Although England and Scotland are two of the countries composing the UK, there are differences and similarities between the structures of education in each country. Teachers often struggle to explain the multi-faceted nature of their work and the general public rarely understands the complexities that educational professionals have to deal with on a day-to-day basis. Teachers of 5 to 8 year olds in England and Scotland are expected to fulfil diverse and complex roles. Since devolution, changes have been implemented in Scotland affecting teachers' workload. Changes in the culture of education in both countries have affected the professional and personal lives of teachers. A larger dehumanisation of education in the name of efficiency and cost effectiveness is affecting the morale of teachers and many are leaving the profession. Historical method and a questionnaire are the main methods used to investigate the extent to which teachers of 5 to 8 year olds in England and Scotland have been affected by government legislation of the 1980s up to the present. The research also seeks to discover what changes teachers have made in order to work within the educational climate that resulted from that legislation. The questionnaire includes demographic data, scales for teachers to rate their ideal vs. actual teaching situations, emotive statements taken from a national survey for Likert scale response in terms of agreement or disagreement, and space for open-ended comments. The data were subjected to statistical analysis using SPSS. Two-way ANOVAs with repeated measures and one way ANOVAs were used in the analysis of the questionnaires, in addition to factor analysis. In the discussion of the findings, the historical accounts of the development of education in England and Scotland affecting the teachers of 5 to 8 year olds was used, along with respondents' open ended comments, to inform the results of the statistical analysis of the questionnaire. The findings show a perceived gap between respondents' ideal and actual teaching situations in both countries, and a somewhat negative trend in the overall response to both types of scaled items, with only a few group differences. The pattern of response is interpreted as showing dissatisfaction with managerialism in UK education, and it is argued that this emphasis is affecting the dynamics and cohesiveness of schools. The resulting, increasingly performative culture is perceived to be degrading the quality of early years' education by a process of depersonalisation and restricted implementation of professional expertise.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-13T10:59:43Z No. of bitstreams: 1 tatianakellyfrancodesouzafaria.pdf: 1131688 bytes, checksum: fd9c70149b361e6c7be2bd53c0bc7f2b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-01-25T17:27:26Z (GMT) No. of bitstreams: 1 tatianakellyfrancodesouzafaria.pdf: 1131688 bytes, checksum: fd9c70149b361e6c7be2bd53c0bc7f2b (MD5) / Made available in DSpace on 2016-01-25T17:27:26Z (GMT). No. of bitstreams: 1 tatianakellyfrancodesouzafaria.pdf: 1131688 bytes, checksum: fd9c70149b361e6c7be2bd53c0bc7f2b (MD5) Previous issue date: 2015-08-21 / O trabalho tem como tema geral o ensino primário no Governo Vargas (1930-1945). Nosso fio condutor são os Projetos de Lei Orgânica do Ensino Primário, mais especificamente o terceiro que foi aprovado como Lei Orgânica do Ensino Primário (LOEP) em 1946, e ainda a política educacional aplicada na época em questão e os fundos que foram criados a fim de custear o ensino primário no Brasil. O período estudado estendeu-se até 1946, com recorte principal entre 1938 e 1946. Com a posse de Lourenço Filho em 1938 como Diretor do Instituto Nacional de Estudos Pedagógicos (INEP) e devido às três tentativas de aprovação do Anteprojeto terem sido apresentadas em 1939, 1943 e 1944, respectivamente, bem como da aprovação da Lei Orgânica do Ensino Primário (LOEP) ter sido concretizada em Janeiro de 1946, este período tornou-se relevante para nossa pesquisa e trabalho. Sabendo-se ainda que tal Lei foi aprovada sob a lavra de Lourenço Filho e que ele fora um líder renovador, buscamos também compreender como se inseriu no Governo Vargas e de que forma o pensamento do educador contribuiu para a elaboração e aprovação de tal Lei. É também nosso objetivo ter um rápido olhar sobre as contribuições trazidas pela Lei Orgânica do Ensino Primário (LOEP), após sua aprovação em 1946, ao cenário da educação brasileira. / The work has as general theme the primary education in the Vargas government (1930-1945). Our guiding principle is the Organic Law Project of Primary Education, more precisely, the third one that was approved as the Organic Law of Primary Education (LOEP) in 1946, and also the educational policies applied at the material time and the funds that were created in order to fund the primary school. The study period was extended until 1946, focusing on the period between 1938 and 1946. Since Lourenço Filho entry into office in 1938 as Director of the National Institute of Pedagogical Studies (INEP), and due to three attempts to approval of the Draft has been submitted in 1939 1943 and 1944, respectively, and the approval of the Organic Law of Primary Education (LOEP) has been carried out in January 1946, this period has become relevant to our research and work. Also knowing that the referred law was approved on the authorship of Lourenço Filho and that he was an invigorating leader, we also seek to understand how he came at the the Vargas government and how the educator's thinking contributed to the development and approval of the law in question. It is also our goal to have a quick look at the contributions of the Organic Law of primary school, after its approval in 1946, in the scenario of Brazilian education.

Esse estudo investigou a estrutura curricular de educação infantil e ensino fundamental I de uma escola cuja organização curricular se baseia no PYP (Primary Years Programme), modelo de currículo integrado organizado por temas transdisciplinares elaborado, implantado e supervisionado pelo IB - International Baccalaureate. A forma de organização das ações educativas propostas pelo PYP se contrapõe aos princípios do modelo linear disciplinar, estruturado tradicionalmente a partir da justaposição de disciplinas, geralmente isoladas umas das outras. Essa investigação partiu do pressuposto de que as limitações da organização linear disciplinar não atendem às necessidades de uma escola imersa numa sociedade onde cada vez mais os aspectos econômicos, culturais, políticos, ambientais, científicos, etc. se mostram interdependentes. A revisão de literatura fundamentou este trabalho a partir do desenvolvimento dos paradigmas da ciência e da indústria, da discussão sobre os conceitos de disciplina, currículo integrado, transdisciplinaridade e de propostas de ensino baseadas em modelos de currículo integrado e métodos globalizados. A investigação foi realizada a partir de dois estudos, a saber: (I) descrição e análise das características e pressupostos do programa PYP e, (II) a articulação da educação física ao currículo transdisciplinar. A escolha metodológica pelo estudo de caso etnográfico reuniu no estudo I professores de classe e professores especialistas de diversas áreas e, no estudo II professores de educação física. A investigação pautou-se na descrição densa e análise de documentos, das entrevistas semi-estruturadas reflexivas e da observação participante durante reuniões com professores. Os principais aspectos observados revelaram algumas dificuldades, tais como: compreensão dos conceitos essenciais, elaboração de conexões entre o conteúdo disiciplinar e unidades de investigação, articulação do que foi previamente planejado com questões que emergem do cotidiano. Também foram identificados avanços, como por exemplo: o pensamento linear disciplinar dos professores de educação física deu lugar a uma visão mais ampla e integrada de educação, o modelo diretivo de ensino modificou-se na direção de um modelo mais construtivo e reflexivo, a organização curricular transdisciplinar permite que conhecimentos disciplinares sejam contemplados nas unidades de investigação sem a forma estereotipada de uma disciplina / This study has investigated the Early Years and Primary curriculum structure of a private school, which has its curricular approach based on the PYP (Primary Years Programme), an integrated curriculum model organized by transdisciplinary themes, elaborated, implanted and supervised by the International Baccalaureate (IB). The organization form of the educational actions proposed by the PYP opposes the principles of the disciplinary linear model, traditionally structured as of the juxtaposed disciplines, generally isolated from one another. This investigation has taken for granted that the limitations of the disciplinary linear organization do not meet the needs of a school immersed in a society where economic, cultural, political, environmental and scientific aspects are more than ever interdependent. The literature review has addressed the science and industry paradigms development, the concepts of discipline, integrated curriculum, transdisciplinarity and a few teaching proposals based on integrated curriculum models and globalized methods. Two studies were conducted to investigate: (I) the PYP programme characteristics and premises, and (II) the articulation of physical education with the transdisciplinary curriculum. The methodological option for the ethnographical case study has joined in study I, class teachers and specialists of several areas and, in study II physical education teachers. The investigation was conducted through a dense description and analysis of documents, reflective semi-structured interviews and participant observation during meetings with teachers. The main observed aspects revealed some teachers difficulties in comprehending essential concepts, making connections between disciplinary contents and the units of inquiry, finding a balance between addressing what has been previously planned and contents that arise from daily activities. Advancements have also been identified, for example: physical education teachers disciplinary linear thought has given room to an ampler and integrated educational stand point, the directive teaching style has moved towards a more constructive and reflective approach, the transdisciplinary curricular organization enables disciplinary knowledge to be integrated to the units of inquiry without the stereotyped form of a discipline

Made available in DSpace on 2017-07-21T14:42:47Z (GMT). No. of bitstreams: 1 JOSENILDA A R BUENO.pdf: 5753537 bytes, checksum: 6b364f25bed7432862468b693ea0e615 (MD5) Previous issue date: 2017-03-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to discuss the relationship between public education and development, analyzing the relationship between public education policy and social inequality. For this purpose, public primary education in the municipality of Ponta Grossa/PR, from 1991 to 2015, was delimited as a field of analysis. The justification for the choice of Ponta Grossa/PR is due to the fact that although the municipality represents the largest source of education in the Campos Gerais region, its IDEB has been lower, especially in the initial years of elementary education, than in other municipalities of similar size, such as Cascavel, Londrina and Maringá. The temporal delimitation is due to the promulgation of the Federal Constitution of 1988, which made possible new paths for the Brazilian educational policy. Thus, guided by the social-developmental conception that permeates this work and by the assumptions of the welfare state, we seek to describe and discuss the offer of public elementary education in Ponta Grossa/PR in its main aspects, as well as the importance of Educational investments for the development of the municipality. The methodological approach is based on qualitative research and the procedure adopted in data collection was the combination of bibliographical and documentary research. As for the structure, the work has five chapters; The first and second seek to analyze development from the perspective of the welfare state, as well as the relationship between public education and development; The third chapter is about addressing the main changes in educational policy after the 1988 Constitution; The fourth chapter presents some of the main aspects of the offer of elementary education in Ponta Grossa/PR and; Finally, the fifth chapter seeks to analyze the evolution of the educational profile of municipal workers, evaluating possible effects of education on the salaries of workers in the period. Among the main results, the research evidenced a substantial change in the educational profile of the workforce in the municipality, which in part seems to have contributed to the increases in workers' income in the analyzed period. The data also provided subsidies so that some aspects of Ponta Grossa public primary education could be identified / This research aims to discuss the relationship between public education and development, analyzing the relationship between public education policy and social inequality. For this purpose, public primary education in the municipality of Ponta Grossa/PR, from 1991 to 2015, was delimited as a field of analysis. The justification for the choice of Ponta Grossa/PR is due to the fact that although the municipality represents the largest source of education in the Campos Gerais region, its IDEB has been lower, especially in the initial years of elementary education, than in other municipalities of similar size, such as Cascavel, Londrina and Maringá. The temporal delimitation is due to the promulgation of the Federal Constitution of 1988, which made possible new paths for the Brazilian educational policy. Thus, guided by the social-developmental conception that permeates this work and by the assumptions of the welfare state, we seek to describe and discuss the offer of public elementary education in Ponta Grossa/PR in its main aspects, as well as the importance of Educational investments for the development of the municipality. The methodological approach is based on qualitative research and the procedure adopted in data collection was the combination of bibliographical and documentary research. As for the structure, the work has five chapters; The first and second seek to analyze development from the perspective of the welfare state, as well as the relationship between public education and development; The third chapter is about addressing the main changes in educational policy after the 1988 Constitution; The fourth chapter presents some of the main aspects of the offer of elementary education in Ponta Grossa/PR and; Finally, the fifth chapter seeks to analyze the evolution of the educational profile of municipal workers, evaluating possible effects of education on the salaries of workers in the period. Among the main results, the research evidenced a substantial change in the educational profile of the workforce in the municipality,which in part seems to have contributed to the increases in workers' income in the analyzed period.The data also provided subsidies so that some aspects of Ponta Grossa public primary education could be identified

Este trabalho à resultado de uma Proposta PedagÃgica baseada na Pedagogia de Projetos de John Dewey (1961). Como objetivo dessa pesquisa buscou-se discutir a proposta de inserir mÃdias e tecnologias digitais nas aulas de Arte com uma turma de alunos, do 9 ano do Ensino Fundamental, de uma escola estadual no estado do Rio Grande do Norte onde buscou promover a autonomia, a criatividade e a interaÃÃo do aluno com o ensino de Arte atravÃs de desenvolvimento atividades de pesquisa, de construÃÃo e apresentaÃÃo de trabalhos propostos, atravÃs de um projeto, levando em consideraÃÃo o contexto local de todos os envolvidos. TambÃm adotou as propostas de Moran (2005) e Kensky (2007), que propÃem a integraÃÃo mediada pelo professor das Tecnologias de InformaÃÃo e ComunicaÃÃo (TIC) no ambiente escolar. A metodologia utilizada se deu a partir das experiÃncias relatadas, dos dados trazidos nessa Proposta, atividades prÃticas, fotografias, questionÃrio, dentre outros recursos pedagÃgicos. Concluiu-se que atravÃs da Pedagogia de Projetos e das TICS o aluno poderà vivenciar e aprender de uma forma mais dinÃmica no que se refere ao Ensino de Arte, ampliando seu interesse e conhecimento sobre o conteÃdo estudado e vivenciado, compartilhando-os presencialmente ou virtualmente na sociedade ao qual està inserido. Assim, essa proposta pedagÃgica torna-se relevante jà que traz mais uma possibilidade aos professores de Arte de se trabalhar com o conteÃdo programÃtico do currÃculo escolar, em sala de aula. / Este trabalho à resultado de uma Proposta PedagÃgica baseada na Pedagogia de Projetos de John Dewey (1961). Como objetivo dessa pesquisa buscou-se discutir a proposta de inserir mÃdias e tecnologias digitais nas aulas de Arte com uma turma de alunos, do 9 ano do Ensino Fundamental, de uma escola estadual no estado do Rio Grande do Norte onde buscou promover a autonomia, a criatividade e a interaÃÃo do aluno com o ensino de Arte atravÃs de desenvolvimento atividades de pesquisa, de construÃÃo e apresentaÃÃo de trabalhos propostos, atravÃs de um projeto, levando em consideraÃÃo o contexto local de todos os envolvidos. TambÃm adotou as propostas de Moran (2005) e Kensky (2007), que propÃem a integraÃÃo mediada pelo professor das Tecnologias de InformaÃÃo e ComunicaÃÃo (TIC) no ambiente escolar. A metodologia utilizada se deu a partir das experiÃncias relatadas, dos dados trazidos nessa Proposta, atividades prÃticas, fotografias, questionÃrio, dentre outros recursos pedagÃgicos. Concluiu-se que atravÃs da Pedagogia de Projetos e das TICS o aluno poderà vivenciar e aprender de uma forma mais dinÃmica no que se refere ao Ensino de Arte, ampliando seu interesse e conhecimento sobre o conteÃdo estudado e vivenciado, compartilhando-os presencialmente ou virtualmente na sociedade ao qual està inserido. Assim, essa proposta pedagÃgica torna-se relevante jà que traz mais uma possibilidade aos professores de Arte de se trabalhar com o conteÃdo programÃtico do currÃculo escolar, em sala de aula. / This work is the result of a pedagogical proposal based on John Dewey Project Education (1961). The objective of this research sought to discuss the proposal to insert media and digital technologies in art classes with a class of students, the 9th grade of elementary school, a state school in Rio Grande do Norte state which sought to promote autonomy, creativity and student interaction with the art education through the development of research, construction and presentation of proposed work, through a project, taking into account the local context of all involved. It also adopted proposals for Moran (2005) and Kensky (2007), which propose the integration mediated by Professor of Information and Communication Technologies (ICT) in the school environment. The methodology used was given from the experiences reported, the data brought this proposal, practical activities, photographs, questionnaires, among other teaching resources. It was concluded that through the Project Education and ICT students can live and learn in a more dynamic way with regard to Art Education, expanding its interest in and knowledge about the studied and experienced content sharing them in person or virtually in society to which it belongs. Thus, this pedagogical proposal becomes relevant as it brings more possibility to art teachers to work with the program content of the school curriculum in the classroom. / This work is the result of a pedagogical proposal based on John Dewey Project Education (1961). The objective of this research sought to discuss the proposal to insert media and digital technologies in art classes with a class of students, the 9th grade of elementary school, a state school in Rio Grande do Norte state which sought to promote autonomy, creativity and student interaction with the art education through the development of research, construction and presentation of proposed work, through a project, taking into account the local context of all involved. It also adopted proposals for Moran (2005) and Kensky (2007), which propose the integration mediated by Professor of Information and Communication Technologies (ICT) in the school environment. The methodology used was given from the experiences reported, the data brought this proposal, practical activities, photographs, questionnaires, among other teaching resources. It was concluded that through the Project Education and ICT students can live and learn in a more dynamic way with regard to Art Education, expanding its interest in and knowledge about the studied and experienced content sharing them in person or virtually in society to which it belongs. Thus, this pedagogical proposal becomes relevant as it brings more possibility to art teachers to work with the program content of the school curriculum in the classroom.

Esse estudo investigou a estrutura curricular de educação infantil e ensino fundamental I de uma escola cuja organização curricular se baseia no PYP (Primary Years Programme), modelo de currículo integrado organizado por temas transdisciplinares elaborado, implantado e supervisionado pelo IB - International Baccalaureate. A forma de organização das ações educativas propostas pelo PYP se contrapõe aos princípios do modelo linear disciplinar, estruturado tradicionalmente a partir da justaposição de disciplinas, geralmente isoladas umas das outras. Essa investigação partiu do pressuposto de que as limitações da organização linear disciplinar não atendem às necessidades de uma escola imersa numa sociedade onde cada vez mais os aspectos econômicos, culturais, políticos, ambientais, científicos, etc. se mostram interdependentes. A revisão de literatura fundamentou este trabalho a partir do desenvolvimento dos paradigmas da ciência e da indústria, da discussão sobre os conceitos de disciplina, currículo integrado, transdisciplinaridade e de propostas de ensino baseadas em modelos de currículo integrado e métodos globalizados. A investigação foi realizada a partir de dois estudos, a saber: (I) descrição e análise das características e pressupostos do programa PYP e, (II) a articulação da educação física ao currículo transdisciplinar. A escolha metodológica pelo estudo de caso etnográfico reuniu no estudo I professores de classe e professores especialistas de diversas áreas e, no estudo II professores de educação física. A investigação pautou-se na descrição densa e análise de documentos, das entrevistas semi-estruturadas reflexivas e da observação participante durante reuniões com professores. Os principais aspectos observados revelaram algumas dificuldades, tais como: compreensão dos conceitos essenciais, elaboração de conexões entre o conteúdo disiciplinar e unidades de investigação, articulação do que foi previamente planejado com questões que emergem do cotidiano. Também foram identificados avanços, como por exemplo: o pensamento linear disciplinar dos professores de educação física deu lugar a uma visão mais ampla e integrada de educação, o modelo diretivo de ensino modificou-se na direção de um modelo mais construtivo e reflexivo, a organização curricular transdisciplinar permite que conhecimentos disciplinares sejam contemplados nas unidades de investigação sem a forma estereotipada de uma disciplina / This study has investigated the Early Years and Primary curriculum structure of a private school, which has its curricular approach based on the PYP (Primary Years Programme), an integrated curriculum model organized by transdisciplinary themes, elaborated, implanted and supervised by the International Baccalaureate (IB). The organization form of the educational actions proposed by the PYP opposes the principles of the disciplinary linear model, traditionally structured as of the juxtaposed disciplines, generally isolated from one another. This investigation has taken for granted that the limitations of the disciplinary linear organization do not meet the needs of a school immersed in a society where economic, cultural, political, environmental and scientific aspects are more than ever interdependent. The literature review has addressed the science and industry paradigms development, the concepts of discipline, integrated curriculum, transdisciplinarity and a few teaching proposals based on integrated curriculum models and globalized methods. Two studies were conducted to investigate: (I) the PYP programme characteristics and premises, and (II) the articulation of physical education with the transdisciplinary curriculum. The methodological option for the ethnographical case study has joined in study I, class teachers and specialists of several areas and, in study II physical education teachers. The investigation was conducted through a dense description and analysis of documents, reflective semi-structured interviews and participant observation during meetings with teachers. The main observed aspects revealed some teachers difficulties in comprehending essential concepts, making connections between disciplinary contents and the units of inquiry, finding a balance between addressing what has been previously planned and contents that arise from daily activities. Advancements have also been identified, for example: physical education teachers disciplinary linear thought has given room to an ampler and integrated educational stand point, the directive teaching style has moved towards a more constructive and reflective approach, the transdisciplinary curricular organization enables disciplinary knowledge to be integrated to the units of inquiry without the stereotyped form of a discipline

Σκοπός της παρούσας μελέτης είναι η συστηματική διερεύνηση και η ερμηνεία των παραγόντων και μηχανισμών παρεμπόδισης των γυναικών από την ισότιμη συμμετοχή τους στη διοίκηση, με συνέπεια την υποεκπροσώπησή τους στην εκπαιδευτική διοικητική ιεραρχία. Επιπλέον η παρούσα εργασία διερευνά και την ανίχνευση των παραγόντων εκείνων που οδηγούν στη διεκδίκηση ή μη διοικητικών-διευθυντικών θέσεων από τους εκπαιδευτικούς, παίρνοντας ως παράδειγμα την περίπτωση της Πρωτοβάθμιας Εκπαίδευσης του Νομού Αχαΐας κατά τις κρίσεις του 2007 στην εκπαίδευση. Ως μεθοδολογικό εργαλείο χρησιμοποιήθηκε το ερωτηματολόγιο, μέσα από το οποίο αξιοποιήθηκαν ποσοτικά και ποιοτικά δεδομένα. Το ερωτηματολόγιο ήταν δομημένο με ερωτήσεις ως επί το πλείστον κλειστού τύπου και περιορισμένο αριθμό ανοικτών ερωτήσεων όπου αναμέναμε την προσωπική παρέμβαση-πρόταση των εκπαιδευτικών, για τη διερεύνηση του ζητήματος της παρουσίας των δύο φύλων στην εκπαιδευτική διοίκηση και συμπληρώθηκε από 185 εκπαιδευτικούς διοικητικά στελέχη και μη, της Πρωτοβάθμιας Δημοτικής Εκπαίδευσης του Νομού Αχαΐας. Στη συνέχεια παρουσιάζονται τα δεδομένα και αναλύονται ενώ στο τέλος της έρευνας γίνεται μια προσπάθεια ερμηνείας των δεδομένων αυτών και παρατίθενται οι προβληματισμοί για περαιτέρω έρευνα. / The purpose of this study is to systematically assess and evaluate the factors and mechanisms which prevent women from equal participation in management, resulting in their underrepresentation in educational administrative hierarchy. Furthermore, this work explores the detection of factors leading to the claim or non-claim of administrative-managerial positions by teachers, taking as an example the case of Primary Education of Achaia, in the 2007 selection procedure in education. The methodological tool was a questionnaire through which both quantitative and qualitative data were utilized. The questionnaire included mostly closed-type questions and a limited number of open questions through which we expected the teachers’ personal intervention-proposal, for exploring the issue of presence of the two genders in educational administration. The questionnaire was completed by 185 teachers, holders and non-holders of managerial posts working in Primary Education in the Prefecture of Achaia. Next the data are presented and analyzed while an attempt to interpret these data is ventured concluding the research. Finally, questions for further consideration and research are posed.

This study aimed to explore children’s experiences of art therapy in order to create a theory of change processes within school-based art therapy. A total of 14 children were interviewed at two different schools, along with their parents, teachers, and art therapists. All children had received art therapy within the last 12 months. Semi-structured individual interviews were undertaken with 40 participants. Children completed a craft activity within their interview as a visual expression of their therapy experience. Interview data was analysed using grounded theory methodology. The results generated three theoretical models. The first model highlighted the systemic nature of the art therapy as well as describing it as mysterious. Model 2 described the processes within art therapy, focusing on the individualised child-centred nature of the intervention. Art doing was considered central to the children’s expressions and developing understandings. Model 3 described the trajectory of change for the children. The study recommends that psychologists consider art therapy for children who are struggling to verbalise their difficulties; that clinicians focus on therapeutic experiences being fun and enjoyable for the child, as well as embedded within the child’s system; and lastly that clear target problems are identified at the start of therapy.

This study explores how British children make sense of traditional Chinese stories through participatory drama, by means of physical and verbal responses. The author conducted her fieldwork through teaching identical drama schemes within two demographically and ethnically distinctive primary schools. The key underpinning methodological approach within the study is ethnographic case studies. The field work lasted one term in each school, with between 13 to 15 hours of teaching time per group. The methods for collecting data included the pre-questionnaire and interviews with children, as well as the following: drama conventions such as forum theatre and still images, visual and image evidence captured by video camera and photography, children’s writing and drawing, a post-evaluation sheet, interviews with teachers, participant observations and field notes. The analysis of qualitative data is presented in two interwoven threads. One thread follows the logic of the ethnographic approach to present the findings of each scheme of work in both schools, in chronological order. The other thread is a thematic analysis, based on grounded theory. These methods may be seen to be integral and complementary to one another. In essence, the author suggests that drama education is a practical model for the pursuit of cosmopolitan education within the modern globalised world. Some limitations and constraints in the research are nonetheless discussed, and pertinent alternatives and improvements are presented. Suggestions for future researchers who wish to conduct similar research projects are provided, and the potential for this research to be extended on a larger scale is indicated.

This study explores the development of early algebraic reasoning in mathematical communities of inquiry. Under consideration is the different pathways teachers take as they develop their own understanding of early algebra and then enact changes in their classroom to facilitate algebraic reasoning opportunities. Teachers participated in a professional development intervention which focused on understanding of early algebraic concepts, task development, modification, and enactment, and classroom and mathematical practices. Design research was employed to investigate both teaching and learning in the naturalistic setting of the schools and classrooms. The design approach supported the development of a model of professional development and the framework of teacher actions to facilitate algebraic reasoning. Data collection over the school year included participant observations, video recorded observations, documents, teacher interviews, and photo elicitation interviews with students. Retrospective data analysis drew the results together to be presented as cases of two teachers, their classrooms, and students. The findings show that the integration of algebraic reasoning into classroom mathematical activity is a gradual process. It requires teachers to develop their own understanding of algebraic concepts which includes understanding of student reasoning, progression, and potential misconceptions. Task implementation and design, shifts in pedagogical actions, and the facilitation of new classroom and mathematical practices were also key elements of change. The important role which students have in the development of classrooms where algebraic reasoning is a focus was also highlighted. These findings have significant implications for how teachers can be supported to develop their understanding of early algebra and use this understanding in their own classrooms to facilitate early algebraic reasoning.