This thesis is based on a case study of the predicament of new primary teachers in a time of rapid and multiple change. It examines the proposal that emerging teachers should be supported as intellectuals in responding to the inherited collision of education policy and practice within postmodernity. Action research methodology was employed to investigate a small scale attempt to support student teachers as intellectuals in their final period of the BEd. Some participants were followed into the first year of teaching, using an ethnographic and autoethnographic methodology to evaluate and elaborate the initial proposal. The study shows that emerging teachers could function as intellectuals but there was little political or professional support for this. In particular there were neglected elements in both preparation and induction periods concerning professional purpose, vocation and orientation. The study contributes to our understanding of the dilemmas of tutoring emerging teachers as intellectuals. It also contributes to our understanding of the predicament of new teachers, which is typified as caught between the rock of the state and the increasingly hard place of the school. In this situation clarity of ideals and beliefs are required, and personal and social strategies are needed to carry these through in the problematic contexts of both policy and practice. It is recommended that the imbalance of preparation and induction programmes is reconsidered in order to allow for these neglected elements. Finall y the study offers a cultural rationale for professional purpose and vocation based on principles of equality, quality, diversity and democracy.

More than half of Australian primary teachers have negative feelings about mathematics (Carroll, 1998). This research study investigates whether it is possible to change negative beliefs and anxieties about mathematics in preservice student teachers so that they can perceive mathematics as a subject that is creative and where discourse is possible (Ernest, 1991). In this study, sixteen maths-anxious preservice primary education student teachers were engaged in computer-mediated collaborative open-ended mathematical activities and discourse. Prior to, and after their mathematical activity, the students participated in a short thirty-second Online Anxiety Survey based on ideas by Ainley and Hidi (2002) and Boekaerts (2002), to ascertain changes to their beliefs about the various mathematical activities. The analysis of this data facilitated the identification of key episodes that led to the changes in beliefs. The findings from this study provide teacher educators with a better understanding of what changes need to occur in pre-service mathematics education programs, so as to improve perceptions about mathematics in maths-anxious pre-service education students and subsequently primary mathematics teachers.

It has been recognised for many years that children learn from direct experiences with their surrounding environments (Weinstein and David, 1987). Considering children spend the majority of their early lives occupying school buildings, the quality of this built environment is important as it is thought to have an impact on their learning, social development and well-being. The architectural design of school environments, procured over the past 15 years has been constantly evolving with the need for new and improved school buildings coupled with significant changes in education over the past few decades. In the UK, during the 2000s, there was significant investment in the Building Schools for the Future (BSF) programme, with a desire to achieve high quality inspirational environments that enhance learning (DfES, 2003c), where design quality was considered an important factor to address issues of sustainability, flexibility and adaptability (DfES, 2002b). As such, there has been significant research undertaken into school design, which has found that certain elements of the environment may have an impact on learning and achievement. However, a change in government in 2010 led to the existing school building programmes at the time being axed and the Priority School Building Programme (PSBP) being introduced in 2011, with baseline design guidelines and the aim to make school construction more cost-effective (National Audit Office, 2017). During the economic downturn, it became apparent that some elements of school design were being omitted to reduce building costs. Considering the current situation, this poses the question: what impact does the latest wave of school buildings have on the users and their experiences in these new settings? Optimising the design of school buildings remains important, and in order to achieve this, we need to examine some of our existing and recently constructed school buildings. This thesis reviews the current situation by investigating the impact of ‘new’ primary school buildings on children’s experiences and their daily lives at school, conducting a post-occupancy investigation of four case study schools. The qualitative research targeted the end-users, the children themselves, by exploring their views on their schools. The research also highlights the potential of participatory techniques through use of creative methods, providing an understanding of primary school buildings through the children’s eyes, giving them a voice within the research. The findings identify that, from the children’s perspective, new primary schools are to an extent, providing sufficient spaces in which to learn. However, it remains that there are some environmental issues which are affecting children. The importance of the holistic school environment has been highlighted as well as desirable spaces and places for children at school, with an emphasis on outdoor spaces and the natural environment. By providing insights into their daily experiences, the findings suggest that such spaces ought to be considered higher priority in the design process. The research aims to set a precedent for architects and designers, providing an insight into four post-occupancy case studies, whilst looking forward to integrating participatory techniques in future school evaluation and design. By enriching existing knowledge in the area of school environments, it provides fresh information that will continue to aid the future design of schools by architects, which ultimately, has the potential to have a positive impact on development and well-being.

In this dissertation I argue the case for placing children's reading of non-fiction in the context of the whole language and learning programme. The emphasis is on supporting reflective reading rather than only on the acquisition of study skills. An action inquiry, involving a whole class of 9 year olds using non-fiction in the context of project work, is described and evaluated by the writer as teacher-researcher. The study is in three parts. Part 1 begins with a short analysis of the present state of affairs, then proceeds to an examination of different theoretical approaches to learning and particularly the role of language in learning. Out of this analysis four principles are suggested as a framework for learning and this general model underpins the planning of the practical example in Part 3. The study moves into Part 2 by offering a taxonomy of children's non-fiction texts. It is argued that while many children's books are 'transitional' and cannot easily be assigned to a particular kind of adult non-fiction, it is possible and helpful to recognise some broad categories. Part 3 examines evidence from surveys and classroom studies illuminating the major question - what is reading comprehension? Some problems involved in reading nonfiction are considered. The main study describes and evaluates a classroom example, the planning and carrying out of which aims to embody some of the pointers to good practice indicated in the whole work. While it is not possible to generalize from one example it is argued, following Bassey (1981), that the description and evaluation are 'relatable', that other practitioners will be able to relate to the challenges and partial solutions achieved. Finally, drawing on all parts of the study, a framework for reflective reading of non-fiction is set out in seven principles.

The transition from training to practice and the early years of their career have been considered to be a major influence on teachers' professional behaviour. This transition may be particularly difficult in Malta because of the lack of professional support provided to teachers in their beginning years of teaching. The first section of the thesis traces the historical context of teacher education in Malta. A description of the Maltese system in the context of models of teacher education is followed by a review of the major issues in initial teacher education. The first years of teaching and the problems encountered by beginning teachers are discussed in the section dealing with the transition from training to practice. A case is made for the role played by perceptions of preparation and competence in teacher efficacy. The second section of the thesis investigates the relationship between the training experience and teaching competence as viewed by intending and beginning teachers. The relationship between perceived levels of preparation and competence is determined through a survey conducted amongst the whole population of final year students and recent graduates of the B.Ed. (Hons) degree course run by the Faculty of Education of the University of Malta. Teaching skills included in the survey are those which deal with the teaching of specific subject areas of the school curriculum, general teaching skills specific to the classroom situation and those which involve wider pastoral and interpersonal skills. The interplay between perceptions of preparation and competence for both student and beginning teachers is examined. The beginning teachers' competence in the teaching skills specific to the classroom situation and the teaching of the subject areas of the school curriculum is closely related to their preparation. Those skills which involve wider pastoral and interpersonal skills seem to stem more from their classroom experience than from the preparation they have received. Perceptions of preparation change with increasing experience, as does teachers' sense of competence in different aspects of the task. There was, however, little evidence for a 'Curve of Disenchantment'. A typology of the perceived competence of beginning teachers is identified. In the third section of the thesis a small observational study of the recent graduates of the teacher education course who were teaching in Primary schools, is presented. It demonstrates that the typology of perceived competence of the larger survey work is useful in distinguishing between teachers with different patterns of teaching behaviour. This study showed that a high level of perceived competence was related to certain patterns of classroom behaviour known to foster achievement gains in pupils. In the light of the findings on preparation and competence, suggestions for further research and for ways of supporting beginning teachers are put forward.

The purpose of this study was to investigate the effects of pupils working in small groups on Mathematics attainment of year-three pupils in ten public primary schools in Palembang, Indonesia. In the intervention group, pupils carried out Mathematics exercises by discussing and helping each other in mixed ability groups while those in the comparison group did the Mathematics exercises individually. This study used a non-equivalent control group design. To investigate the effects of the differences in classroom pedagogy, Mathematics test had to be devised and its validity and reliability established before the intervention research could be carried out. Children and teachers in the intervention and comparison groups were as similar as possible. In addition, short questionnaires for teachers and intervention group pupils were also administered to obtain their views about the new classroom pedagogy. Differences on pupils' Mathematics attainment were investigated by assessing the pupils at two time periods: pre-test (at the beginning of the term) and post-test (at the end of the term). The views of teachers and intervention group pupils were collected at the end of the term. The main data analysis was conducted to assess the contribution of pre-test scores, intervention/comparison group, gender and school to children's post-test scores. The views of teachers and pupils were sought as part of postintervention evaluation. This study found that the pre-test was highly predictive of the outcome. After controlling for pre-test scores, children in the intervention group scored significantly higher than those in the comparison group. There were no gender differences but there were variations in the effectiveness of individual schools. All intervention group teachers reported that the pupils learned more Mathematics under the intervention and most of them would use the method for future teaching practice. In addition, most of intervention group pupils liked to work in the small groups, liked to help each other and believed they learned more Mathematics in the small groups.

The digital media play an increasingly pervasive and influential role in children’s lives (Rideout & VJR Consulting, 2011). However, whilst there has been extensive investigation into the media use of this age--‐group in the USA and western Europe, there has been little research on the media use of children under the age of 6 in Taiwan. Therefore, Phase 1 of the study began by conducting an online survey (n=535) in order to situate the work undertaken in Phase 2. The results showed that TV dominates the media use of young Taiwanese children. Opinions differ regarding the effects of TV viewing on young children. Some child development specialists warn of the dangers of too much viewing, especially for infants (Christakis, 2008). However, more programmes are designed specifically for young children and many aim to support their learning. Evidence has shown that TV can have a positive impact on learning (Wright, Huston, Scantlin, & Kotler, 2001). The key issue is the extent to which children engage with the programme. The literature into children’s learning from media content indicates that the child’s engagement with the programme is strongly related to their understanding of the programme content (Calvert, Strong, Jacobs, & Conger, 2007). However, little is known about how parents can support their child’s engagement by co--‐viewing children’s TV programmes with them. Therefore, Phase 2 of the study aimed to explore in--‐depth this particular link between parental scaffolding and child engagement. Adopting a social constructive paradigm and using case study methodology, the researcher gathered video recordings of thirteen parent/child dyads of 3--‐ to 5--‐year--‐olds co--‐viewing the same episodes of two animated educational television programmes in natural conditions. In the analyses, measures of children’s engagement and thematic coding of the scaffolding behaviour of the parent were used to deductively and inductively analyse video recordings of the home observations. The findings indicated that there is a positive association between the child’s engagement and the level of parental scaffolding. It is suggested that dissemination of the findings from this study could help parents to understand and appreciate the value of parent--‐child co--‐viewing of educational children’s television programmes and promote children’s learning from the programmes.

Young children’s imaginative play about death and violence is contentious and under-theorised, often approached in normative terms where the play represents the source of or solution for wider ‘social problems’. In contrast, this study offers insights into the complex and shifting social ecology of death/violence play in one London-based nursery and clarifies the processes through which inequitable sociospatial relations are renewed, reworked, and even transformed in such activity. Utilising a critical ethnographic approach informed by critical realism and the social studies of childhood, the study engaged with children’s and adult educators’ perspectives and practices over a period of 1½ years through semi-participant observation, interviews, and multivocal video revisiting. The initial data chapters offer an analytic description of the setting, arguing that contradictory discursive, institutional, and material relations serve to render children’s death/violence play as ‘matter out of place’, paradoxically considered partially recuperable in relation to (boys’) development. The subsequent data chapters, informed by materialist feminist perspectives, point to the way imaginary characters became mobile resources for some children whilst inequalities serve to inscribe characters, including the monstrous, on others. The chapters point to the identifications players made with characters and narratives through a process of intense dialogic embodiment, in the process renewing sociospatial relations linked to normative heterosexuality, hegemonic masculinity, propertied relations, and flexible selves. This thesis, however, contends that ludic activity offers possibilities for overturning the status quo and enacting new social imaginaries. In the study setting, the death trope served as a generative metaphor to provoke caring touch, opening up social relations beyond economic calculation and gendered and generationed aspects of care. Play, it is argued, is a site of struggle, one that can offer a space of ethical-political engagement and radical potential, with implications for pedagogical projects concerned with equality and social transformation.

This research documented an attempt to introduce a change in teachers' working methods in several Israeli schools through the use of in-service teacher training courses (INSET). The courses were held in the Oranim School of Education of the Kibbutz Movement. Oranim is a comprehensive teacher training college, offering a wide variety of training courses for educators and school teachers at all levels. This research study focused on two main objectives: 1. To investigate the suspicion that Oranim course graduates are not implementing the material learned in the course in their classes. This was noticed by the researcher and her colleagues during their visits to numerous schools. This objective was to more systematically investigate if this feeling reflects reality. 2. To investigate how teachers and head-teachers explain this phenomenon, that is, their ability (or inability) to implement new methods, techniques and didactic means learned in the course in their classes. The first objective was examined both by reviewing the reality through observations, questionnaires and interviews, as well as by making comparisons to work methods and opinions of teachers who did not participate in the course. The second objective was examined through interviews and questionnaires. The main research fmdings showed that the course participants differed from their colleagues who did not participate in the course with respect to their level of awareness of the need to implement change, and their familiarisation with diverse teaching-learning methods. The two groups of teachers actually worked in a similar fashion. The main explanations provided by the teachers for this were: lack of follow-up by an expert after the course; lack of cooperation by the school's teaching staff; and insufficient preparation in order to cope with their unique reality during the course.

Children from families which do not share the language, culture or social class of the teacher are often viewed as 'disadvantaged' when they enter school. It comes as no surprise to teachers when these children experience problems in beginning reading in the classroom. The teachers' expectations are backed up by statistics showing that children from 'non-school-oriented' backgrounds are less likely to succeed at all stages in their school careers. Explanations for lack of progress are sought in the children's linguistic, cultural or cognitive deficiency or, most recently, in their inexperience of narrative and literature from home. Within this framework, children from 'non-schooloriented' backgrounds who step quickly and easily into reading in school can be explained only as 'exceptions' whose progress is beyond the teachers' control. In this study, I examine the origins of the teachers' beliefs. Using the example of two children from 'nonschool- oriented' families who make very different progress in early reading lessons as a starting-point, I question the validity of explanations grounded in the deficit of the child and the home. I then propose a new focus of attention; the interaction between teacher and child and their negotiation of the reading task during group and individual lessons. Through ethnographic and ethnomethodological approaches to studying the interaction between a group of children, their families and the teacher during the first eighteen months in school, I argue that a child's early reading progress does not depend upon entering the classroom from a 'school-oriented' home but an ability to engage in a specific pattern of dialogue and turn-taking with the teacher during early reading lessons. Ultimately, it depends upon the child being able to negotiate a joint interpretation of the reading task with the teacher.