This study provides a baseline analysis of the extent to which the primary education system in Pakistan is capable of enhancing or inhibiting children’s creativity. It involved 1008 primary schools who participated in a survey, 154 children who took the Torrance Tests of Creative Thinking, and classroom observation in 16 schools as well as documentary analysis of the education policy documents, curriculum and the official science textbook. The research presents the findings related to the definition of ‘creativity’, and the means used to identify, assess and enhance it as well as the importance and the obstacles faced in doing so. The study finds that while policy documents mention the introduction of creativity in education, and the curriculum lays emphasis on the concept in a comprehensive manner, the designated textbooks and teaching practices do little more than encourage rote memorization and regurgitation of information. The measurement of children’s creativity in this study has shown that children have the ability to produce ideas which are at times also original. But they appear to be weaker in other areas such as being able to produce abstract titles, and remaining open to going beyond the ‘ordinary’ in their thinking. This is due to the fact that much of the teaching is only geared towards knowledge acquisition. This research has reinforced the need for a systems view of creativity, in order to provide a more holistic and less distorted view of the phenomenon.

This is an ethnographic study exploring interactions between adults and children within the Early Years Department of a primary school for children described as having social emotional and behavioural difficulties. The study is based on an interpretation of the children’s needs which recognises that there may be mismatches between child and adult perceptions of the environment within which they operate. This interpretation arises from an awareness that each child’s unique constellation of difficulties relate to core skills, including language and communication. Video observation was used to record interactions between children and adults. Linguistic ethnographic analysis was used to interrogate the resultant data. These data showed evidence of collaborative problem solving techniques which built on Post-Vygotskian concepts of learning. The identified patterns of language and communication brought about the notion of behaviour supportive learning; that is symmetry in interaction which contributes to children’s ability to evolve situation appropriate behaviour. Similarities between behaviour supportive learning and dialogic teaching are observed.

This multiple case study explored the potential for Appreciative Inquiry (AI) to give three classes of primary children voice and influence over decisions that affect their learning, and facilitated their involvement in evaluating AI. Using mixed methods, it examined changes in: children and teachers’ beliefs about the value of pupil participation; curriculum activities for writing; and children’s attitudes, progress and attainment. The children and teachers suggested improvements to the AI process so that it can be as inclusive as possible. The results indicated that AI has the potential to shift the culture of pupil participation in the class, but needs time (and good timing) to be effective. Children devised innovative curriculum activities, often for real purposes, which were highly motivating and engaging. However, standardised measures of pupil attitudes and attainment provided no evidence of positive change. An important finding from the children was how challenging group work can be within AI, especially for children with Special Educational Needs and Disability (SEND). This study makes an original contribution to the literature on pupil participation and AI, with the expectation that the AI process may now be developed further within schools.

The main purpose of this research was to explore the reasons why some schools are successful in pedagogical innovations in ICT integration, while others are less so. This research centres on two rural schools in Taiwan with different levels of sustainability of ICT implementation. In this research, ‘School A’ was identified as successfully sustaining pedagogical innovations in ICT integration; ‘School B’ was identified as not yet successfully sustaining pedagogical innovations in this regard. Questionnaires, interviews and documentary reviews were the research sources. The results confirmed a clear difference between School A and School B in their leadership approaches in the processes of implementing ICT. Leadership in School A was collaborative and proactive. Leadership in School B was limited to ICT experts and formal leaders. Moreover, compared with ICT resources and training, perceived compatibility of the ICT-integrated pedagogy and informal learning had a greater impact on teachers’ persistence of ICT integration. Finally, compared with parents’ support and cross-school learning, the governmental support was found to be more influential to ICT implementation in school settings. Currently, there is still limited research examining ICT implementation in Taiwanese rural schools. This study could serve as a reference for further research in this regard.

This thesis is concerned with the ways in which curriculum continuity and progression of children’s learning occurs in the geography curriculum both within and between Key Stages 2 and 3. It explores the current attempts to achieve continuity and progression within and between these two Key Stages as well as the extent of cross-phase liaison in four Local Education Authorities (LEAs) in the Midlands. To set curriculum continuity and progression in context, a consideration of the geography being taught and delivered in primary and secondary schools is undertaken and the impact of pressures upon the Geography National Curriculum at Key Stages 2 and 3 are investigated. To understand the present nature and status of geography in primary and secondary schools, the place of geography as a school subject both prior to and following the introduction of the Geography National Curriculum is examined. In addition, the degree of continuity and progression that has existed during these periods is evaluated, together with previous attempts at cross-phase liaison in geography. The thesis concludes with an analysis of the ways in which continuity, progression and cross-phase liaison within and between Key Stages 2 and 3 might be enhanced in the future.

The research study employed a mixed methods research design to investigate the social interactions and relationships of a Year Five, mainstream Primary School class. The first strand of the research empirically evaluated an adaptation of the Applied Behaviour Analysis (ABA) intervention 'The Good Behaviour Game' (TGBG), which aimed to increase the positive social behaviour of the Year Five class. TGBG is a dependent group contingency, behaviour management intervention which is implemented at the whole class level. The research employed a single case, ABAB reversal design to evaluate its efficacy for promoting behaviour change for the target social behaviours of working as a team, supporting peers and positive social interactions with a peer. Observation data was also collected for a focus participant to explore the effects of a universal intervention at the targeted level of an individual participant. The second strand of the research utilised Personal Construct Psychology (PCP) to explore participants' construing of their social interactions and relationships with others. The repertory grid interview method was used to interview 8 participants. The PCP strand to the study was perceived to add an illuminative addition to the ABA strand, which incorporated a constructivist approach to understand the unique perceptions and views of the child.

This thesis considers the behaviour of 5 groups of primary aged children in the context of school, parenting and cognitive style. Study 1 began with a survey across the author's Local Education Authority to ascertain how schools work in partnership with parents whose children exhibit challenging behaviour in school. It also explored perceived difficulties and ways to alleviate these. The replies indicated that the schools attributed pupil difficulties to the resistance of parents in the collaborative process and a mismatch between home and school expectations. Suggestions for improvement recognised the duty of schools to build good relationships, enhance communication and educate parents. Following the survey the case details of 13 pupils who were experiencing behaviour problems were studied and from these a booklet for parents (Better Behaviour) was developed alongside a guide for professionals in supporting them. The booklet was evaluated with 25 parents over 3 months, during which time they received support and guidance in parenting skills. The parents reported personal benefits from this support, which resulted in improved behaviour in 24 of the children. Study 2 describes a matched group design of 180 pupils from 4 schools. Their behaviour was rated by teachers across 6 aspects. The parents of 1 group were sent a copy of the booklet and encouraged to follow its guidance via a series ofletters from the school. After 2 months the pupils' behaviour was re-rated. The most striking outcome was the major influence of school in both the main and interaction effects. The variability of results highlights the multiplicity of factors, which determine behavioural change. The implications of these findings for the methodology are discussed. Study 3 comprised 109, 9-11 year old pupils from 1 primary school. The teachers rated their classroom behaviour and home background across a 5 point scale. The position of the pupils on the Wholist-Analytic Cognitive Style Dimension was assessed by means of the Cognitive Styles Analysis. There was a significant effect of Wholist-Analytic style on behaviour, with Wholists having the most challenging behaviour. There was also a significant interaction between gender and home background, with females being better than males. This was most pronounced when the home background was rated as poor. Study 4 describes 5 case studies and the relationship between cognitive style, behavioural characteristics and parenting methods. The mothers of 5, year 5-6 boys whose behaviour was beyond their control were supported in their use of the booklet over a 3 months period. Types of behaviour were found to vary with style. All of the boys' behaviour improved in response to changes in parenting strategies. The results of all 4 studies were considered to have implications for the causes and management of challenging behaviour with respect to teaching, parenting and school partnership with parents.

This study offers an understanding of the leadership learning of headteachers through an exploration of their practices and perspectives when dealing with challenging situations. The research methodology uses semi-structured interviews to capture the experiences of eighteen primary school headteachers as they describe the challenges they face and the way in which they learn from them. The findings show that primary school leadership is embedded in relationships which are complex and challenging. The strategies and coping mechanisms headteachers use to deal with challenges are similar and reflect the powerful influence of values, trust and emotional resilience. The insights presented in this study should inform the future research agenda in educational leadership and identify inadequacies in the leadership development of school leaders. Strategies which enable headteachers to experience more planned and meaningful development are presented. These include formal coaching systems, the formation of meaningful networks and guided critical reflection on experiences. A framework for integrated leadership development, which supports the aspects of leadership acquired through real-life challenges, is also proposed. This should enhance those aspects of leadership which can be learnt through challenging situations and better equip headteachers to manage and lead their schools.

The “graph-as-picture misconception” (GAPM) occurs when an abstract representation (e.g., a line graph) is interpreted as a picture of an object (e.g., a mountain). Previous research on students' line graph interpretations has focused on secondary school level and above, thus this research extends the investigation of the GAPM to primary school level. Particularly, it investigates: which type of environment is more effective for improving young students' line graph interpretations; and how can be assessed their interpretations. A pilot study involved an improved version of Janvier's (1978) paper-and-pencil tasks (to create an interactive learning environment) and it investigated how to incorporate a card-sort task (to assess students' interpretations). Different touch-screen technologies were considered too. Two experiments were conducted. In experiment one, 37 participants (third to sixth year) were assessed in their graphical knowledge through a picture/diagram card-sort task and a “pictorial group” was formed using participants' interpretations. During the intervention, students performed an active or passive mode of a Racing Car activity in which they moved or watched a car along a track while its speed/distance graph was plotted concurrently alongside. The results suggested that a wide variety of pictorial interpretations exist and students seemed to benefit from the active modality. In experiment two, 38 fifth-year students performed different assessment tests. Extending experiment one, a “drawing the graph” mode and its passive modality were included. In that mode, students modified a plotted line of a speed/distance graph, which was used by the system to race a car along a track. Previous results were not confirmed: only students under the “drawing the graph” modality (including the “pictorial group”) significantly improved their interpretations; and different assessment tests seemed better to observe students' various interpretations. In conclusion, a learning environment that allows interaction with the representation could potentially improve students' interpretations, which might be better assessed through a rich set of tests.

The aim of this study was to uncover and illuminate aspects of spirituality, which may be present in the work of primary school teachers. Four themes emerged out the analysis and were coded using the methodology consistent with an Interpretative Phenomenological Analysis (IPA). The themes were: ● Spirituality as an aspect of identity formation and understanding. ● Relationships as central to understanding and formation. ● Teaching and learning as a shared encounter through mentoring. ● Spirituality as a contextual resource. IPA was chosen as a methodology as it places the participant as central to and expert in their lived experience whilst acknowledging the ways in which the researcher impacts on the interpretative process. Drawing on phenomenology whilst adopting a systematic process of analysis, the material uncovered ways in which spirituality can be used a resource in the professional encounter. The implications for this study points towards a new definition of spirituality that encompasses ‘moments of profundity and connection with other that leads to change’. This is particularly important in relation to the teachers in this study and could be of value to others in the education profession. Seeing one’s spirituality as a source of wisdom and as a contextual resource has allowed the participants to make connections with their colleagues and pupils that draw heavily on their spirituality in order to make sense of and bring change to situations and relationships. These instances are profound in nature for each individual but has brought about change in the situation, relationship or way of teaching and relating to one’s environment. As such the definition of spirituality in this study both encompasses established understanding of what it means to be spiritual but places this in the educational environment and profession. It is hoped that the findings of this study lead to an awareness of the way in which one’s spirituality can be drawn upon as a positive agential resource will be acknowledged in teacher education programmes and school-based teaching.