and qualitative empirical research with primary teachers across England to gauge whether the elements may instead be reflected in practice in primary classrooms and schools. This empirical investigation shows that, despite the practice of teaching about values that could have human rights relevance, there is little evidence to suggest that primary teachers are addressing effectively the elements of the tripartite framework. Educational practice is therefore unlikely to be remedying the deficiencies in policy concerning HRE in England. The empirical research identifies a number of the barriers to effective HRE articulated by primary teachers and explores these in detail in light of the academic literature. It therefore fills a gap in the current research by not simply addressing the pragmatic question of whether HRE is being incorporated into classroom practice in a manner consistent with the international framework, but also by delving deeply into the underlying reasons why. It concludes by arguing that stronger government policy and guidance reflecting the international requirements for HRE is needed, but unless the identified practitioner-based concerns are taken into account, the commitment to educate primary school children about, through and for human rights is likely to remain undelivered in England.

This research explores the question: are parents partners? Far from being an evaluative study of the degree to which partnership is realised in practice, it is the very concept of partnership which has become the problematic I have examined. The focus of this study is a view of partnership which emerged in the mid nineteen eighties - the participatory model. This view of partnership is based on the principles of equality and reciprocity between parents and teachers. I contrast this rhetoric with how the reality of parental involvement is experienced. This is based on ethnographic research of parental participation in two schools. I have looked at the process, perspectives, adaptations and strategies which develop in day-to-day contact between parents, teaching staff and children. This is an aspect of parental involvement which has received little attention in previous academic research. My research highlights the assumptions which underlie both the principles of participatory partnership and existing accounts of the reality of parental involvement. Furthermore, I reveal the hidden reality of women and children as forgotten partners.

This study is about the features of educational experience in early childhood linked to animals, with a particular emphasis on the role and perspectives of early education practitioners (EEPs) in England. It includes a consideration of the influences of the earlier scholars and philosophers and a shift in pedagogy and methods for young children’s education; about animals, with animals and ‘as nature’. The study ‘maps’ the status of animal-related education in early childhood and it notes a decline in animal-assisted learning which has occurred as an outcome of particular political activities, legislation, and other factors. The research is both exploratory and confirmatory and utilised a mixed methods bricolage as a methodology, method and philosophy. There are three phases of research; an evaluation of the status of animal-assisted and animal-related learning in early childhood education, an inquiry into the attitudes and perspectives of early education practitioners and the development and piloting of a framework to support early education practitioners for animal-related education. The action-oriented final phase includes the piloting of an ‘Animal Aware School’ scheme and a number of dissemination activities and these are evaluated. An outcome of the research is the identification of the association between animal-related education and the global agenda for a Sustainable Future (SF) and the emergence of the notion of ‘noticing animals’. The findings of this thesis make an original contribution to knowledge in the field in three ways; 1) There has been a collection of new data – predominantly the perspectives of early education practitioners about animal-related education in early childhood – and a first systematic review of relevant texts and discourse, 2) This is a first inquiry at the intersection of the anthrozoology, early childhood education and psychology fields of study about animal-related education in early childhood, and 3) There has been the creation of a new term ‘Early Childhood Educational Anthrozoology’ which has not been in usage before and will help with future discourse.

No description available.

Young children’s writing activity in English Reception classrooms is framed by a rigid developmental model whereby children are conceived of as ‘becoming’ writers. However, recent postSstructuralist research suggests that writing activity, as an assemblage of objects, bodies, expressions and territories, involves constant change rather than being fixed to particular frameworks. This ethnographic enquiry focussed on six children in one Reception class during one school year. Deleuzoguattarian ideas were ‘plugged into’ a sociocultural, multimodal understanding of young children’s writing and the children were reSconceptualised as ‘becoming’: creating and disrupting multiple connections and relations through their actions as writers and research participants. Narrative observations, field notes, photographs, video and artefacts were analysed rhizomatically and vignettes of data were formed into discursive assemblages. The findings indicate that children’s writing within openSended play in the classroom was a moving, overlapping and connective ensemble, utilising many different modes of expression (drawing, text making, map making, copying, etc.). The writing materials used in these encounters ‘mattered’ to children: their sensorial qualities, the histories associated with them, and the potential they had to be adapted. Writing activity, however, was often organised by adults into regular discreet phonics sessions where the children’s opportunities for material intraSaction, social interaction and links to other writing experiences, were limited. Alongside this, discourses surrounding writing in the classroom were reflective of the curriculum ‘ideal’, and certain modes of expression were privileged. The conclusions suggest that containing young children’s writing within representative acts driven by external outcomes limits the potential of writing to be a sensory, embodied, material, and connected activity. Adults in schools should foster children’s playful writing encounters where these elements exist. Effective practices are needed to encourage young children’s multiple modes of expression, enabling them to build the language associations needed for their writing to be meaningful and desirous.

The perceptions held of the fundamental differences in the nature of boys and girls is an issue which has dominated educational discourse over recent years and thus, has shaped pedagogical approaches and policy. However, despite some calls to focus on how the social construction of masculinity affects boys’ responses to school based literacy there is still a pervasive discourse which focuses on neurological and hormonal differences. Furthermore, the waters seem muddied by a narrative of the disempowerment of boys as a consequence of the success of the feminist movement, the answer to which has often been a call to return to more traditional roles and social practices. The extent to which this popular discourse impacts on policy decisions made by educational leaders cannot be underestimated and is reflected in the many proposals for improving boys’ literacy results which are still often grounded in generalisations and stereotypes which place boys in one homogenous group who experience their identity in a single way. The current climate appears, therefore, to be one of mixed messages so that whilst scholars have pointed out the potential damage caused by solutions which reinforce socially constructed gender binaries, such approaches are still thriving. This study employs qualitative methods to explore, through interviews, the ways in which boys talk about how they construct their masculinity within the school environment and draws conclusions as to how this gendered identity impacts upon their perception of practices which shape the literate individual such as reading, creative writing and personal expressive response to texts. The findings contradict some commonly held beliefs that hegemonic constructions of masculinity often reject the academic practices associated with literacy. In particular, the data challenges the idea that many boys are reluctant to be seen as succeeding academically in favour of an anti-school culture. The results offer instead, a nuanced picture of how boys perceive the study of literacy and how some boys actively resist forms of masculinity which might prevent them from achieving at school and are able to balance the need to succeed in literacy with their status as ‘hegemonic’ boys socially.