ࡱ>   bjbjcTcT 1>>-  "{{{8 ,x=????BBB?AAAAAA$Fe{$BB$$e++??&D&D&D$/+8?{??&D$?&D&Dlwc?T2l,-J+0,-Ε,-ΕΕ{0Bs&DX\ IBBBeeDBBB,$$$$ΕBBBBBBBBB :  SESSION 1 CHEMISTRY C107 School In The New Europe: The Malta Value-Added Study Value-added analyses are increasingly used as a method of studying the extent schools make a difference to the performance of their pupils. Schools differ substantially in the mean examination performance of their pupils, but it is widely considered that this is more due to differences in their intake than in the schools efforts. Value-added analyses compare the pupils performance after allowing for these differences. Ideally such analyses take account of performance at entry, but where this is not available, home background variables have been used. Value-added and school effectiveness analyses have been carried out in a large number of countries, but ones which managed to allow for performance at intake have largely been confined to Western Europe, North America and Australia. This paper describes a value-added project carried out by the Literacy Unit of the University of Malta, the Education Division of Malta and the National Foundation for Educational Research looking at progress in literacy in Malta between Year 2 (age 6 years 2 months to 7 years on month) and Year 5 (age 9 years 2 months to 10 years one month). Maltese and English, are considered. All of the 99 schools on the island have been involved in the project, and useable longitudinal pupil data is available for 96 of these for some 5000 pupils. Data has been collected on performance in literacy in both languages at each age, as well as a wide range of parental background information, including language spoken at home and employment and occupation for both parents. This has enabled a particularly full implementation of value-added, making allowance for performance at intake as well as home and school factors. Results of multilevel analysis of the data for the two languages are described, showing the impact of a number of parental characteristics, and changes in these. The project has considered the effect of allowing for pre-existing differences on the effectiveness for schools, and the information gathered has been used in conjunction with Maltese schools to advise them on how and where to improve their performance. Hutchison D, Morrison J, NFER Mifsud C, Grech R, Literacy Unit of the University of Malta Formative Assessment: A Tool For The Enhancement Of Learning In A Field-Based Teacher Training Programme The aim of the study was to determine whether mentors consider formative assessment as a possible means of supporting field-based teachers-in-training in a distance education model. In South Africa, as in many other countries, there is a general acceptance of the idea of field-based teacher training as a way of solving many problems facing teacher training today. However, students that register for this kind of training programme usually find themselves cut off from the well-established support bases, the use of which are enjoyed by on-campus students. Also true is the fact that formative assessment has many possibilities and advantages for student learning. Thus, the question that promted this study was; Can an integrated programme of formative assessment help to provide more of the kind of learning support that students in a field-based teacher training programme forfeit? A questionnaire was sent to a group of 29 persons who were trained as mentors over a period of six weeks and who were involved (as mentors) in such a programme during 2002. As their experience is quite extensive, they were considered to be the best starting point for the study. The questions that were posed were meant to be open questions and were formulated as follows: What comes to mind when you think about assessment in a learnership (field-based) teacher training programme? What possibilities does assessment hold for teacher training? A qualitative analysis of the responses pointed at the following: With regard to the first question the majority of the respondents have a moderate to strong sense of the necessity of an integrated, formative assessment programme to support the students, and the responses to the second question were a reflection of the above-mentioned sentiments. A typical response was for instance: I think it (assessment) should be used to strenghten the teaching / learning process and be ongoing. A bit disapointing was the fact that nobody mentioned the finer detail of self-regulation as a necessary development. Krqger L, University of Potchefstroom  09.00HRS  10.30HRS THURSDAYThe Differentiated Paper System in Maltese SEC Examination: Is it promoting Quality, Equity and Fairness? The modes of assessment and learning at Secondary level in Malta are dominated by the end-of-compulsory-schooling differentiated examination. This research draws the historical setting from the inception of differentiation across SEC examinations (Secondary Education Certificate), mainly focusing on Physics SEC - the science examination that has the largest candidature. In Malta, candidates choose between two strands of examination, A or B. Both follow the same Physics syllabus and have a good deal of overlap. While Paper A grades from 1 to 5 (1 being highest), Paper B grades from 4 to 7. This differentiation is achieved by the use of a differentiated paper. The examination is structured into three parts: Paper 1 is common for all candidates; Paper 2 is designed into two forms following the same topics, paper 2A and 2B, the latter being the easier one; and the practical coursework component, marked by schoolteachers but moderated by MATSEC (Matriculation and Secondary Examinations Board). This research investigates the Physics SEC examination for May 2000 using MATSEC data for all 3939 candidates; at this time Paper A graded from 1 to 4 only. All its different components are analysed so as to shed light on whether this system is upholding quality, equity and fairness. This study aims at drawing out any distortions that decrease the validity of the system. In Physics SEC, paper-B candidates make up about double the number of paper-A. This proportion seems to have settled between 1997 and 2000. The tendency to opt for the easier Paper B is more pronounced in the state schools. This study suggests that an appreciable number of high ability candidates, who should have opted for Paper A, sat for the easier Paper B. This crossover to the softer option distorts the final grade of the candidates. The end result is that, not only the lower ability paper-B candidates are at a disadvantage by being norm-referenced with some very able candidates, but also the high ability candidates undertaking Paper A are finding it harder to access the higher grades since there are fewer candidates of average ability. No significant gender differences in the candidates overall performance and in the core Paper 1 emerged, although more girls than boys chose Paper B. There is some evidence to suggest that girls perform better in items that require high verbal writing skills and seem to be favoured by the way Paper 2A is structured, although there are no gender differences in their score for this paper. In Paper 2B, girls perform significantly better than boys. Thus, the differentiation itself, through both Papers 2, is promoting gender biases. In consequence there are unresolved tensions between function and outcome of differentiation. One of this studys recommendations that SEC should increase the degree of overlap between grades has been accepted by MATSEC Board. Its impact has yet to be fully assessed; other recommendations are still being evaluated. Pace J, University of Malta  SESSION 1 CHEMISTRY C110 Working Towards Inclusion: A Changing Role For Special Schools Increasing collaboration between the different sectors in education will play an important role if the requirements of The Special Educational Needs and Disability Act 2001 (DfES) are to be successfully met in terms of the commitment to inclusion. The considerable skills and knowledge professionals in special schools possess will clearly be a valuable asset to their mainstream partners during this period as we develop a more inclusive educational system in the UK, and the importance of this should not be underestimated if the concerns expressed by some mainstream school professionals are to be addressed. This paper reports the results of a collaborative project between a Local Education Authority (LEA) and the University of Surrey Roehampton that considered the changing role of special schools as they work towards inclusion. The project, funded by the DfES, and implemented throughout a year, involved two special schools and a mainstream primary school. Although uniquely sited on one campus, there was little evidence of the three schools genuinely working together prior to the project being implemented and a central aim was therefore to clearly establish collaborative partnerships between the participating schools. A whole school approach was adopted and all staff in each school, including the senior management team, teaching staff, support staff and governors were invited to participate fully in the project, in addition to Local Education Authority (LEA) Officers. Opportunities were provided that enabled participants to express concerns about their role in developing inclusive practice, have ownership of the processes involved in the project and become increasingly empowered in delivering effective strategies for inclusion within a collaborative framework. The use of ICT (Information Communication Technology) was a significant tool in disseminating information concerning the emergence of clear strategies for developing inclusion within the individual schools in addition to the collaborative partnerships between the schools being established. A further significant outcome of the project is that this process of dissemination is to be developed to include an authority (LEA) wide brief. The process of critically reflective practice for professionals as a means of effecting change was a central theme to the project and significant qualitative data is drawn from this form of action research. Lloyd (2002; 112) suggests that critically reflective practice is an essential tool in the process of empowerment and enlightenment, both for staff and pupils in the process of developing genuinely inclusive education. We hold to this view and this paper furthermore suggests that reflective practice and the concept of inclusive education as a matter of social justice (Thomas & Glenny, 2001) will become increasingly valid arguments if we are to see genuine inclusion. Masterton H, Bedford D, Jackson C, University of Surrey Roehampton   09.00HRS 10.30HRS thursDAYSchools Interpreting Inclusion This paper is concerned with the way that schools interpret inclusion in the current policy climate in England, and in particular the way that in this climate their responses to the inclusion agenda come to be framed in terms of deficits in pupils that relate to particular socio-cultural attributes. It reports on the work of a team at the University Newcastle, which was part of a larger network that carried out research into the way eight ordinary schools went about the development of inclusive practices. We report the way that in the majority of these schools, sharing the priorities of many others across the country, concerns out low achievement in core curriculum areas provided the focus for the development of inclusive practices. These concerns typically resulted in the identification of pupils whose achievements were not consistent with the targets set for schools and in a review of practices to foster improved learning outcomes for these pupils. On the face of it this could be argued to be an inclusive solution, and indeed to concord with the inclusion agenda as interpreted by DfES. However, we suggest there is a confounding element in this apparently inclusive solution, which becomes apparent in an analysis of the explanations schools have offered for the low achievement of some pupils. The explanations offered were based on a view of under-achieving pupils as characterised by deficits. In particular, the schools involved in our research tended to take the view that these underachieving children had certain socio-cultural attributes, associated with economic disadvantage, which prevented them from benefiting from provision in schools to the extent that they otherwise might. Schools took action to address underachievement based on such understandings. In many cases, therefore, they sought to respond to perceived shortcomings in pupils backgrounds in order to create the conditions for them to achieve their potential. We would not wish to suggest that through locating the problem of underachievement in pupils, schools were led to take action that was necessarily oppressive in its consequences. There was a range in the scope of the responses made by schools and some carried out ambitious programmes of development to restructure teaching and learning with the aim of empowering pupils. A number could with justification point to the achievement of these aims in terms of specific targets for increasing participation and improving learning outcomes. Nonetheless, the nature of these responses remained compensatory, and it is this which leads us to question the extent to which these actions may be regarded as inclusive, given their origin in the problematisation of a particular group of children in schools. Dyson A, Gallannaugh F, Millward A, University of Newcastle  SESSION 1 cHEMISTRY C110 Working with teaching assistants: three models evaluated As the number of teaching assistants working in British schools continues to rise, questions about how best to deploy these personnel arise with increasing frequency. Recent research has tended to be on a national scale, focusing on quantitative findings related to the profile and working conditions of TAs, but little is as yet known about the best ways of deploying TAs to enhance teaching and learning. These questions are particularly apposite given findings about the low effectiveness of various kinds of classroom assistance and the notorious difficulty of implementing adult teamwork in classrooms. In six primary classrooms (years 2 and 3 in 6 schools), three models of team organisation and planning for the work of teaching assistants room management, zoning and reflective teamwork were evaluated using a repeated measures design for their effects on childrens engagement. The first two models, adapted from work in special schools, deal with classroom organisation, and the third deals with planning and the relationship between teachers and TAs working together in a classroom. A teacher/assistant pair from each school received half a days training on the relevant model. This was followed up 3 weeks later on another half day, which provided the participants with an opportunity to clarify issues that had arisen and to problem-solve around any difficulties. Each school was asked to implement its model for a period of six weeks and to introduce the relevant model for one session each week. Schools were asked to implement the model during the groupwork part of the Literacy Hour. The three models were evaluated on the basis of structured observation and feedback from participants in six case study schools. Mean engagement levels (a simple on-off task dichotomy) for each pupil in each classroom were obtained and a repeated measures design used, comparing each pupil with him or herself, the comparison occurring between engagement before and at the end of the intervention. Data were also collected on the perceptions of the teachers and assistants in relation to joint planning, teamwork and role clarity and how the intervention was different to their previous practice. Data were obtained using semi-structured interviews and group interviews. The research presented here is idiographic rather than nomothetic in character and one should be cautious in positing conclusions that purport to be generalisable. Nevertheless, the observational analysis and interview feedback both point a) to substantial improvements being effected in working practice overall, and b) to differences between the effects of the methods on childrens engagement in class. Overall, the implementation of Room Management procedures appeared to effect the most significant increases in engagement (at p<.01 in both of the schools studied) although both Zoning (at p<.05) and reflective teamwork (at p<.05) brought about similar increases. It should be noted also that the Reflective Teamwork participants were the most positive of all the groups in their interview feedback in terms of the benefits that they felt accrued for children. Cremin H, Thomas G, Westminster Institute of Education, Oxford Brookes University Vincett K, Special Educational Needs and Psychology Service (SENAPS) Essex LEA   09.00HRS 10.30HRS THURSDAYHow do we know when were including a learner more? Towards an inclusive learning review schedule The Index for Inclusion (CSIE 2002) focuses on a process of removing barriers to participation and learning, for all those seen as vulnerable to marginalisation or exclusion. The Index provides a valuable starting point for evaluating progress towards more inclusive cultures, policies and practices at a whole-school level. For learners with disabilities, this approach draws attention to inclusion as a process that goes beyond mere placement within the mainstream. Successful experience of including a learner with disabilities in the classroom can also have a synergistic effect, contributing to inclusive developments at a whole school level. Yet so far there are few tools available that offer a framework for evaluating progress towards including an individual learner. This paper reports on the pilot phase of a study that addresses the issue of evaluating progress with including an individual learner. The study is an evaluation of the Communication Aids Project (CAP) for ACE Centre-North. CAP is a 10 million DfES (Department for Education and Skills) programme, managed by BECTa (British Educational and Communications Technology Agency) to support pupils who use communication aids for learning. CAP is delivered through six regional centres, including ACE Centre-North in Oldham, covering the north of England. This CAP evaluation is focused on the process of including learners who use communication aids in mainstream schools. It involves developing an Inclusive Learning Review Schedule, designed to elicit evidence of progress towards more inclusive learning experiences for pupils who use communication aids. The pilot evaluation is being conducted in a small number of schools in the northwest during January to June 2003, with the aim of refining an appropriate methodology. Initial findings suggest that there is a complex relationship between the technology made available to pupils through CAP, and the process of including learners successfully. Hick P, University of Manchester  SESSION 1 chemistry c108 Interprofessional Learning For Pre-Qualification Health And Social Care Students: The Facilitators Experience In September 2000 the Faculty of Health and Social Care, University of the West of England introduced an interprofessional curriculum for all pre-qualification health and social care students. Each year of their education programme, students come together in mixed profession groups of approximately twelve for an interprofessional module. Using an enquiry based approach the groups work through scenarios focusing on particular topics: social policy, health promotion and management of care. Each student group is facilitated by a university lecturer whose background is in one of the health and social care professions. Based on preliminary data analysis from an ongoing qualitative research study this paper discusses the experiences of university lecturers who facilitate the interprofessional modules. A case study methodology was used, each case comprising of a student group and their facilitator. Fourteen cases were studied in total, seven cases focusing on the year one module and seven on year two. Data were collected using observational technique, focus groups and semi-structured interviews. Analysis was accomplished using an interactive model (Miles and Huberman 1994). The emergent themes are as follows: Facilitation styles; Process of facilitation; Dealing with conflict; Facilitators' own level of knowledge of the topic; Issues of Student learning; Student participation. Exerts from the data will be used to support discussions of each of the themes. Facilitation is a widely used term and definitions and theories relating to the process abound. Brookfield (1986) considered facilitation to be a complex, active teaching method. The data from this study serves to confirm the complex nature of facilitation and illustrates the challenges which the process presents to university lecturers. Clarke B A., Miers M, Pollard K, Thomas J, University of the West of England   09.00HRS 10.30HRS THURSDAYCan charisma save the day? Professional identities and multi-professional working In education, health and social care arenas, current policy emphasis is on multi-professional practice, in order to achieve the ideals of holistic care and whole school approaches to teaching and learning. In recent years, the government has been putting organisational structures in place to facilitate more effective partnership working (for example, Primary Care Groups and Trusts). Further, initiatives (such as Sure Start, the National Healthy School Scheme and the Primary Care Primary Care Health Links Initiative) are being launched in an attempt to bring together resources and professionals, as well as to blur organisational boundaries. Drawing on data from previous research and educational evaluations (Stark et al 2000; Stark et al 2002; Halsall & Stark 2002) undertaken by the authors, they examine what happens to professional identities when individuals are forced to work more collaboratively. Both multi- and intra-professional partnerships are explored. The data highlighted that a key factor in the success of initiatives that rely on greater partnership working, rests heavily on individual, as opposed to collective, efforts. How the charisma of particular individuals works at fostering bonds is explored in this paper. In addition, the authors examine how particular notions of what constitutes 'professionalism' can work at hampering such collaborative endeavours. For example, in a study of teamworking in mental health nursing the nurses were able to provide clear accounts of the benefits of working more closely with other nurses and professionals, but observing their practice revealed many examples of tribal behaviour and competition. This often resulted in a more fragmented services as opposed to the government policy ideals of offering a seamless service (DoH, 1997). So, can charisma save the day? The indications are that as a consequence of charisma practitioners are galvanized, energized and overall encouraged to work holistically. Altering ways of working require shifts both cognitively and emotionally and it is within the latter domain particularly where charismatic individuals make significant indentations. Additionally, such individuals are likely to be in tune with and knowledgeable about local contextual features. We are, however, dubious about sustainability of projects which rely on charisma. Nevertheless exploring it as a phenomena obliges deep scepticism of evidence-based approaches which materialize into step by step guides that discount factors including contextual variations and more importantly individuals emotional responses to holistic ways of working. Department of Health. (1997) The New NHS: Modern and Dependable. HMSO, London. Halsall, R. & Stark, S. (2002) Merseyside Healthy Schools Scheme. Commissioned by Merseyside Education Authority Joint Implementation Group. Stark, S. Franks, H., Jones, E., Stronach, I. & Wibberley, C. (2002) National Evaluation, Primary School/Primary Care Health Links Initiative Stark, S., Stronach, I., Warne, T., Skidmore, D., Cotton, A., and Montgomery, M. (2000) Teamworking in mental health: zones of comfort and challenge. ENB Research Report Series, Researching Professional Education ENB, London. ISBN 1901697592 Stark S, Jones E, Manchester Metropolitan University  SESSION 1 chemistry c108 The role of research in developing a professional identity for residential child care Since the professionalisation of social work in the early 1970s, residential child care has been located and conceptualised within that wider professional domain. Residential child care has not always sat comfortably within the discourses that have framed social work over that period. As a result the discipline has been persistently undervalued and large swathes of the sector are in disarray. Residential child care lacks a discrete or coherent professional identity or voice. In 2000 The Scottish Executive established The Scottish Institute for Residential Child Care (SIRCC) to enhance the education and training of workers. Among SIRCCs objectives are the promotion of research and the establishment of post qualifying courses up to MSc level. The author/presenter worked in a variety of residential care settings over a 20-year period and is now course director of the MSc in Advanced Residential Child Care. In this presentation he will consider how residential child care has been defined within the changing but dominant discourses of social work. Conceptual and pedagogical tensions between these and the nature of the residential task will be highlighted. Social work increasingly focuses on individual pathology, surveillance, protection and the elimination of risk. Residential care by contrast is essentially a growth- oriented endeavour in which the role of the group is central. The development of a professional identity for residential child care will require a widening of the discourses which currently define it. For this to happen, the discipline needs to find a voice that speaks to what the task involves. One way this might happen is for the MSc to teach the conflicts, encouraging students to reflect critically and to deconstruct taken for granted assumptions that frame the task. Another is through the establishment of a research tradition. Most recent research into residential child care exemplifies an outsider perspective and generally fails to capture some of the complexities, nuances and peculiarities of the setting. Possibilities to establish a distinct research tradition and the kind of methodologies that might support this will be considered. The presenter will draw upon examples from his own research and the developing research projects of students on the course to illustrate his arguments. The thrust of the presentation is that the development of a professional identity for residential child care will only be achieved through awareness of and engagement with wider disciplinary politics. Teaching and research agendas need to operate from this basis. Smith M, University of Strathclyde   09.00HRS 10.30HRS THURSDAY SESSION 1 CHEMISTRY C109 The ten week interview: the impact of initial teacher training placements on teacher recruitment and retention This research seeks to establish whether or not the recruitment by schools of Newly Qualified Teachers who were on placement in the school is a factor in effective integration into and retention in the profession. A comparison is made between the experiences and perceptions of two groups of recently appointed teachers, those who had undertaken a placement in the school as part of their initial training and those who had been appointed having had no previous knowledge or experience of the school. Key issues explored are: The extent to which schools actively seek to recruit NQTs who were on placement with them; The impact of knowing the school beforehand on the teachers experience of the Induction Year and beyond; The impact of prior knowledge of the NQT from placement experience on the schools perception of the teachers contribution and performance. Initial analysis of data suggests that both satisfaction levels and retention rates amongst teachers recruited to schools where they were on placement are higher than those amongst teachers who did not know and were not known by the school prior to their appointment. Interview data suggests that previous knowledge and experience of the school, its opportunities and challenges, is an important factor in job satisfaction and perceptions of success. In the schools surveyed, fewer teachers recruited by schools where they had undertaken placements have left either the school or the profession in the first three years. Foster R, Merrill S, Edge Hill College of Higher Education Barriers to QTS for Teaching Assistants In 2002 the DFES sponsored ten projects exploring barriers to QTS for teaching assistants. The investigation we undertook was a qualitative study which drew on the accounts of teaching assistants then in both primary and secondary schools. During the presentation we hope to explain how some of the findings of the project are now set into the context of remodelling the teaching force, and the part that teaching assistants and other support staff play in schools. We will present a qualifications map, and describe, from the cohort study, some of the implications for initial teacher training, for professional development of teaching assistants, and for higher education, by exploring the concept of accreditation of workplace learning. Drawing on selected case study data, the paper will illustrate emerging issues from the perspectives of the teaching assistants themselves. Consideration will be given to: a continuity of practice for teaching assistants; unrelated training and in-service opportunities and poor access to CPD; lack of immediate supervision; poor funding for training and poor pay. The paper will explore the relationship between the inexperienced NQT, and the experienced teaching assistant. We draw upon tensions arising out the positioning of teaching assistants in relation to teachers to explore issues of professionalisation. The paper will develop a critique of this professional landscape in which low level accreditation is linked to higher level activities in schools, and show how teaching assistants may be considered as para-professionals. Drake P, Jacklin A, Robinson C, Thorp J, University of Sussex  09.00HRS 10.30HRS THURSDAYPupils views of dyslexia friendly teaching In April 2002 the Centre for Inclusive Education and SEN in collaboration with the British Dyslexia Association was awarded a DfES SEN Inset Fund grant to develop a teaching unit for newly and recently qualified teachers on Dyslexia Friendly Classrooms. The views of 138 pupils with severe dyslexia on what constituted a Dyslexia Friendly Classroom were obtained 52 from Primary Schools and 66 from Secondary Schools. The results indicated that that both the personal characteristics of teachers and their pedagogical expertise were implicated in whether they were seen as effective by pupils with dyslexia. The personal characteristics were seen as more important than the pedagogical. In terms of curriculum whilst there were clear differences between the perceived difficulties of the National Curriculum subjects it became clear that in the main these were related to curriculum delivery rather than conceptual basis or subject methodology. Extracts from videos produced showing dyslexia friendly teaching in 5 geographically widely separated schools will be used to illustrate the results. Johnson M, Phillips S, Manchester Metropolitan University  SESSION 1 bu g13 School leadership in disadvantaged communities This paper reports research findings from fieldwork conducted in two South Yorkshire communities. The two areas are amongst the most deprived in the country with most of the schools perceived to be providing improving test results and positive educational outcomes. Much of the school leadership is perceived to be positive and innovatory, with examples of good links between schools and their surrounding communities. Nevertheless, the gains are felt always to be fragile in nature and the pedagogical and leadership dilemmas to be profound, particularly concerning the inclusion agenda. Two particular pieces of innovation considered in the research illustrate these dilemmas especially deeply. The paper aims to examine the nature of these dilemmas and their implications for policy development in this area of working. Jones S, Sheffield Hallam University When leadership is not enough There is a vast and enthusiastic literature on leadership. It has permeated virtually all sectors - from the commercial to healthcare and the education sector has been particularly affected. The argument of this paper is that most of the literature and discussion about this issue is couched in terms of some fairly simple polarities.: managers versus leaders, transactional versus transformational leaders, task-focused versus people focused and so on. However, the research reported here suggests that the issue is not simply to persuade people to adopt a leadership orientation or leadership mantle. In the large secondary school researched, there was evidence of a more subtle problem. There was in fact a clash of 'leaders'. There were different interpretations of what leadership should entail and constitute. In particular the headteacher adopted one mode while a number of departmental heads adopted others. More importantly, there was competition between these leaders. These leadership formulae found succour from external sources and authorities, but this did little to ameliorate the conflicts and problems which were set in train. The paper suggests therefore that it is by no means enough to proselytise 'leadership' as if this will produce a set of approaches and behaviours which will unproblematically transform. On the contrary, different versions of what the transformed situation should look like can cause deep divisions. This crucial observation has so far not received the attention it deserves in the literature which in the main remains wedded to the campaign to persuade us of the merits of a dash for leadership. Storey A, Open University   09.00HRS 10.30HRS THURSDAYA matter of faith? Leadership in Catholic schools Faith schools were thrust into the limelight two years when the Government announced its plans to increase the number of faith and other such value-based specialist schools. The proposal was put forward with the intention of raising standards and school improvement. This paper seeks to examine these notions within this context in a review of the literature on leadership in faith schools with a specific focus on Catholic schools and leadership in Catholic schools. It seeks to determine the distinctive features of Catholic schools, in terms of their culture and ethos, which contribute to their success and distinguish them from other non-faith schools. It will also explore the factors influencing leadership in Catholic schools and the qualities expected of the leaders in these schools. Anecdotal evidence gathered from informal discussions with a number of Catholic school leaders will also be presented. Cubillo L, University College Worcester Brown M, University of Manchester  SESSION 1 mech & chem me 101 Investigating The Possible Benefits Of Greater Choice Within Secondary Shools Recent policy proposals have indicated a further relaxation of the National Curriculum requirements for students aged 14-16. However, as yet we know relatively little about the consequences of increased student choice within rather than between secondary schools. Increased within school choice can raise educational attainment levels if it enables parents, students, teachers and heads to improve the match between the curriculum studied and the particular aspirations and abilities of students. The changing position of Geography and History in successive adjustments to the National Curriculum provides a natural experiment for educational researchers. Our sample is 400 schools from the Curriculum, Evaluation and Management Centres YELLIS and ALIS databases. In this paper we report the initial findings of this ESRC-funded project investigating the determinants of student choice and its impact upon average attainment levels and their distribution. Adnett N, Davis P, Telhaj S, Institute for Education Policy Research, Staffordshire University Coe R, Hutton D, Curriculum, Evaluation and Management Centre, University of Durham Pathways to opportunity and excellence: collaborative curriculum innovation in South Yorkshire The paper will report on two aspects of the implementation of a large European Social Fund Objective 1 project involving all 76 secondary schools in the four South Yorkshire LEAs. This project is concurrent with a national drive to diversify the learning opportunities of the 14-19 age range as set out in the DfES policy paper Opportunity and Excellence, January 2003. The first aspect discussed will be the experiences of the project managers in facilitating the development of an innovative curriculum in very diverse comprehensive schools. These experiences will be related to current theories of educational change. The data that will contribute towards findings will include minutes of meetings, reports from events facilitated the LEA during the first year of implementation, and the perceptions of LEA project managers about the relative success of the support provided to schools to implement the project. This will be compared with the experiences of senior managers and teachers who are implementing curriculum change. The discussion of our findings will draw on the literature of process change and school improvement, and research in the field of work-related learning. The second aspect will be that of Y10 students' perceptions of the new curriculum that is being supported by the project funds - vocational education opportunities, the development of Key Skills and learning patterns to meet the need of students who require a more flexible and individual curriculum. We will relate our data to recent research on childrens and young peoples views on education. The research questions to be addressed in the paper are: What are the drivers and barriers for effective curriculum change in the 14+ curriculum at the level of schools, LEAs and other providers? How are the new learning opportunities impacting on Y10 students, particularly in respect of allowing them the opportunity to gain knowledge and skills that will be helpful to the regeneration of South Yorkshire? Holland M, Coldwell M, Trickey S, Rybinski D, Byford H, Sheffield Hallam University Jones H, Morgan B, Rotherham LEA  09.00HRS 10.30HRS THURSDAYNegotiating the secondary school curriculum: a subject history perspective With the current renewed interest and debate over the form and content of the 14-19 curriculum, this paper looks at the ways in which it has been constructed and at the purposes of those who promote or oppose its change. The paper draws on Goodsons social constructionist perspective to subject history together with the frameworks for understanding the process of policy making and implementation offered by Ball, Bowe and Ball and Bernstein to explore the complexities and contested nature of the school curriculum. In particular, attention is given to the activities of meso-level actors and their recontextualising functions. Presented in the form of a narrative account, evidence gathered from semi-structured in-depth interviews is used to illustrate their role in the ongoing negotiation of the school curriculum and their mediating roles in the policy process. Drawing on the recent history of economics education, it tells a story of uneasy compromise, characterised by conflict, tensions and contradiction. It is suggested that at the heart of ongoing disputes about school and subject curricula are divisions about what is important and worthwhile knowledge and how it is to be organised and transmitted to learners. The governments attack on the comprehensive school system and its proposals for restructuring the 14-19 curriculum not only confirms its apparent concern for raising standards and individual performance but also the hegemony of the economic discourse. Perhaps, however, we remain in the midst of the long revolution (Williams) in which educational change will be frustrated by custom and tradition and resisted by those whose interests it threatens? Jephcote M J, Cardiff University, School of Social Sciences  SESSION 1 MECH & CHEM ME 103 Lets have a laugh! The role of humour in educational relationships In the move to improve the quality of interaction between teacher and learners there has been considerable interest in emotional intelligence. While teachers and pupils readily recount the way humour enables or disables learning, there has been surprisingly little systematic research into the role it plays in enabling learning in a community. Humour is usually overlooked except anecdotally, as part of educational process. Setting the impact of humour within enquiries of the kind "How can I improve my practice?" (Whitehead, 1989) links humour to improving learning in building group cohesion. What is educationally significant about humour? This paper will examine the way that humour acts as a kind of social glue (Hewitt, 2002) bringing cohesion and a sense of belonging within educational relationships such as mentoring (Fletcher 2000). Humour plays such a fundamental part in establishing and sustaining social groups that are essential to the effective teaching of classes in schools. Drawing on his research into the evolutionary origins of humour, Hewitt will contextualise the video clips that Fletcher has selected to highlight some of the types of humour and their role in the process of tutoring in higher education and teaching in school classrooms. This session will aim to enable educators to see how humour can be productively interpreted and encouraged as a means of assisting learning. It will also draw attention to the culturally context-bound nature of humour. From a scientific explanation of individuals propensity for engaging in different forms of humour, the session will explain different aspects of humour and how they can bond or fail to bond individuals within social groupings. Why do some individuals laugh some of the time but not others? This may not be related to a simple study of their mood do they smile because they are happy, cry because they are sad. What happens to our humour as we mature? Does it retain the same characteristics as when we were children? What IS humour? What IS humour FOR? Hewitts original contribution to educational theory stems from his answers to those questions and the implications those answers have for humour as an educational and bonding process. When we think of the teachers who influenced us, often it is their sense of humour (their GSOH) that left its mark. Humour offers potential for enjoyment and relaxation, creates scope for crossing no-go land and exploring social taboos in humour no other phenomenon allows. By the end of the session, the audience will have a clearer impression of the educational potential of certain kinds humour as a way of bringing individuals into a group learning process. By studying how humour is enacted in the relationship between teacher and learners using digital video there is an opportunity to experience the dynamics of teaching/learning acts. Seeing how humour can enable learning, educators can create opportunities to utilise it to improve students and their own learning as they enquire into their own practice with questions of the kind How can I improve my teaching and learning? (Whitehead, 1999) References: Fletcher, S. (2000) Mentoring in Schools: A Handbook of Good Practice, London: Kogan Page Hewitt, J.A. (2002) The Architecture of Thought, Dunstable: Holmhurst House Press Whitehead, J. (1999) How do I improve my practice? Creating A Discipline of Education Through Educational Inquiry. Ph.D Thesis. University of Bath. Fletcher S, University of Bath Hewitt J A, Independent Educational Consultant   09.00HRS 10.30HRS THURSDAYEvolution and the origins of humour : how humour originates as a learning mechanism and why this is significant for education Humour governs a great many of our social interactions, it controls much about how we see people and how we are seen by others. Humour is one of the most important of all human characteristics and perhaps the most strikingly "human" trait we possess but it is also one of the least understood. One of the original advances Hewitt (2002) provides is to give create an evolutionary framework in which humour becomes understandable and even predictable. Moreover, this study suggests that humour has its origins in an ancient learning mechanism. This mechanism, implying as it does that humour and learning are linked seems to have pedagogic significance. It suggests that groups who laugh together, learn together - and who could disagree with that? This session will describe the likely origins of this phenomenon, beginning with the need learning mind has to elicit relevance from a sensory data flow. It will show then how nature's solution this requirement seems to have become modified in humans to produce the phenomenon we call humour. The significance of humour as a means of synchronising group learning will be discussed, in which context, the role of humour in the classroom will be considered. Hewitt J, Freelance author What are the characteristics of constructivist learning cultures? This paper reports on some initial insights from a qualitative study investigating ways in which teachers who are committed to a constructivist philosophy construct teaching and learning. The study is a collaborative project between the University of South Australia and The Open University. The initial study is based around the work of four primary teachers in two schools in South Australia. These teachers have been involved in a South Australian Education Department innovative curriculum redesign project entitled Learning to Learn. This project promotes a view of teaching and learning that values teaching and learning through: consciousness of who you are and why you do what you do, personal/social relationships and learning as construction. Data have been collected from weekly classroom observations; ongoing informal discussions with the teachers and senior staff; individual taped interviews with the teachers and ongoing document analysis. This paper will highlight a number of emerging themes in relation to characteristics of constructivist learning cultures and will highlight these, using classroom examples. Le Cornu R, University of South Australia Peters J, University of South Australia Collins J, The Open University  SESSION 1 MECH & CHEM ME 103 The innovator as inebriate: developing a situated theory of entrepreneurial learning There are 80 undergraduate degree programmes in Entrepreneurship offered in UK universities and colleges (UCAS Guide, 2003). If 124 other degrees in Enterprise, at least 40 Masters and several thousand free-standing modules and short courses are added to this number, it seems accurate to say that UK education is heavily committed to entrepreneurial learning. It might also be supposed that these providers have some understanding of how an entrepreneur actually learns. The paper aims to show that accurate knowledge of entrepreneurial learning is far from being available, that confusion abounds about what an entrepreneur is and how she learns. Further, it shows how and why traditionally behaviourist and cognitivist approaches to learning may be insufficient frameworks for studying and understanding the phenomenon. A definition of entrepreneurship as innovation, attributable to Schumpeter (1939,1950,1983), is employed and justified. Founded on the theories of Vygotsky (1978) and their expression by Engestrom (1987) as expanded learning, a situated theory of entrepreneurial learning is suggested. Addressing Prigogines question (Prigogine, 1985): how is the objectively, societally new generated in human development? the paper focuses on the work of Bratus & Lishin (1983) as a possible way forward. Bratus & Lishin (1983) set themselves the socially pressing question in the USSR as to how an alcoholic can learn abstinence. This paper shows why their characterisation may offer, by analogy, important messages for understanding how an entrepreneur learns in conditions of change and uncertainty. References Bratus, BS & Lishin, OV (1983) Laws of the Development Activity and Problems in the Psychological and Pedagogical Shaping of the Personality, Soviet Psychology XXI, pp 38 50 Engestrom, Y (1987) Learning by Expanding: An Activity- Theoretical Approach to Developmental Research (Helsinki: Orienta-Konsultit) Prigogine, I (1985) A New Model of Time, a New View of Physics in Richardson, J (Ed) Models of Reality: Shaping Thought and Action (Mt. Airy: Lamond) (pp 303 316) Schumpeter, JA (1939) Business Cycles: A Theoretical, Historical and Statistical Analysis of the Capitalist Process (New York: McGraw-Hill) Schumpeter, JA (1950) Capitalism, Socialism and Democracy (New York: Harper and Row) Schumpeter, JA (1983) The Theory of Economic Development (London: Transaction Publishers) UCAS (2003) Course Guide (downloaded at)  HYPERLINK "http://www.ucas.ac.uk/" http://www.ucas.ac.uk (12/3/03) Vygotsky, LS (1978) Mind in Society: The Development of Higher Psychological Processes (Cambridge, MA: Harvard University Press) Wilkinson C M, University of Oxford   09.00HRS 10.30HRS THURSDAY SESSION 1 bruce room a Understanding trainees' cognitive styles as part of teacher education To ignore the importance of individual differences in learning is, as Desforges (2001) notes, akin to designing a flying machine whilst ignoring gravity. Therefore, why is it that in postgraduate teacher training provision this is often relegated or even ignored as merely something for the trainee to be aware of? It has been demonstrated that cognitive style affects learning preferences (Riding, 2002), and that differences in learning preferences influence the selection of a trainee's teaching styles (Evans, 2003). The intention of this study was to identify and explore the profile of cognitive styles in a cohort of trainees in order to review the potential for change amongst them. The study was conducted on a cohort of 18 secondary physical education trainees enrolled on the same one year Postgraduate Certificate in Education (PGCE) initial teacher training course based at a single UK university. All of the trainees completed Ridings (1991) Cognitive Styles Analysis (CSA) at the beginning of their course (September) and again at the end of the course (July). The CSA measured two dimensions of cognitive style: wholist-analytic (WA) and verbaliser-imager (VI). Stability of the WA and VI scores was also considered. Gender differences were found to exist: females were more wholist (intuitive) than males, although the differences were not statistically significant. Males became less analytic towards the end of course with little change for females. Only one trainee's score remained exactly the same at both sittings (inflexible). The WA dimension of cognitive style was found to be relatively stable with a test-retest correlation of r = 0.711, p = .010. Whereas the VI scores were not found to be stable: r = 0.164, p = 0.516. This is in line with the findings of Peterson (2002) and Redmond (2002). It is possible to identify students who are inflexible and those who do change their approach over time, however, the reasons for some being more flexible than others is unclear. Implications for school-based initial teacher training revolve around the likely impact of the mode of instruction on cognitive style and the school placement of each trainee. Increasing use of virtual learning environments in the delivery of PGCE courses demands that such venues are differentiated to cater for variations in cognitive style and learning preferences (Waring, 2002). Given the high proportion of time in a PGCE course that is school-based, the role of the mentor (and tutor) and their interaction with the trainee is significant in terms of that trainee's development as a learner and teacher. Therefore, measures that can identify potential increases in the compatibility between a trainee and mentor are increasingly important. Greater consideration should be given, therefore, to the interaction effect of a tutor's, mentor's and trainee's cognitive styles on each other as they impact on the trainee's (and mentors) development as learners and teachers. However, questions remain to be answered: What about interaction effects of age and gender? What is it about the instruction that moves certain students cognitive style and not others? Waring M, Evans C, University of Durham   09.00HRS 10.30HRS THURSDAYCreating a community of writers for initial teacher education students For some years we have found that a significant proportion of incoming BEd students have difficulties in written expression. Investigation suggests that their previous experience in education can be part of the problem. They do not see writing primarily as an act of human communication, rather they see it as an artefact that they are expected to create. One problem for them is that the writing artefact they think they are expected to produce in a higher education context is unfamiliar; they have no strategies for its production, little conceptualisation of what it should look like or even what is its authentic purpose, and little experience of apprenticeship into writing. One consequence is that they become unwilling and fearful writers seeking low level coping strategies and instructions; they do not seek and may not even recognise support that is intended to create a repertoire of strategies that will lead to confidence and independence as a writer. A further problem is that the lack of strategic awareness often leads to an unthinking approach to the teaching of writing in the classroom, marked by an over-reliance on formulae and exhortation. On entry to the BEd programme we seek to invite and welcome and support students into a community of professional writers. The invitation reflects the following principles: Writing is seen as an act of communication; professional writing is not esoteric but is built upon general and commonly held skills; communication is built upon a relationship between writer and reader; writing has a strong affective component, potentially enabling and positive, or personally and professionally destructive; true communication requires a genuine need to know and wish to communicate; the roots of communication are in discussion; effective writing is built upon extensive reading experience; experienced writers can model and discuss strategies for professional writing. This paper describes a welcoming programme that initially extends over a single semester. The paper will share some of the resources and techniques used. It will discuss the often hostile context in which writing is expected and demanded, and ways in which this significantly affects students writing and their potential for sensitive and creative teaching. The paper concludes with an evaluation of the project, with putative implications for Institutions of Higher Education, educational managers and policy makers, and for all working in a school context. Lewis G, Anderson G, Hurrell A, Johnston D, Mcintosh K, Russell M, Walker C, Wolfe A, University of Aberdeen  SESSION 1 bruce room a Influential factors on teaching efficacy: prospective teachers beliefs Prospective teachers efficacy beliefs play a definitive role in obtaining and interpreting the knowledge offered in teacher training programs. In fact, these beliefs have a greater effect than knowledge on the way prospective teachers organize their teaching act, while they are stronger indicators for predicting their teaching behavior. Increased teaching efficacy is linked to increased alternative teaching ideas, student motivation, feelings about teaching and professional progress. Based on these assumptions, a need arises to investigate the factors which influence prospective teachers beliefs of teaching efficacy. The current study attempts to explore the factors that precede prospective teachers beliefs of teaching efficacy and determine their conviction that they can influence their pupils and schools. The subjects of the study were student teachers of the Department of Elementary Education, University of Greece. By using in-depth interviews, 90 prospective teachers were asked to give their opinion on mainly the following topics: a) prospective teachers beliefs of their teaching efficacy, in the face of graduation b) the factors which influence prospective teachers beliefs of their teaching efficacy c) the way with which a teacher training program could promote prospective teachers feelings of their teaching efficacy. Initial data analysis reveals that prospective teachers perceive their teaching efficacy as high and the factors related to personality traits as more influential on their teaching efficacy than the factors related to their teacher training program. Teacher training programs could promote students teaching efficacy by offering courses on didactics and opportunities on a variety of teaching settings. The search for this type of information from the student teachers is based on the opinion that the feedback that comes from the students comprises the substantive factors, in relation to the evaluation and improvement of their training programs. Teacher trainers, through the understanding of the students thought processes can be more completely informed of the organization and means of improving the educational programs. Poulou M, University of Greece   09.00HRS 10.30HRS THURSDAYAn investigation of the linguistic tools used in the community of initial teacher training This paper aims to present some preliminary findings about the linguistic tools used by the community of Initial Teacher Training (ITT), and forms part of a wider investigation into how teachers make sense of their work in ITT. I have explored some of the ways in which linguistic tools are used both to communicate the rules within which teachers work, and to develop trainee teachers in schools. I wanted to know to what extent those involved in the community of ITT the Teacher Training Agency (TTA), Higher Education Institutions (HEIs) and classroom teacher mentors used the same linguistic tools, and therefore how communication was achieved between them. I anticipate that the tools used by Government agencies such as the TTA may be different from those used by classroom teachers working as mentors, and that HEIs may have a role in mediating or translating for both of the other members of the community. Post-Vygotskyian Activity Theory is used as the conceptual frame for analysis of data for the wider research project, within which is embedded the idea that language is the tool of tools in the mediation of human social activity (Wells, 1999). I want to know whether there are tensions between the linguistic tools used to frame the activity of ITT and those actually used by classroom teacher mentors, and if so, how the classroom teacher mentors resolve those tensions. I am also interested in how far the policy documents relating to ITT aim to manipulate the linguistic tools of, and therefore ways of thinking about, the activity. To explore the linguistic tools, I have drawn not only on Hallidays (1985) functional linguistics, but on approaches from applied linguistics, to study the language used by members of the ITT community. By creating a corpus of language used in the activity (e.g.Hunston, 2002), I aim to compare and contrast the lexical choices made by the members of the community in order to highlight any significant differences which may give rise to tensions for the classroom teacher mentors. An exploration of the genres of text (e.g. Swales, 1990) available to the different members of the community aims to bring out any further tensions or possibilities for misunderstandings, particularly between policy makers and classroom teacher mentors. Finally, by using critical discourse analysis (Fairclough, 1995) I aim to highlight the ideologies at play within the activity, again, in order to draw out any tensions which classroom teacher mentors find in their work, and the ways in which they resolve them. References: Fairclough, N. (1995) Critical Discourse Analysis. London: Longman. Halliday, M.A.K. (1985) An Introduction to Functional Grammar. London: Edward Arnold Hunston, S. (2002) Corpora in Applied Linguistics. Cambridge: Cambridge University Press. Swales, J. (1990) Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press Wells, G. (1999) Dialogic Inquiry. Cambridge: Cambridge University Press Boag-Munroe Gill, University of Birmingham  SESSION 1 oak room Some reflections on policy recurrence: the case of work-related learning for 14-16 year olds This paper takes as its starting point the concept of policy recurrence as elaborated by Stronach & Morris  ADDIN EN.CITE Stronach19942230Stronach, I.Morris, B.1994Polemical notes on educational evaluation in the age of `policy hysteria'.Evaluation and Research in Education81 & 25-19(1994) and considers this in relation to the introduction of work-related learning into the curriculum for 14-16 year olds. This has been given considerable emphasis in recent policy statements on the development of the 14-19 phase of education and training in England. The paper draws upon a number of research and evaluation projects to reflect upon this policy imperative in the light of earlier attempts to promote work-related learning in the last two years of compulsory education. It will consider the range of justifications which have been offered for current and earlier developments, the evidence for the effects of these developments and the implications for policy and practice. Stronach, I., & Morris, B. (1994). Polemical notes on educational evaluation in the age of `policy hysteria'. Evaluation and Research in Education, 8(1 & 2), 5-19. Yeomans D, University of Leeds The possible policy effects on FE colleges in England under the learning and skills councils This piece of policy research, looks at the potential effects on the FE (Further Education) colleges under the Learning and Skills Councils (LSC)in England, and initially presents an overview of what the author perceives to be a number of important key themes coming out of the policy changes.[The LSC was created by the Labour Government in 2001, to plan and fund all post 16 education and training within England, excluding some adult provision. It is a centralist body with its head office in Coventry, and 47 regional arms, known as Local Learning and Skills Councils (LLSC's)]. This paper briefly charts the development of the FE sector from a traditional local authority model under the Local Education Authorities (LEA's) to the 'new managerial' market forces model of the Further Education Funding Council ( FEFC).(The LEA's managed FE provision in England up until FE colleges were transferred into their own independent corporations, by a process known as incorporation. Thus the FEFC was created by the Conservative Government 1992-1997 to fund these new corporations, and was a funding body only not a planning body). From this, the paper then considers the possible reasoning behind the change from the market forces model of FE, to the 'planned' model proposed under the LSC. Within this heading, issues such as 'sleaze' (a generic word much in vogue during the 1990's to cover a range of misdemeanours by politicians and people working in the public sector), and governor failure. Having set the scene as it were, the paper then considers some of the issues that come out of the LSC model, in relation to planning, control, bureaucracy, and rationalisation etc, within the sector. The paper concludes by suggesting how these concepts might impact on FE colleges. Hammond M, Dudley College   09.00HRS 10.30HRS THURSDAY SESSION 1 beech room Part-time paid work and academic achievement: a sixth form case study Many sixth form teachers believe their students part time employment damages A-level results. Existing research evidence for this assertion ignores local economic conditions by aggregating across differing local economies without checking that the sample is economically representative and is largely dependent on self-report measures of effect on educational achievement instead of looking at measures such as examination results. This is a particular difficulty since paid work has become a disciplinary issue in colleges. Further, student decisions to seek employment are based on complex though informal cost benefit analysis of present and future advantage, social, economic as well as educational considerations. Permanent part-time jobs play a significant part in socialising students into the workforce; though their experience of low skill, low pay jobs could actually be counterproductive in preparing them for later professional or management jobs. This study focuses on students, not only as learners, but as young people with particular family circumstances, extracurricular interests, social lives and future aspirations. Their experience is undertaken in particular institutional and youth cultures and operates under particular local labour market conditions. Hence, a case study was undertaken, based on one sixth form college in a town in south east England with many jobs in the service and retail sector. Researcher administered, confidential questionnaires were used to gather data from entire cohorts, with responses matched to student examination results. Interviews with selected students and staff provide further data to describe the individual experience. The study found high employment rates, consistent with the nature of the local economy. Correlations of weekly hours paid work with A-level or value added scores are negative and statistically significant, but not of an order to permit prediction of student achievement based on hours of paid employment. The negative correlation is weaker for male students, for students studying business and arts subjects and for self supporting students. A recurring theme is the wide spread of results illustrating the variety of student experience. Varying approaches to study provided the framework in which the results were most easily understood. Popular literature suggests that student paid work decreases the time available for homework and increases the funds available for a hedonistic lifestyle. Little evidence was found to support either argument. Simplistic advice to reduce the amount of employment is likely to be disregarded by students as it does not fit their experience and nave guidance in area undermines the staff / student relationship. Students facing a career of lifelong learning need sound advice on managing learning and earning simultaneously rather than warnings that the two are incompatible. Richards A L, Brighton University   09.00HRS 10.30HRS THURSDAYRecovering potential: factors associated with success in engaging challenging students with alternative pre-16 provision The research for this paper is focused on an innovative project at a college of further education which offers educational opportunities to 15 and 16 year old students who have been excluded by, or have persistently failed to attend, and/or achieve in, their secondary schools. The study looks at the outcomes from the project and the factors associated with successful outcomes for students. However, it goes beyond the immediate project in considering ways of addressing the learning needs of potentially educationally and socially excluded young people. The research utilises statistical data on the 90 young people who joined the programme in 2001 and has also conducted detailed personal interviews with a sample of 34 of the students. College staff teaching, managing and supporting the programme have also been interviewed and the researchers have observed steering committee meetings and meetings between students and staff. The paper will: 1. Consider characteristics of the young people joining the programme, the reasons for the breakdown of their school placements and their motivations for joining the programme. 2. Outline the experiences of the young people in college both from their perspectives and the perspectives of college staff. 3. Describe the outcomes of the course for the young people and analyse factors associated with successful completion of the programme. Attwood G, University of the West of England Croll P, University of Reading Hamilton J, University of the West of England  SESSION 1 beech room Managing tutorial provision in further education Much recent attention has centred on issues surrounding policy towards the Further Education sector in England. This has been highlighted by the Governments decision in November 2002 to invest an extra 1.2 billion in the sector. This follows hard on the heels on the Success for All--Reforming Further Education and Training consultation process, which ended in September 2002, and the comments about Post-compulsory education found in the Annual Report of Her Majestys Chief Inspector of Schools: Standards and Quality in Education 2001/2002. A key focus within the Further Education sector over recent years has been the retention of students once they have embarked on courses. Prime performance indicators have been identified in relation to retention and course completion and these have increasingly resulted in time and energies within FE institutions being dedicated to processes that will improve these factors. The development of tutorial provision for students has been one area where interest has been high. Much research has been undertaken in order to identify those factors that exemplify best practice in tutorial provision. In this context work by researchers such as Martinez (2001) and Green (2001) spring to mind. These researchers are keen to focus upon the student perspective in terms of trying to examine the kind of tutorial provision that leads to greater retention and completion. Other writers, such as Ainley & Bailey (1997), Shain & Gleeson (1999), and Simkins (2000), have sought to identify changing management practices within the FE sector and the impact that these have had upon staff. The current paper will attempt to explore the impact of management practices in relation to tutorial provision upon the notion of lecturer professionalism within the sector. It will draw upon data from research carried out at a large Further Education College in Southern England, as well as upon recent research literature. The paper will argue that the increasingly public approach to tutorial activity, with records needing to be kept of meetings and student targets needing to be identified, signifies a pervasive managerialist approach towards staff management within the FE sector. The need for increased monitoring of lecturer activity and for formalised arrangements that encourage lecturers to support students are all indicators of a diminution of lecturer autonomy within their professional lives. The paper will also delineate further areas for research within the Further Education management arena. Fertig M, University of Bath   09.00HRS 10.30HRS THURSDAYDisaffection in fe: removing barriers to teaching and learning with a view to improving student retention and attainment The inclusion agenda is obliging further education colleges to take on an increasing number of students who have had little previous success in formal education. This paper investigates an approach to the teaching and learning of disaffected students on a pre-NVQ Motor Vehicle Maintenance course in a large Further Education College. During the academic year 1999-2000 the students enrolled onto the programme had little or no previous academic achievement, some had been previously excluded from school; others had low numeracy and literacy skills, some were dyslexic or had other learning difficulties. Most had a poor self-image. These students were offered places on the programme using results of basic numeracy and literacy tests and a brief discussion. Early on it became clear that some of these students had such disruptive behaviours that they could not conform to a structured learning environment and this prevented most learning from taking place. Figures for retention and attainment were below the College average. A change in approach was indicated therefore. From the teacher's perspective one of the main issues to be addressed was the need to reduce the level of conflict and resistance to learning offered by these students thus enabling teachers to do their job better, where previously they had been impeded by disruptive behaviour. It was hoped that there would be a concomitant reduction in stress and increase in teacher motivation from seeing these students learn and achieve in a more appropriate learning environment. This awareness led to a complete rethinking about the selection, induction and motivation of the students for 2000-1. The programme leader undertook courses in behaviour management, counselling, motivational interviewing and, in an attempt to better understand and support the complex learning needs of the students, also explored the subjects of learning theory, disaffection and differentiation. A revised selection interview was introduced with the intention of providing applicants with an opportunity for a new start and to determine their own learning goals. This one-to-one interaction was also intended to foster a positive relationship between student and teacher from the outset, in order to facilitate the circumstances in which meaningful learning could subsequently take place. An end of course review was conducted to give the student and teacher information about achievement and to provide an good foundation for planning the next learning phase. The approach has been recognised by City and Guilds and the Ofsted Inspectorate as innovatory, and has led to greatly improved retention and attainment and positive responses from students about the course. Students responses show that they have particularly appreciated the clear guidelines for behaviour, being treated as adults, being given one-to-one support, and being allowed to learn about something that interests them. Martin D, Stoke College McLay M, Manchester Metropolitan University  SESSION 1 mech & chem me 136 Enhancing teachers and pupils learning in primary school physical education: the role of collaborative professional learning Continuing professional development (CPD) is now a central plank of government education policy in England and Wales (DfEE, 2000) and elsewhere around the world (McRae et al, 2000; Cochran Smith, 2000). There is a widespread belief that enhancing the quality of teachers career-long learning will impact upon pupils learning (Day, 1999; Craft, 1996) although the precise nature of that link is less clear (Guskey & Sparks, 2002). Day (1999) argues that CPD helps teachers to keep pace with change and, in this context, CPD becomes crucial as a way of ensuring that teachers are able to cope with the demands of the National Curriculum. Yet, the form of that CPD is a key issue. There has been a wealth of research into effective CPD and many of the findings point to the benefits of teacher learning that is active (Day, 1999), collaborative (Smyth,1999; Hixson &Tinzman, 1990; King & Newmann, 2001), reflective (Hay McBer, 2000), situated (Lave & Wenger, 1991; Browns, Collins & Duguid, 1989), and ongoing (Day, 1999; Garet, Porter, Desimone, Birman & Yoon). All of these approaches can be located within a constructivist learning framework, drawing upon concepts such as situated learning (Lave & Wenger, 1991) and communities of practice (Wenger, 1998). Yet, traditional forms of PE-CPD in primary schools in England and Wales bear little resemblance to any of them. This paper reports on the first phase of a project that is seeking to understand how primary teachers currently learn about PE, and whether and how they could learn within a school-based, collaborative professional learning (CPL) framework. The project is based in two case-study primary schools and, in this first phase, the researcher spent a term working closely with all the teachers in both schools to analyse their practices and to identify (with them) their professional development needs in PE. It quickly became clear that these teachers currently undertake very little, if any, PE-CPD. The newly qualified teachers were very critical of the PE preparation they received during initial teacher training, yet had few expectations of upgrading their knowledge and skills once in teaching. The PE-CPD that is available (mostly linked to particular sports or areas of the National Curriculum) was usually undertaken by the PE co-ordinator who may, or may not, be an experienced PE practitioner and who often lacks the opportunity and the confidence to cascade this learning to other members of staff. The presence of a local Specialist Sports College has had little impact on these teachers to date. Against this backdrop, the project is focussed on working with teachers in the two case study schools to explore opportunities for restructuring PE-CPD within a CPL framework. Both the strengths and weaknesses of this approach are analysed (Nicholls, 1997; Rosenholtz, 1991) and some preliminary recommendations made. Duncombe R, Armour K, Loughborough University   09.00HRS 10.30HRS THURSDAYPhysical education departments as learning organisations: the foundation for effective professional development What principles should underpin professional development (CPD) in physical education (PE)? How do teachers learn most effectively? How can pupil learning inform teacher learning and vice versa? This paper addresses these questions by drawing upon empirical data from interviews, profile questionnaires and collaborative case studies with PE teachers on their CPD experiences, and also the wider literature on teacher development and professional learning. The empirical data are drawn from a two-year ESRC study into the PE-CPD undertaken by experienced PE teachers in England. They point to a number of key issues. For example in teachers CPD profiles, PE-CPD is identified as a haphazard series of courses with little evidence of coherent planning or progression for career-long learning (Armour & Yelling, 2002). Moreover, PE teachers appear to be largely passive in the selection process: as one teacher explained it: 'They [CPD providers] find me, rather than me find them' (Armour & Yelling 2003). Yet, it is also clear that these teachers are aware of the need to engage in different forms of CPD. In both profile questionnaires and detailed case studies, PE teachers were keen to have more opportunities to work with and learn from colleagues, and were critical of generic courses that didnt meet their particular needs. However, they also seemed unable to conceive of anything radically different, and so tended to suggest more of the same (but somehow better) as the solution to their CPD requirements. In order to imagine new futures for PE-CPD, therefore, recourse to the wider literature on teacher development and professional learning is helpful. Garet et al (2001) argue for a shift to reform types of CPD that would typically take place within the school day, involve collective participation of teachers from the same school or group of schools, and would be integrated into practice in the form of study groups, mentoring and coaching. This approach fits well with Guskeys (2002) alternative model of teacher development that recognises the process of teacher change as one where significant change in teachers attitudes and beliefs occurs primarily after they gain evidence of improvements in student learning (p. 383). However, new forms of professional learning will require supportive organisational cultures to enable collaboration and openness (Brandt, 2003). Yet, as Stokes (2001, p.142) comments, few schools support teachers to work together in this way: professional culture of inquiry remains less a reality than a phantasmagoric ideal. Certainly some of the teachers in our study would echo that sentiment. The challenge remains, therefore, to find ways to enable PE teachers to engage in the kind of learning that is most likely to be effective in leading to better learning for pupils (Guskey & Sparks, 2002). This paper explores some of the possibilities and argues for PE departments to view themselves as learning organisations. Within that framework, PE teachers must take steps towards the control of their professional development in the interests of meeting the needs of their pupils as identified by the continuous study of those pupils. Armour K M, Yelling M R, Loughborough University  SESSION 1 mech & chem me 136 Pedagogic competence in health education This paper addresses the issues of teachers knowledge, learning and professional development in senior health education, which is located in the integrated key learning area of Personal Development, Health and Physical Education (PDHPE) in New South Wales, Australia. The paper draws on research into the implementation of the senior PDHPE syllabus, notably health education, substantially rewritten and reconceptualised around health promotion and social justice after the election of the Carr Labor government in 1995. The focus is on these stated commitments, as they are expressed in the syllabus, and as they are realised in a taught curriculum that is meaningful to students who are Higher School Certificate (HSC) candidates. The research recommendations on teachers professional development, geared towards critical practice in health education, are elaborated here in the light of current educational research debates about disciplinary knowledge in teacher education and local teacher recruitment agency demands for more immediate and relevant knowledge related to classroom practice. This goes beyond the specifics of health knowledge content, although content is crucial, and beyond teachers skills, which are marked in the senior PDHPE classroom. The debates and demands pick up on the relationships between universities and schools, and between the different kinds of knowledge generated in the two contexts. University-based PDHPE knowledge, for example in the Faculty of Education, University of Technology Sydney, endeavours to generate knowledge about the PDHPE syllabus, its disciplinary bases, and contemporary learning theories, which all inform discussions about productive pedagogies in health education. It also taps the educational knowledge generated from professional experience, which feeds into the university through school-based research, practice teaching, and when PDHPE head teachers do guest lectures and address the PDHPE teacher education review meetings once a semester. Two overarching questions structure the discussion and analysis. What does health education mean? Does health education connect with youth health? Time and again, the research data showed that the behavioural formulation is predominant. The provision of information targeted to individuals is the mainstay, and where this occurred, many students found it boring. Some teachers hesitated with their articulation of health education, which suggests they knew the conventional understanding of health education does not solely underpin the new senior syllabus, given new directions and different content. There still remained a taken-for-granted assumption that the syllabus health knowledge and the work done in the classroom and in assessment tasks will impact on students behaviour. There was also the view that needy health concerns were more the province of student welfare. These results suggest teachers need more professional development at the pre-service and in-service levels to provide better and deeper explanations of health education, which picks up on the shifts in thinking about youth health, health promotion and social justice in the literature. It is argued that PDHPE teacher education should develop teachers self-conscious and critical understanding of disciplinary knowledge and professional knowledge as part of the theoretical foundations of health education, which will enable them to better and more successfully grapple with teaching practice. Beckett L, University of Technology, Sydney   09.00HRS 10.30HRS THURSDAYThe effects of an integrated curriculum model on teachers pedagogy practices There is increasing interest in Physical Education (PE) in how overarching aims are articulated through the various planning stages to eventual teaching and assessment methodologies. Accordingly, this paper analyses these interrelationships through tracking the decision making chain from teachers intentions to the assessment of student outcomes in an integrated PE curriculum. Certificate PE courses in Scotland are integrated through students improving personal performance as well as analysing their performance. Teaching and learning should take place in practical workshops with a problem solving focus, despite the cautious note, that the extent to which these references have been informed by research into successful teaching is not so evident, (Brewer and Sharp, 1999 pp.543). This integrated approach is reflected in the course assessment with equal weighting between the two domains (performance and analysis of performance). To date, typically, high levels of performance and low levels of analysis of performance attainment have been recorded. The paper reports findings from 40 semi-structured and small group interviews with experienced PE teachers and students in a purposeful sample of secondary schools. Results highlight profound disparities in the pedagogy practices (teaching approaches and learner activity, teachers knowledge base and curriculum decision making) which teachers have adopted in attempting to translate the dictated practical experiential rationale into performance-led practice. For many teachers, it proved problematic to develop critical thinking through the constructivist type approaches advocated. Teachers commented that the missing link was that they cant write it down in a way that would be acceptable in an examination question. In addition, research findings indicate that the short-term assessment pressures were determining the methodology and, in turn, the quality of student learning experience. Overall, there was evidence of an increasingly dichotomous theory/practical split rather than the advocated integrated approach. A few teachers were prepared to trust the students and show flexible control (Griffey and Housener, 1991) as a way of developing their own sense of self-efficacy in their new teaching role. By ensuring that the students understood exactly what is being asked of them these teachers were, outlining from their pedagogy practice, the requirements set out for constructive teaching environments (Simpson, 1990) with the link established between what each students performance data was about relative to identified content knowledge. However, this type of comment was atypical. Much more commonly, there were similarities with Curtner-Smith et.al. (2001), who found when analysing teaching styles used in National Curriculum Physical Education (NCPE) in England and Wales that teachers spent most of their time in teacher directed practice with a strong control emphasis. In the future research into changing levels of expertise of teachers, in post, is required. This is a curious omission in research to date, bearing in mind the increasing age profile of teachers in the profession (SOED/ HMI, 1995) and the diversity of programmes that PE departments might reasonably be expected to adopt in future years, if the subject is to remain relevant and of interest to students (Kirk and MacDonald, 1998). Thorburn M, University of Edinburgh  SESSION 1 WARDLAW ROOM A Positioning gender in discourse: a feminist research methodology The paper introduces an approach to discourse analysis that I developed during the course of an ethnographic study of secondary school students spoken interactions in public settings. This approach feminist post-structuralist discourse analysis or FPDA is informed by Foucaults (1972: 49) view of discourses as, practices that systematically form the object of which they speak. FPDA considers that routine spoken interactions in the classroom, whether formally assessed or as part of informal learning, are interwoven with a web of social and institutional discourses. These discourses work intertextually to position speakersboth female and male as variously powerful and powerless, often shifting from one position to another in a matter of moments. My particular use of FPDA has also evolved from the work of feminists such as Bergvall, Bing & Freed (1996); Davies (1992); Sheldon (1997); Walkerdine (1998); and Weedon (1997). The feminist dimension of FPDA asks researchers to pay particular attention to the social category of gender in terms of the ways in which power relations are constructed through classroom spoken interactions. It highlights the continuing ways in which females are constituted as less powerful than males in many public settings, including the classroom. The post-structuralist dimension of FPDA challenges any simplistic view that females are necessarily more disempowered than males, but should be alternatively conceptualised as complex and multi-faceted. FPDA suggests that the ceaseless interaction of competing discourses means that females (and males) will continuously fluctuate between positions of powerfulness and powerlessness both within the same context and across different social contexts. With close reference to samples of spoken interaction taken from a whole class discussion in English, I will use the FPDA approach in order to illustrate the complexities of analysing gender relations within classroom spoken discourse. I will propose that the view of much language and gender research that girls are being systematically silenced in the classroom is too simplistic. Nonetheless, there are ways in which institutional discourses work together to produce girls as more silent and boys as more talkative particularly in public settings such as a classroom discussion. While there will be no time in this session to compare FPDA with other, better known methods of discourse analysis, I will refer to the text of the full paper, which assesses the value of FPDA alongside such approaches as Conversation Analysis (CA) and Critical Discourse Analysis (CDA). ϲ Baxter, J. (2002) A Juggling Act: a feminist post-structuralist analysis of girls and boys talk in the secondary classroom. Gender & Education 14, 1, 5-19 Baxter, J. (2002b) Competing discourses in the classroom: a poststructuralist analysis of girls and boys speech in public contexts. Discourse & Society 13, 6, pp. 827842 Baxter, J. (2002c) Is PDA really an alternative? A reply to West. Discourse & Society 13 (6), pp. 853859 Baxter, J. (in press) Positioning Gender in Discourse: A Feminist Methodology Basingstoke: Palgrave, Macmillan Baxter J, University of Reading   09.00HRS 10.30HRS THURSDAYAs we see it: improving learning at the museum This paper reports upon a project which investigated ways in which the Australian Museums presentation of its collection and exhibitions assists and inhibits learning. The project was conducted in two phases. The first of these gathered images and interpretations from education staff and interpretive officers of the museum. The second phase involved students, their teachers and parents, from the Coalition of Knowledge Building Schools. Using an image based research methodology all participants photographed features of the museum which either facilitated or inhibited learning. From these images posters were created and discussed. The paper attends to both the results of the study and the methodology within the context of practitioner enquiry. Groundwater-Smith S, University of Sydney Kelly L, Australian Museum Genealogical research in education: an inquiry into the philosophical basis of foucaults conception of critique This article outlines Foucault's conception of critique in relation to his writings on Nietzsche and Kant. In relation to Nietzsche, Foucaults use of the concept of genealogy is examined in terms of its implications for research in education. Several elements of genealogical research are illustrated. In relation to Kant, his conception of critique is outlined. In that Kant saw enlightenment as a process of release from the status of immaturity in that we accept someone else's authority to lead us in areas where the use of reason is called for, it is claimed in this article that Foucult's notion of critique reveals his own conception of maturity. Whereas Kant sees maturity as the rule of self by self through reason, Foucault sees it as an attitude towards ourselves and the present through an historical analysis of the limits, and the possibility of transgression, of going beyond. Critique is thus a permanent interrogation of the limits, an escape from normalization, and a facing-up to the challenges of self-creation while seeking to effect changes in social structures on specific regional issues of concern. The paper concludes by suggesting that the problem of historical and epistemological relativism, which a conception of total critique gives rise to, may not be as insurmountable as some critics of Foucault have claimed. Olssen M, University of Surrey  SESSION 1 wardlaw room a Teachers texts: the relevance of television representations to the teaching profession Situated within an inter-disciplinary approach, the paper draws on recent research which has explored the relevance of reel world teacher representations to the real world lives of teachers, and how the former offer opportunities for reflection on professional development and change. In an age of visual culture, educational research that employs a methodology based on texts as a key resource for teachers is an original contribution to theoretical and empirical knowledge. Although Brehony (1998) has claimed a growing interest amongst educationalists in learning from other disciplines emphasis on texts, current research concerns are largely involved with the ongoing implementation of government reforms. Jones (1999) analysis of Kes and Grange Hill demonstrates that not only does popular culture provide a picture of contemporary educational issues, it also represents schools and those who inhabit them in a way that will both entertain and educate an audience. The focus for this paper is the analysis of texts that present teachers (rather than students) stories from three television drama series. From 1995, Channel 4s Hearts and Minds made a contribution to educational debate at a time when the teaching profession found itself in the aftermath of Thatcherism. The 1st term of a New Labour government in 1997 coincided with the first series of the BBCs Hope and Glory, and the latest television series to feature the reel world of teaching, Channel 4s Teachers, was first broadcast just before New Labours second election success in 2001. A reel/real overlap occurs as real world teachers re-examine the personal and professional relationships that underpin their everyday work by watching examples from screen culture. They reflect on what the demands and rewards of teaching are and how these impinge on a teachers health and private life, the development of relationships with both students and colleagues, and the influence of those outside the classroom, both at local and governmental levels. Ellsmore, S    09.00HRS 10.30HRS THURSDAY SESSION 1 bu g20 A longitudinal study of teacher change: what makes professional development effective? A report on progress The transformation of the education system in England is at the heart of the 2001 White Paper Schools: Achieving Success (HMSO 2001). The opportunity to create a new comprehensive ideal that reflects the diversity of our society is one that can capture the imagination of the profession and the public. This challenge addresses directly the learning needs of our pupils, the professional growth of our teachers and enhances the role of the school as an agent of social change. Schools are being urged to meet the challenges of a changing global economy and this means changing the way schools have historically operated in designing and implementing innovations for the learning and teaching process. Fullan and Hargreaves (1996) argue that professional development is critical to systemic educational reform and school improvement that is designed to enhance pupil learning. Gusky (1986) and Brown & Boyle (2001) argue that the purpose of professional development is to bring about changes in the beliefs, attitudes and classroom practices of teachers with the ultimate goal being changes in student outcomes. The continuing professional development of teachers is increasingly being regarded by the UK government as essential if national targets of creating more effective schools and raising the standards of pupil achievement are to be achieved (OBrien and MacBeath, 1999). Standards in the UK are perceived to need to rise faster if we are to have a world-class education system (Docking, 2002). However, although there is extensive literature on professional development, little high-quality research has been conducted on the relationship between characteristics of professional development and change in teachers classroom teaching practice, and less still has been conducted on the relationship between characteristics of professional development and gains in student achievement. This five-year longitudinal research study is designed to address gaps in the literature and contribute to the professional development debate at school, local (LEA) and national level (Government). The four research questions that this study will attempt to tackle are: (i) What are the prevailing models of CPD for teachers in England at the present time? (ii) Does professional development which is sustained over a period of time have a stronger impact on teaching practice than professional development of a one shot or limited duration? (iii) Is it possible to establish relationships between characteristics of professional development and change in teaching practice? (iv) Is there a relationship between characteristics of professional development and gains in pupil achievement? Data are therefore being collected from the following three sources: a) a longitudinal questionnaire survey of PD activities in primary and secondary schools (targeting English, mathematics and science heads-of-department/subject co-ordinators); b) pupil attainment data at school level (available from the WWW); c) case studies of schools (selected on the basis of the PD models and pupil attainment in the schools). The preliminary results from the first questionnaire survey (carried out at the end of the 2001-2 academic year) will be presented. Boyle B, While D, Boyle T, University of Manchester   09.00HRS 10.30HRS THURSDAYNetwork learning in the context of practice In England school teachers and headteachers are faced with a myriad of challenges in coping with the pressures of managing the dynamic and diverse institution which is their school within an imposed, centralised standards driven change agenda. As part of governments drive to ensure the effective and efficient implementation, they have been inundated also with demands to attend professional development courses dealing with imposed initiatives, but have little time or energy for reflection on their practice and reflection on the impact that imposed change is making on pupils, motivation, learning and achievement. It was in this context that the Primary Schools Learning Network was formed. Its aim was to give ownership for development back to teachers through working collaboratively in creating and sharing knowledge about learning through collaborative action research with a view to improving schools and raising pupil attainment. The network learning partnership aims to: i) provide synergy of the knowledge which university, school and LEA based educators possess; ii) encourage an explicit personal and professional connection among the fifty participants in the participating schools to their own learning by giving value and shape to their ideas through setting up appropriate organisational structures in response; iii) promote collaborative action research as the central (though not exclusive) mode of inquiry into practice as a means of improvement; iv) build broad based leadership through individual school co-ordinators whose roles extend to those of teacher, scholar, proposal writer and facilitator of meetings; v) acknowledge the need for headteacher (principal) support through the formation of a network strategy group on which they and the co-ordinators sit; vi) engage headteachers themselves, as a cohort, in network learning; vii) ensure collaboration at all levels among the network members; viii) provide opportunities for the regular formal celebration of achievement through milestone meetings of the network twice each year and dissemination among all schools in the district of any news of work in progress and plans for further developments through a newsletter and website; ix) ensure end products in the form of classroom and school improvements; and x) create and support a continuing learning community by building and sustaining trust through mutual knowledge sharing. The creation of networked learning communities of the kind described in this paper takes time and is not always easy. There will always be individuals and groups whose individual or collective vested self-interest may not be served by this. In the process, new knowledge and skills will need to be developed and tentative steps to change supported. This will not always be easy and it may make new demands on busy professionals. But it is within this shared landscape that the future investment of schools and universities in their own lifelong development can be seen as making sense and being fit for purpose. It is within this landscape that universities can play their part in the challenge of supporting the lifelong learning of teachers and, through this, the raising of standards in schools. Day C, Hadfield M, Kellow M, University of Nottingham  SESSION 1 bu g20 Teachers leading learning This paper marks the initial stage of research into how teachers learn with and from each other to contribute to school improvement. This is explored from the perspective of shared or distributed leadership, with a focus on teacher leadership. The research aims to investigate how teachers can develop their own and each others professional knowledge, skills and understanding, leading to development and capacity building within the organization so as to improve pupils learning. Professional development might be seen as both a process and an outcome in this context. Policy is moving increasingly towards collaborative approaches to school improvement. If these are to lead to deep and sustained change, it is necessary to move beyond dissemination (e.g. through websites, papers and conference presentations) to genuine engagement with evidence and experience and to collaborative learning that has an impact on practice. This requires an understanding of the complex processes through which teachers learn and effect change. The first part of the paper will begin an exploration of the relationships between research, policy and practice to examine the context within which professional learning takes place. This will be considered in relation to processes and theories of professional knowledge creation and transfer, drawing on concepts of communities of practice and situated learning, activity theory and the current leadership discourse. Notions such as sharing good practice, evidence-based practice and the school as a learning community will be problematised. A framework for mapping and analyzing patterns of teachers learning will be presented and explained. The framework will conceptualise processes and structures for professional learning related to pupil learning and organizational development. It will encompass different scenarios, for example across formal and informal groupings and involving internal activities and external initiatives. A pilot case study of one network, supported by partnerships between the Higher Education Institution, schools and other agencies including Local Education Authorities, will be presented here. This will draw on preliminary data including teachers writing, interviews and discussion with teachers and evaluative comments from conferences and other supporting activities. This will lead to further research investigating other sites of activity and different scenarios. The role of teachers themselves in shaping these processes of professional learning will be analysed, considering the implications for teachers professionalism. Durrant J, Canterbury Christ Church University College   09.00HRS 10.30HRS THURSDAYThe teacher effectiveness enhancement programme evaluation of an innovative professional development programme Origins The TEEP Programme emerged from the Maths Enhancement Programme (Primary), a GTEP (Gatsby Technical Education Projects) initiative. This programme began in 1997, and ended in 2002. The evaluation found that while the programme overall had a positive effect, teacher effectiveness (as measured through classroom observation) was a stronger predictor of pupil performance. On the basis of the findings of the evaluation, a pilot was established to use the implications of the research to support primary mathematics teachers to improve their skills in the classroom in 2001/2002. TEEP current phase The current phase of TEEP (2002 to 2005) aims to support teachers to improve their skills by combining knowledge and understanding of the effective learning cycle (combining elements of assessment for learning, critical skills, accelerated learning, ICT for learning and multiple intelligences) with knowledge and understanding of effective teacher behaviours, in a longitudinal programme which impacts firstly on the participants own classroom practice and then on the participants ability to coach others to improve their practice. Methodology Four geographical areas have been identified to participate in year 1 (02/03). Each area will identify up to eight participants, each of whom is in a role/position to influence classroom practice in his/her organisation, e.g., Coordinator for T/L, Head of Department, AST, SMT, Adviser. Each area will determine the ways in which participants will use their training locally, and network with each other. In year one participants will attend five days training at Cramlington, Northumberland, three days residential in the spring term and two in the summer term. This training will introduce participants to the effective learning cycle and the effective teacher behaviours. Between the spring and summer training, participants will begin to put the models into practice themselves, and in the summer will report back on progress and contribute examples of their work. Further training sessions, on the teacher behaviour materials, will be made available locally, in response to local need. In year two of the programme, (03/04) participants will begin to disseminate their experience to others locally, either in their own schools or collaboratively in a group of schools. In the meantime four more areas will begin the TEEP Programme, which is why the feedback and information from the first cohorts will be invaluable. In year three we will negotiate with the participants the form and focus they would find most helpful. Evaluation Evaluation will be undertaken by the University of Warwick, under the direction of Dr Daniel Muijs, and will include interviews with teachers and pupils, questionnaires, analysis of the available data on pupil performance, and classroom observation. An annual evaluation report will be circulated to all participants. First results of the evaluation will be presented at the session. Course tutors A number of tutors will be available during the project, but the training programme is being developed and will be led by a team including Derek Wise Headteacher of Cramlington High School and Mark Lovatt, Assistant Headteacher (Teaching and Learning) Cramlington High School. Muijs R D, University of Warwick, Institute of Education Palmer-Jones D, Gatsby Technical Education Projects  SESSION 2 chemistry c107 Can a picture ruin a thousand words? Physical aspects of the way exam questions are laid out and the impact of changing them Previous research suggests that physical aspects of the way an exam question is presented (e.g. the layout of the page, the diagrams or pictures used) can influence the way that students understand it and what kind of answer they think is required. In practice this means that sometimes certain features can lead students to answer in ways not intended by the question writer. When reading a question, students form a mental representation of the task they are being asked to carry out. Certain aspects of a question such as diagrams or images are particularly salient and hence can come to dominate the mental representation that is formed. Therefore, subtle changes to these salient physical features of a question may affect how the question is understood. This study set out to investigate the extent to which the nature of the physical features used in exam questions influence how students understand them. Questions based on past examination questions were retrialled in schools, along with modified versions of them. Changes in the students performances between different versions of the same questions were analysed. This constitutes a further stage in the collection of empirical evidence on the effects of features of exam questions on difficulty and validity. The information obtained from such research is used to inform training for question writers. We will illustrate the findings using example questions and consider the implications for question writing. Crisp V, Sweiry E, University of Cambridge Local Examinations Syndicate Modelling item difficulty for bookmark standard setting Setting standards, especially in national tests, is a process that demands the greatest attention and ideally a range of methods, both statistical and judgemental, to ensure that the best evidence is available to support the decisions made. One of the judgemental approaches taken in the past has been based on that introduced by Angoff, but there are some perceived shortcomings to this method. A new approach, termed the Bookmark, has begun to be used in preference to the Angoff approach, mainly in the USA. The main difference between the two approaches is that in Angoff judges have to assign probabilities for borderline pupils getting each item right, whereas in the Bookmark items are presented to judges in ascending difficulty order and they merely have to judge the most difficult item which a borderline pupil would pass with a given probability. The Bookmark approach has the advantage that the judges have to make fewer, more tightly-focused, decisions; the downside is that there are extra issues to be decided and work to be done in determining some of the technical details surrounding the judgemental process, in particular the question of item difficulty. This paper will attempt to describe some of those issues and how they might be dealt with. The worked example which we shall use relates to pre-test data for a KS2 reading test. Results of a trial using this approach for standard setting will also be described. Schagen I, Bradshaw, J, NFER   14.30HRS 16.00HRS THURSDAYAnother difficult question? An investigation of problem solving and question difficulty issues concerning gifted and talented students Two of the key design goals of the questions found on paper-based World Class Tests of problem solving are that they require the identification or construction of novel problem solving strategies and that they are cognitively demanding for the gifted students who take them. This paper investigates the problem solving strategies gifted students employ when answering such questions and the effects on question difficulty of systematic manipulations to intrinsic cognitive demand and surface-level support or scaffolding. Some insights into students strategies were gleaned from qualitative interviews and script scrutiny although these were hampered by students poor meta-cognitive awareness. Manipulations to intrinsic cognitive demand had only a limited impact on students performances. The effects of scaffolding manipulations, although not significant, appeared to run counter to expectations suggesting that provision of surface-level question support via structural, visual and strategy-cueing aids is a more complex task than anticipated. Dhillon D, Richardson M, Assessment and Qualifications Alliance Identifying and selecting able students: theoretical and practical implications Over the last years, there has been an increasing recognition that the educational needs of able students were not being adequately met in British schools resulting in a series of governmental educational initiatives aiming at improving the education of able students. The establishment of the National Academy for Gifted and Talented Youth at the University of Warwick is one of the current developments aiming at enhancing able students educational provision. An evaluation took place to address issues of identifying and selecting able students, explore the relative value of different sources of evidence for determining eligibility, and look at the overall effectiveness / success of the Summer School programme. Qualitative and quantitative methods (i.e., questionnaires, interviews and observations) were employed to collect data on students and tutors views on the application / selection process and the overall experience of attending the Summer School. The evaluation yielded interesting results particularly with respect to selection / identification processes. For the purpose of this presentation, we will focus on conceptual and practical issues related to the identification and selection of able students and discuss criteria / eligibility for selection and identification as well as issues regarding widening participation in gifted programmes. Finally, implications for theory and practice will be discussed and issues for further research will be raised. Hartas D, Lindsay G, Muijs D, University of Warwick  SESSION 2 maths m112 Creativity: rooted in technicity? Recent developments in evolutionary psychology, palaeontology, primatology, neurology and linguistics have suggested a long evolutionary history for language, including the capacity for speech of H neanderthalensis and other archaic Homo sapiens species, no such depth has been detected for the external memory systems, typified by drawing, deployed by behaviourally modern humans. The childhood genesis of drawing skills, which starts after speech has developed and continues until around the age of seven, forms the basis of all education; the preconception that language is our highest cognitive capability notwithstanding. Combinations of point, line, and arc as letters, numbers, and shapes underpin the creativity of literature, mathematics, science, art, music, and engineering. This unique capability of behaviourally modern humans I term technicity from the Greek techne. If Dunbars suggestion that the prime function of language is gossip, an evolutionary adaptation related to large stable co-operative groups and their need to counter free-riding, then the source of creativity must sought be elsewhere. It is suggested that technicity might provide a sound basis for an operational concept of creativity than may be derived from the fundamentals of physics and evolution, without any appeal to fashionable notions of creativity that assert uniqueness for the so-called creative arts/industries. It is hoped to sketch the outline of a basis for further work on creativity as a unique human attribute that varies in the population and that is amenable to teaching. Doyle M P, University of Leeds   14.30HRS 16.00HRS THURSDAYThe use of transgressive data in the construction of a creative research practice The paper is an attempt to theorise research currently being carried out into the experiences, perceptions and practices of a group of researchers in teacher education within the post compulsory sector. The design and development of the paper will be constructed around the twin concepts of descent and emergence found in the work of Nietzsche and through the employment of Foucaults use of genealogy as a methodological approach. Such an approach will be used to explore and promote an emerging role for the new education researcher in post compulsory education in relation to what is considered to be a significant affective dimension. The paper will explore the view that values, attitudes and emotions, as powerful signifiers of identity and role, can exercise a crucial influence upon the motivation, effectiveness and ability of the new education researcher. Close critical attention will therefore be paid to the influence of feelings of apprehension, reticence and fear upon the role of the researcher within the sector. St Pierres notion of transgressive data will be employed to identify out of category material such as emotional data, dream data, sensual data and response data that often can be ignored and not accounted for when carrying out educational research. The notion of transgressive data is therefore important in helping to describe the kind of research material that is under consideration in this paper. The paper will describe a descent into, what Schon has described as, the zones of messy indeterminacy in which education practices can sometimes seen to be embedded. It is here that the discursive configuration of transgressive data can be uncovered and its construction as a cultural product reflexively examined. The concept of emergence will then be used to address transgressive data, not as a finalised product, marginalised from orthodox education research practice, but rather as part of a process of re-conceptualisation in which further critical evaluation of the discursive construction of research practices in post compulsory education can take place. By offering a challenge to an exclusion which is itself instrumental in the discursive construction of a certain form of knowledge, an argument will be made that locates transgressive data within a creative approach to teacher education in the post compulsory sector. In this way a resistance to the privileging of certain forms of knowledge production within education research will be offered. Gale K J, University of Plymouth A language for creativity? This paper will explore some of the difficulties of terminology in the study of creativity in education. It will offer an analysis of distinctions between, for example, creative learning, creative teaching, teaching for creativity, innovation, creativity, creativeness and imagination. Some of this will involve bringing together relatively long-standing thinking about these terms, for example, creativity, innovation and imagination (discussed and written about for hundreds of years). Other terms are more recently in current coinage, such as creative learning, creative teaching and teaching for creativity (mainly in use since the 1990s although with a history stretching back some forty years). The paper will go on to discuss some of the implications of such slippage in language, for what we claim to value within the classroom and school. Valuing Creative Learning is distinct, for example, from valuing Creative Teaching; each leads to different pedagogical strategies, environmental conditions and expectations of pupils. Craft A, The Open University  SESSION 2 maths m113 The perceptions of student teachers, begining teachers and experienced teachers on effective teacher There are many factors such as pupils, curriculum influence effective teaching. However, teachers have an important and crucial role in obtaining effective teaching because they have many tasks and responsibilities. Everything teachers do in their classrooms affect their pupils achievement as Kyriacou (1997) pointed. Stephens and Crawley (1994) assert that being an effective teacher is judged ultimately in terms of imparting knowledge and values that students can comprehend. They also indicate some other points related to effective teaching. According to them effective teaching requires that teachers should enjoy what they teach and have good personal characteristics such as sensitivity. Stanton (1985) described the effective teacher as one who could relate easily to students in a flexible, open way, one who liked students and teaching and who was both enthusiastic and energetic. Such a person is able to establish a professional relationship with students in the classroom. Perrot (1986) claims that observational studies of teaching suggest the effective teacher is one who is able to demonstrate the ability to bring about intended learning goals. According to Katterns and Haigh (1986) effective teachers sensitively and flexibly control the conditions of learning that can be arranged, try to influence or at least take into account less manageable conditions and recognise that their teaching effectiveness depends on inquiry into their own patterns of thought and action. Teachers play a very important role in teaching activities at every level. At primary level, in particular, it can be said that the teachers role is even more important than at other levels because, they have a significant role to play as a central figure in the classroom. Their attitudes will help to shape each student. In this present study, quantitative methods were used in obtaining data. Before deciding to use the survey, the literature was reviewed. A questionnaire was used to collect data from three groups of teachers. Briefly, the main aim of using the survey was to get a large sample to provide a general framework of teachers and student teachers on the effective teacher. It was thought that using survey brings some advantages such as the fact that many respondents can be questioned quickly because questions are structured as Coolican (1994) indicated. The questionnaire used in this study was partly qualitatively, because it included several open-ended questions. Cakmak M, University of Gazi   14.30HRS 16.00HRS THURSDAYThe Relationship Between The Structure Of Higher Education And Formalcharacteristics Of Teacher Education: A Nordic Perspective The starting point of this study was David Labarees (1992) notions that the professionalization of teacher educators is the prerequisite for the professionalization for teachers for basic schools. The findings of Johannsdottir (2001)supported this notion as it was found that when the education of Icelandic elementary school teachers was upgraded to university level in 1971 it were teacher educators that were professionalized but not the elementary school teachers. This study also revealed that the ideas of the Nordic countries on education learning and teacher education were quite similar. The Nordic countries have however dealt with the expansion of Higher Education in different ways. During late 1960 1970s some countries have dichotomized their higher education in hgskola/ universitet (Sweden and Norway). Other countries have not done that. The main aim of this study is to explore the relationship between the location of Nordic teacher education in the respective systems and some characteristics of teacher education as it is in year 2001. The main research question is: Does the location of teacher education in the system affect some formal characteristics of teacher education? Sub questions: 1) Where within the higher educational system is the education for teachers for basic schools located? 2) Are teacher educators supposed to carry out research? 3) Do teacher educational programs lead to university degree? 4) Is there a continuity between teacher education and research training? Method: 1) The main method was documentary analysis. The documents consisted of official documents from the Nordic Countries such as legislations, regulations and reports. An attempt was also made to find research on both the localisation and characteristics of teacher education. I also gathered debate about these issues when possible. 2.Semi-structured interviews were carried out with at least four persons in each country. They were representatives from: The Ministry of Education; association of teacher educators or research association related to teacher education; an institute educating teachers for basic schooling; a scholar who had investigated issues related to the topic of this study. Data material was gathered during October December 2001. The results reveal that the location of teacher education within higher education in the Nordic countries differs and the location does affect the formal characteristics of teacher education. These results will be presented and discussed. Johannsdottir G, Iceland University of Education  SESSION 2 School based management in Portugal : policies and practices (1998 -2002) The educational agenda of recent decades has been characterised by ongoing attempts to "restructure" and "deregulate" state schooling . This paper aims to contribute towards a clarification of certain aspects of this process and, in particular, of issues relating to : the impact of reform on organizational structures and practices . - the influence of neo-managerial perspectives in societies which differ considerably from the more developed countries. In fact , Portugal has been defined as a semi -peripheral country, with very specific approaches to the development of the Welfare State and mass schooling (Santos , 1990; Santos et al ,2001) The paper describes and analyses the organizational, professional, social, cultural and political transformations taking place in Portuguese primary schools during the period 1986-2002. This period corresponds to that of the defining and implementing of a new model of educational administration in Portugal(Law n115-A/1998) which establishes extremely diverse areas of potential autonomy for schools (in the strategic, curricular, organizational, pedagogic, financial and cultural domains) . The analysis , based upon an ethnographic study that took place in six Portuguese schools , took into consideration the main issues and controversies to which the reform in school governance has given rise in contemporary literature : emergence of new models for social regulation (market, neo -managerialism, performitivity ); changes in professional and organizational patterns (collegiality , school culture , leadership ); new relations between the school and the community (consumer power, "privatisation ). Dias, M, Escola Superior De Educao De Lisboa   14.30HRS 16.00HRS THURSDAY SESSION 2 MECH & CHEM ME 103 Do male and female students have different attitudes towards attendance at university and does it matter if they do? This paper will discuss the empirically-based results of a project, Factors Influencing Male Attendance Rates at University, supplemented with results from another project Undergraduate Students Perceptions of First Year Experience. In the project that will comprise the main focus of the paper, 70 undergraduate students were asked to complete questionnaires over the period of one academic term following all of their absences from time-tabled sessions. In the second project 112 students provided qualitative data on the subject of their absences in an email survey. Both projects were undertaken at the University of Sussex. Previous research conducted at the University of Sussex (Woodfield and Saunders, 1999) concluded that male students attend timetabled sessions less often than female students and that attendance is significantly correlated with assessment performance at the end of a degree (see also Lamdin 1996; Rau and Durand 2000). Little research has attempted to elicit qualitative data about the students perspective on their absences in order to shed light on whether there are differences in how male and female students view attendance, and gender-differentiated feelings about absences once they have occurred. The paper will discuss the results of the qualitative data surveys in relation to these issues and will conclude that, broadly speaking, gender differences do exist in connection with them. Woodfield, R, University of Sussex The Choices and Experiences of Higher Education Students Living in the Parental Home This paper is based on ESRC-funded research that addresses the increase in the numbers of young people choosing to study at local HE institutions. For the majority of these students, the decision to study locally means living in the parental home for the duration of their time in higher education. This challenges a dominant assumption about Higher Education in the UK: that going to university involves leaving the parental home and is an important initial stage of the transition to adulthood. The research involves students who both live in the parental home, and who live away from home. Using both qualitative and quantitative methods, we explore three key questions: Who are the students who live at home, and how do they compare with students who live away from home? Why do students prefer to stay local, and to what extent does this reflect economic expediency, as well as family and peer group attitudes and expectations? How do local students experiences of HE compare with those of students who live away from home? We are particularly interested in young people from working class backgrounds, where there may be little or no experience of HE in the family. Many of these students are disadvantaged compared to students from middle class backgrounds, who are able to draw on greater reserves of cultural and economic capital when making decisions about HE. The research will have direct relevance to current HE policy, particularly government initiatives to widen participation amongst young people from disadvantaged socio-economic backgrounds. Holdsworth C, Patiniotis J, University of Liverpool   14.30HRS 16.00HRS THURSDAYDifferent goals, different times: undergraduates' changing motivations for study as they progress through their degree Researchers in the field of achievement-motivation have shown that individuals approach tasks with different types of goals e.g., understanding (mastery approach) or obtaining a high grade (performance approach). The research question we wanted to look at was what happens to students approaches to studying as they progressed through their degree? For example, do students begin their career in higher education with a mastery-focus, but grade-pressure leads to their becoming progressively more performance-focused. Or do students start higher education as a means to an extrinsic end such as getting a job, but in the course of study, become more intrinsically motivated? Our study population was all students studying Psychology at the University of Stirling in Autumn 2001 (n H" 750). Students were administered a questionnaire when they attended registration at the beginning of semester. The results revealed that students were significantly more mastery-focused in first year relative to second, third and fourth year. They were also more performance focused in years three and four relative to year one. In addition, we also asked students a single question that asked them to rate on one extreme how much they were primarily concerned with obtaining a good grade, and on the other, with understanding the course material. We found that students were significantly more interested in understanding in first year relative to years two, three and four. We also examined how much students looked forward to their studies. This analysis revealed that students anticipated their studies more positively in year one relative to year two and year three. In short, over the four measures we analysed, the results consistently pointed to a shift in motivation over the four years. Similar findings have been observed with pupils in primary and high school. One implication is that although students at all levels appear to be performing better year on year, our findings suggest a possible cost for this improvement in grades. Remedios R, Lieberman D A  SESSION 2 mech & chem me 103 Accessibility practices in higher education: a review of e-learning The 2001 Special Educational Needs and Disability Act (SENDA) made it an offence for educational institutions to discriminate against a disabled person by treating him or her less favourably than others for a reason relating to their disability. The Act covers all aspects of student services, but the particular aspects that are relevant to the work of learning technologists in higher education include e-learning, distance learning, examinations and assessments and learning resources (including libraries and computer facilities). Learning technologists have therefore been charged with the responsibility of ensuring that electronic teaching materials can be accessed by disabled students. In an attempt to explore how learning technologists are developing practices to produce accessible electronic materials this paper will present the results of a review of the accessibility literature. The review will focus on what key professionals (academics, researchers, educational developers and staff developers) within the learning technology field are saying and doing about making electronic materials and resources accessible to disabled students. Four key issues that may influence the accessibility practices of learning technologists are identified: The perceived imposition of the law and the difficulties of responding to it The identification and implementation of existing accessibility tools and guidelines in order to comply with SENDA The adaptation or re-framing of generic accessibility tools and guidelines for more specific practice(s) A call to involve disabled people or their advocates in the design of electronic material The importance of these issues for developing an understanding of accessibility practices is discussed and implications for future research are identified. Seale, J University of Southampton   14.30HRS 16.00HRS THURSDAY SESSION 2 chemistry c110 Changing the lives of children and older people: intergenerational mentoring in secondary schools. Rapid social change over the last two decades has brought into sharp focus new relationships that exist between different generations. Because of social factors driving our cultures i.e. geographic separation among a family's generations and segregated living patterns, children and young people may well lose contact with older generations, both within their family networks and within the wider community. Against this background this paper will seek to explore the impact that older people have in an educational setting and, examine the mutual effect this has in developing and promoting intergenerational understanding, empowerment and well-being. This action-research study was conducted over a period of 3 years in inner-city schools in the UK. Mixed methods are utilized including focus groups and quantitative measures of health and quality of life (SF12/CASP19). The study sought to elicit the views and experiences of older mentor volunteers and children involved in an intergenerational mentoring scheme and to examine the ways in which both groups become empowered to move forward in their lives. The research reveals that there have been significant personal, quality of life, well-being and educational gains for older mentor volunteers and children involved in the scheme. Evidence suggests the mentors have become a wise advisor, friend and a teacher to identified individuals and groups of children in the class setting. This unique UK study concludes that this evaluation should act as a baseline towards some extended research into the sustainability of older mentors working in a variety of support settings, and the humanizing effect this has within communities in terms of improving intergenerational perception, understanding, cooperation and the quality of life for older people and early secondary aged children. Ellis S W, Manchester Metropolitan University   14.30HRS 16.00HRS THURSDAYThe learning assistant program (lap). The merits of mentoring pupils with social emotional and behavioural difficulties (sebd) Since 1994 research has indicated practitioners in mainstream education settings require guidance including pupils who have Social Emotional and Behavioural Difficulties, (SEBD) (Wise, 2000; Cooper, 2001; Thacker, 2002,). Research suggests this stems from growing numbers of pupils suggested as having SEBD in the mainstream, (Cooper, Smith and Upton, 1994). When referring to pupils with SEBD, the author is drawing on the following definition (DfE, Circular 9/94): Such difficulties lie on the continuum between behaviour which challenges teachers but is within the normal, albeit unacceptable, bounds and that, which is indicative of serious mental illness. ϲ aimed at the practitioner including the pupil with SEBD suggest appropriate teaching methods, (Wise, 2000; Fox, 2001; Thacker, 2002; Mathieson and Price, 2002), and learning environments, (Bishop and Swain, 2000; Long, 2000; Cooper, 2001; King and Chantler; 2002). An argument runs throughout asserting the importance of building relationship with the pupil. That ensuring a safe and supportive environment where pupil and support worker/volunteer/teacher can interact will lead to positive development for the pupil. In line with these suggestions, recent research proposes that mentoring pupils with SEBD can lead to positive outcomes, (Lyndsey, and Crozier, 1999; Cooper, 2001). When referring to mentoring the author is drawing from the following definition as provided by Murray, (1991, p.5): Mentoring is a structure and series of processes designed to create effective relationships guide the desired behaviour change of those involved, and evaluate the results for the proteges, the mentors, and the organisation. The Learning Assistance Program (LAP) is a form of mentoring established in Australia in 1976 developed into an international program for students in schools across all age ranges. The following defines LAP (Penhall, Brown and Carmody, 1992, p.8): The Learning Assistance Program (LAP) is a grass roots development that has evolved since it began at Banksia Park High A-School, Australia 1976 into an international program for students in schools across all age groups. Volunteers in partnership with teaching staff, work with students on a one-to-one basis for one or two regular sessions each week. The significant individual time creates more learning situations where the students can experience success and support their development at school. The author is currently working closely with the Head Teacher of a primary school in Devon, an LEA officer, representatives of LAP International and a number of fellow academics involved in researching inclusive teaching practices. We as a collective aim to firstly establish a LAP scheme and secondly assess its merits with regard the development of pupils with SEBD. This paper endeavours to: Define and assess the merits of mentoring, a tool used to include pupils with SEBD. Define and assess the merits of the LAP model mentoring pupils with SEBD. Define and discuss a research project assessing the merits of LAP in one Devon primary school. Gibson S, University of Plymouth  SESSION 2 chemistry c110 Recognition of achievement with disenfranchised youth Schooling is increasingly challenging for increasing numbers of young people in our society. The outcome of these challenges for many young people can be disaffection, educational disengagement, school and social exclusion. Such young people often perceive formal education as an irrelevant, narrowing experience, which is unlikely to provide them with opportunities to demonstrate their qualities or reward their achievements, but instead presents them with unattainable hurdles in the form of traditional qualifications. Educational achievement and social inclusion, not only for disadvantaged or disaffected youth, cannot continue to rely on the carrot of these current qualification systems. Inclusion projects, across the country, that aim to re-engage disenfranchised young people are many and varied and are often predicated on a view that inclusion can be fostered through the development and accreditation of basic skills. Numeracy and literacy are not the sole barriers to inclusion. Of far greater importance is the individuals ability to participate fully in society and to access capital (Bourdieu and Passeron, 1990), whether that is social, cultural, symbolic or economic. The ways in which these marginalised young people present themselves to others, and the ways in which they are able to build a variety of meaningful relationships are crucial, not only to their academic success and employability but to their inclusion and mutual benefit to and from society. A problem for those working with potentially disaffected young people is to find appropriate methodologies to assist them in the development, not only of skills such as teamwork, which are traditionally hard to assess but to foster qualities such as emotional literacy, dispositions to learning and attitudes to others. Having successfully engaged young people in these processes, the challenge is then to find ways of celebrating and valuing their achievements with a meaningful currency, within the contexts of their society. This demands an understanding of young people and their search for identity in a complex and ever-changing social world. This paper reports work with young people engaged in a variety of social inclusion programmes. The authors have sought a methodology and theoretical framework within which positive development of the behaviours, attitudes and values of some of the most damaged and disengaged young people can be recognised, valued and assessed in a replicable, radical and robust manner that contributes to learning and their social (re)engagement. Performance-based assessment methodologies developed in an apprenticeship and mastery model of learning are already used extensively in the performing arts and recognised on the National Qualifications Framework in the UK. This paper reports initial work that has explored the contribution of this assessment methodology to the affirmation of progress and achievement with these young people where less tangible qualities, which have traditionally proved almost impossible to accredit, such as empathy and communication have been assessed. The contribution of performance-based learning methods as well as assessment processes to the learning of these excluded young people are also explored. Morgan D, University of Exeter Robbins J, The Talent Centre   14.30HRS 16.00HRS THURSDAY SESSION 2 wardlaw room b Artefact mediated literacy: knowledge exchange and transformations in home and school Few would question that parents, caregivers or other siblings play an important role in childrens literacy development and that the home, therefore, is a crucial site in which knowledge is made, exchanged and transformed. It is little wonder that many policy innovations and research led interventions have targeted parents to play a more `active role in the literacy learning of their children. However, home-school programmes have made a number of assumptions about the nature of literacy and the nature of parental knowledge and support that have, over the years, been found wanting. First, most home-school initiatives are designed around the principle that the teacher identifies an area of literacy to be learned and supported at home. This might involve parents reading with their children, supervising the days writing exercise, or helping in project work of some description. As such, literacy as a concept is tied very closely to the curriculum and narrowly to mean childrens linguistic accomplishments. Parental involvement is also narrowly conceived of as the involvement of parents in those activities designed by the school. While there are those who might ask where the problem is with this, in that there is evidence to show that this kind of parental involvement gets results, there is a increasing concern that we do not understand sufficiently the processes by which knowledge is made, shared and transformed within the home and between the home and the school. In recent years, many authors have questioned whether parental involvement of the kind described above is capable of tapping into other `funds of knowledge (Moll et al, 1992) that parents are thought to have, and indeed use, in shaping the early literacy development of their children. The idea that parents mediate their childrens understanding and development of literacy through drawing on their own knowledge has been given credence by the emergence of a number of theories of learning and literacy. First, the view that literacy is embedded in social practice (Street, 1999) and second, that human cognition is mediated by cultural and semiotic tools (such as language, computer or other physical artefacts) as humans engage in collective socio-cultural activity (Vygotsky, 1978; Wertsch, 1995; Cole and Engestrom, 1993). The main problem is that an understanding of such meaning-making activities is rarely recruited into the literacy curriculum. This paper reports on a pilot activity arising out of the work of the literacy strand of the Home-School Knowledge Exchange and Transformation Project (ESRC Teaching ad Learning Programme, Phase 2). Working with teachers in several project intervention schools, we have piloted a number of activities in which parents and children engage in literacy events in the home, around cultural or semiotic artefacts that hold specific meaning for them. These artefacts are then collected and brought into the domain of the school where children have a further opportunity to use these in school-based literacy events. The paper highlights the methodological difficulties in studying artefact mediated learning and raises a number of questions for home-school practice and literacy theory. Johnson, D, University of the West of England, Bristol Feiler A, Scanlan M, Greenhough P, University of Bristol Price A, Morelands Primary School   14.30HRS 16.00HRS THURSDAYTaking ideas on a journey: a model to support young childrens thinking processes Over the past three years I have been researching the effectiveness of making explicit to young children a model of design drawing that would enable them to utilise drawing to support the development of their design ideas. This model is an extrapolation from the work of Lakoff & Johnson (Metaphors We Live By (1980)) which has application, not just for developing design ideas through drawing, but for recording and developing ideas in text, graphic and digital formats. The model hinges on the dual idea of drawing as a Container for ideas and also a Journey on which the ideas are taken. A picture is a Container for the childs ideas. Taking ideas on a Journey involves making multiple drawings, some more closely related to each other than others, but all moving towards the solution of a design problem. Each separate representation of an idea is a container for ideas along the way. Young children use drawings as containers for ideas and they can readily understand that their ideas develop as they draw but they frequently see the process as finished once they put down their pencils. The drawing is seen as a product, not part of a process. I believed that when children realised that drawing could be more than a container for their ideas, a static image of their thoughts, that it could be a process by which they could go on an design journey, with it and through it and use it to develop and extend ideas across the page, then they would begin to exploit the potential of using drawing as a design tool. The simplicity of the metaphor represented by the model lends itself to use as an explanatory tool, even to very young children. I designed and delivered a four-term programme to a class of Year 2 children in a First School in Kent. Embedded in this programme was the explicit teaching of this metaphor. It was applied, not just to drawing (although that was the focus of my research) but to other media, (such as plasticine) and to their discussions and their recording in writing. The paper briefly outlines the success of the project. Since the model is an extrapolation from one which Lakoff and Johnson originally applied to the way that we build new concepts through linguistic metaphors, it follows that the model has applicability and can be generalised across the traditional boundaries between text and graphics, enabling children to create works in the multiple literacies with which they are now surrounded, creating multimedia texts, using both traditional pen and pencil and also computer authoring packages. The paper develops the conclusions drawn from the project to a wider application to such multiple literacies. Hope G, Canterbury Christ Church University College  SESSION 2 wardlaw room b Creatively Promoting Positive Change: An Evaluation Of The Effectiveness Of The Pushkin Prizes Trust Experiential Model The paper begins with a considered evaluation of Gardners Multiple Intelligences theory and related concepts- expounded by Kolb et al of brain friendly and experiential learning. It argues that, against the background of Gardners and Kolbs insights, creative expression, in various genres, can be fostered in all classrooms, and especially so with children who are experiencing special educational needs. The paper then reports the findings of a small scale research project which examined the role of The Pushkin Prizes Trust in Ireland, in encouraging and facilitating experiential learning. The qualitative analysis of data collected through distributed questionnaires and semi-structured interviews provides some challenging insights into the provision necessary to develop the creative potential of children experiencing learning difficulties. The paper has relevance in the related areas of educational theory, language and literacy development and special educational needs provision. Hanratty B, Taggart D, St Marys University College, Belfast   14.30HRS 16.00HRS THURSDAY SESSION 2 chemistry c108 Mentoring in medical contexts The mentoring relationship has been described as an invaluable learning process for beginners as well as experienced practitioners such as teachers, administrators, nurses, doctors, managers, and other professionals. In previous research, we conducted a meta-analytic like study of mentoring in business contexts (Hansford et al. 2002) and in education contexts (Hansford et al in press) in an attempt to understand more fully the elusive meaning and nature of mentoring. We were also interested in identifying positive and negative outcomes for participants in mentoring programs. The results of these studies prompted us to investigate whether mentoring programs were as commonplace or resulted in similar outcomes in other professions, such as medicine and law. In this paper, we focus on mentoring in medical contexts. The study reports on the findings from our analysis of 82 articles published between 1995 to 2002 that relate to mentoring in medical contexts. Our analysis revealed that the majority of these articles were descriptive in nature. These articles generally recommended that mentoring was a positive learning activity for medical practitioners and specialists alike. However, very few of these articles reported original research findings. This paper, then, examines the database of medical articles in order to draw inferences about the meaning and scope of mentoring in medical contexts and its positive and negative outcomes for those involved. We highlight the diversity of issues raised during mentoring sessions between mentors and mentee general practitioners and describe some of the functions that mentoring performs. We also describe several case studies of mentoring programs that illustrate the different types of mentoring programs that have been utilised in the medical field. These include mentoring of junior staff in medical schools, hospitals and universities; mentoring of overseas doctors and novice doctors; mentoring for minority group members within university environments; and peer mentoring arrangements for general practitioners. We also make some comparisons between mentoring in medical, education and business contexts. This includes comparing and contrasting the positive and negative outcomes from mentoring across the different contexts. The paper concludes with a discussion of several critical issues planners of mentoring programs in medical contexts should consider. Ehrich, L., Hansford, B., Tennent, L.; Queensland University of Technology  14.30HRS 16.00HRS THURSDAYLearning to lecture: a theoretical exploration of the contribution of formal learning and workplace learning in the development of the knowing of higher education teaching As initial teacher training for newly appointed academics in UK universities will become mandatory in 2006 it seems appropriate to question assumptions about the knowing and learning of higher education teaching that predicate the programmes of lecturer development that have proliferated since the late 1990s. The aim of this paper is to explore theoretical perspectives on learning for and through professional practice to develop an understanding of how newly appointed lecturers learn the knowing of university teaching. The nature of the knowledge drawn upon in higher education teaching, and the potential of social, situated cognition theory for understanding this knowing, is critically reviewed. On the basis of this review, connections between knowledge forms and learning methods are explored and it is suggested that much of the knowing of higher education teaching can only be developed situationally through engagement in the specific practices of a knowing community. The interplay between formal, course based, learning and experiential, workplace, learning in professional education in general is critically evaluated. On the basis of this contextual discussion, an analysis of the more recent, but rapidly evolving, provision of training programmes in the profession of higher education teaching, for new lecturers in UK universities, is presented. The well established model of provision involving low impact workshops on teaching techniques is contrasted with the more favoured reflective practice model, and, the currently in vogue, critical inquiry model. A theoretical assessment is made of the contribution of the initial model, formal workshops delivering propositional knowledge, for enabling accomplished higher education teaching. Significant claims are made for experiential learning, based on reflective practice or action research, and the second, reflective practice, and third, critical inquiry, models of lecturer development are presented as being underpinned by more sophisticated understandings of the nature of the knowledge and knowing of teaching However, these experiential learning models of lecturer development are just as much underpinned by individualist conceptualisations of knowing and learning as the traditional workshop model. It is asserted that learning to teach, involving situated knowing, can only be understood from the perspective of new lecturers progression from legitimate, peripheral participants to full participants in the on-going practice of a work community. Social and situated learning theories are thus presented as providing more robust understanding of individuals progressive knowing of a situated practice such as higher education teaching. Such theorising is complemented by developments in activity systems thinking which accounts not only for individuals replicative learning but for a work groups expansive learning. The paper will conclude with a review of field research currently underway to ascertain new lecturers perceptions of the interactional quality and the learning affordances and constraints of their departments. Drawing upon the school improvement literatures, suggestions are made for departmental level interventions to develop the knowing of teaching within academic activity systems and to redress the widely reported absence of university teaching communities. Warhurst R, Heriot-Watt University  SESSION 2 CHEMISTRY C108 Professional development in nursing using action learning In the United Kingdom (UK), the National Health Service (NHS) has undergone continuous structural changes in its organisation and orientation. Current policy guidance locates primary care at the frontiers of health care modernisation with the development of Primary Care Trusts (PCTs), comprising previous Primary Care Groups (PCGs). As a result of this turbulent health care context, primary and community health care professionals and organisations have to explore new ways of working and thinking. In particular, the role of nurses has steadily increased in importance. Promoting nurse leadership, in order to managing the changes and challenges of the NHS modernisation process, is currently on the governments agenda (DH 2000a, 2000b, 2001). With this in mind, managers with a responsibility for nursing development in a PCG in the North West region of England, commissioned the facilitation of action learning sets as a means to organisational change. The aim of the sets was to support primary and community care nurse practitioners who were in different disciplines (e.g. district nursing, health visiting, general practice nursing, community psychiatric nursing etc.) to work more collaboratively with colleagues on projects in either staff development, or service improvement. This paper discusses the practical realities of four action learning sets, from the perspective of the author who facilitated them. It examines what was involved in the initial development and implementation of these sets and provides a brief example of projects undertaken by two of the sets, (one set worked in the area of clinical benchmarking, while the second group examined the current status of clinical supervision amongst primary and community care nurses). Several empowering factors affecting the action learning process are presented. These factors related to the personal and professional development of nurses and in relation to organisational change, as well as impacted positively on the organisation as a whole. At times, however, the actual learning process was difficult and practitioners struggled with several issues that had an adverse effect on this process. Some of these tensions will also be outlined in the paper. The paper will conclude by addressing the following questions: Is the process of action learning an effective approach to nursing development? And, to what extent can it make an impact on health care practitioners and their organisations? Unless the organisational culture is conducive to such approaches to learning and development, then nurse leadership and empowerment could remain rhetoric without matching reality. References Department of Health 2000a The NHS Plan. Stationary Office, London. Department of Health 2000b Making a difference. Stationary Office, London. Department of Health 2001 From vision to reality. Stationary Office, London. Stark S, Manchester Metropolitan University   14.30HRS 16.00HRS THURSDAYKnowledge and learning in university and professional settings: facilitating effective work-based learning Increasing numbers of students taking Higher education courses are studying part-time while continuing to work. Work-Based Learning is a natural development from the increased acknowledgement of the importance of work experience both in academic as well as professional settings . This report discusses an evaluation of the Work-based Learning modules as part of a Part-Time studies Degree in a UK University from the perspective of the students (adults returning to education, women returners, early school leavers etc..), who are already in employment. The scheme enables professionals to develop new skills within a working context in partnership with their employers in both SMEs and large organisations. The employers participate in the desighn and delivery of several types of provision which give the students flexible entry and exit at several levels of accredited awards. The University in turn provides the input of a full-time academic, with one-to one support on campus and on site. This report is evaluating the extend to which participants' capacity to engage in reflective practice and successful transferability of skills from an academic to professional context and vice versa is influenced by their participation to the relevant programme of study in the University. This report concludes with an outline of the next stage of the review which is designed to focus on assessment techniques for onsite evaluation of the technical and higher level skills which the Part-time studies programme also aims to develop. Nikolou-Walker E, Queens University, Belfast, Northern Ireland, UK  SESSION 2 CHEMISTRY C109 Cultural capital and the emerging professional identities of trainee Teachers The paper is based upon ongoing research with a group of trainee teachers, teacher mentors and trainee teachers significant others. The trainee teachers act as the central focus of the research and they are described navigating their transition from peripheral to more central roles in the teaching profession. Evidence of a complex relationship between the trainees and their perceptions of the course emerges. In order to examine this complexity, the paper considers tensions between the stated aims, objectives, ethos and espoused theories of a teacher training course and the way trainee teachers think and develop in practice. A particular theme is the perceived conflict for trainees between a compliance based culture and the need to respond to a range of teaching contexts in a creative and fluid manner. An attempt is made to unravel the multiplicity of influences on the trainee teachers perceptions and behaviour within teaching contexts by considering how they are enculturated into the profession, how they develop cultural capital and how pre existing cultural capital impacts upon their educational and training experiences. The various collusions, conflicts and compliance related behaviours of trainee teachers are described and theorised in terms of cultural and social capital. Issues of transfer between various training contexts are explained in relation to these descriptions and the problems of achieving such transfer are exemplified by the use of individual case studies. The paper concludes by considering the emerging professional identities of the trainee teacher teachers in relation to the principal themes explored. Hall D, Raffo C, University of Manchester   14.30HRS 16.00HRS THURSDAYThe early career development of Primary Teachers This paper draws on the findings of a one-year research project, funded by the Economic and Social Research Council (ESRC) in the UK, on the preparedness of newly qualified primary teachers. Using questionnaires and extended interviews, new teachers from three local education authorities in the south of England were asked about their initial teacher training and preparation for teaching. Follow-up interviews also explored teachers experiences and professional development in their first and second year of teaching. In the first part of the paper, we will present the model of early professional development which emerged from the findings. This moves away from previously linear models, such as that put forward by the Dreyfus brothers (1986), to one that separates teaching skills from other professional demands and allows for progress at different rates in different areas. Thus, new teachers' professional learning can be demonstrated, not only through capability in the classroom, but also through their response to broader aspects of their role, such as dealing with parents. Doing well in one area may not be accompanied by equal progress in another; for example, a beginning teacher may be coping well with some subject teaching but be struggling in dealing with disruptive pupils. The model will be further illustrated in the second part of the paper by drawing on case studies of early career primary teachers carried out in the course of the project. Key factors will be identified which helped to influence teachers professional development; for example, the organisational culture of the school, types of leadership and role models provided by the headteacher and other experienced teachers, the quality of mentoring and levels of support offered within and outside the school. With positive structures and support in place, it was found that new primary teachers could move quickly from simply surviving to coping well; by the end of the first year, some beginning teacher were already demonstrating a mature and balanced approach to the job. However, this was a complex process in which teachers' prior experience and personal attributes also played an important part. Case studies will be chosen to illustrate key influences and the complex interaction between them and to highlight the different strands of the model. It is hoped that further research in this area may throw more light on the ways in which influential factors are linked to new teachers' stages of development. Jacklin A, Griffiths V, Robinson C, University of Sussex  SESSION 2 CHEMISTRY C109 Case studies of trainee teachers on a primary graduate teacher programme In this paper, case studies of trainee teachers on a primary Graduate Teacher Programme (GTP) will be presented. The recently established GTP provides access to teaching for mature entrants through an employment-based route. A university in the south of England developed a primary GTP in partnership with a local education authority in order to provide high quality training as well as meeting recruitment shortages in a deprived area. This programme is unusual in providing a taught course component and university-based assessment; it is highly regarded by national teacher training and assessment agencies in the UK. The trainees' experiences on the first three years of the programme will be explored, drawing on questionnaires and interviews. Most of the trainee teachers on the programme are women with family responsibilities who are already employed by local schools as teaching assistants; they are therefore not in a financial or geographical position to enter a more traditional teacher training route. The trainees often have to balance heavy personal responsibilities with studying and teaching; their commitment is generally high and peer and family support are important in helping to maintain this. Factors affecting the progress of trainees on the programme will be explored, including prior work experience, expectations of the participants and levels of support offered by the schools. In particular, the previous school experience of the trainees is vital in providing them with a familiar context for training and enabling them to extend skills already developed in the classroom. For those trainees entering the programme without prior school experience, the transition into an intensive school-based route can be very problematic. Another key factor is the support and training provided by the schools, which has been quite variable. For example, in the first year of the programme, some schools expected the trainees to fulfil a teaching role straight away even though the trainees themselves felt unready and had not been trained. This was compounded by the fact that government funding was not always available to employ the trainees as additional members of staff. In spite of these difficulties, most trainees made a positive transition into a teaching role. By the second and third years of the programme, school expectations of trainees had modified and funding was more widely available, making the trainees' experiences more positive and enabling a smoother transition into the teaching role. In spite of the challenges involved, it is argued that, for most trainees, the programme offers a positive way into teaching that would otherwise have been unavailable. Griffiths V, University of Sussex   14.30HRS 16.00HRS THURSDAY SESSION 2 mATHS M213 Can pictorial representations support proportional reasoning? The case of a mixing paint problem Research in mathematics education reveals that secondary school pupils experience serious difficulties while solving ratio and proportion problems. In our work we explore the use of models or tools as a way of facilitating childrens proportional reasoning. Amongst others, we investigate the effectiveness of pictorial representations which can be used in modelling ratio problems. Towards this aim, we constructed a diagnostic instrument for ratio and proportion in two versions. The first version (W) contains items presented as mere written statements. The second version (P) contains the same items supplemented by different kinds of models. Our study sample (N=212) consisted of Year 7 and 8 pupils (aged 11 to 13). The pupils responses to the diagnostic instrument were subjected to a Rasch analysis that allowed us to identify test items, which triggered significantly different responses in the two forms P and W. In this paper, we report the results for two items which we call the paint problems and for which pictures were used as a model. The Rasch analysis showed that for both of the paint items the pictorial version was much easier than the verbal one. We then interviewed some of the pupils that took the P form of the test individually in order to gain a better understanding on their use of the model. Several pupils answered the items correctly based only on the pictorial information, others did not make use it and others were confused by it. Thus we decided to form a discussion group consisting of three pupils that worked with the first author on one of the paint items. These pupils had taken the W form of the test and were selected based on their responses to the item: one correct and two incorrect. During this discussion, the author introduced a slightly modified version of the pictorial model that was used in the test and she guided the pupils in using it as an aid to their work. The pupils enjoyed using the pictures and finally agreed to the correct answer. This apparently successful change of mind was brought about by cognitive conflict which was related to the presentation of specific arguments. The pictorial representation helped productively in backing those arguments. We believe that pictorial models could facilitate pupils proportional reasoning but only when they are carefully designed for the task at hand. Furthermore, the role of the teacher is crucial in ensuring that the models are used productively by the pupils. Williams J, Misailidou C, University of Manchester   14.30HRS 16.00HRS THURSDAYFresh start five years on Five years ago the British Government, with much publicity, introduced the strategy of Fresh Start whereby a failing school is closed down and reopened with a new head and largely new staff under a new name. Considerable funding was also available for extensive rebuilding or refurbishment. This policy drew on the model of Reconstitution in the United States. This paper looks at the contrasting fate of five Fresh Start schools in England, two primary and three secondary, and examines the reasons for adopting the fresh start approach in each case. It will then examine the differing degrees of success of the approach in these schools where one closed after two years, two have new headteachers after the first appointees resigned or left because of ill-health, whilst two still retain the heads first appointed at Fresh Start. Because Fresh Start places great emphasis on the role of the Headteacher, the paper considers the leadership styles of each Head, particularly with regard to pupil learning and behaviour, to staff relationships as well as relationships with the wider community, and to resource management. The level of publicity surrounding the fresh start of each school is also discussed. The paper examines how these factors may have contributed to, or hindered, each schools progress. Finally, the paper considers the lessons which could have been learnt from the experience of Reconstitution in the United States before introducing the policy into England. It further compares the success of the policy with other school improvement measures particularly that of Full Service Schools, a model which was already available at the time Fresh Start was introduced in England and which is now the model for Extended Schools. Mclay M, Manchester Metropolitan University  SESSION 2 maths m213 Making sense of realistic mathematics problems: primary school childrens comments on alternative solutions to a national test item 55 children (aged 10-11) have been interviewed, individually, while they attempt to solve a range of mathematics problems involving realistic considerations. This work is part of a continuing programme exploring the relationships between childrens socio-cultural backgrounds and their responses to realistic problems in mathematics. It is a feature of such problems that the degree of realism required of the child by the problem poser is often difficult to discern without sight of the marking scheme. Some children seem markedly more skilled than others in reading the implicit demands of the designers of such items (Cooper, 1998; Cooper & Dunne, 2000). Others frequently take the apparent realism too literally and fail to understand that school mathematics problems often require a partial ignoring of realistic cues and their apparent implications. As part of this work the children were asked to comment at length on four competing solutions offered by children to one problem (derived from national tests) that does require some realistic considerations to be taken into account in order to reach the legitimate solution. This is a task not frequently experienced by children in primary schools, and one which we hoped would encourage the children to reflect carefully on the underlying problem context (Cooper & Harries, 2002). The paper will explore the ways in which these children responded to this challenge and, in particular, the various distinctive modes of response amongst this group. Cooper, B. (1998) Using Bernstein and Bourdieu to understand childrens difficulties with realistic mathematics testing: an exploratory study, International Journal of Qualitative Studies in Education. 11, 4, 511-532. Cooper, B. & Dunne, M. (2000) Assessing Childrens Mathematical Knowledge: Social Class, Sex and Problem-Solving, Open University Press. Cooper, B. & Harries, A.V. (2002) Childrens Responses to Contrasting Realistic Mathematics Problems: Just how realistic are children ready to be? Educational Studies in Mathematics, 49, 1, 1-23 Cooper, B, Harries, A, University of Durham   14.30HRS 16.00HRS THURSDAY SESSION 2 mech & chem me 101 Using research for school improvement: the leas role Currently, a substantial body of research is being produced that has direct relevance to school improvement. But as school improvement programmes push forward, there are some concerns that such research is not always available or acted upon in schools (Hargreaves, 1996; Hillage et al., 1998). Local Education Authorities (LEAs) have a major part to play in addressing this issue. Effective research use at the local level has the potential to provide information to support more effective school leadership and could maximise the appropriate targeting of new initiatives. This paper reports on the results of a recently published research project that aimed to identify the ways in which LEAs can facilitate the use of research for school improvement (Hemsley-Brown et al, 2003). The research focused on eight LEAs, which had specific strategies/approaches to using and disseminating evidence-based research. The research examined the role of the LEA in the use of research by school practitioners, and identified potential barriers to the use of research findings. The main body of the research concentrated on the operational and strategic strategies/approaches for reducing or removing these barriers. This paper seeks to raise questions about the use of research by practitioners, which is arguably a central requirement for evidence-based practice in education. Wilson R, Easton C, National Foundation for Educational Research Encouraging and supporting cpd co-ordinators in making use of research: guidelines from the national teacher research panel This paper explores one strategy for supporting CPD co-ordinators in making increased use of research as part of school CPD strategies. The National Teacher Research Panel (NTRP) guidelines were developed for CPD co-ordinators who: Have experience of engagement in and/or with research and its benefits for teaching and learning; Are seeking to extend their colleagues engagement in and with research as a means of increasing the link between CPD and teaching and learning; and/or Are seeking to develop CPD in their school on the basis of research evidence about effective CPD. Both the paper and the guidelines explore the research evidence about CPD that makes a difference to teaching and learning. The guidelines also seek to model that process by incorporating: A theoretical rationale; A starter activity to attract teachers interest and enable them to identify their learning needs; A summary of evidence that can be used to inform school policy and practice and persuade others of the benefits of engagement in and with research; A mini research project to explore CPD needs in the school and to enable co-ordinators to model enquiry to colleagues; A debriefing activity. The Panel aims to build a cumulative picture of school CPD co-ordinators needs and perspectives in relation to research by synthesising responses to the mini research activity The paper sets out the theoretical and practical logic for the guidelines and concludes with a discussion of their implications for the research community and for school-research partnerships. National Teacher Research Panel Wilson J, Cordingley P, Seddon, K, Professional Adviser to National Teacher Research Panel   14.30HRS 16.00HRS THURSDAYLanguage learner strategy training does it work? And who says so anyway? Much is said and written currently about learner strategies for language learning, but how sure are we that training language learners to use strategies is an effective (and efficient) use of time and resources? How can we find out and is it possible to provide evidence that is convincing enough for anyone to make use of? Much is also said and written about systematic reviewing as a research tool. This paper discusses work in progress that addresses these issues, and the research method, itself still relatively novel and controversial for many is discussed from the perspectives of different parties. Presented by two of the six reviewers from the EPPI Modern Languages Systematic Review Group, this paper looks at the current state of strategy training, and the reality of preparing a systematic review into its effectiveness, and invites comment and reaction to both areas. Language learner strategies are well-researched but tend to look at strategy use or communication strategies, as opposed to the transferability of strategies to the learner through strategy training. Much of the received wisdom is based on an acceptance that an autonomous learner is a better learner: is this necessarily the case? And importantly, when much research is theory-driven, at what point is it justifiable to roll it out in schools, universities, or language centres? Surprisingly, the mainstream literature on the subject has not referred to some of the research carried out, often reported in the grey literature or in unpublished research reports, and one of the immediate products of a systematic review is that the field is comprehensively mapped, so that gaps, conflicting studies, duplication of effort are revealed Currently there is also work questioning the definitions - now getting on for 25 years old - of strategies. While various taxonomies exist, some more orthodox than others, it is by no means beyond debate as to which strategies work, for whom, when, how etc: furthermore, the questions remain whether any of these strategies, effective or not when used, can be imparted to the learner through training programmes. The EPPI Modern Languages group, a collaborative international group, funded by the DfES through the Institute of Education, is reviewing the research into the effectiveness of strategy training. Systematic Reviewing still arouses passions amongst its supporters and detractors and this paper looks at the experience on the current review of two of its reviewers, one who is more familiar with the processes, and one who is discovering their vices and virtues. The issues that appear to be of interest include the processes of comprehensive searching, the preparation of a protocol before evaluating the research, the challenge to include all relevant interested parties, the challenge of apparently judging colleagues research, the question of what to do with disparate methodologies and types of research, the nature of evidence and whether systematic reviews produce it or not, the effort and time required to prepare a review, and then the usefulness and rolling out of any evidence. Hassan X, Smith P, The Open University  SESSION 2 mech & chem me 101 How does cpd affect teaching and learning? This paper will present the findings of a systematic research review conducted by the NUT sponsored CPD Review Group which is registered with the EPPI Centre. The review question was: How does collaborative Continuing Professional development (CPD) for teachers of the 5-16 age range affect teaching and learning? The review process involved systematic searches of databases and other resources, the application of explicit filters to help identify studies capable of providing evidence in answering the review question and the use of EPPI designed software to extract data from the studies selected for in-depth review. Findings relate to: the ways in which the CPD affected teachers and teaching - including attitudes and beliefs; knowledge and understanding; behaviours; the ways in which the changes affected pupil learning; the key features of CPD interventions which were successful in changing teacher practice and improving pupil learning; The paper will also highlight some features about the nature and quality of the reporting of research from a practitioner perspective and make some recommendations for developing the current approach to systematic research reviews in order to increase their capacity to influence the development of evidence based practice. Finally, the paper will highlight some of the early issues arising from a second review, which will explore the impact of different types of CPD on teachers' curriculum leadership. Cordingley P, Bell M, Rundell, B Centre for the Use of Research and Evidence in Education   14.30HRS 16.00HRS THURSDAY SESSION 2 maths m214 Children and teachers using the internet 1997-2002 This paper will summarise a longitudinal study of Internet use in schools which has gathered six years data covering the period before the proposal for the National Grid for Learning was made late in 1997, when few schools were connected, to the present, when virtually all schools have a connection to the Internet and are beginning to make increasing use of it. Data for 1997 are restricted to secondary schools, but both primary and secondary sectors are covered in the later work. Statistics on aspects of the growth of Internet connection will be summarised, but the first part of the paper will concentrate on patterns and levels of use by both teachers and pupils. The primary school data describes patterns of use by Key Stage; the secondary school data shows these patterns by individual subject. The effects of speed of access, distribution of access, ease of pupil access both in and out of lessons and the development of policies on pupils access will also be reported. Information will also be presented on teachers views of the quality, progress and impact of the NOF ICT training they have experienced. The paper will conclude by examining the success of the training, by reference both to levels of Internet use and teachers own views, and by discussing the lessons for providers of quality national INSET that can be learned from the NOF ICT Training. Jervis A., Steeg, T., University of Manchester   14.30HRS 16.00HRS THURSDAYWhat do teachers, learners and other education advisors want from a web based educational portal? Educational portals aim to streamline access to resources on the Web, but how effective are they for their users? And how could they be improved? This paper will present the research methods involved in an evaluation study of educational portals in the UK and discuss recommendations resulting from the study. Highlighting perceptions among teachers, learners and other educational advisors towards personalisation features such as newsletters and tailored content, it will be of interest to those involved in the development or evaluation of websites for members of the educational community. As a first step the authors conducted an extensive review of usability evaluations of educational portals across the world. A comparison of methodologies and findings was made and will be presented to inform others embarking on similar research. With a wide audience encompassing teachers, learners, parents, governors, librarians and many others concerned with educational issues, educational portals have to cater for a vast range of differing information needs. Personalising websites to present the user with a view of the resources tailored to their needs is one possible way of making large portals more useable. This study investigated the potential of a variety of website personalisation features for the education community. Initial results from task based assignments and focus groups among teachers, adult learners, librarians and other educationalists reveal they have a number of similar information needs together with a broad range of individual requirements of such an educational portal. The study also highlighted problems in that not only do people visit the portal with a variety of needs in mind but also in a variety of roles: teacher, parent, governor etc. The paper considers these in a discussion of methods via which such a web portal may offer optimal benefit to its users. Additionally, the paper will address the pros, cons and complementarity of the research methods used - the online questionnaire, the task based assignment and the focus group to obtain the required data. Wishart J, Oades C, Loughborough University  SESSION 2 maths m214 Fast Track To Consistent Assessment On Block Placement? The Role Of Web Based Resources For Partnership Institutions. Whatever the cause, inconsistency of assessment of student teachers on block placement has attracted concern as an uncomfortably persistent feature of many student teacher experiences, and one which threatens to damage their growing confidence to teach. Web based resources have been suggested as one possible approach to enhancing consistency. There are many potential advantages in such areas as accurate and up to date information and advice; opportunities for discussion and mutual support; and training and especially for schools which are geographically isolated. Web based guidance booklets and individual forms would be always available; returning them by email would be cheap and quick, facilitating feedback. Online bulletin boards for the latest updates, events and partnership news could be accessed as required. Mentors could share experiences with colleagues online and undertake enriched online training using live video-clips followed by online assessment and feedback. Tutors in higher education institution could also benefit. Resources could be sited online without laborious physical distribution. Partnership schools could be linked to other useful sites, to accelerate mentor understanding of assessment issues. Asynchronous discussions fit flexibly into demanding schedules; link tutor contact with schools could be enriched by online discussion; time could be freed up through online training, enhanced by the use of multi-media resources on line. The research included semi-structured interviews with mentors to find out whether they saw consistency as a problem; if so why; whether they regarded the cause as within or outside their influence. They were also asked about access to and familiarity with the use of web based resources and in what uses they considered it would be effective. Higher education staff in technical, teaching, management roles were similarly interviewed. A case study was undertaken of a mentor only Training School where the use of ICT is being strongly progressed. This provided information about the constraints and boundaries which affect the delivery of web based resources as well as creative thinking about a wealth of potential improvements. The findings demonstrate that what works should be carefully profiled if the use of web based resources is to be effective in supporting mentors and facilitating consistent assessment. There are alternative views such issues as why and how consistency of assessment develops; the role of face to face meetings and training; the value of experience; the endurance of patterns of communication between mentors developed under the pressure of teacher workloads. These suggest limitations to the promotion of consistency of assessment. Familiarity with and ready access to web based resources for staff in schools and higher education varies widely. The evidence from the research suggests that, to the extent that consistency of assessment can be enhanced, the design of the web based route should be tailored to fit the capabilities and perceived needs of users and should be regarded at best as complementary to face to face interaction. Kynch C, St Martins College   14.30HRS 16.00HRS THURSDAYReflections on nof ict training This paper reports on a survey of over 450 teachers drawn from 50 primary and 25 secondary schools, which had agreed to contribute to an evaluation of various ICT-related initiatives. The specific focus of the paper relates to the New Opportunities Fund (NOF) training and the sample of teachers fell into three categories: those who had completed NOF training (124), those who were undertaking the training at the time of the survey (178) and those who had yet to undertake the training (145). The aim of the study was to assess the impact of the training by examining the teachers perceptions on the use of computers in their teaching including pupils usage. Another aspect under investigation was the teachers self-assessment of their competence in common tasks and applications. The main data collection method comprised a comprehensive questionnaire, which had been piloted extensively and was approved by the schools headteachers for circulation among their colleagues. The 98-item instrument collected biographical, computer access and computer attitude data in addition to the data on which this paper focuses, i.e. NOF training, pedagogic and self-perceived competence issues. The data from the teachers who had not yet undertaken training was considered as a form of benchmark to compare the responses of untrained teachers with those who had had some or completed their NOF training. This technique may nonetheless be instructive when considered in the light of existing NOF evaluations to which reference will also be made. Galanouli D, Gardner J, Murphy C, Queens University Belfast  SESSION 2 oAK ROOM A systematic review and evaluation of learning style models and their implications for pedagogy in post-16 education Our team was commissioned by the Learning and Skills Development Agency to carry out an academically rigorous evaluation of the concept of learning style and its potential use in post-16 education and training. Using systematic searches, we found 68 theory-based models of learning style which have been productive in terms of research and/or practice. We grouped these into six 'families'. These differ in terms of the defining characteristics of learning style and the extent to which styles are seen as modifiable. We evaluated each family in general terms, paying particular attention to previous studies which have looked for improvements in learning when students are made aware of their learning styles or are taught in ways which match their styles. We chose 12 leading models of learning style and their associated assessment instruments to evaluate in more detail. Among these are the models of Dunn and Dunn, Herrmann, Honey and Mumford, Kolb and Myer-Briggs, all of which have been used in business as well as in educational contexts. We include the work of Entwistle and Vermunt, whose instruments were developed primarily for use in higher education. With the exception of Ridings Cognitive Style Analysis, learning styles in the models we evaluated are assessed using self-report methods. Our evaluation criteria deal with the following aspects: reliability, validity, possible implications for pedagogy and empirical evidence for pedagogical impact. We find serious conceptual and empirical weaknesses with many of the models. For example, it is not uncommon for widely used instruments to fail to meet basic psychometric requirements. In cases where different theorists claim to measure the same or very similar dimensions, there is very little dialogue between them, even in response to independent researchers who find little consistency between their scales. Some proponents appear not to be concerned when their theoretical models are seriously undermined (as in the case of Kolbs learning cycle model of experiential learning), so long as there is still a demand for their services. Entwistle and Vermunt share an interest in deep (meaningful) learning and in the possibility of cultivating this through what Vermunt calls process-oriented instruction. Both theorists have been concerned to validate their models using both qualitative and quantitative methodologies and have produced instruments with acceptable psychometric qualities. There is a great deal in common between these two models, although Vermunt places a more explicit emphasis on metacognition and self-regulation. We see value in both frameworks, especially in the context of teacher education and development. We support the informed use of models of learning style and of reliable and valid instruments to encourage metacognitive awareness and effective regulation of learning. Among the models which show promise are those of Allinson and Hayes, Hermann, and Jackson. Models of learning style can also help provide a lexicon of learning for use in course planning, delivery and in formative assessment. Meta-analyses by Marzano (1998) and Hattie (1992) provide support for this recommendation, rather than for the idea of labelling individuals and attempting to individualise instruction to match learning style profiles. Moseley D, Ecclestone K, Coffield F, Hall E, School of Education, Communication and Language Sciences, University of Newcastle upon Tyne  14.30HRS 16.00HRS THURSDAYSubject Identity and Curriculum Change This paper discusses various responses to curriculum change and qualification development at the teacher or course team level with respect to how different teachers or course teams with various histories and traditions in a variety of institutional and geographical contexts respond to central change initiatives in their course provision. It seeks to relate curricular patterns identified to course contexts and curricular antecedents and consider the implications for our understanding of curriculum implementation and change. A number of models of response at the course team level have been identified: implementation; adaptation, assimilation and innovation. A conceptual model for analysis is discussed, drawing parallels from the field of linguistics where the concepts of 'semantic field' and 'sub-stratum' are considered helpful in the understanding and development of the analysis outlined above. In terms of curriculum, a semantic field may be said to equate to the area of content of skills, knowledge and understanding included within a tutor's or course team's concept of a subject or other curricular area. For example, the 'curricular field', as we shall term this concept, of 'Art' will differ from individual to individual and, collectively, from course team to course team as well as over time. What some see as the subject of Art will include design elements that others might exclude but include in their conception of the curricular field of Design & Technology. Curricular fields are thus bounded by the individual's curricular fields of adjacent subjects or vocational areas, conceptions which will be influenced by a range of contemporary and historical factors, both internal and external to the institution in which they work, including perceptions of wider, societal structure. The significance of this analytical model becomes apparent when considering the process of curriculum change and linking this to the concept of substrata. Substrata and superstrata are concepts used to analyse and explain linguistic change over time, whether it be phonetic, semantic or orthographic change. For example, the different 'substrata' languages spoken by the indigenous peoples of the Roman Empire and their associated concepts affected how they spoke their conquerors' language of Latin and the semantic fields that they ascribed to Latin terms. The languages of subsequent invaders, or 'superstrata' languages, superimposed new linguistic forms which, in combination with the effects of the substrata languages, resulted in a wide range of related but distinct Romance languages such as Spanish, Romanian and Occitan. In this analysis, the 'sub-curricular field', as we shall term the curricular substrata, is parallel to the notion of curricular antecedents discussed in recent years by, for example, Goodson, though in this analysis the term is used to denote the individual or collective conception of the preceding curricular field. Higham J J S, Coles J, University of Leeds  SESSION 2 OAK ROOM The cumulation of educational research: the case of situated learning Ideas of situated learning have been used to understand processes of vocational learning and, specifically, apprenticeship. In particular, Lave and Wengers work on situated learning has been frequently cited in research in this area. However, our own work in this area led us to question why this work has attained the prominence it has. In this piece of research, we look at the way in which Lave and Wengers (1991) text Situated Learning has been referred to and made use of within journal articles on educational research in Britain. Examining evidence of the extent of citations to Lave and Wenger (1991) and of how these citations have been incorporated into and used in subsequent research, we found this text to be widely, and increasingly, cited, and referred to predominantly within writing on education. With recent criticisms of the quality of education research in mind, we expected to find that this piece of work would be taken at face value by writers, rather than critically and productively engaged with. Examining the types of citation made to this text within British educational research we find that the majority are not cumulative in nature: that is, they do not usefully build upon or extend previous work. Our findings thus support recent complaints that much educational research is non-cumulative. We conclude that two things are necessary: firstly, comparable evidence from those other disciplines; secondly, further discussion of the extent to which it is possible and desirable for educational research to take on a science aura and emulate natural scientific modes of inquiry. Lang I, Canning R, University of Stirling   14.30HRS 16.00HRS THURSDAY SESSION 2 beech room The influence of the school on the decision to participate in learning post-16. The paper reports on work in progress for a Department for Education and Skills (DFES) funded research project on The influence of the School in the Decision to Participate in Learning Post-16. The primary aim of the project was to identify the nature and influence of school-based factors in the choices of young people about their post-16 education, training and career pathways. Twenty-four schools were selected to represent schools with rising attainment. The sampling frame included schools both with and without sixth forms, those in Metropolitan, Urban Unitary, and Shire county Local Education Authorities (LEAs). A profile of schools whose catchment areas represented different social and economic status was created using data on the number of pupils receiving free schools meals. Schools with and schools without rising levels of participation post-16 were also included in the sample. 288 pupils were interviewed in single sex focus groups providing a total of twelve pupils in each school. Each pupil interviewed completed a questionnaire. Year Eleven pupils were the main focus of the study, with follow up interviews planned for November 2003 when they had left compulsory education. Semi-structured interviews were also carried out with head teachers, senior careers teachers and Year Eleven tutors, LEA and local Connexions service representatives. The study also analysed secondary data relating to each school to build a profile for the schools in terms of its social and economic context, ethos and organisation. The secondary data included; inspection reports, DfeS and LEA published data for each school as well as school produced promotional material. The study identified the attitudes and preferences of Year Eleven pupils, their teachers and advisors towards post-16 education and training. The factors that influenced the pupils, the teachers and advisors attitudes and preferences were identified and compared to those factors considered in previous research. The DfES commissioned the study to look specifically on the influence of the school rather than factors beyond the school. The study was aimed at contributing to an understanding of the impact schooling and thereby informing the policy development for widening participation post-16. In addition to the investigation of school based factors that influence the choices young people make about their post- 16 learning the study had two additional aims: To identify implications for the development of careers education and guidance and decision making awareness amongst pupils and students in schools. To enhance further the modelling of pupil decision-making in education and training markets, and in the labour markets. The preliminary findings of the research, carried out in 2003, will be reported to the conference. Foskett N, Dyke M, Maringe F, University of Southampton   14.30HRS 16.00HRS THURSDAYYoung peoples trajectories into post-16 education and training The paper will draw on data from the British Household Panel Survey and, in particular, the Young Person Survey, to analyse the attitudinal and socio-economic factors associated with participation in post-compulsory education and training. The outcome variables to be considered are educational involvement post-16, the duration of such involvement and qualifications associated with it. These data come from the main survey. Young people who join the main survey at 16 as members of a survey household will have been part of the young person sample. The young person survey can be used to study a number of attitudinal variables relevant to education such as intention to stay at school post-16, views on the importance of schooling and accounts of various aspects of relationships with teachers. These variables will be located in the context of the young people's accounts of other aspects of their lives. The analysis will consider such variables developmentally both in terms of aggregate changes as young people move through five years of secondary schooling and in terms of individual patterns of change in orientation to schooling. The links between the data on young people and data from their parents and households makes it possible to analyse the relationship between attitudinal variables, outcome variables and occupational, income and educational characteristics of their families. The paper contributes to further understanding well-established patterns of social reproduction and to considering the extent of and mechanisms for cross-generational social and educational transmission. The paper will also consider the continuing relevance of social class in relation to understanding young people's educational trajectories. Croll P, Moses D, University of Reading  SESSION 2 beech room Pathways and progression at 16+ fashion, peer influence and college choice This paper draws on data from a qualitative study of attitudes to post-16 choices amongst Year 11 pupils in six West London Boroughs. The complexity of choice and decision-making at 16+ has been highlighted by many previous studies, which identify that the choice of young people to stay-on in education or training is strongly linked to an individuals socio-economic and ethnic background. Furthermore, choices are made only in part on the basis of receiving and evaluating formal information about options, but also through emotional processes framed by the psychological mechanisms adopted by young people to preserve their self-esteem, hence ensuring approval from family and peer-group and avoiding perceived risks of failure. The study, undertaken in 2003, worked with pupils representing a wide range of post-16 aspirations, and explored through focus groups a range of influences on the emergence of their post-16 choices. The results identify the changing popularity of particular pathways and colleges as post-16 choices in the context of their perceived status within the peer culture of 16 year olds. The ephemeral notions of fashionability and acceptability that this engenders are considered as important elements of that status and hence of peer pressure in choice. The paper explores the contrasts in what is perceived as fashionable amongst education, training or job pathways, and also of individual colleges and courses, amongst different sub-groups in West London. These differences are then explored in relation to their links to gender, ethnicity, socio-economic background and local labour market characteristics. In particular the research identifies the components of fashion in education, training or job choice, and in college choice, and how these result in changing notions of what is and is not fashionable. The paper then develops a model of the connection between fashion and college choice at 16. Foskett N H, Maringe F, University of Southampton Lumby J, University of Lincoln   14.30HRS 16.00HRS THURSDAYThe effects of low attainment on young peoples outcomes at age 22-23 in scotland Over the last two decades substantial progress has been made in Scotland (as elsewhere in the UK) in raising attainment levels and in increasing participation in post compulsory education. Nevertheless, Scotland continues to fare badly in international comparisons of attainment below the level of higher education (UN 1998). The consequences of low attainment are seen as ever more serious for individuals and for national economies in terms of social exclusion/ inclusion, lifelong learning and economic competitiveness (Scottish Office 1999, Scottish Parliament 2002). This paper considers the longer-term consequences of low attainment for young peoples outcomes at the age of 22/23. Low attainment is defined as failing to achieve any Standard Grades at grades 1 to 3 at the end of compulsory education (Standard Grades are the national examinations taken in Scotland, equivalent to GCSEs in England). The paper is based on analysis of data from the Scottish School Leavers Survey, a nationally representative survey of young people in Scotland. The young people in this study were surveyed at three times points, the last being in 1999 when they were 22/23 years old. This paper describes the destinations, qualifications and labour market position of male and female low attainers by the age of 22/23. It builds on earlier studies at the Centre for Educational Sociology that examined the initial routes followed by low attaining young people and early leavers (Biggart 1999, Howieson at al 2000). The paper outlines their position at 22/23 and examines whether their initial transition patterns remained constant and whether young people managed later to overcome some of the negative consequences of low attainment. The analyses demonstrate the importance of a low attaining young persons first destination to their subsequent outcomes, that social background and gender continue to have an effect on outcomes and that while attention has focused on low attainment among young men, the consequence of low attainment in the labour market are more severe for females. The findings highlight the need to address low attainment as early as possible in school and that to do so effectively requires addressing deprivation and the educational inequalities associated with family background. They also suggest that the policy focus on low attainment among males runs the risk of ignoring the poorer position of low attaining young women. References Biggart,A (1999) The Scottish School Leavers' Survey: Gender and Low Attainment, Report to The Scottish Executive, Edinburgh: Centre for Educational Sociology, University of Edinburgh Howieson,C., Fairgrieve,J., Croxford,L. and Tinklin,T. (2000) The Scottish School Leavers' Survey: Destinations of Early Leavers, Report to The Scottish Executive, Edinburgh: Centre for Educational Sociology, University of Edinburgh. The Scottish Office (1999) Scotland towards the knowledge economy: Report of the knowledge economy task force. HMSO: The Scottish Office. Scottish Parliament (2002) Lifelong Learning: Final Report of the Enterprise and Lifelong learning Committee, Edinburgh: Scottish Parliament United Nations Development Programme (1998) Human Development Report. New York: United Nations. Howieson C, Iannelli C, University of Edinburgh  SESSION 2 mech & chem me 136 Physical educations contribution to physical activity promotion progress and potential Physical Education (PE) now seems to have a taken-for-granted role in physical activity promotion and is often considered to be the most suitable vehicle for the promotion of active, healthy lifestyles in young people. Furthermore, encouraging participation in sport and physical activity has been a persistent and enduring theme of Government policy towards school sport and PE in recent decades, with official and semi-official announcements identifying PE as critical in educating and providing opportunities for young people to be independently active (Green, 2002; Harris & Penney, 2000). This paper highlights the progress that has been made with respect to physical activity promotion in the PE curriculum in recent years, as well as explores the potential of PE to yet be more effective in influencing the health and well-being of young people. Much has, and can yet be achieved through the curriculum in addressing the fitness and health requirements of the National Curriculum for PE, and the recent publication of Health-Related Exercise Guidance Material (Harris, 2000) which offers an interpretation of these requirements and guidance on planning, delivering and evaluating the area indicates significant progress and scope for future improvements in the area. In this respect, evidence will be presented which reveals that the Material has already had a positive impact upon policy and practice in a number of secondary schools (Cale, Harris & Leggett, 2002). In addition, initiatives such as the Healthy Schools Standard, the Active School and other resources are now available which offer curriculum ideas and support. Despite the developments and opportunities though, it is suggested that PE may not be maximizing its potential in terms of fostering lifelong activity habits and a number of issues remain for the profession. For example, issues concerning the status and time afforded to physical activity promotion, teachers knowledge, attitudes and confidence in promoting physical activity, awareness of research and other developments, and the relevance and attractiveness of the content and delivery of PE and physical activity. Indeed, the paper argues that some developments and responses by Government and the PE profession to pressures to promote physical activity are tokenistic, misguided, and inappropriate. Ultimately therefore, it is suggested that PE may be dissuading many young people from participating and thereby doing a disservice to the efforts of those genuinely concerned with promoting lifelong participation in physical activity. Continued bias in Government policy and by the PE profession towards competitive sports and team games with an emphasis on performance (DfEE & QCA, 1999; Penney & Evans, 1999), and PE teachers persistence in conducting fitness tests in efforts to promote physical fitness (Cale & Harris, 2002) serve as just two notable examples. It is concluded that, if PE is to realize its potential in contributing to increased physical activity levels and enhancing public health, the profession still needs to tackle a number of issues and be prepared to challenge and change current policies and practices, to provide a committed, consistent, co-ordinated and appropriate approach to physical activity promotion. Cale, L, Harris, J, Loughborough University  14.30HRS 16.00HRS THURSDAYPhysical activity, perceived competence and enjoyment during secondary school physical education Physical Activity, Perceived Competence and Enjoyment During Secondary School Physical Education Physical education is a vital arena for promoting childrens physical activity participation. It has potential to encourage health benefits in children by helping them meet current physical activity recommendations  ADDIN ENRfu (Biddle, Sallis, & Cavill, 1998). However, in order to positively influence physically active behaviours in physical education it is important to address what motivates young people to continue and sustain their levels of activity  ADDIN ENRfu (Weiss, 2000). Childrens perceptions of their competence and enjoyment in physical education are strongly linked with their attitudes towards the subject  ADDIN ENRfu (Luke & Sinclair, 1991). The purpose of this study was to assess the association between secondary school students levels of perceived competence, enjoyment and health-enhancing physical activity within physical education lessons. A secondary aim was to compare these variables between boys and girls whose lessons focused on team games and individual activities. Seventy three students (mean age 13.1 years) volunteered to take part. Thirty five students took part in individual activities during lessons (15 boys, 20 girls), and 38 participated in team games (25 boys, 13 girls). Physical activity was assessed by heart rate telemetry and heart rate reserve (HRR) was calculated for each student at the 50% threshold. This represents health promoting moderate intensity physical activity  ADDIN ENRfu (Stratton, 1996). The percentage of lesson time that each student spent above the 50% HRR threshold was determined, and recorded as moderate-to-vigorous physical activity (MVPA). Perceived competence and enjoyment were measured by a post lesson questionnaire adapted from the Intrinsic Motivation Inventory [IMI] (McAuley et al. 1989). Mean splits were used to classify students into high and low MVPA groups. Pearson product moment correlation coefficients established the strength of the relationships between variables. Differences between groups were highlighted through analyses of variance and covariance. Perceived competence and enjoyment were moderately correlated among boys (p < 0.001) and girls (p < 0.05). Girls physical education enjoyment was negatively associated with levels of MVPA (p < 0.05). Team games engaged students in most MVPA (p < 0.0001). Boys enjoyed team games more than girls, who in turn most enjoyed individual activities (p < 0.0001). Students classified in the low MVPA group reported higher enjoyment levels than their high MVPA peers (p < 0.05). It was concluded that team games have greater potential than individual activities to promote health-enhancing physical activity. Students enjoyment was consistently related to their level of perceived competence, which emphasises the importance of appropriately differentiated lessons to provide students with optimally challenging tasks. However, the data did not provide a robust explanation for the negative correlation between girls MVPA and enjoyment. If physical education is to effectively promote physical activity, lessons must be planned and delivered to encourage individual competence and success, which may contribute to feelings of fun and enjoyment. Fairclough S J, Liverpool John Mores University  SESSION 2 mech & chem me 136 Re-engaging disaffected youth through physical activity programs This paper reviews a range of literature that attempts to create links between the problems facing and resulting from disaffected, disengaged, and disadvantaged youth, and the role that sport and physical activity can play in ameliorating them. In many contemporary Western societies there are burgeoning academic, political, and public debates about the deleterious state of the nations youth. Significant social changes, characteristic of a period of late or high modernity, have led to the contemporary problematisation of youth transitions and a growing perception of youth-at-risk (Furlong & Cartmel, 1997; Kelly, 1999, 2001; Tait, 2000). Moreover, the notion of a problematic youth has been promoted and reproduced through media representations and has engendered a condition of moral panic (Willis, 1990; Garratt, 1997). Thus, a focus on the notions of youth in trouble or youth as trouble can be seen to underpin concerns relating to a number of youth issues and practices in contemporary society; for example, youth unemployment, youth crime, truancy and falling attainment levels at school, as well as young peoples involvement in unhealthy or anti-social behaviours such as underage sex, drinking, smoking, or drug use. Moreover, these practices are perceived to point to a need for intervention programs designed to provide these disaffected or disengaged young people with appropriate guidance towards achieving the skills, values and attitudes required to make successful and acceptable transitions to adulthood. The role of schools within this framework is of particular interest. It could be argued that the significant time that young people spend within this social arena means that it is an ideal setting in which to deliver effective interventions. Within England and Wales, the presence of Personal, Social and Health Education (PSHE) and Citizenship Education in the curriculum are evidence of the degree to which the school context is perceived to offer an environment in which the interest of disaffected young people can be constructively re-engaged. Added to this, is a growing awareness of the potential of physical education and sport as mediums through which some disengaged students can be reached, and the development of relevant interceding programs (Shields & Bredemeier, 1995; Gatz et al, 2002; Halas, 2002). Specific examples of such interventions include Sport Education (Siedentop, 1994), Sport for Peace (Ennis, 1999) and the Personal Social Responsibility Model (Hellison, 1995), addressing such issues as acceptance, co-operation, and conflict resolution in physical education settings. In this paper, we summarise evidence that points to the value of physical education and sport in reaching disaffected youth, and argue that there is clearly a precedent for the development of further programs that use physical activities, and indeed the medium of the physical education context, to re-engage disaffected students within schools and to enhance their personal, social and moral development. Holroyd, R, Armour, K, Loughborough University   14.30HRS 16.00HRS THURSDAYThe basic moves programme: a report on the first year of a longitudinal project aiming to prepare children for lifelong physical activity participation  The Basic Moves Programme is presently being developed by staff at the University of Edinburgh in partnership with sportscotlands Active Primary School Programme. The rationale underpinning this programme is based on the increasingly accepted belief that children need to develop a foundation of basic movement competence or movement literacy in order to access many of the more complex physical activity opportunities they will be offered in later years. Although Basic Moves is delivered in school and community contexts, in order to meet its primary goal, the programme must initially be introduced as part of the school PE curriculum as this is the only place where all children can be guaranteed access to the programme. Crucially, the importance of childrens basic movement competence is clearly articulated in the Scottish 5-14 PE guidelines (Scottish Office Education Department, 1992, p.57) and has also been endorsed in a recent HMIE report (Her Majestys Inspector of Education, 2001). Building on a year of pilot work, this presentation will report on the first phase of the Basic Moves longitudinal project that has been introduced to a cohort of six Primary 1 classes (ages 4-5) in one Scottish local authority. The project commenced in August 2002 and is being carried out to ascertain the long-term impact of the Basic Moves programme on the pupils, the schools and the local community. The paper will describe the process undertaken to ensure that the programme was appropriately introduced into the schools. This process included three elements. Extensive consultation with senior local authority staff, headteachers, specialist PE teachers, the Active Primary School coordinator and school staff, a training programme specifically developed for the primary PE specialists and Active Primary Coordinator, who are involved in the initial delivery and management of the programme and, finally, informed consent from parents/guardians. The paper will also discuss the results of the baseline data collected from the six intervention classes (n = 160) and four matched control classes from another local authority (n = 97). These data include video footage of the childrens basic movement competence, the childrens perceptions of their physical and global competence and also their participation in organised and free play physical activity outside school. In addition, given the dearth of instruments available to assess childrens basic movement competence, reference will be made to the Basic Moves Assessment Process (BMAP), which is presently being developed as a key element of the programme and is based on contemporary theoretical developments in motor control, motor learning motor development. The implications of these baseline findings on the future direction of pre-school and primary PE programmes will be discussed. The presentation will conclude by considering the management, delivery and research issues emerging from this first phase of this longitudinal project and will suggest ways forward for the project during its second year. Scottish Office Education Department (1992), Curriculum and Assessment in Scotland. National Guidelines Expressive Arts 5-14, Edinburgh, HMSO Her Majestys Inspector of Education (2001), Improving Physical education in Primary Schools, Edinburgh, HMIE Mike Jess, University of Edinburgh  SESSION 2 wardlaw room a Reviewing a grounded theory approach for m-portal field research m-Learning is a 3-year pan-European project that is funded by the EU Information Society (IST) Programme and led by the UKs Learning and Skills Development Agency (LSDA). m-Learning addresses the basic skills needs of disadvantaged young adults aged 16-24 who are outside of formal education. Many of these target audiences may lack access to a computer but do use a mobile phone. Ultralabs contribution to m-Learning is a prototype Internet microportal layer (m-Portal) that utilizes lower and higher level inexpensive portable technologies that are already owned by, or are likely to be readily accessible for, the majority of target audiences. m-Portal provides access to learning opportunities created by project partners and is also a learning environment in its own right. To ensure that the protoype is need driven, not technology driven, and is attractive to users, m-Portal field research engages young adults as co-researchers. This paper discusses the iterative design and development of m-Portal field research methodology within the immediate and wider contexts of the m-Learning project. The authors first clarify their assumptions concerning social reality, and then go on to present and discuss the methodological framework: a qualitative, intrinsic case study with researchers as participant observers. The study is informed by social-constructivist and experiential learning theory (Vygotsky, 1982, Kolb, 1984, Lave, 1990) that accept plurality of meanings important when researching complex socio-cultural issues and by grounded theory (Glaser, 1992). This fits field research that is being carried out as a collaborative learning initiative, with activities and goals constantly evolving in response to all the participants educational needs and interests. The authors review the choice of methodology from a number of perspectives: the rationale and objectives of the study, the expectations of the stakeholders and, crucially, the expectations and experiences of the researchers themselves, including the co-researchers, who were frequently communicating remotely. These perspectives are seen to justify the choice of a phenomenological approach to methodology that combines naturalistic, interpretivist enquiry with some use of quantitative data to generate theory-based knowledge and insights. The authors focus on their work with Eggbuckland College, as they highlight and discuss salient methodological issues in developing the research, where cognitive, social and moral issues are intertwined with resource issues. The authors review the role of Glasers grounded theory in the data collection and analysis - how far it was possible to maintain a responsive approach to the research situation as it developed. They discuss the development and use of the research methods and tools: protocols for recruitment, data collection and analysis, and a field research website. The paper concludes by drawing together understandings and insights concerning the researchers roles in facilitating m-Portal development and using these to inform recommendations for methodology in the user trials during the final phase of the project. References: Glaser, B. G. (1992) Basics of Grounded Theory Analysis: emergence vs. forcing, Sociology Press, Mill Valley, CA Kolb, D. A. (1984) Experiential Learning, Prentice-Hall, Inc., New Jersey Lave, J. W. E. (1990) Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, Cambridge Vygotsky, L.S. (1982) Problems in the theory and history of psychology, Collected works, Vol. I, Plenum, New York Terrell I, Mitchell, A, Patton, S, Ultralab, Anglia Polytechnic University   14.30HRS 16.00HRS THURSDAYThe quite trivial matter of teaching methods of qualitative enquiry. Based on aspects of an experimental approach to teaching Research Methods to Masters and Doctoral students over the last few years, this paper asks whether, for the development of exciting and responsible research designs, students training needs can be met primarily if not exclusively through the study of ethics and literacy criticism. (These are, of course, quite trivial matters.) Clough, P., Queens University Belfast Discourse, Identity and Authorship: Exploring ethical issues in an online discussion project This paper focuses on a research project in which the data will be gathered by means of an online discussion between teachers. The project will explore teachers attitudes towards and perceptions of sexual orientation in the context of schooling, and this focus inevitably brings with it tensions engendered by researching a sensitive topic. As planning for the project has developed, it has become apparent that two distinct but intersecting discourses are involved here: the discourse between participants in the online discussion, which both reflects and constructs a range of professional and sexual identities; and the discursive structure of the project itself, which shapes and, to a significant extent, controls the direction which the first discourse takes, as well as shaping the interpretation and reporting of the project data. The intersection, construction and control of each of these discourses raises significant ethical issues for educational and social research. While the online discussion of sexual orientation in the context of schooling provides the vehicle for data collection, my prime interest as a researcher is in the way in which this discourse activates the construction, defence and policing of professional and sexual identities. This is of particular interest in the light of the continuing silence broken only by the work of a handful of teachers and researchers - surrounding sexuality and sexual orientation in education. This results in a particular framing of the discourse within this project: teachers who participate in this discussion put their personal and professional identities at risk, to the extent that it is essential to allow participants the use of pseudonyms to protect their anonymity. In addition, the strength of feeling and level of anxiety engendered by discussions of sexual orientation in the context of education requires a particular sensitivity to the rules of e-tiquette, in order to balance freedom of speech with respect for other participants beliefs, dignity and lifestyle. The discourse created by this project, therefore, is as much about individuals construction and negotiation of identity as it is about sexual orientation in schools. The construction of identities within and through the project is intertwined with the discursive construction of the project itself, which sets out a series of statements as the stimulus for the discussion, and invites participants to respond, both to these statements and to each other, as well as to set up their own related discussion topics. While this provides an element of ownership for project participants, this is, in a sense, a chimera, as the very selection of stimulus statements carefully chosen to represent opposing viewpoints, rather than a single perspective, constructs boundaries and binaries from which it is difficult for participants to break free. Furthermore, the representation of project participants construction of identity, through the selection, juxtaposition and interpretation of their contributions to the discussion in reports and papers arising from the project, gives rise to further questions of authorship, ownership and authority. This paper does not attempt to resolve these difficulties, but to recognise their inevitable place within qualitative research. Atkinson, E, University of Sunderland  SESSION 2 wardlaw room a Uses and abuses of participative image-making in school Ethical issues in research are usually discussed in relation to perceived risks. In this article, we discuss the need to balance the ethical value of web-based materials including images of school with the risks of abuse, misuse, and manipulation of those materials. We begin by describing the 'Appletree project', a photography project in which pupils and staff in Appletree (a secondary comprehensive school) have taken and discussed images relating to their school culture. We highlight the origins of the project as one element of an evaluation process in the school involved. We then focus on the meaning of involvement in the project for the participants. Pupils and some staff were immediately enthusiastic, and demonstrated a continuing commitment to it. We identify several reasons for this: participative, political, aesthetic. For all participants, taking pictures in school offered an interruption to routine. Handling and discussing the resulting photos was motivating for a range of reasons. Some groups valued the project design which treated staff and pupils as equals, although in practice, their different status in the school afforded differential access to situations and people. Other groups portrayed the school from a personal and idiosyncratic angle, sometimes reflecting the participants' pride in the school, through a depiction of features that they particularly valued, sometimes capturing what would otherwise be lost. Some groups mostly photographed displays, aiming to achieve an aesthetically pleasing result. Still others took the opportunity to generate evidence for statements about what its like here from where I stand' - as a legitimate and useful means of saying what needed to be said, sometimes purposely using the photographs as a means of critique. The resulting website relies on the layering of images and different textually represented perspectives as a way into consideration of school culture. We suggest (and hope that those looking at the website will judge for themselves) that the represents the aspirations of those who took part. In this way, the website is part of an ethically valuable process, which has facilitated more critical and constructive engagement with school issues by those who are relatively marginalised in the school. We then consider the ethical risks associated with the website, defining the possibilities and consequences of the abuse, misuse, and manipulation of images of different kinds. We develop one issue in particular at the end of the paper, questioning the inclusion of images where pupils' faces are identifiable. The risks of abuse here pertain most strongly to the dangers of paedophilia. Misuse most obviously concerns the invasion of privacy, for example where estranged family members are able to gain information on the whereabouts of children. Manipulation relates, for example, to the use of images as a tool for bullying. We set alongside these risks the ethical value of images with faces in terms developed earlier in the article. We conclude that the balancing of risks is essential so as not to lose a potentially valuable educational tool through over-reaction to potential hazards. Howes, A, Kaplan, University of Manchester   14.30HRS 16.00HRS THURSDAY SESSION 2 bu g20 Building leadership capacity: restructuring a graduate leadership program to promote school improvement Purpose of the Study: This paper examines the impact of a regional universitys restructured, educational administration internship on the capacity of future leaders to grapple with complex instructional problems. Our program provides prospective school leaders the opportunity to study their own professional practice whereby they apply theory to practice in their real-school settings (Capasso & Daresh, 2001). The connection between theory and practice is made evident through the model that positions an action-research framework at its core, permitting interns to collect and analyze data and think deeply about the implications of project results for improving their professional practice. Theoretical Framework: The action research framework facilitates a collective problem-solving cycle for improving organizational life and achieving the organizations goals (Calhoun, 1994). It also enhances the leaders ability to successfully navigate through uncertain and ambiguous environments. Working through the process helps leaders become adept at (1) identifying a problem or clarifying an issue crucial to student learning, (2) framing appropriate questions to gather pertinent information, (3) collecting information to gain insight into the problem or issue, (4) making sense of the information and establishing options for action, and (5) establishing strategies for action and implementing them so as to successfully deal with the issue or problem (Sagor, 2000). Method: The studys mixed-methods design (Patton, 1997; Tashakkori & Teddlie, 1998) was immersed in a pragmatic analytical framework grounded in the realities of school/classroom processes and socio-political forces that influence school improvement. Research participants (N=180) were graduate students enrolled in the year-long administrative internship during the 2001-2002 and 2002-2003 academic years. All were certified teachers working in public or private schools, to include inner city, suburban, and rural campuses in northwest Georgia. The research sample mirrored the ethnic/racial and gender diversity typical of the region. Graduate interns projects and videotaped presentations were analyzed with a rubric to assess higher-order outcomes, that is, critical thinking, reasoning, problem solving, decision-making instructional outcomes, and diverse communication skills (Edwards, 2001). Supervising professors journal notes were examined through content analysis (Weber, 1990), and interns interviews were analyzed for emergent patterns and themes (Huberman & Miles, 1994). Results/Conclusions: The process enabled interns to intersect theory with practice, impacting their ability to function as instructional leaders for school improvement, a role that extends far beyond that of manager or school/community relations specialist (Gantner, Dunlap, & Newsom, 1999). Many graduate interns were recognized by principals for their contributions to the school improvement plan and as a result, moved into formal and informal teacher leadership positions (Halsall, 2002). Our restructured program equips interns with tools to become effective trouble-shooters through the development of action plans that improve classroom teaching and learning outcomes (Bennett, 1995). Significance of the Study: It appears there is a relationship between the development of classroom-based teacher researchers and the development of leaders who are able to cooperate and collaborate with colleagues to positively affect learning outcomes. Action research-driven, school improvement projects offer valuable opportunities for administrative interns to learn from each other, grow professionally, and develop enhanced leadership skills. Halsall E A, Gantner M W, State University of West Georgia   14.30HRS 16.00HRS THURSDAYLeading learners: policy to improve student involvement in how schools are led This paper examines the different opportunities that are available for students to get involved in how schools are led and run. Our research identifies markedly different strategies for engaging student participation in different schools, and a great range in their effectiveness. It points to the benefits of systematic policy initiatives that develop imaginative participation in leadership by sharing best practice. The paper draws on a large-scale study of leadership in schools across England, funded by the National College for School Leadership (NCSL) and conducted by Demos. The research combined a quantitative survey of 1100 students and teachers from 157 schools across the country, with qualitative fieldwork in 10 carefully selected schools. Demos are grateful to all those who gave their time to the research. The project was completed on 26th March 2003. The paper begins with an outline of the evidence gathered. The research identified a broad consensus amongst staff and students that high levels of engagement and participation are an ideal to work towards. It was found that an ideal of student involvement is closely linked to a moral commitment to teaching as a whole. However, translating ideals into practice has a number of challenges. The paper outlines the issues that hedge student involvement, and the techniques that have been developed to resolve them. Our research identifies the connection between the roles played out by young people in schools, and the methods used to take on board their views. Research shows that everyday habits of both students and teachers can build up to delimit the extent to which students participate in school leadership. These habits can be effectively broken, both by adapting programmes and activities that are already widespread within schools, and by adopting new and innovative techniques. At present, initiatives for developing student leadership in schools are fragmented, highly variable and often appear as a special occasion in school. It is argued that the most innovative and effective techniques for student participation in leadership are those that address the core business of schooling; teaching within the classroom, rather than issues around the environment of the school grounds. In so doing, student leadership becomes not an adjunct to school leadership, but an integral component of it. For students to participate in decision-making in everyday teaching and learning, policy initiatives must make schools aware of what is possible and share their solutions to common obstacles. We argue that developing flexible, imaginative student involvement requires a more comprehensive strategy for sharing ideas, within and between schools, than presently exists. The paper outlines a set of specific policy recommendations to better expand and enrich student involvement in decision-making in schools. Pollard, A. Demos  SESSION 2 BU G20 Teachers who care in a system that does not: the moral failure of the education system This paper reveals the disturbing findings of a project which looked at the role of teachers as moral models in the education system. Entitled, Teachers as moral models: the role of empathy in teacher/pupil relationships, the project interviewed and observed 16 teachers and student teachers chosen for their empathy and used grounded methodology theory as a basis for the analysis. Though the teachers were revealed to be exceptionally empathic and caring in their attitudes towards pupils, the constraints they worked under revealed that the education system destroys their ability to model care and therefore morality towards their pupils on a daily basis. The thesis identifies different levels of empathy which can be shown by teachers in interactions with pupils, including profound, fundamental, functional and feigned empathy. Profound empathy represents high levels of individual care and understanding but is only available over time, in one -to-one relationships. Teachers are obliged to mainly use functional empathy in which they build a mental representation of a group rather than individuals, in a sense continually modelling stereotyping. The need to work with large groups of varying attainment and motivation, with a prescribed and fragmented curriculum within a competitive system dominated by normative assessment and league tables, reduces the level of empathy and morality teachers and managers can employ. This is particularly problematic in secondary schools. Empathic student teachers tend to blame themselves for the problems they encounter in meeting student needs, struggling with concepts of equality and fairness in a system which is inadequately resourced. The thesis concludes that for most of their education most pupils experience low levels of empathy and therefore are exposed to a poor quality moral model. This may have serious implications for the moral order in general. Cooper B, University of Leeds   14.30HRS 16.00HRS THURSDAYLeading learners: reality, ideals and policy for leadership development in schools This paper draws on a large-scale study of leadership in schools across England. The research was conducted by Demos, the political think tank and research group, and was funded by the National College for School Leadership (NCSL). It was designed to investigate how staff and students conceptualise leadership and to compare their ideals to the reality of the school-wide organisation of leadership, which included the availability of leadership development opportunities. The data was collected through interviews and a questionnaire for staff as well as by the less widely used techniques of mixed staff and student workshops and a student questionnaire suitable for Citizenship classes in secondary schools. The paper begins with an overview of the main findings of the research. These provide insights into who leaders in school are and who they could be, and how staff and students experience the vertical and horizontal leadership structures that exist simultaneously in schools. The focus and organisation of whole-school leadership is compared and contrasted with concepts of leadership that individuals hold. The challenge of developing leadership is explored in depth in the rest of the paper. In general, our evidence suggests that leadership development has a low status in terms of the organisational structures of schools. Yet the ideals and aspirations of individual staff and students indicate a widespread recognition of the importance of leadership development and a corresponding demand for various related activities and approaches. Further, in most of the participating case study schools, neither staff nor students had ever previously discussed the meaning and experience of, and their ideals about, leadership. Evidence is presented that suggests that most English schools have not yet developed an overarching strategy to facilitate leadership development on the required scale. It is suggested that there are connections to between this and a number of other findings. First, in most of the case study schools, dialogue had not previously taken place around the nature of leadership. Second, such dialogue helps to open up new possibilities for changing and improving teaching and learning. Third, the relational (i.e. social, democratic and humanist) qualities of leadership that teachers and students were found in this research to prioritise. The paper uses the idea of leading learners as a framework for discussing such an approach. In this context, learners describes staff as well as students. Leading is defined by continuous, largely workplace-based, learning. Arguments are made for a radical re-shaping of approaches to leadership development throughout schools. Recommendations are made for how the NCSL can better connect its laudable intentions and ideas for leadership development to the reality of in-school practices, understandings and ideals about leadership. Jones C, Demos  SESSION 2 bu g13 School, family and community relationships: the impact of tradition, culture and values on home-school relationships, with reference to families of Bangladeshi and Pakistani origin in the North East of England. This paper presents work in progress of a two year ethnographic study of parents and children of Bangladeshi and Pakistani origins in the North East of England; the research commenced in May 2002 and is funded by the ESRC (R000239671). The paper focuses on the parents role in relation to their childrens education and home school relations as part of that; however, the parent is located within the context of the wider family and the Bangladeshi/Pakistani communities. The concept of `parental involvement is therefore broadened and takes into account these other dimensions. In the paper we discuss the diversity of practice and perspectives (with regard to schooling/education) within and between these ethnic groups. We also discuss the parents educational aspirations for their children, both in relation to school but also more broadly, and the recognition parents give to young peoples decision-making autonomy. In doing so we deconstruct a range of stereotypes commonly held about `Asian parents -particularly from these two ethnic groups. We explore how the parents traditions, cultures and values correspond to or conflict with the expectations of their childrens schools; we examine how this impacts on home-school relations, and we consider the implications for the parents, their children and the schools themselves. The research should have relevance within the UK and European contexts, as well as elsewhere. It should provide insights to help practitioners develop strategies to enable minority ethnic group parents to have the opportunity to take a more democratic and informed role in their childrens education. And it should provide practitioners with an understanding of the need to tackle ethnocentric and discriminatory practices which militate against minority ethnic group parents developing positive and fruitful relationships with their childrens schools. Crozier G, Davies J, Booth D, Khatun S, University of Sunderland Family-school relationships: an exploration of families perspectives In this paper, I present part of the findings of a research which investigated family-school relationships. The research was conducted in six state primary schools in Cyprus, with the participation of seven teachers, their pupils and the latters parents. Teachers, parents and children were interviewed individually and participated in separate focus-groups. The data collected was analysed with the use of the ATLAS.ti software package. The data analysis demonstrated distinctive patterns of views and perspectives as far as the overall scope of family-school relationships across the different families that participated in the research. The most prominent issues that surfaced were those of the distinguishing perspectives among participant families of rural and urban area, among families of different socio-economic backgrounds, and among families represented in the schools Parents Associations, and the other families. I explore these issues of sociological significance and discuss them in order to facilitate the understanding of the family perspective of family-school relationships. Symeou L, School of Education, University of Cambridge   14.30HRS 16.00HRS THURSDAYMiners, diggers, ferals and show-men: unsettling identities in school-community projects. In 2002, the Tasmanian Department of Education funded several schools to undertake innovative projects that would build partnerships between schools and communities. In this paper, using teachers evaluations and artefacts which include students work, photographs and newspaper clippings, we examine four classroom projects. One teacher worked with her class, community groups and parents to build a nature trail. Two teachers established a school history website. Another teacher ran an art exhibition involving community artists and children. The final project involved a teacher and a group of students designated at risk working to renovate the grounds of the local agricultural show. We show that all of these projects connected students and their teachers with iconographic Australian identities. The nature trail involved students working with a mining company to replace rare and endangered species. The agricultural show brought students face to face with elderly show-men in their community. The history website become an investigation of dead WW1 soldiers. The art exhibition brought children of timber families face to face with local green activists, the ferals. The strength of these classroom projects was that students were engaged in conversations with community members and social institutions that unsettled their normative ideas and behaviours. However, at the same time, aspects of their own raced and classed individual and collective identities were also strengthened. We argue that these projects hint at ways in which classrooms might not only become more relevant and more connected with communities but also do identity work that supports diversity and difference, while promoting social activism. Thomson P, Bridge D  SESSION 2 BU G13 Divided Japanese And Education Divided This paper explores the differences in the parental expectations and choice of their children's education between middle class and working class in Japan. Until recently, almost all Japanese believed that there was only one class and opportunities were meritocratically distributed. It was a taboo to research social class in Japan. For example, many schools refused questionnaire research that contained questions about student's family backgrounds. Before academic standards declined and the number of the children refusing to go to school increased, the Japanese educational system had been believed to be meritocratic. However in response to changes in the economic and social conditions and the emergence of winners and losers, we gradually realised that we were divided. Now, a number of parents are sceptical about legitimacy, relevancy and effectiveness of schools, especially state schools. They prefer private schools to state schools and tend to let their children go to cram schools two or three times a week in the evening even though their children are sufficiently tired to fall a sleep during boring day lessons. Private schools, especially private junior high schools in Japan, enjoy academic excellence and good discipline. Some parents know the reason why private schools are excellent, i.e. as a result of competition The author examined the relation between family backgrounds, such as parental occupations or academic careers and mother's educational expectation, educational choice and daily relationship to the children. I reanalysed the data from a questionnaire that was distributed in 2002 to parents of children in the first to ninth grade (7 - 15 years) who lived in the Tokyo metropolitan area. 6805 mothers answered the questionnaire. This research is called Basic Survey on Child Rearing, which was conducted by Benesse Educational Research Centre, Japanese biggest private tutoring company's research centre. I was one of the members of this research team. Hida D, University of the Sacred Heart   14.30HRS 16.00HRS THURSDAY SESSION 2 maths m114 Girls' talk; girls' silence This paper addresses a phenomenon seen in one language classroom where the seven year old girls displayed consistent silence in response to classroom discussions. The project used ethnographic methods of participant-observer as well as video footage to document the silence and to analyse it within the classroom discourse patterns. The paper is a continuation from the project first introduced to the Oxford Ethnography and Education Conference in 2001. The analysis of the silence is set within the particular feminist linguistic theories of Coates (1993, 1998), Tannen (1998), and Cameron (2001), with reference to Gal's (1991) theory of silence and Lakoff's (1995) and Goldberger's (1997) work on female silence in group settings. The paper settles on samples of classroom discourse and examines the teacher's practices that may partly contribute to the imbalance of boys-talk to girls-talk in the classroom conversations. The particular habits of conversation in this language classroom are explored as possible explanations of the silent female voices. A search for the reasons for silence asks certain questions: Are the girls quiet? Why are they so consistently quiet? Is it possibly the classroom practices? Or is the teacher disengaged from the girls because they are so quiet? Have both possibilities impacted each other? What are implications of these findings for primary language teaching? Such questions are explored by examining classroom conversations. In the samples, it appears that girls rarely called out and, when addressed, they were usually corrected: they were not listened to and were not praised. Their usual form of interaction with their language teacher was to be silent. This supports the early work of Spender (1980a, 1980b), Gal (1991), Lakoff (1995), and Goldberger (1997). The girls appear not to be having a rich discourse experience within their language classroom. This silence may be partly due to the teachers practices in general or other issues of power and powerlessness in the room. The paper addresses various possibilities. Jule A, University of Glamorgan Professional boyfriends and celebrity couples: Exploring young boys heterosexual masculinties in two primary schools. This paper will explore boys own accounts of being a boyfriend in the upper primary years. Drawing upon an ethnographic study of boys (and girls) gender and sexual identities and relations in two contrasting primary schools, the paper will suggest that while most 10 and 11 year old boys experience the boyfriend/girlfriend culture as an emotional cocktail of fear (of the feminine) and frustration (inability to access traditional patriarchal power positions), a minority of boys achieve celebrity couple status, and invest in a privileged hyper-heterosexual masculinity, as professional boyfriends. Individual case studies will be drawn upon to illustrate the different ways in which the subject position boyfriend and discourses of heterosexuality are re/produced in gendered and age-specific ways. The paper thus hopes to offer some insight into the ways in which masculinity, (hetero)sexuality, childhood and schooling intersect and are negotiated and experienced by pre-adolescent boys as they make sense of their emerging gender and sexual identities. The paper will conclude by outlining some of the implications of the research for the design and teaching of sex and relationships education within the primary sector. Renold E, Cardiff University   14.30HRS 16.00HRS THURSDAYWhere are todays role models? Exploring boys sibling society This paper draws from two ESRC-funded projects investigating the construction of male gender identity. Running over three years, the projects were qualitative, with interviewing being the main tool. Interviews took place with 111 boys and young men between the ages of 10 and 25, with the majority being in their mid-teens. Some of the interviews took place with small groups, some with pairs of friends, and some were one to one. The locations were Norwich, rural Norfolk, Manchester and London and the interviews focused on the issues the boys raised as being most important to them. To a remarkable extent the problems the boys said they faced and the joys they experienced appeared to be common to the broad range of interviewees, regardless of location or socio-economic background. Against a background of shifting global and multi-national economic power, this paper focuses on a commonly-reported (both in the data and the literature) horizontal division between what the boys feel to be the circumstances surrounding the lives of older generations and those surrounding their own. Some of the boys volunteered that this meant they had no role models. The paper explores this aspect of individualization, seeking to discover where todays boys look for examples and routes to follow in their search for an independent, adult masculine identity. Walker B M, University of East Anglia  SESSION 3 BU G20 Issuing results: the news medias depiction of a level and gcse exams Summer 2002 saw media reporting on education in the UK assume unprecedented levels of sound and fury. Caught between celebration of exam success and anxieties over falling standards, the news media agonised over high pass rates and the unstable value of qualifications. Technical terms, such as awarding bodies and grade boundaries, that were previously the province of professionals, bled into the popular discourse, as newspaper and TV bulletins vied to give authoritative comment on the fate of A Levels and GCSEs. Yet, while educationalists express frustration with the impacts of negative or superficial reporting, they themselves often retreat into lay perceptions of media communications: in particular, paying scant attention to the mediating effects of the presentational and production contexts in which news messages are constructed. Have educationalists underestimated the importance of the popular media as a key interface between the education sector and the public? This paper presents data from a cross-disciplinary pilot study conducted by researchers from the School of Education and the School of Sociology & Social Policy, The University of Nottingham. It offers an analysis of national and local print and broadcast media coverage of examination results in 2002. The initial objectives included mapping of the key discursive features of exam news items and identification of the news templates and ideological agendas in which exam stories were embedded. The findings of the study have suggested avenues for future research into the construction of exam news issues, as well as beginning to consider the extent to which opportunities might exist for educationalists (including awarding bodies and policy-makers) to influence media depiction of examination results and standards. The precise emphasis of this paper is the analysis of the role of news templates in shaping the coverage of 2002s A Level and GCSE exam results. That is, it aims to identify the structural, narrative and technical formats that exist prior to the emergence of specific news events and which are drawn upon by the news media in order to produce exam news issues and debates in readily consumable form. The argument suggests that the ritualised nature of much of the yearly coverage of exam results is due as much to custom and format as to shaping by explicit, top-down agenda. Ultimately, as comparisons with 2003s coverage emerge, it considers the yearly issue of summer exam news as a media template in itself. Warmington P, Murphy R, University of Nottingham The Changing Pattern Of A-Level/AS Uptake In England In 2000 the curriculum for sixth-formers was changed. This means that the results for the first cohort to have completed their A-levels is available. In this paper, the subjects taken at A-level will be compared for both 2000 and 2002 will be considered. This will consider the changes in uptake for individual subjects and the combinations of subjects and subject areas. The latter will indicated the effect of the curriculum changes on broadening the curriculum followed by individual students. In addition uptake will also be considered by the sex and the attainment of the students. Bell J F, Malacova E, Shannon M, University of Cambridge Local Examinations Syndicate   16.30HRS 18.00HRS THURSDAYAssessment: political tool, social sorter, quality nightmare, learning dream. What are the choices and legacies? This paper looks at student assessment practice in the context of Higher Education in Britain. It is conceptually based and looks at the idea of choices in assessment practice in HE. It examines three key issues. Firstly, that of the classroom power base, the expectations and duties of tutors and students both in traditional and innovative assessment contexts. At course level, assessment is the controlling factor which may be used by staff to control and manipulate student behaviour as much as student learning. This may be covert or overt, and both seem acceptable in as much as they are still perpetuated. Self-assessment, in this context too, could be a double-edged sword: it is still a rarity because assessment is often seen as the only power tutors still wield. Because of this, student involvement may be seen as an intrusion and a challenge to this power. On the other hand, student self-assessment, as it is widely understood and used (Boud 1995), could be seen and used, as a potential self-mutilating tool. Finally, the light at the end of the tunnel appears, and self-assessment can promote autonomy, independence and a sound basis for life-long learning. Secondly, the current framework for learning and assessment and how this supports the aims of programmes within HE. The socio-cultural context of assessment in HE, has one of its origins in the historic need to select students who are potential academics and researchers. Assessment would therefore be for normative selection of the first class students. Despite the move to criterion referencing, the normative framework and structure still make up the skeleton of the assessment system. Is it surprising, amongst all of these contradictions, that students are found to lose motivation and confidence during their first year in HE? Thirdly, the paper examines the dichotomy of assessment for learning and assessment for validation, and how these different aims can be reconciled. Formative assessment (Black and Wiliam 1998), the Utopian dream (Black 2001) which often feels the need to divorces itself from the tainted and dirty world of grades and summative assessment, struggles against the odds to support learning in learners. Bringing the dream into our summative assessment system can help it to become a reality. Taras M, University of Sunderland  SESSION 3 BU G20 Standards over time This paper will consider standards in literacy and numeracy in primary schools from a number of perspectives. There have been several studies related to standards in England and they present contradictory findings. These vary from indications of massive rises to no change at all. The reported data include: Statutory test data for English, mathematics and science, which are now available in England from 1995 for all state schools. The Performance Indicators in Primary Schools (PIPS) project which continues to accumulate data on mathematics, literacy and science levels as well as attitudes for year 6 pupils in hundreds of schools. The 1999 follow up to the Third International Mathematics and Science Study (TIMSS) which assessed the achievements of the same age cohort of children, although not the same individuals, as had been assessed in 1995. The National Foundation for Educational Researchs (NFER) evaluation of the National Numeracy and National Literacy projects. Data have been collected and analysed from around 200 schools each year for the last three years. The MidYIS project, which has reported mathematics scores of over 30,000 students starting secondary school each year over the last four years. Additionally studies in the USA have scrutinised the so-called Texas miracle, which has seen massive rises in statewide tests in elementary schools and which appears to provide a parallel to the English changes. There has also been a published content analysis of the reading tests used in the English statutory tests over the years. Following a consideration of information from very diverse sources a series of explanations for the apparently contradictory findings in the literature are hypothesised. This involves a consideration of the standard settings procedures adopted at QCA, the impact of high stakes testing on behaviour, the differential capacity of educational system to impact on the various areas of interest, estimates of the magnitude of the effects and a consideration of the research methodologies employed. These lead to a clear policy proposal and a call for a new approach to monitoring standards in English schools. Tymms P B, University of Durham   16.30HRS 18.00HRS THURSDAY SESSION 3 MATHS M112 Impossible worlds: is imaginative thought impeded or enriched by the English curriculum? Ken Robinson has given a definition to creativity as thinking and behaving imaginatively. QCA has flown this standard in their search for creativity in classrooms across England. Even Ofsted is pleased to report on visionary practitioners who are imaginative in their interpretation of the literacy strategy. Why do teachers bemoan the lack of provision for creativity, given these high-ranking permissions? Is the world of the imagination too uncharted, too unlevelled, too unbelievable to give creativity a useful meaning in the curriculum? Does creativity have a place in the structured spaces of the English classroom? This paper describes findings from a pilot research study to identify some characteristics of imaginative thought and behaviour. The focus of the study is an innovative ICT, English and art project where teachers and artists worked in partnership to ease the transition of pupils from one key stage to another. Interviews with artists, teachers and pupils involved in the project are analysed together with journals and artworks to discover perspectives on creativity. Issues surrounding culture, cognition and curriculum are examined in the context of the project and against a background of theoretical perspectives. The project as an aspect of continuing professional development is examined. The research is an important part of my doctoral thesis. The findings are not expected to be conclusive but it is hoped that the conduct of the study will highlight issues for further research and work as a borough arts adviser. Colleagues - from schools, arts and teacher training organisations - could help me further as I continue to grapple with notions of creativity in teaching and learning. Smyth P, University of Greenwich The first glimpse: student and teachers attitudes to the creative arts in Australian middle school classrooms Promoting the Value of the Arts is an Australia Council funded initiative run by the University of Technology, Sydney and is investigating the use of the creative arts in two NSW schools. Being conducted in partnership with the NSW Department of Education & Training and the Ministry for the Arts, its primary aim is to investigate the impact on students, school and community when the teachers program and teach through an arts-intensive curriculum. Various professional development support mechanisms are being offered to the teachers including artists visits, artists-in-residence, Departmental consultants, print materials, external professional development courses and specialist student teachers. In addition, another research project focusing on the beliefs and experiences of teachers is being conducted alongside Promoting the Value of the Arts, and is considering the impact these factors have on the choice and use of the creative arts in middle school classrooms. This paper reveals a first glimpse of the findings from these two projects in relation to both student and teacher attitudes to the creative arts. Darell R M, Bamford, A, University of Technology, Sydney   16.30HRS 18.00HRS THURSDAYTowards a model of collaborative exchange in creative problem-solving Research into learning advocates a central role for problem-solving activity, with two distinct educational aims. Problem-solving is seen as a means to construct conceptual meaning, and a process of enculturation into a domain. Educators in Britain and across the world have become increasingly concerned about the need to equip students not just with knowledge, but with the kind of 'knowledge-in-action' that enables creative problem-solving. We address the question of how collaborative effort enables groups of students to develop creative solutions to problems. This has implications for the nature of the 'knowledge-in-action' that students develop in the process, and for the characteristics of the kinds of pedagogies and environmental resources that can support them. It is widely accepted that a wide range if not the complete range - of mental abilities, thinking skills, metacognitive skills, and useful knowledge, begin their development in an individual's reflective, purposive and agentive engagement and participation in discourse and action in a social and cultural setting. Many such settings involve collaborative group efforts to develop creative solutions to perceived problems. Collaboration is seen a joint effort towards some end, to which individuals bring a range of resources. This paper presents a model of how such problem-solving efforts might work, which makes clear some of the benefits of collaboration, and provides a framework for the interpretation and understanding of discourse and action in creative problem-solving group activities. The model builds on an earlier model, developed by Malcolm Fowles in the Open University's Technology Faculty, of the creative process in the individual, and extrapolates this to multiple agents. The view of creative problem-solving underlying the model is summarised and used to examine examples of collaborative interaction between groups of students and between students, teachers and industrial mentors. Examples are drawn from two research projects carried out within the Open University's Centre for Curriculum and Teaching Studies. Both focussed on Design & Technology in Key Stage 3: one in the context of a conventional design and make activity, and one in the context of a curriculum initiative in which the development of innovative and creative problem-solving design skills was specifically targeted. These examples are used to illustrate the enactment of elements of the model of creative collaboration. Characteristics of the teachers pedagogy and the environmental and cultural resources that enabled and supported (or restricted and limited) these activities are identified. Thus some characteristics of classroom practice that were effective in supporting creative problem solving and the development of creative problem-solving 'knowledge-in-action' are identified, and questions are raised about how these insights could be used to enhance creative problem solving within Design & Technology, and perhaps more broadly, across the curriculum as a whole. Lunn S, Davidson M, Murphy P, the Open University SESSION 3 maths m113 Pupils processes of thinking: learning to solve algebraic problems in England and Thailand The presentation will discuss some key findings concerning pupils thinking processes in solving algebraic problems. These findings are drawn from an algebra test given to 103 English pupils, and 185 Thai pupils. The design of the test was based on the algebra contents in the National Numeracy Strategy: framework for teaching mathematics year 7, 8, and 9 in England and on the mathematics curriculum for the lower secondary level in Thailand. The test is desirable to illustrate pupils processes of thinking for each item at different levels of difficulties. There are 6 themes altogether, patterns/sequences, simplification, substitution, equations, functions/graphs, and word problems. Within each theme, there are 4 levels of difficulty ranging from the easiest level to the most difficult one. For example, the patterns/sequences theme has been splitting into level1 concrete object patterns, level2 abstract object sequences, level3 generalise concrete object patterns, and level4 generalise abstract object sequences. The pupils processes of thinking in solving patterns/sequences theme were categorised from pupils written responses as algebraic processes, repeated operations, draw or count, scaling up, and other processes. The aim of this phase of the research project was to gain some insight into the pupils thinking processes when facing algebraic problems. English pupils have abilities to find out the appropriate way of thinking to solve each problem, while Thai pupils tend to stick to one process. Sakpakornkan N, Harries T, University of Durham   16.30HRS 18.00HRS THURSDAYDifferentiated learning in French and English primary schools: the child, the pupil and the citizen This paper explores French and English conceptions of teaching and learning in primary schools from a socio-cultural point of view. It draws on classroom observations and teacher interviews carried out for a PhD on socialisation in French and English primary schools. Here I examine how attitudes towards differentiation of learning by attainment in each country are informed by national conceptions of learning, underpinned by deeply rooted social, cultural and political aspirations for schools. Teachers dealing with young children (4-7 year-olds in this study) need to seek a balance between respecting childrens needs and interests on the one hand, and pursuing learning goals set out in nationally agreed curricula on the other. In particular, the French and English education systems provide different strategies to cope with wide ranges of attainment within each class. A widespread solution in England is differentiation by attainment. While streaming and setting are not common practice for children under the age of 7, grouping by ability inside the class is. Grouping is less common in France, and if used, usually rests on a mixed-ability basis. Rationales given for these contrasting practices refer to the effectiveness of teaching, and also seek for justification outside the school. English teachers put forward the need to adapt teaching to childrens current understanding and capabilities. Their French colleagues refer rather to the cognitive and disciplinary advantages of mixing high and low attainers. These approaches to teaching and learning are underpinned by different conceptions of childrens needs. Although concern is expressed in both countries for self-esteem, it is not defined in the same way. While the priority of English teachers is to avoid feelings of failure, French primary teachers aim to signal to all children that they are expected to achieve to the same level. They consider that not lowering (or indeed raising) goals for some children would make them feel excluded from the group. Teachers in both country generally adhere to ideals of social justice, defined in terms of equal opportunity, but envisage them in specific ways. For English teachers and indeed policy makers, identical expectations for all would lead to some children disengaging from their schooling, either from failure or from boredom. As for France, the Republican model considers that making allowances for social or ethnic background ultimately reinforces these divisions and reproduces inequalities. Hence focussing too heavily on pupils individual interests and pace appears tantamount to renouncing the emancipating ideal of education. The social and cultural assumptions which underpin educational aims in different national contexts need to be addressed for any comparison to be meaningful. Indeed, indicators of effectiveness or quality have meaning in relation to the aims schools pursue. Where these aims vary, one needs to take great care in setting out to measure and compare outcomes. To be fruitful, cross-cultural comparisons need to begin with an identification of culture and context, and their implications on educational aims and approaches. Raveaud M, University of Bristol  SESSION 3 MATHS M113 Curriculum and provision for pupils with profound and multiple learning difficulties in england, wales and ireland: a comparative study. This paper reports the results of a study which examined how curriculum and provision for pupils with profound and multiple learning difficulties (PMLD) is developed in England, Wales and Ireland. The research was a comparative study that utilised both qualitative and quantitative research methods. The results of a questionnaire survey in England and Wales were combined with data from a census in Ireland to establish the range of provision available to these pupils. Selected characteristics of a small number of schools were then examined in depth through two or three day long visits, during which interviews with teachers and headteachers and structured and unstructured observations were conducted. Analysis of the data collected during the school visits led to the identification of twelve factors that influenced the development of curriculum. The relationship between these factors in both countries and the similarities and differences between them were explored. The key issues examined in this paper are (i) how provision is organised and structured throughout the three countries, (ii) the implications that organisation of provision has upon the educational experiences the pupils receive, with particular reference to opportunities for inclusion and (iii) discussion of the factors that influence the development of the curriculum. The paper presents the results of the study and discusses the implications of the research for both theory and practice. Julian G, St Patrick's College, Dublin Crozier R, Ware J, Cardiff University   16.30HRS 18.00HRS THURSDAYRainbow bridge: education on the margins A small, alternative education programme, deliberately not called a school, has been set up in the Netherlands for children who are experiencing difficulties within mainstream education. Ever increasing numbers of school refusers pay testimony to the notion that children do not enjoy their time in school, that for many it is not just that they find it tedious, but that it is a painful experience. Yet the assumption often is that these children are exhibiting deviant behaviour. However, another view is that refusal is a legitimate response to an unpleasant experience, that rather than asking why children fail to attend, we should be asking why they go to school at all: the pathology of presence. In this view, disruption and refusal are rational responses to an unpleasant situation. Some of the Rainbow Bridge children have already rejected or been rejected by mainstream schools, others are anxious to avoid the stigma and problems associated with special schools. Some have tried home schooling not a simple option in the Netherlands but found it difficult or socially isolating. All have had conflicts with mainstream schooling and several have been diagnosed as ADD/ADHD. Alternative educational settings are many but Rainbow Bridge is not just a secular alternative school, it is, in a non-traditional use of the term, faith-based. This, however, is faith on the margins, having an underlying philosophy which seeks to provides opportunities for so-called Indigo children, the children of the New Age. According to the founder of the Rainbow Bridge, these children need a different educational environment in which to blossom and flourish: not for them the conformity of state education with its emphasis on regulated learning and standardised testing. Thus the educational framework is free, giving the children the option to choose their activities and direct their own learning. One thing is certain: these children choose to come to Rainbow Bridge and enjoy that experience. Staffing the Rainbow Bridge has been fraught with problems: the Netherlands authorities require schools to employ suitably qualified teachers. The Rainbow Bridge, on the other hand, has found mainstream educators rigid and rule-based. It has sought to replace the teachers with facilitators who share a vision in which the usual power structures of teacher/learner are overturned and facilitators become co-learners. Inevitably, this has led to conflict with the authorities. Some of the ways in which the tensions between structure and agency manifest in the childrens refusal to conform in mainstream schooling parallel the tensions between governmental directives and the agency embedded in the ethos of the school. This then raises the question to what extent do these non-conformist parallels allow the children to invest more into their education. The paper describes the philosophy and practice of the Rainbow Bridge and goes on to ask whether it is providing an adequate educational experience for these children in lieu of conventional schooling. Ridley B, University of East Anglia  SESSION 3 mech & chem me 103 The academic profession in South Africa : self-portrait The first major international investigation into the academic profession was the Carnegie International Survey into the Academic Profession, which covered fourteen countries : Australia, Korea, Japan, Hong Kong, Brazil, Chile, Mexico, United States of America, England, Germany, the Netherlands, Sweden, Russia, and Israel.This survey led to numerous publications, i a The international academic profession :Portraits of fourteen countries (ed,P.G.Altbach,Princeton, Carnegie Foundation,1996).The survey covered countries in all countries , with the exception of Africa. Africa has therefore always been a conspicuous absence in the scientific debate on the academic professsion ,which followed the Carnegie investigation.The authors applied the Carnegie survey to the South African academic profession. The survey covered the following aspects of the South African academic profession: -biographic details -teaching activities -research activities -community service -international dimensions -relationship with insitutional management and -higher education-society relations. This paper reports the results of the survey, and interprets the results in the context of the present societal situation and reconstruction of South Africa.In conclusion , areas for follow-up research are suggested. Wolhuter C C, Potchefstroom University Higgs LG, University Of South Africa   16.30HRS 18.00HRS THURSDAYEqualities and inequalities in academic staffing practices in higher education This paper is based on issues emerging from a HEFCE funded study1 Appointment, Retention and Promotion of Academic Staff in Higher Education Institutions. (hefce.ac.uk/pubs/rdreport/summary23.htm). Despite the prevalence of equal opportunities policies and legislation, some HE departments are barely complying with requirements and have made little progress in the last ten years (e.g. since Powney and Weiner 1992 or Farish et al 1995). Equality of opportunity issues may remain unresolved (such as continuing alleged racial and sexual discrimination); others are ignored or not perceived as problems (such as recruitment and promotion practices for part-time, hourly paid and older staff). Transparent procedures for recruitment, staff development opportunities and promotion operate in some institutions but less equitable practices exist in departments recruiting staff from a narrow and elite range of career routes and backgrounds. How do HEIs reconcile having to operate under contradictory constraints? Is it feasible to expect they can develop and maintain a high research profile as well as provide a wide range of students with good teaching and ensure a fair career deal for all academic staff? To what extent do the personal attributes of staff such as age, disability, gender, and ethnicity continue to influence career opportunities in higher education? The Special Needs and Disability Act (2001) and the Race Relations Amendment Act (2000) are the latest UK legislative amendments intended to ensure that all HE staff (inter alia) have a fair deal. The European Framework Directive (2000/78/EC) requires member states should also make it unlawful to discriminate on the grounds of religion, age or sexual orientation in areas of employment and training. Member states have until December 2006 to implement provision for these anti-discriminatory measures. Non-compliance could have serious consequences for HEIs. Generously meeting the spirit as well as the letter of the law could enable HEIs to benefit from the diversity in their staffing.  This project was undertaken jointly by the Scottish Council for Research in Education (Janet Powney, Valerie Wilson, Sheila Edward and Jacki Proctor), Nottingham Trent University (Colin Bryson) and University of Glasgow (Martin Cloonan). Powney J, Ex- Scottish Council for Research in Education  SESSION 3 mech & chem me 103 Re-addressing the priorities: new teacher educators perspectives on induction into higher education This article draws on research involving 28 teacher educators in the first three years of their careers in Higher Education (HE). It discusses the areas of tension they found in making the transition from teaching in the school sector to working in HE institutions, and the priorities they identified for their induction into HE. It also analyses the induction structures and processes which were available to support them. Previous research on teacher educator induction has identified the need for more consistent and thorough induction structures. These points were reinforced by the Dearing Reports (1997) emphasis on induction for all new academics. But the findings of this study identify that many of the formal structures and procedures now in place do not meet the needs of new teacher educators. Most teacher educators still found themselves dependent on informal, apprenticeship modes of learning and personal study. The article concludes with a discussion of issues and future developments in teacher educator induction. Murray J, Brunel University   16.30HRS 18.00HRS THURSDAYResearch, teaching and knowledge transfer: separate and distinct? The UK Governments recent White Paper, The Future of Higher Education, sets out the challenges facing UK Higher Education Institutions (HEIs) and outlines suggested policy responses in the three broad areas of research, knowledge transfer and teaching. In his accompanying statement to the house of commons, the architect of the paper insists that HEIs must recognise that the UK already has a, multi-tiered University System, with some institutions stronger in research, others in teaching and others in knowledge transfer. The Secretary of State then goes on to admit that the White Paper starts from the premise that, historically, a focus on rewarding research excellence in the UK has been carried out at the expense of enhancing knowledge transfer and teaching. The first of these statements implies that institutions should obtain focus and concentrate on their strengths. When one combines this with the second assertion, it would seem reasonable to deduce that the main driver of the White Paper is to set out a future for UK higher education, where each of the three strands of activity are equally rewarding for successful institutions that achieve a greater focus, whatever their particular area of expertise. Thus, the initial section of this paper begins with a brief review and summary of the key policy proposals within each of the three areas and provides comment on the extent to which this objective is likely to be met. However, following from this introduction, the main focus is on a question that the White Paper ignores. Thus, whilst the Governments Paper outlines the support available to successful institutions, it ignores the question of whether an institutions success in one particular area of activity, for instance teaching, is predicated on the need to retain at least something of a profile in other areas of activity, for instance research. The White Paper ignores the argument that each of the three areas are essential to the delivery of a quality higher education experience. Firstly, from a pedagogical standpoint, such an approach ignores a vast literature which views aspects such as research and teaching as mutually re-enforcing and over-lapping. Furthermore, it would seem reasonable to suggest that engagement in knowledge transfer requires some research to be carried out at an institution. Finally, together with these more theoretical considerations, the realities of Higher Education suggest that a focus on one particular element of HE may not be viable. For instance, will students be attracted to an institution which focuses on teaching, but has no research profile? This paper focuses on questions such as these and asks whether we can realistically expect institutions to ignore one or more of the three areas identified in the White Paper and still continue to thrive in the HE sector. Urwin, P., University of Westminster  SESSION 3 chemistry c110 Separate provision for pupils with Social, Emotional and Behavioural Difficulties (SEBD) in Scotland Whilst the placement of all pupils in mainstream schools is the stated aim of the dominant inclusion discourse, the existence of separate provision for pupils with social, emotional and behavioural difficulties (SEBD) persists. Such schools have been criticised as agents of social control removing the undesirable elements from mainstream schools; they have been characterised as simply a safety-valve to ensure the smooth running of the school system, or as meeting the needs of professional vested interests. Pupils in these schools are thought to be stigmatised, socially excluded, and are said to be provided with a second-rate education. Alternatively, some, e.g. Cooper (2001) have characterised these schools necessary part of the inclusion process, helping children to return to mainstream schools and acting as a centre of expertise for mainstream colleagues. For others, like Cole, Visser and Upton (1998) there will always be a need for some separate schools for those pupils who will benefit from the specialist setting on offer. Thus separate provision is caught up in many of the key debates of the time, yet little is actually known about the nature of this provision in Scotland. Which pupils are placed there? What kind of education are they offered? What kind of specialist support do they receive? Are the schools part of a continuum of provision, contributing to a policy of mainstream inclusion? And, finally, how do these schools conceptualise their role in the current social inclusion agenda? This paper addresses these issues through the analysis of results from a survey of separate provision for pupils with SEBD in Scotland conducted in October 2002. All schools in Scotland with a separate management structure and which report all their pupils as having SEBD as their main area of difficulty were included in the survey. The picture generated is of a provision under stress, struggling to justify its existence within the dominant inclusion ideology. Schools report that their pupils are much more disturbed than in the past and have more complex problems, in addition a large proportion of pupils have a medical diagnosis of some kind. This paper argues that the return to the within-child deficit model of SEBD is one effect of the defensive stance taken by these schools. Another effect is the reluctance on the part of schools to offer an Alternative Curriculum, perhaps in an attempt to refute the criticism that educational provision in such schools is second rate. Contrary perhaps to expectations, and certainly contrary to the dominant social inclusion discourse, very few of the schools in the survey report reintegrating pupils to mainstream school as one of their aims. Rather than presenting either a defence or a criticism of separate provision for pupils with SEBD, this paper seeks to add to our knowledge of provision that is under-researched in Scotland, relating findings to current debates in education. Macleod M, University of Edinburgh   16.30HRS 18.00HRS THURSDAYExclusion from school- isn't that sorted yet? What kinds of question arise when we hold the viewpoints of young people as valid, and challenge the exclusion of the excluded from current debates. What next? When the targets have been met and the heat is off? This paper reports the findings from a study of exclusion from school which examines the experiences of those excluded and of the generality of pupils. The study is small-scale, largely qualitative and involves interviews and focus groups meetings with around 45 young people. It sets out to explore directly with young women and young men the adequacy of the current definition of exclusion and to develop a more sensitive framework for examining exclusion as experience. To achieve this it necessarily focuses on a broad range of experiences in school life that may be seen to marginalize young people. It listens to the views of those officially excluded for indiscipline but also to those involved in continual low-level disruption, and to those young people who are socially isolated within school, or who have attendance difficulties. There is an attempt to understand their experiences in the context of successes in their academic, personal and social lives and in terms of their search for a 'workable' identity in a system where personal agency is problematic and discipline often reduced to control. Beyond this, and recognising the limitations of discrete categorisation, it also listens to the voices of young people affected by indiscipline and disruption in school. There is a set of assumptions about the detrimental effect of the behaviour of some pupils on the learning and social relationships of the majority. These assumptions are so powerful that they validate the most serious response that a school can make to disruptive behaviour. Yet we actually know very little about the understanding and experience of this generality, from their own point of view. This study brings together some of these voices and asks what characterises and distinguishes their experiences. The findings suggest that young people see official exclusion as very serious but also entirely ineffective. There is also evidence that young people marginalised in less visible ways share many of the known characteristics of official excludees. Among young people who are at risk of exclusion and who have been excluded, there is a surprisingly consistent picture of strong engagement with school and the adult relationships on offer there. But there are also indications of complex and uncertain peer relationships for many. For the generality, there is fear but also an admission that disruptive behaviour is not confined to the few. How do we understand the drive to reduce exclusions in the light of these findings? If exclusion isn't 'sorted', what can we learn from young people about where we are now and where we should be going? McCluskey, G, University of Edinburgh  SESSION 3 chemistry c110 Promoting inclusive schooling and reducing antisocial disruptive learning behaviours theory to practice Over the past 30 years momentum has been building in support of the inclusion of all children within a single, unified, mainstream state-funded schooling environment. However, this ideological shift has resulted in only a slow transitioning from a segregated parallel system of schooling for children of special educational needs to an inclusive model of schooling. The inclusive school offers an educational environment appropriate for all educational and developmental needs. Inclusion continues to face considerable resistance, both from within and from without the professional educational community. This is hardly surprising given that the delivery and outcomes of state-funded education have implications for all people. As such, the number of stakeholders in education is more numerous than any other social or institutional context. Furthermore, little is known about the short or long term effects of inclusion on individual or grouped educational performance. The inclusion of students with emotional and behavioural difficulties presents additional problems, confounding the inclusion debate further by introducing a threat of increased antisocial behaviour within an already overextended and under-resourced schools system. A sustainable, effective means of reducing school exclusions and antisocial behaviour continues to elude educators, particularly for underrepresented students from economically or socially impoverished communities. School-based efforts to address antisocial behaviours are hampered by an inability to accurately identify early problem behaviours that precede later conduct problems during adolescence. This paper makes an argument for continuous monitoring of antisocial disruptive learning behaviours in the early to middle school years using a novel behavioural monitoring system called Auto-Graph. Auto-Graph is a school-based, graphically oriented, computer-assisted, continuous, universal behavioural intervention, for documenting, tracking, and managing anti-social disruptive learning behaviours. Auto-Graph was designed in response to the paucity of data informing the outcomes of inclusion policy and practices on individual and grouped performance, and for the purposes of abating antisocial and disruptive behavioural trends within mainstream schools. Moreover, Auto-Graph facilitates effective individual educational program delivery by providing up-to-date longitudinal graphical information on student social and academic performance. The Auto-Graph system is contextualized as particularly beneficial to those mainstream schools identified as inclusive of students with emotional and behavioural difficulties. Results from early trials of Auto-Graph, including a series of focus group sessions and a four-week pilot study, are presented. Additionally, the theory and practice underpinning Auto-Graph are discussed in terms of UNESCOs ideology of Educational for All, Lipsky and Gartners ideas regarding full membership, Rouse and Florians views on opportunity to participate and choice, internationally accepted notions pertaining to the least restrictive environment, and judicial rulings regarding best interests. Finally, Auto-Graph is presented in terms of its capacity to drive the development of inclusion theory: specifically, as it pertains to the promotion of four proposed principles of an inclusive school environment, namely, equity, autonomy, democracy, and due process. Jull S, Wolfson College, University of Cambridge   16.30HRS 18.00HRS THURSDAYExclusions from school: comparing perspectives This paper is based upon data emerging from research towards a PhD thesis entitled Gender and School Exclusions. The data was gathered through a set of interviews with seventeen key informants, including pupils, teachers, senior managers in schools, Local Authority (LA) officers, a researcher and representatives of the Scottish Executive Education Department. The interviews were not intended to constitute a representative sample; rather, they were organised to allow the research to be informed by a range of personal and professional perspectives on exclusions. The interviews were designed to illuminate issues of policy and practice for the researcher assist in directing the fieldwork in schools towards problematic issues Emerging from the interview data were very different constructions of exclusions. For example, seven purposes of exclusions were enumerated overall, with some of these purposes endorsed by all key informants whilst other purposes were more contentious. Exclusions served to communicate to the excluded pupil that his/her behaviour was unacceptable deter bad behaviour in others and in future for the excluded pupil protect the continuity of learning and teaching provide respite for teachers and for other pupils provide respite for the excluded pupil punish wrongdoing signal to the LA the need for special provision for the excluded pupil This paper will discuss the range of perspectives offered in relation to the purposes of exclusions and will compare and contrast the views of different groups of participants. Whilst there is evidence of shared understandings about some aspects of exclusion, it is argued that the diversity of views emerging is problematic for schools and LAs as they attempt to implement national policy on reducing exclusions (Scottish Executive, 1999) and to promote the inclusion of pupils with behavioural difficulties (SEED, 2001). Policy will be analysed in relation to the views expressed by the key informants. Tensions between policy and the perspectives of key informants will be identified and the implications for developing practice will be discussed. References Scottish Executive (1999) Social Justice..a Scotland where everyone matters Edinburgh Scottish Executive Scottish Executive Education Department (2001) Better behaviour, better learning Edinburgh Scottish Executive Kane J, University of Glasgow SESSION 3 wardlaw room b The relationship between literacy and media in secondary schools english This paper explores the nature of the relationship between literacy and media in secondary school English. Analysis reveals that the relationship between literacy and media is one of mediation. It explores what the mediating factors are; how they influence teachers practices; and what the effects are on students levels of literacy. The paper gives an account of two different studies, each of which attempted to capture the relationship between literacy and media. The first study construed the relationship as one of one directional effects (media on literacy); and the second construed the relationship as being determined by pedagogy. Whilst neither study entirely captured the essence of the relationship, subsequent analysis resulted in an understanding of how the relationship between literacy and media is one of mediation. The mediating factors include, policy, practice and persons and of these, the most significant is persons: the individual English teachers whose practices negotiate between curriculum and assessment. The research on which this paper is based began by establishing the existence of a range of print and media practices in the teaching of secondary school English. Since earlier research (Oldham, 1999) suggested that particular uses of literacy and media are likely to have different consequences for pupil attainment, in developing the research, I investigated the factors which account for teachers different practices in this regard. Although teachers classroom practices vary substantially, they do so in spite of firstly, a common curriculum and secondly, the fact that teacher assessments have been shown to be nationally reliable. Analysis of this apparent contradiction has revealed the existence of a gap; not only between different definitions of literacy enshrined in curriculum, practice and assessment; but also between the different practices of different teachers. This paper argues that teachers negotiate both the curriculum and their teaching practices individually while assessment is governed communally. In so doing, I present evidence that what I broadly call here teachers planning, and teaching practices are informed by their individual conceptions of literacy. I illustrate the variety of English teachers practices and show how they relate to different theoretical understandings of what literacy is using the terms monomodal, multimodal, multimedia and 'multiliterate' to refer to the range of classroom practices documented in this research involving a mix of texts in a variety of modes within different media. I finish by showing how teachers different definitions conflict or comply with the version of literacy reliable teacher assessment measures and with what effects for the literacy of students as indicated by assessments of English. Having applied the idea of the situatedness of literacy to ask how secondary school English assessment itself constitutes and defines a literacy local to this domain, I explore the extent to which this type of literacy is adequate for our multiliterate (Cope and Kalantzis) times. Oldham J, University of Brighton   16.30HRS 18.00HRS THURSDAYA new approach to language learning in Virtual Learning Environments (VLES): using the principles of Neuro Linguistic Programming (NLP) to enhance learner and tutor experience  Since The Open University (OU) started offering distance language courses in the early 90s students have been expressing a need for more frequent and more flexible speaking opportunities. To respond to this request and to overcome the geographical challenge posed by students spread over the UK and Continental Western Europe, the OUs Department of Languages (DoL) has recently introduced Internet-based, real-time audio conferencing. From February 2002 onwards all language tutorials will progressively be delivered online using Lyceum, an Internet-based audio-graphics conferencing tool developed in-house. The first ever OU course to deliver tutorials online only is a level 2 German course, focusing on the development of reading and writing skills. The activities for the tutorials have been designed to support the development of these skills through communicative interaction and collaborative learning. After a brief description of Lyceums main features and their benefit for online language learning we will give a short introduction to Styles and Strategies-Based Instruction (SSBI), a learner focused approach to language teaching. SSBI aims to improve language students efficiency by increasing their awareness of their individual learning styles and strategies. We then move on to the principles of Neuro Linguistic Programming (NLP), a discipline based on observations and experience of how the human brain functions and learns. The paper concentrates on the integration of NLP techniques into Styles and Strategies-Based Instruction (SSBI) building on existing studies on the use of NLP in the face-to-face teaching of English. We seek to demonstrate how working with core concepts of NLP such as rapport, sub-modalities and modelling can enhance both learner and tutor experience in Virtual Learning Environments (VLEs) like Lyceum. Hauck M, The Open University ADOLESCENTS READING: WHATS MAKING THE DIFFERENCE? In recent times there has been growing research interest not only in effective strategies to address the needs of adolescents who are under-performing or struggling with the reading demands of secondary school, but also in the reading practices and preferences of adolescents more generally. What, how much, when, where, and why are adolescents reading? To what extent and how appropriately does the school curriculum cater to the needs, interests, and capacities of adolescents vis--vis reading? This paper reports on the findings of a substantial study of the reading choices and habits of 3000 adolescents in Australian schools. It explores a range of issues that have emerged from the research and the implications of these for teachers classroom practice, syllabus development, and literacy improvement programs in the secondary educational contexts. Manuel J, University of Sydney SESSION 3 chemistry c109 Student teacher professional agency in the practicum This paper is part of a larger investigation into student teacher professional agency in their final early childhood practicum of a Bachelor of Education (Teaching) programme in New Zealand. Professional agency refers to the capacity of student teachers to effectively apply their professional knowledge in the practicum context (Turnbull, 2002). The research method encompassed a qualitative case study approach framed within Giddens (1984) theory of structuration, which was advocated by Shilling (1992) as a viable model for educational analysis. The participant sample was six student teachers ranging from 19-45 years, their assigned associate teachers ranging from 25-65 years, and visiting lecturers ranging from 38-55 years. All the participants were female. The student teacher group were New Zealanders of European descent, however, the associate teacher and visiting lecturer groups comprised various ethnicities. Utilising semi-structured interviews as the main data collection technique, interviews were undertaken with all research participants, before and after the practicum. All 36 interviews, with participants permission, were audiotaped and transcribed. Triangulation was achieved through comparison of perspectives from the student teachers, associate teachers and visiting lecturers. Within his theory of structuration Giddens (1984) discussed the existence of human agents in time and space. He viewed all human beings as knowledgeable agents. However, he explained that human knowledgeability is contingent on three aspects of consciousness: discursive consciousness, where the individual can articulate the reasons for her or his actions; practical consciousness, where the individual can follow the rules of convention but not articulate those rules; and unconscious motives, where the individual is unaware of her/his motive for action. Nevertheless, Giddens considered that through appropriate socialization and learning experiences an individuals competence could move from practical consciousness to discursive consciousness. Giddens reasoned that human agents engage in reflexive monitoring of their own actions and of the social and physical aspects of their working environment. He also theorised that in face-to-face encounters human agents observe the tacit rules of behaviour as well as evaluate the competence of the other. Basic to the theory of structuration is the notion of a duality of structure where the rules and resources actioned by human agents are both the medium and the outcome of the recursively organised social practices. Thus, the concepts of agent and agency are inseparable. In this paper the position of the student teachers on practicum is examined in relation to Giddens notion of time, space and human existence. Thereafter, the professional practice of the student teachers is analysed and each is found to be an agent who operated with knowledge, capability and choice. However, when the concept of professional agency is used as an assessment criterion, distinct gaps in the professional practice of three of the student teachers are revealed. Factors that contributed to and detracted from student teacher professional agency in the final practicum are identified and based on Giddens premise that human knowledgeability can be increased through appropriate socialization and learning experiences, a model to promote student teacher professional agency in the practicum is presented. Turnbull M, Auckland College of Education   16.30HRS 18.00HRS THURSDAYUsing teacher-led research as a development tool to challenge pre-conceived notions about the teaching of gifted and talented students Learning activities take place within a culture that Eagleton (2000) links to freedom and determinism; agency and endurance; change and identity. In UK schools, stakeholder forces have combined to result in formulaic approaches to teaching and learning in order that schools meet their legal and moral obligations. The teachers task is to creative islands of stability for learners whilst the pressures of social and cultural change buffet peoples lives in society like twigs in a hurricane. Pope & Denicolo (2001, p. 18) remind us that dogma, whether political or philosophical block development and often generate non-productive argument and action. Since the content driven approach to the National Curriculum has been pre-dominant, teachers are wary of the perceived risks of allowing students more autonomy in their learning. The drive towards League Tables and accountability has further exacerbated this problem. Adopting a reflective research led approach to curriculum development can counter-balance these factors and aid teachers to develop a more balanced view of pedagogy. One such group of teacher researchers, working within Wokingham LEA embarked on a DfES sponsored best practice scholarship to establish key parameters to enhance provision for so called gifted and talented learners within the Authority. Eyre & Lowe (2002, p. 2) emphasise that meeting needs for gifted and talented learners is about building on good school provision, not providing something different. The research group decided that accessing the higher order thinking skills through the use of language in the classroom was the cornerstone to providing challenge for this group of learners. As the project developed, they became aware that an increased focus on challenging thinking through language was extending students of all ability levels within classes. They became clear that unexpectedly the needs of gifted and talented learners were not fundamentally different to those of other learners. However, much more emphasis needs to be given to questioning skills and a conscious focus on extending vocabulary, both for teachers and for students. This then became central to their research. A carefully developed and managed research strategy involved lesson observations, learner questionnaires and learner self-assessments were implemented. The research clarified the importance of using language within the classroom in order to increase students awareness of their thinking processes. The strategies selected by a teacher must depend on a very clear awareness of the learning purposes of the lesson, which should include extending the cognitive abilities of the students. The development of questioning skills and an awareness of how and when to use different question styles are central to the development of both students and teachers. The findings have allowed the researchers schools to confidently amend their curriculum and to engage in meaningful professional development centred on childrens learning. Most importantly, the research was motivating, fun and authentic for both the teachers and the learners. An action research group has been formed as a result in one large secondary school and a major dissemination programme has begun throughout the authority. Davies T, University of Reading Bates J, Weaver J, Young N, Chamberlain S, Wokingham LEA Schools  SESSION 3 chemistry c109 Researching early professional learning In the context of greater public and political attention to standards in the professions, the areas of induction and initial training have been a particular focus for policy makers. Despite much criticism over the years it is the competence-based model which continues as the basis for the expression of professional standards or benchmarks. This paper argues that effective critique now requires an extended empirical scrutiny of competencies in practice. How are competence-based expressions of standards actually used by practitioners and what sort of meanings do they attach to them? What do we really know about how beginners experience becoming competent as a whole or in any specific element? However, this renewed scrutiny of competence should only be part of an attempt to develop a more comprehensive appreciation of early professional learning (EPL). Starting from a perspective on teacher education, and building on previous findings by the author and colleagues, and others, a case is advanced for context, identity formation and non-formal learning as major components of that understanding. It is also argued that this is likely to be enriched by the potential of conceptual connections that need to be made with literature beyond the conventional, insular literature of professional education. The final part of the paper discusses a specific, sharper methodological tool for gaining a deeper understanding of EPL. McNally J, Boreham N, Cope P, University of Stirling Stronach I, Manchester Metropolitan University   16.30HRS 18.00HRS THURSDAYMentoring conversations: talking to learn or learning to conform? The research reported in this paper forms part of a doctoral study into primary school mentors concepts of subject knowledge in English over a three year period. The study is located within the training partnership established by a single Higher Education Institution. The paper draws on evidence from taped mentoring conversations between student teachers and mentors in primary schools and on semi-structured interviews with mentors and students. The findings suggest that there is frequently a lack of critical reflection on the Literacy curriculum in mentoring conversations and that the culture of the mentoring conversation itself may be a barrier to such critical reflection. As a result, student teachers views and beliefs concerning literacy often remain unexamined or unchallenged by mentors. Tape recordings were made of mentor-student teacher de-briefing conversations following mentor observations of literacy lessons. The conversations were analysed in relation to themes identified from written lesson observation reports and interviews conducted at an earlier stage of the research. Techniques derived from discourse analysis have also been helpful in examining the situated nature of these conversations. The mentors were then interviewed, using a semi-structured framework. For ethical reasons, students were interviewed either in group situations, or after the completion of their training. The generic mentoring literature often places the discussion of practice, the de-briefing conversation, at the heart of school based teacher education and training. However, it has been argued that mentoring conversations as a means of constructing professional knowledge may have a limited value (Haggerty 1995, Edwards and Ogden 1998). The findings from this investigation support this view. Indeed, it is possible that, as the main means of professional knowledge transfer, these conversations could be over-emphasising curriculum delivery at the expense of exploring intelligently adaptive pedagogic responses in teachers (Edwards and Ogden, 1998), and failing to engage student teachers in considering broader professional issues. Wilson V R, Canterbury Christ Church University College  SESSION 3 CHEMISTRY C108 A Multi-Level Approach for Increasing Student Learning: University Faculty, Pre-service, and Inservice Teachers Collaborate This project describes a multi-level model for scaffolding literacy assessment, instruction, and learning. Peer scaffolding, based on a social constructivist perspective, develops students potentials for learning with support of others. Pre-service and inservice teachers collaborate to implement literacy assessments and instructional reading strategies to influence and impact K 12 student learning in both reading/literacy clinic and classroom settings. A pre-service teacher course provides the knowledge and skills needed to administer informal literacy assessments to develop appropriate instructional plans to increase K 12 students learning. The clinical and classroom settings provide opportunities for pre-service teachers to apply theoretical knowledge by working one-on-one with K 12 students under the supervision of university faculty and inservice teachers who are graduate students. The graduate course allows inservice teachers who have taken an assessment and diagnosis course to mentor pre-service teachers as they analyze assessments and develop instructional plans. University faculty support the inservice teachers as they assist pre-service teachers. As part of the mentoring process, pre-service and inservice teachers simultaneously apply what they learn about assessment and literacy instruction as they work with K 12 students in the clinic and the classroom. This multi-level approach encourages conversations among university faculty, pre-service, and inservice teachers that focus on refining and implementing literacy strategies to support student learning. This paper will present findings from a survey instrument completed by pre-service teachers, inservice teachers, and university faculty that documents the collaborative aspects of this project as they impact student learning. Anecdotal records will provide evidence of outcomes related to student achievement as a result of this one-on-one tutoring. This endeavor represents the results of a small-scale exploratory study undertaken in 2003. The project is an attempt to increase K 12 students learning outcomes through a collaborative mentoring process. Harkins D, Bridges L, Doheny C, Roberts E, Putney D, State University of West Georgia   16.30HRS 18.00HRS THURSDAYAffective issues in teacher learning and the spread of good practice in ict: the ripple project This paper reports and discusses the final outcomes of Ripple project, one of the ICT bursaries funded recently by BECTA. The paper considers particularly the literature from psychology and neuroscience in its development of the understanding of the emotional nature of teacher learning. Using grounded theory methodology the project focussed intensively on the issues in teacher learning and spread of good practice in ICT in a primary school near Leeds. Teachers were interviewed about their understanding and use of ICT and the impact that child-centred ICT projects in two infant classrooms had had on their attitudes and practice in ICT. Their classrooms were filmed to gain a sense of how they used ICT within the classroom set up and these were analysed using three scales which consider the quality of engagement, the quality of relationships, and the degree of control exercised in those relationships. The findings reveal the profoundly affective nature of teacher learning and how the highly individualised contexts in which teachers work and learn both supports and constrains their learning and awareness. The spread of ICT good practice appears to be dependent upon teachers' positive experiences and deep understanding of the possible benefits of ICT. These can only be acquired through positive personal experiences and close hand observation of pupils' experiences working with ICT, which is denied to some teachers through inadequate, insufficient, inaccessible or ageing equipment and software. Some staff showed great anxiety around the use of ICT but found that acquiring ICT skills had a positive impact on their own self-esteem. They preferred timely and individualised support with their own ICT learning which took place in the secure relationships with close family members and/or colleagues in school rather than in detached formal training. The project concluded that addressing emotional and ease of use issues in teacher learning would aid rapid conversion of sceptical teachers and the installation of large interactive screens in classrooms would allow both teachers and children to become rapidly familiar, competent and enthusiastic about ICT. Cooper B L, University of Leeds  SESSION 3 chemistry c108 School based approaches to constructing and sustaining professional dialogue about teaching and learning The paper reports on the collaborative partnership between 6 secondary schools, 3 LEAs and the University in developing and sustaining professional dialogue about teaching and learning. The role of personal construct theory, video coaching and action research in promoting dialogue is explored and comparisons made regarding the efficacy of each approach. The study includes an analysis of how the schools have evolved over the past 6 years and models of sustainable development discussed. Recent policy initiatives have promoted the concept of schools as knowledge creators and teaching as an evidence informed profession; currently, forming networks of schools to form learning communities is promoted by the National College for School Leadership. The paper is a study of how 6 schools which first came together as a Teacher Training Agency School Based Research Consortium have developed and how they have responded to national initiatives such as the Best Practice Research Scholarship scheme, Networked Learning Communities, the Key Stage 3 strategy and Gifted and Talented strand. The focus of the paper is on the mechanisms and processes used in the schools to encourage teachers to make their thinking about teaching and learning explicit and open to dialogue as a vehicle for school improvement through continuing professional development. The presentation of 6 linked case studies is used to identify key factors and individual differences. We provide an analysis of the models of development adopted in the schools and trace their history over 6 years. The case studies include a reflection on the evidence used by the teachers and the senior management of the schools to measure impact. Baumfield V M, University of Newcastle Butterworth A M, Heaton Manor School   16.30HRS 18.00HRS THURSDAY SESSION 3 mech & chem me 101 English teachers in the frame; the impact of the national literacy strategy on the professional identity of English teachers This paper will report on the lastest part of an ongoing [from 1998] investigation into the impact of the governments literacy strategy on English teaching. This is the second year of the Framework for English. In the first year we surveyed a thousand schools and interviewed local teachers to gain some insight into English teachers initial reactions and in particular the extent to which their professional identities were affected by this externally imposed set of requirements. The findings were reported at ϲ in 2002. The current study seeks to gain a more fine grained view of the strategys impact. Ten local schools involved in our secondary teacher training partnership are acting as case studies. The research will take place between March and July 2003 in order to capture the final months of the Frameworks second year. Serving English teachers Each school will nominate a teacher who is extensively involved in Key Stage Three teaching and therefore is working closely with the Framework. Each of these teachers will be observed teaching at least one lesson in Year 7 and/or 8, the lesson will be recorded and transcribed. There will be a follow up interview which will focus on:- How are English departments reacting to Year 2 of the framework? To what extent is the four part lesson [a] being adopted, [b] improving teaching and learning, Where is the department on the spectrum, Total adopters, mixed, rejecters, How are English teachers feeling about their professional role in relation to the Framework? Trainee teachers Each school also has at least one of our trainee teachers and each one will be observed teaching at Key Stage Three and subsequently interviewed after they have left the school for their views about the Framework and the attitude of their host department to its implementation. Methodology Collection and analysis of dept. documents related to the strategy e.g. plans, policies, resources, copies of pupils work Semi-structured, audio taped interview with member of English department. Semi-structured, audio taped interview with trainees in the department. Observation and audio taping of lessons considered as representative of current practice within the Framework. Analysis of interviews and lessons. Analysis We shall analyse the data for the patterns it reveals in the lived experience of the Framework. We shall examine the patterns in the lessons of both the trainee and qualified teachers in relation to the formula of the framework. We will triangulate the perceptions of the researchers, the trainees and the qualified teachers to investigate the impact the framework is having on the professions sense of what English teaching is becoming and the extent of their support or dissent. The results should provide a valuable insight into the impact of the governments strategy and should reveal the present perceptions of the key professionals involved and of new entrants to the profession. Goodwyn A, Brookes W, University of Reading  16.30HRS 18.00HRS THURSDAYSuccessmaker supporting independence in literacy learning The focus of this research is an evaluation of an Integrated Learning System (ILS) known as SuccessMaker piloted with Key Stage 2 pupils in two Primary Schools in Northern Ireland. The main aim of introducing SuccessMaker to pupils in the schools was to improve their attitudes towards and to promote gains in literacy and numeracy. In order to monitor the achievement of this aim, in particular the question of measuring the childrens improved performance/attainment in literacy and numeracy skills, the Verbal and Quantitative Batteries from the Cognitive Abilities Test 3 (CAT3) devised by NFER-Nelson were used. The Verbal Battery comprises three subtests: verbal classification; sentence completion; and verbal analogies. The Quantitative Battery comprises three subtests: number analogies; number series; and equation building. Pupils were divided into Experimental and Control Groups, each containing a mixed ability range determined by the schools. The Experimental Group used SuccessMaker for 30-minutes per day (15 for literacy & 15 for numeracy), five days a week for a period of twelve weeks. Both groups of pupils completed the Verbal and Quantitative Batteries of CAT3 just before embarking on SuccessMaker (pre-test) and then just after completing the 12-week period on SuccessMaker (post-test), observations of the Experimental Group were also conducted during the 12-week period. As well as measuring test gains and observing the pupils, the Experimental Group was issued with a questionnaire at the end of the 12-week period to explore the benefits of the SuccessMaker in raising pupils confidence, self-esteem and motivation in relation to literacy and numeracy, the questionnaire contained a series of multiple choice questions on the following areas: improvements in literacy and numeracy; being released from normal lessons; requesting assistance; length of time using SuccessMaker; benefits of SuccessMaker; behaviour change using SuccessMaker; attendance; enjoyment of working on SuccessMaker; likes and dislikes of SuccessMaker; praise and feedback from teachers. Parents of children in the Experimental Group were also issued with a questionnaire to determine any noticeable changes in attitudes their children had towards literacy and numeracy. Finally, in order to explore what teachers thought of SuccessMaker in regard to the potential of improving pupils attitudes towards and skills in literacy and numeracy, semi-structured interviews were conducted which focused on areas such as: improvement in literacy and numeracy; pupil independence; pupil confidence; time spent using SuccessMaker; cost-effectiveness of SuccessMaker; staff training on SuccessMaker; disruptions associated with SuccessMaker; pupil concentration; pupil enthusiasm; timetabling. Analysis of test scores was based on the raw score each pupil gained from the Verbal and Quantitative Batteries before and after the intervention of SuccessMaker. From the raw score, the Standard Age Score (SAS), percentile rank by age (PR), and the stanine by age was calculated and a group record sheet was compiled for the Experimental and Control Groups. This, along with the analysis of questionnaires, semi-structured interviews and observations will be reported in this paper to determine whether the ILS SuccessMaker pilot scheme was successful in improving pupils attitudes towards and promoting gains in literacy and numeracy. Knipe D, Taggart D, Murray D, Greenwood M Gilliland C, St Marys University College, Belfast, N.Ireland  SESSION 3 mech & chem me 101 Numeracy initiatives:the influences on policymaking and impact on practice Introduction Aubrey, Godfrey and Dahl (2000) reported a Key Stage 3 numeracy project intended to raise the attainment of low-attaining Year 7 (eleven- to twelve-year-old) pupils on entry to three secondary schools which attracted support from the DfEE Standards Fund. Long-term gains in attainment and confidence were not demonstrated. It was concluded, however, that whilst secondary schools were already responding to a plethora of other competing initiatives, there might still be a role for peer mentoring of numeracy. Aims This paper aims to explore the wider implications of launching numeracy initiatives which, although responding to specific concerns, may not have been sufficiently thought through (Brown, 2001). Method The method used was semi-structured elite interviews with key national figures, as well as interviews with local authority professionals who were responsible for carrying out the project. Analysis Data were systematically analysed for themes, issues and surprises with a clear audit trail back to the evidence sources provided. Results The analysis revealed the many, often conflicting influences on those responsible for policy decision-making. These are discussed in the context of the impact on the practitioners involved. References Aubrey, C., Godfrey, R. and Dahl, S. (2001) 'Boosting the boosted' Evaluation of a Key Stage 3 Numeracy Project. Paper read at ϲ 2000 Conference, Cardiff 7-9 September. Brown, M. (2001) Numeracy policy. In M. Askew and M. Brown (Eds.) Teaching and Learning Primary Numeracy: Policy, Practice and Effectiveness. Southwell: ϲ. Dahl S, Aubrey C, University of Warwick   16.30HRS 18.00HRS THURSDAY SESSION 3 CEDAR ROOM Raising achievement of black Caribbean pupils: good practice in Lambeth schools The aim of this research paper is to investigate how pupils from Black Caribbean backgrounds are helped to achieve high standards in schools and to identify a number of significant common themes for success in raising the achievement. Over the past three decades national research has shown Black Caribbean heritage pupils achievements lag far behind the average achievement of the majority of their peers and the gap is growing at the end of primary and secondary education. However, in recent years, the need for detailed case study of successful schools in raising the achievement of Black Caribbean pupils has become apparent as a means of increasing our understanding of the ways in which schools can enhance pupils academic achievement. For example, recent research in Lambeth has shown that the authority schools are bucking the national trends and the LEA has a number of successful primary and secondary schools that offer good education to Black Caribbean pupils. This research paper considers evidence of good practice from 13 schools in the LEA. The main findings of the research carried out in 2002 show that KS2 and GCSE results have improved significantly in the case study schools in the last four years and all schools are performing above national average with Black Caribbean pupils. Among the key features that contribute to the success in the case study schools for raising the achievement of Black Caribbean are: Strong leadership with emphasis on raising expectations for all pupils and teachers The use of sophisticated performance data for school self-evaluation and tracking pupils performance A commitment to creating a mesmerising curriculum where teachers use their creative intuition to deepen the quality of pupils learning. There is a strong sense of the contribution of the Arts, drama and music in raising the self-esteem of and engaging the imaginations of Black Caribbean pupils A highly inclusive curriculum that meets the needs of inner London pupils and their families A strong link with the community; and a clear commitment to parents involvement Good practice in raising awareness of teaching staff, support staff, parents and governors on issues of underachievement Good and well co-ordinated support to Black Caribbean pupils through extensive use of learning mentors and role models Effective use of Black and White teachers as advocates and role models A strong commitment to equal opportunities with a clear stand on racism More importantly the schools put into daily practice core principles of respect, fairness and social justice and there is open debate in schools and with parents and the wider community about barriers to achievement. This paper discusses in detail these good practices and patterns of KS2 and GCSE performance by ethnicity to illustrate difference in attainment. The final section of the paper questions the current government agenda for raising standards and draw policy implications for all concerned with school improvement receive much attention. Demie F, Lambeth Education   16.30HRS 18.00HRS THURSDAYHow do different ability grouping practices in the primary school affect pedagogy? After the Second World War the dominant form of ability grouping in primary schools in the UK was streaming. This normally began at age 7. Over time, it became increasingly unpopular because it led to low self-esteem and social alienation in pupils in the lower streams and the evidence for its positive effects on achievement was inconclusive. These factors, combined with a shift away from a focus on promoting excellence in a few students, the demise of the 11+ examination, and the intention to provide equality of educational opportunity, led most primary schools to structure their classes on the basis of mixed ability with some within class ability grouping. Over the last fifteen years, the increasing national focus on raising performance led the DfEE, OFSTED and individual schools to reconsider the question of structured ability grouping. In 1997, the Government White Paper Excellence in Schools indicated that setting was worth considering in primary schools. In response to this pressure and the publication of examination results and performance league tables schools increasingly considered different ways of grouping pupils by ability. This led some schools to adopt structured ability groupings, e.g. streaming and setting. The research reported here describes six case study primary schools adopting different ability grouping practices ranging from streaming and setting to mixed ability classes throughout the school. Drawing on evidence from semi-structured interviews with the Head teacher, the Deputy Head teacher, Core Curriculum Subject Co-ordinators, and KS1 and KS2 class teachers, this paper explores the pedagogical practices adopted within different grouping structures with pupils of different abilities. The findings show that where structured ability grouping has been adopted, sets work towards different National Curriculum levels. This is perceived to make the teachers work easier, more manageable, and focused at an appropriate level for pupils needs. It also tends to lead to more whole-class teaching. While teaching styles are generally considered to be related to the preferences, judgement and subject areas of individual teachers, a more formal approach tends to be adopted with the higher ability groups. Whatever the grouping structures, more able pupils were reported to be given work at a higher level, at a faster pace, with more extension activities and more independent problem-solving. Pupils in less able groups were given more time to complete tasks, received more consolidation or repetitive revision activities, undertook more practical activities with less emphasis on recording, and were posed less demanding questions. However, where pupils of different abilities were taught separately these pedagogical differences were exaggerated. Where pupils were taught in mixed-ability classes and ability grouping occurred within the class teaching tended to be less formal and there were fewer differences in approach. These findings will be related to the international literature. Hallam, S., Ireson, J. Institute of Education, London University, Davies, J. School of Education, University of Sunderland  SESSION 3 CEDAR ROOM Classroom computer use and systemic subject cultures: an analysis of pedagogical thinking in the core subjects in english secondary schools This paper examines teacher thinking about pedagogical aspects of the use of computer-based information and communication technologies (ICT) in the core subjects of English, Mathematics and Science, relating differences in subject profiles to wider subject cultures. It arises from a study which analysed teacher accounts of the successful use of computer-based tools and resources, elicited through group interviews with the relevant subject departments in six secondary schools in England. The audio-taped sessions were transcribed and segmented, and the resulting transcripts imported into a computer database to facilitate a recursive process of thematic organisation through constant comparison. Over many iterations, this led to the construction of prototypical categories, grouping related material to form well developed themes running across transcripts. In the seven broad themes emerging from this analysis, teachers pointed to the contribution of ICT use in: Effecting working processes and improving production; Supporting processes of checking, trialling and refinement; Enhancing the variety and appeal of classroom activity; Fostering pupil independence and peer support; Overcoming pupil difficulties and building assurance; Broadening reference and increasing currency of activity; Focusing on overarching issues and accentuating important features. This paper focuses on striking differences in subject profiles which emerged from the analysis. Differences of this type have often been treated as indices of contrasting subject cultures, although earlier research shows the difficulty of operationalising this idea in depth, and the danger of neglecting cultural variation within subjects. Nevertheless, previous studies have suggested that the development of the national subject orders in England drew together varied strands of existing professional thinking and practice, and reported that they have come to exercise an important normative influence on such thinking and practice. Consequently, these orders provide a valuable systemic reference point in exploring relationships between wider subject cultures of which they can be taken as institutionalised expressions and representations of technology use. In this study, the greater reference by English departments to the contribution of ICT use to fostering pupil independence and peer support reflects a distinctive concern with pupil agency and collective activity evident in the English order. The lack of expressed concern in Mathematics departments with using ICT to broaden the reference and increase the currency of classroom activity is illuminated by a distinctive absence of reference to the contemporary resonance of the subject in the Mathematics order. The greater concern of Mathematics and Science departments with ICT as a means of effecting processes and pacing lessons, and of focusing attention and accentuating features, appears to reflect the more detailed prescription and itemisation of curriculum content in Mathematics, and particularly in Science. The limited concern of Science departments with processes of trialling and refinement is illuminated by the relatively methodical treatment of constructive thinking processes in the Science order, particularly the lack of reference to improvisation and adaptation within them. These findings point to important influences of wider subject cultures on the pedagogical thinking surrounding ICT use. Ruthven, K., Hennessy, S., Brindley, S., University of Cambridge    16.30HRS 18.00HRS THURSDAYAllocating school resources: what is the right balance between ict and books? In recent years a positive link between ICT and educational standards seems to have been accepted as part of the conventional wisdom, but the contribution that books can make has been all but completely neglected. Despite their growth in recent years school budgets are tight and school managers face the difficult decision of how best to allocate funds between books, ICT and other discretionary elements of expenditure. In this paper we focus upon the choice between spending on books and ICT and try to evolve rational principles for resource allocation based upon empirical evidence. The paper draws upon the recent literature on school resource allocation. It analyses a database composed of survey evidence collected on behalf of the Educational Publishers Council and data collected by Ofsted in support of school inspections. Summary statistics on school spending and resourcing are presented. In addition, specific causal relationships between resource use and pupil attainment will be examined within the context of a wider multi-variate regression model that incorporates other relevant variables such as school size and measures of social deprivation. The paper concludes with an evaluation of the analysis presented including an examination of the potential limitations of using aggregate data to inform school spending decisions. Finally, we draw lessons regarding future data collection and identify potentially fruitful areas for complementary micro research within schools. Hurd S, Open University Adnett N, Mangan J, Staffordshire University  SESSION 3 physics p115 From elistism to inclusion: why are we widening participation in higher education? Why are we widening participation in higher education? Of all the issues facing higher education today, that of widening participation is arguably the most controversial and the most intractable, because it touches upon some of the most fundamental and political questions about what kind of society we believe that we live in, and how we see it developing in the future. Questions of the kind: Can a country afford to support one in two young people in higher education? Does higher education deliver the higher level skills that industry needs? Are the colleges and universities doing anything about the participation of non-traditional students? Will an inclusive higher education system lower standards? Put another way, in terms of the relationship between higher education and the state, what should the state put in, what should the state expect to get out, is the higher education system equitable and does it give value? These are just some of the difficult questions, and there are no easy answers. There are other questions, no less difficult, that take issue with the whole widening participation enterprise on the grounds that the state has no need for more graduates, or that there is a limited pool of those with the appropriate aptitude, ability and desire for higher education, or that to widen participation in higher education without radically overhauling the status quo will simply perpetuate the divide between the haves and the have-nots, and not address fundamental imbalances of power, status and social justice. In this presentation I will set out a case for the English higher education system as an agent of social change. I will argue that: the process of providing high quality higher education and positive outcomes for non-traditional students will enhance provision for all students and contribute to radical change within the existing HE system; that the country can ill afford under-investment in the ability and skills of the future and current workforce; that widening (as opposed to simply increasing) participation is both desirable and achievable but represents a significant challenge for the higher education system; that partnership working, particularly with schools, further education, the Learning and Skills Council, private training providers and employers, is vital to widen access to higher education and secure effective progression routes; and that as the guardian of academic standards, the higher education sector is now better placed than ever to assure the quality of the student experience, to effect high quality knowledge transfer between the sector and industry, and to produce skilful, resourceful and employable graduates. Elliott, G, University College Worcester   16.30HRS 18.00HRS THURSDAYDisciplinary measures and life under special measures - a foucauldian account This paper looks at OfSTED and particularly Special Measures regimes as part of a disciplinary mechanism. It examines issues such as school effectiveness theories, increasing powers of OfSTED, and life under Special Measures and links it to performativity, discipline and surveillance using the metaphor of the Panopticon. The change in teachers accountability is traced, and the increase of disciplinary measures, particularly the power of OfSTED. The research context is a case study of a school over the period 1999-2002. During this time the school was placed into Special Measures and provided an opportunity to examine the effects of a key government policy. The issues researched were OfSTED, Special Measures and the effects that these had on schools, teachers, pupils, the curriculum and policies. As an insider researcher I was able to gain access not only to publicly available OfSTED reports, but to interim HMI inspection reports and internal self-evaluation reports. Data included interviews with teachers who were at the school throughout the period under discussion, and with a group of year ten pupils. The paper argues that a Special Measures regime is an example of panoptic discipline. Under the usual OfSTED system, overbearing and stressful as it may seem, institutions are given notice of an inspection, prepare for the inspection, respond to the inspection, and then are able to return to self-governance until the next time. When the research school was under Special Measures, the school was inspected nine times in 22 months, and in one particular intense phase five times in nine months betweenNovember 2000 and July 2001. Because there was no recovery time between inspections, the staff learnt to act as if inspection was constant. Thus the surveillance is permanent in its effects, even if it is discontinuous in its power (Foucault 1977 p 201). Interviewed teachers used metaphors such as treadmill, jumping over hurdles, jumping through hoops a crazy cycle of working like mad followed by a period of near collapse and said the frequency of inspections are demoralising and exhausting. To use the panoptic metaphor again, even if the school was not being officially inspected the tall central tower of OfSTED was always visible. Foucault argues that whenever one is dealing with a multiplicity of individuals on whom a task or a particular form of behaviour must be imposed, the panoptic schema may be used (Foucault 1977 p 205). The primary research is echoed by much of the existing research and first hand accounts of OfSTED inspections. I will also be locating Special Measures regimes in the context of Lyotards performativity (1984), Foucaults normalisation (1977), Gramscis hegemony (1973) and the School Effectiveness literature. References Foucault, M (1977) Discipline and Punish, Penguin. Lyotard, J (1984) The Postmodern Condition: A Report on Knowledge Gramsci, A, (1973) Letters from prison /Antonio Gramsci ; selected, translated from the Italian and introduced by Lynne Lawner.. London : Quartet Perryman J, Goldsmiths College, University of London  SESSION 3 PHYSICS P115 Transference issues arising out of a practitioner research project- what use is other peoples research? The paper explores some of the transference issues surrounding a particular piece of practitioner research which focused on the issue of pupil disaffection from learning in several Norfolk schools. Although there is some evidence to suggest that the teachers involved in the research found the experience to be interesting and worthwhile, and some claimed that it had changed and improved their teaching (Burns and Haydn, 2002), the question of the overall impact of the research is more problematic. To what extent might the research product be of use in other contexts? Is the value of practitioner research largely confined to those involved in the project? The paper looks at attempts to disseminate some of the findings of the research, both in terms of international research on pupil disaffection, and in working with trainee teachers in the course of their PGCE year. The concluding section of the paper offers some possible ways forward for making the most of practitioner based research, and reflects on some of the mistakes and omissions which may have limited the effectiveness and impact of the project. Burns, B. and Haydn, T. (2002) Engaging teachers in research: inspiration versus the daily grind, Pedagogy, Culture and Society, Vol. 10, No. 2: 301-32 Haydn, T. University of East Anglia   16.30HRS 18.00HRS THURSDAYStatistical study of the differences in candidates results between first and second attempts in some gce as units This paper reports on some analyses which try to gain an understanding of the characteristics and performance of candidates who re-sit a GCE AS unit. The ultimate aim is to provide more useful and valid statistical information to inform the awarding of units, the entries of which are known to have a significant number of re-sitting candidates. The investigations focused on seven units from January 2002, a large proportion of whose candidates were re-sitters who had initially taken the unit the previous June. These units are Business Studies Unit 2 and Unit 3, Biology B Unit 2, Chemistry Unit 2, Computing Unit 2 Geography A Unit1 and Sociology Unit 2. The twelve centre type categories which candidates attended were reduced to three centre groups for the purpose of some analyses. T-test and Wilcoxon matched pairs tests were used to compare re-sitting candidates first and second scores, and whether these differed between units. A general linear model for repeated measures was used to identify differences between re-sitting candidates first and second performances, and to see whether such differences varied among candidate sub-groups and units. Finally, candidates actual results were compared with what had been predicted for them based on their prior mean GCSE score. The paper shows that the average increase in uniform marks varied between 6 and 14 per cent across units. This increase is found to be highly significant for male, female and each of centre groups for all the units under investigation. Moreover, in most of the units studied, the size of this increase varied according to candidates mean GCSE score. Generally, as the mean GCSE score increase, the difference between first and second attempts marks increases in most of the units. Tests were undertaken to see whether the differences in the mean improvements of re-sitters were the same across the units. The hypothesis of equal means was rejected for 14 out of 21 pair-wise comparisons at typical significant levels. For all units the performance in June 2001 was below that predicted for the re-sitting candidates. The difference was not, however, uniform across all grades. At grade E, candidates tended to perform slightly worse than expected, followed by those at grade A, with candidates in the middle range performing far worse than expected. By January 2002, the performance of re-sitting candidates had improved such that, in almost all cases, it was close to expectations. However, this varied both between units (in Business Studies Unit 2 they exceeded expectations at all grades, in Business Studies Unit 3 they fell short of them at all grades) and within units (in Biology B Unit 2 they exceeded expectations at the lower grades but fell short of them at the higher grades). Although the re-sitting candidates were typical of the January 2002 candidate population with respect to their mean GCSE scores, they had performed considerably worse in June 2001 than those scores would have predicted. The justification for producing an award, which exceeds expectations on the grounds that there is a sizeable re-sitting sub-entry could, therefore, be spurious. Re-sit candidates appear merely to fulfil, not exceed their expectations on re-sitting. Their results on re-sitting, however, do not show a consistent pattern - either within or between units - with respect to what would have been predicted. Al-Bayatti M, Jones B Assessment and Qualification Alliance (AQA)  SESSION 3 MATHS M214 The contribution of broadband technology to teaching and learning: a county-wide case study What pedagogical initiatives might be sparked by technological innovations in broadband? This paper reports ongoing research which studies the impact on classroom teaching and learning of broadband connectivity in schools across all Key Stages. The research involves collecting detailed evidence of instances in which teaching and learning practices have been changed for the better as a result of broadband implementation, and investigating the potential of broadband for sharing and developing good classroom practice. This research is intended to add understandings of specific ways and contexts in which technology improves teaching and learning. This requires us to identify instances where improvements in teaching and learning are potentially taking place, studying the detail of what is going on, and developing a discourse for conceptualising and communicating these benefits without rhetoric or special pleading on behalf of the technology. We are addressing these issues through close case-study investigation of the Oxfordshire Community Network, Oxfordshire County Council Education Departments broadband initiative. Sixteen very different Oxfordshire schools are taking part in the pilot phase of the research, which involves conducting county-wide online surveys of both school managers and classroom teachers, one-to-one and focus group interviews with both teachers and students, and, crucially, analysing video-data from classrooms in fine detail to identify specific features, such as the interplay of talk, gesture and computer screen, which reveal evidence of learning and understanding. Davies C, Birmingham P, University of Oxford Why have computer-based technologies failed to radically transform schooling? Some alternative explanations Many have speculated that the diffusion of computer-based technologies into schools would have a transformative effect on schooling, fundamentally changing the nature of teaching and learning. However, wide-scale qualitative changes have failed to emerge, even in developed countries such as Australia where the average ratio of computers to students in schools is now at 1:4. Even the most enthusiastic educational technologists would admit that, despite the presence of computers in schools, the full realisation of the potential of computer-based (and more recently, networked) technologies has not yet occurred. In this paper, I explore three possible explanations. The first draws on sociological and feminist accounts of interactions between technology and users, which suggest that teachers will use technologies to meet their own purposes to suit the conditions of their work environment. The second explanation draws on ideas from organisational change literature, which suggests that the institutionalised practices of schooling will prevail unless authentic links are made between the needs of teachers, technological design, and the symbolic and resource support provided by administrators and policy makers. The third explanation comes from medium theory, specifically Marshall McLuhans concept of the rear-view mirror, which suggests that change will occur but only after a period in which the new technology is dominated by old ways of doing things. I argue that these explanations offer more complex understandings of the resilience of traditional schooling than more dominant 'blame the teacher' OR 'blame the technology' discourses. They are useful in making visible both the flaws in past reform efforts and how future change initiatives in schools might be more effectively implemented. Lynch J, Deakin University   16.30HRS 18.00HRS THURSDAYPolicy And People Ict And The Teacher Core In Icelandic Schools The research presented here focuses on the dynamics of change and resistance to change related to the introduction of ICT in Icelandic schools at the elementary level (ages 6 to 15 years). Whereas policy makers, curricula school leadership and exceptional pioneers in the teacher core seem to unite in a relatively enthusiastic and often euphoric approach to ICT as a tool for teaching and learning, teachers at large seem rather unmoved and hesitant to change their ways. Icelandic schools are gradually becoming well equipped and there is clearly a growing understanding of the need for technical assistance and financial means to support change. Documented curricula and policy at national, regional and school levels has also acknowledged ICT as one of the core elements of teaching and learning. However, while experimental and innovative projects may flourish in exceptional cases there seem to be few examples of schools where ICT has truly been taken on as a tool for teaching and learning in regular classes and on daily basis. In this paper the attempt is made to clarify the dynamics at work when it comes to implementing technology as a catalyst of change in education. This attempt is made by posing clarifying questions in the early phases of an ongoing study that will extend over three years and already includes interviews with a number of school principals and staff members responsible for ICT at various schools. What is the situation in individual schools and settings? Just how progressive are the changes taking place? Why are so many teachers hesitating? Are they ignoring an opportunity or simply being realistic, showing rather passive interest and waiting for things to evolve further before they embrace opportunities new technologies may provide? How do they see technological innovation as opposed to other elements of change in schools? How to they prioritize and why? Does school culture foster or stand in the way of change? How does that apply to different cultures within different schools? In later phases focus groups of teachers will be approached and interviewed to throw further light on these issues. Hjartarson T, Iceland University of Education  SESSION 3 MATHS M214 Integrated learning systems: impact on learning and achievement Integrated Learning Systems (ILSs) are popular in British schools. They are used mainly for Literacy and Numeracy support for lower ability pupils. Their popularity was gained through claims of positive impact on pupil attainment. However, these claims have subsequently been called into question by commentators and researchers in the field of ICT in Education. Furthermore, Beckers metanalysis of thirty ILS evaluation studies in the United States in 1992 and NCETs2 research project from 1994 to 1998 failed to find convincing evidence for learning gains due to the use of ILSs. This as reported by Becker1 (1992) and Wood, Underwood and Avis3 (1999) was due to, amongst other reasons, poor experimental design and inadequate description of the conditions of implementation. This paper will report preliminary quantitative data on the effects of the use of Integrated Learning Systems (ILSs) on pupils achievement in secondary mathematics. The study will compare the relative learning gains in mathematics based on KS2 and KS3 results for ILS and non-ILS schools. The results will be supplemented by qualitative data on the models of implementation by individual schools and patterns of everyday use by pupils. The relationship between the implementation models and learning gains will be discussed extensively. 1Becker J. H. (1992). Computer-Based Integrated Learning Systems in the Elementary and Middle Grades: A Critical Review and Synthesis of Evaluation Reports. Journal of Educational Computing Research, 8(1), 1-41. 2NCET (1994) ILS: A report of the pilot evaluation of ILS in the UK. NCET, Coventry. NCET (1996) ILS: A report of Phase II of the pilot evaluation of ILS in the UK. NCET, Coventry. NCET (1998) The UK ILS Evaluations: Final Report. NCET, Coventry. 3Wood, D., Underwood, J., Avis, P. (1999). Integrated Learning systems in the Classroom. Computers & Education, 33, 91-108. Gkolia C, Jervis A, University of Manchester   16.30HRS 18.00HRS THURSDAY SESSION 3 OAK ROOM 'I'm here to learn, not for the social life!: difference and the othering of (younger) university students by those from an access course Within the post-compulsory education sector there is a widely held view amongst both teaching staff and students themselves younger and mature alike - that fundamental differences exist between these distinctive types of learner. The academic literature generally supports such a demarcation too (eg Edwards, 1993; Webb et al, 1996; Archer et al, 2003). This paper draws upon semi-structured interview data from a full-time PhD study that is just entering its third year. The bigger study followed a cohort of 20 mature students from a wide range of backgrounds that joined a large, multi-pathway Access to University programme at an inner city FE college in the south west of England during September 2001. The fieldwork was longitudinal in nature, with termly interviews being held over a two-year period, covering the ten-month Access course and the first year at university for those who successfully progressed as originally intended (13 of the 20). Those who withdrew from studying all together (5), or switched to a part-time mode (2), remained within the research cohort since their experiences and reflections were considered to merit continued inclusion. The interviews explored issues around the impact of returning to study upon the lives of those involved, and focused in particular upon negotiations of risk, the (re)construction of identities and changing personal relationships. This paper builds upon one presented to the Post-Compulsory SIG at ϲ last year. It seeks to explore how the (now) ex-Access students anticipated and experienced Difference from/with their younger peers at university, and what underlies the process of Othering. It proposes that contributory factors include the auto/biographical construction of self (Bertaux ,1981; Giddens, 1991; Waller, 2002), incorporating (shifting) class, gender and learner identities (Hey, 1997; Reay, 1998; Brine & Waller, forthcoming), and individual and collective responses to risk (Beck, 1992; Douglas, 1992: Lupton, 1999). Waller R, University of the West of England, Bristol   16.30HRS 18.00HRS THURSDAYBecoming vocational : insights from two different vocational courses in a further education (fe) college The paper draws on two ongoing longitudinal case studies undertaken with the Transforming Learning Cultures in Further Education research project, which is funded by the ESRC as part of its Teaching and Learning Research Programme. Each case study aims to provide an in-depth account of students and tutors experiences of learning and teaching in a specific FE learning site (the term used within the project to encompass the complexities of any course). Case studies are based predominantly on qualitative data, obtained from repeated interview sweeps with selected groups of students and their tutors, and from classroom observations and journal entries. Initial analysis of the data from two learning sites in the same college, a BTEC Diploma in Health Studies and an Advanced Vocational Certificate in Education (AVCE) - usually referred to as a Vocational A-level - in Travel and Tourism, suggested two strongly-contrasted sites regarding group boundaries and students vocational aspirations. Within current systems of course classification, both would be described as Level 3 vocational courses. However, progressive data sweeps and analysis have produced a more complex picture that indicates some deeper similarities between the two sites, particularly in connection with the shifting vocational aspirations described by students and tutors. The paper offers insights into the learning cultures of these two sites, and considers how far these learning cultures are impacting on the ways their students construct their vocational orientations. Finally, it raises issues of contradictions between public policy pronouncements on vocational education and training (VET) and students own experiences, with linked implications for FE practice. Davies J, University of Exeter Tedder M, St Austell College  SESSION 3 OAK ROOM Thinking skill taxonomies for post-16 learners: an evaluation Our research brief for the Learning and Skills Development Agency was to evaluate systematic ways of classifying thinking skills and to consider which are the most applicable in post-16 learning contexts. Our searches revealed 52 classification systems which we grouped into four families and mapped on a time chart. We produced summaries of each system and, using van Gelders Reason!Able software tool for the diagrammatic presentation of argument, evaluated them in terms of domain coverage, conceptual coherence and potential usefulness in post-16 education and training. In the first family, thinking skills are set in the broad context of personality, thought and learning. The most recent example (2001) is Marzanos New Taxonomy of Educational Objectives, which is part of a theoretical model of thought and learning which takes account of beliefs and motivation. According to the model: the self-system examines the importance of the knowledge, efficacy (ability to learn) and associated emotions the metacognitive system specifies learning goals and monitors execution, clarity and accuracy the cognitive system deals with retrieval, comprehension, analysis and knowledge utilisation. The most influential member of the second family (which focuses on instructional design) is Blooms Taxonomy of Educational Objectives (Cognitive Domain). Blooms higher order intellectual processes of analysing, synthesising and evaluating are usually seen as foundation processes in models of critical and productive thinking. Blooms plans to develop taxonomies for the affective and psychomotor domains were completed later and in 1998 Hauenstein integrated the three domains into his own comprehensive model. Anderson and Krathwohl (2000) revised Blooms (1956) cognitive domain taxonomy to produce a Taxonomy for Teaching, Learning and Assessing. By using its process x content matrix, teachers can identify gaps in experience and provide opportunities for teaching higher order thinking. Although it is rather weak on metacognition, motivation and self-regulation, the taxonomy encourages the alignment of learning objectives, learning activities and assessment. The third family of classification systems has critical and productive thinking as its focus. This family has its roots in Blooms higher order thinking and deals with thinking which aims at judgment. The thinking processes involved are shaped by dispositions which various theorists have listed, and for some there is an integrative dimension of social and emotional caring which is intimately bound up with values and with what Marzano calls the self system. Many philosophical accounts of critical and productive thinking are rationalist in nature, but constructivist and feminist versions also exist. The fourth family we studied consists of psychological models and theories of cognitive abilities. Some theorists categorise thinking and problem-solving processes in similar ways in school-aged children and in adults, while stage theorists posit qualitatively different kinds of thinking as the learner develops. Two theorists focus exclusively on metacognition and self-regulation. The paper will describe and justify our evaluation procedures, which led us to conclude that Marzanos theoretical model is broad enough to accommodate all four families, although we favour Andersons rather than Marzanos treatment of the cognitive system. Moseley D, Gregson M, University of Newcastle upon Tyne Elliott J, Miller J, University of Sunderland   16.30HRS 18.00HRS THURSDAY SESSION 3 BEECH ROOM Theorising knowledge and identity in further education: a collaborative professional development  Professional development programmes for lecturers in further education commonly promote generalised and codified knowledge of teaching. However, there is research evidence that this is different from the knowledge that is drawn upon and constructed within teaching contexts. Codified knowledge is constituted and legitimised within an academic community of pedagogues rather than within the communities of pedagogic practice that it is intended to inform. It is the knowledge that is socially most highly regarded and traditionally necessary for the achievement of professional status. Professional development programmes are thus part of the social processes whereby a group of practitioners become recognised as professional, but they do not necessarily teach what is most necessary for the development of situated knowledge or practice. Teachers situated practices, knowledge, and professional identities are masked and left relatively unexplored and unsupported by the dominance of knowledge produced elsewhere. This paper asks questions over the forms of research and professional development approaches that are useful for such work. These are examined as they have been reported and discussed within the literature for their productivities and constraints. There appears some space for questions of the imbrication of knowledge and processes of development within systems for the production and regulation of knowledge and subjects. It is proposed that it may be productive to collaborate with lecturers in explorations of such question in relation to their own location, and to explore and find means by which they already construct situated knowledge of practices and professionalism, and ways to develop these further. Such collaborative ventures might well draw on the post-structural work of Michel Foucault (1972) and the notion of power-knowledge as resources. This would involve processes of theorising, in contrast to theory. Theory masks its own activity and location and provides a template by which to prejudge a terrain for analysis. It produces a generalisable knowledge, which renders local variations invisible. Theorising actively seeks to articulate its activity and location and emphasise fragmentation and incompleteness in efforts to bring to the fore its own locatedness as a condition of practice. These are locations from which it is possible to mount critiques of theory and the work that it does, and seek other possibilities. Nicoll K, University of Stirling   16.30HRS 18.00HRS THURSDAYMoving the skills for life agenda forward - a hei perspective on current pcet teacher training initiatives within basic skills This ongoing research project looks at the implications of the Governments Skills for Life Agenda on teacher training. The University of Huddersfield has a large Post Compulsory teacher training programme both Pre and In Service, and this year the programme has been enhanced in order to address the specific needs of Pre Service trainees wishing to teach Adult Basic Skills. The project looks at the impact of the new FENTO subject specifications for Pre Service teachers of Adult Basic Skills, from both students and tutors viewpoints. The curriculum development and models of delivery are evaluated to gain insight into ways of improving strategies currently being used. Ways of delivering specific training to In Service students are also explored, including the use of new technologies. The project also evaluates the initial stages of initiatives by our regional LSCs to increase the number of individuals undergoing training. The research seeks to offer perspectives on this type of multi-agency working that may be useful to other practitioners. The authors are both teacher trainers who have been involved in these initiatives from their initial planning stages. It is hoped that this research will be of value to other practitioners who may be planning similar provision in the future. Eastwood L, Gorf A, University of Huddersfield  SESSION 3 BEECH ROOM Constructing learning environments in initial and continuing post 16 teacher education in the UK This paper reports the outcomes of an action research study into the development of teacher thinking in the UK. The study used activity theory to design constructivist pedagogical interventions and classroom cultures in initial and continuing teacher education programmes in a University in the North East of England. The aim of the research was to help teachers think more critically and creatively about educational theory and practice. This paper raises general concerns and important pedagogical issues in relation to the initial and continuing development of professional thinking and, in particular, the development of the professional thinking of teachers in Post 16 education. The research was carried out in two phases. From 1997-98 it involved two groups of student teachers (48 in total) in the second year of a Certificate and Post Graduate Certificate in Education (Further Education). A total of twenty-four sessions, twelve with each group, was conducted over a six-week period. Each three hour long session was video-recorded and then analysed for thematic content. From September2000 September 2002, twelve teacher educators from a University-Further Education College Partnership were involved in the second phase of the study, as part of a University sponsored Supporting Reflective Thinking in Post 16 Teacher Education staff development programme. Overall, the research found that the use of pedagogical interventions based upon activity theory increased the variety and creativity of approaches to teaching and learning used by teacher-educators, positively influenced students classroom participation rates and increased their readiness to consider and question competing ideas and experiences of learning and teaching in less egocentric and more thoughtful ways. It also brought to the fore the boundaries and limitations of such approaches. Gregson M, Spedding T, University of Sunderland   16.30HRS 18.00HRS THURSDAYA bridge too far? Should research evidence and national policy on basic skills matter to basic skills tutors? In recent years, adult basic skills (literacy, language and numeracy skills) has become an increasingly important strand of post-compulsory education. The Skills for Life (DfEE, 2001) strategy aims to improve the basic skills of adults (over 16s) with basic skills needs in the general population. An important underpinning of this strategy is the link argued between education and economic productivity in a global economy. The National Probation Service (NPS), which supervises offenders over the age of 18 in the community, has focused increasingly on basic skills. This is chiefly because of potential relationships between improved basic skills and reduced reoffending, principally through the route of employment. From 1999 to 2002, seven NPS basic skills pathfinder (pilot) projects tested out procedures for screening, assessment and provision. The NPS basic skills framework was implemented from April 2002. The paper draws on two sources of qualitative data. The first is semi-structured interviews and informal conversations with basic skills tutors and direct observations of basic skills sessions. These data were collected in 2000 as part of the evaluation of the NPS basic skills pathfinder. The second is semi-structured interviews conducted in 2003 with policy makers and basic skills tutors, about perceptions of relationships between evidence, policy and policy implementation on basic skills. The paper explores some aspects of the links between macro (evidence and policy) and micro (practice) level in relation to basic skills in the NPS. It considers the extent to which basic skills tutors were aware of research evidence and the rationale underpinning and content of national policy on basic skills. The paper then explores the extent to and ways in which awareness of research evidence and policy could benefit tutors practice. Finally, the paper considers a range of ways in which it may be feasible to develop practitioners understandings of research evidence and policy on basic skills, to maximize the extent to which practice is evidence-based and policy relevant. Hudson C, Home Office National Probation Directorate  SESSION 3 mech & chem me 136 Developing pupils who understand. A response to the national curriculum for physical education (ncpe) requirement that we should develop thinking skills through physical education At the time of the most recent revision to the National Curriculum in England, the government stated its desires for young people to become healthy, lively and enquiring individuals capable of rational thought and discussion (Blunkett, 1999). A subject-focused framework for the National Curriculum was retained, but with a renewed expectation that all subjects would make a collective contribution to the development of a number of identified key skills and specifically, thinking skills. An innovative programme called PlaySMART developed by staff at Manchester Metropolitan University has set out to explore pedagogy that might be used to develop the kind of thinking skills referred to above, not only to contribute to improvements in the performance of secondary school pupils in range of Physical Education contexts, but also to raise their attainment across the curriculum. Also, this project seeks to explore the nature of the knowledge and particularly understanding, (words frequently used in the NCPE documentation) that skilful thinking might develop. The PlaySMART programme has been designed to develop both cognitive and motor control components in tandem and in (real/authentic) context, but with a focus on enhanced awareness and sophistication in the cognitive element. Such an approach conflicts with the National Curriculum that states that physical education should provide opportunities for thinking skills through helping pupils to consider information and concepts that suit different activities and critically evaluate aspects of performance and to generate and express their own ideas and opinions about tactics, strategy and composition (DfEE/QCA, 1999, p.9). As such PlaySMART has been open in seeking to challenge what Read (1993) described as orthodox teaching in physical education that is characterised by an almost exclusive preoccupation with the promotion of narrowly defined and usually de-contextualised techniques. In addition, a key learning goal for PlaySMART is to encourage learners to take greater responsibility for their own learning within a cyclic problem solving process involving the planning, execution and the subsequent review of self generated solutions. In order to help performers to develop appropriate knowledge and understanding to solve these practical problems PlaySMART promotes the development of thinking processes similar to those targeted by Adey and Shayer in their work on Cognitive Acceleration in Science and Mathematics (CASE and CAME). The development of PlaySMART materials and teaching/ learning methods has also been influenced by CASE and therefore adopt theoretical perspectives derived from Piaget and Vigotsky. In that the learning opportunities relate specifically to thinking, PlaySMART is a significant development and one that openly challenges conservative boundaries of interpretation and implementation of the NCPE. Its focus and recommended pedagogy undoubtedly raise professional development issues for teachers and teacher educators, but also issues for pupils, for whom PlaySMART activities may seem notably new and different to their prior experiences of and expectations for physical education lessons. Bell T, M.M.U.   16.30HRS 18.00HRS THURSDAYAge, cognitive style and decision making in games The decision-making performance, on a soccer-specific test, of Field Dependent (FD) and Field Independent (FI) boys aged 8-10 years and 12-15 years were compared. FD/FI was determined by the Group Embedded Figures Test (GEFT). Soccer decision-making was determined by a pencil and paper test. Accuracy was the dependent variable. A 2 x 2 (Age x FD/FI) Analysis of Covariance, with experience as the covariate, showed that the older group were significantly more accurate than the younger group. FI participants were significantly better than FD individuals. There was no interaction effect. A stepwise multiple regression analysis, with age, score on the GEFT and experience as the independent variables, found that only score on the GEFT was a significant predictor of decision-making performance (R2 = .52). Sproule J, Edinburgh University, McMorris T, University College Chichester, MacGillivary W, University of New Brunswick, Lodwick S, University College Chichester The effects of a thinking skills programme (playsmart) in physical education This presentation provides an interim report of the effects of a thinking in Physical Education programme for KS3. The theoretical and historical background to the programme will be presented in relation to how the PlaySMART programme was developed. This will include a discussion about how the programme evolved from a mixture of nationally driven needs, teachers experiences and established thinking skills programmes (e.g. CASE). Evidence from a pilot study, examining the PlaySMART programme, will be described showing how this information was used to further develop the structure and resources for the programme. This evidence has been gathered through pupil focus groups, teachers interviews, observation and questionnaires. The information from the pilot study shaped further work that looked at the effects of thinking skills within Physical Education. Evidence will be shown that looks at thinking skills, self-efficacy and motivation of pupils, pre and post a PlaySMART programme intervention. Comparisons will be made with pupils taught traditionally in PE. A discussion of these results will consider the success of the programme to date with regards to the effectiveness of pupils thinking within PE and how motivated they are to engage with activities in PE. Implications for schools implementing thinking skills programmes and future developments of the project will be considered. Johnston A, Bell T, Burwitz L, Manchester Metropolitan University McGregor D, Keele University SESSION 3 MECH & CHEM ME 136 An investigation into the transfer of tactical Understanding in team invasion games As team games make up a substantial part of the physical education (PE) curriculum in primary and secondary schools, the way they are taught is likely to have a significant impact on pupils future physical activity participation. Traditionally, however, games have been taught by offering pupils opportunities to practise specific motor skills before they play the game (Docherty & Turkington, 1986). Two main problems arise from this skills first approach. First, pupils decision-making skills in the game are not included until the movement techniques have been successfully refined. For many children this prerequisite level of performance may not be reached. Further, by focussing on specific motor skills, the differences, rather than the similarities, between games are highlighted. Consequently, transfer of learning between similar games is limited. To combat these problems, a more tactical approach to the teaching of games has recently been developed which proposes that games with similar tactical goals should be presented consecutively within the PE curriculum (Griffen, Mitchell & Oslin, 1997). This approach helps pupils develop understanding of the similar tactical goals shared by games from the same category and encourage them to apply their knowledge to solve tactical problems across different games. This presentation reports on a study that set out to ascertain the impact of teaching games using this tactical approach. The study replicates, and extends, previous work by Mitchell & Oslin (1999) by considering tactical transfer between three team invasion games and also by investigating the types of knowledge that may facilitate transfer, namely procedural and declarative. Data were collected from 40 Primary 7 pupils (ages 11-12) in a Scottish primary school. This included video footage of pupils playing 3v3 field hockey, 3v3 football and 3v3 touch rugby. This data was later analysed to assess pupils decision-making performance. Additionally, pupils watched a video clip of exemplar invasion games and answered questions relating to the information they had gathered on one particular player. Responses were analysed to evaluate the amount, type and quality of pupil game knowledge. Pupils then took part in seven one-hour football lessons in which the emphasis was on solving tactical problems and using basic football skills to help solve the problems. Data were collected pre- and post- the intervention and were followed up by retention tests. Two main findings emerged from analysis of the data. First, pupils decision-making performance improved in all three games and, second, there was an increase in the amount of procedural and declarative knowledge acquired by the participants. On the basis of these findings, the paper will discuss the relationship between declarative and procedural knowledge, the relationship between knowledge development and transfer and, finally, the key role declarative knowledge plays in the development and transfer of decision-making skills between games within the same category. The paper will conclude by proposing ways in which the PE curriculum can be designed to consecutively present games from within the same category. References Docherty, D. & Turkington, D. H., (1986). A Model for the Sequential Development of Sport Skills. CAHPER Journal, March/April, 16-19. Griffin, L.L., Mitchell, S.A., & Oslin, J.L. (1997). Teaching Sport Concepts and Skills. Human Kinetics, USA Mitchell, S.A., & Oslin, J.L. (1999). An Investigation of Tactical Transfer in Net Games. European Journal of Physical Education, 4, 162-173. Gray S, University of Edinburgh   16.30HRS 18.00HRS THURSDAY  SESSION 3 WARDLAW ROOM A Criticisms of educational research in the 1990s This paper is an exploration of the meanings and worthiness of the criticisms of educational research in the 1990s, in the United Kingdom but also in a broader, international context. It draws on an overview of the vast amount of documents expressing criticisms of educational research in the United Kingdom, but also in Western and Eastern Europe and in the United States of America. Nonetheless, it summarizes the findings of a study based on the analysis (oriented by methodological principles derived from discourse studies and from the grounded theory approach to qualitative data analysis) of some of the most influential texts that criticised educational research in the United Kingdom, over the 1990s: Hargreavess 1996 Teachers Training Agency lecture, the Tooley and Darby report, and the Hillage et al. report (1998). The paper offers an overview of the targets, sources, solutions and actors that are characteristic for the recent criticisms of educational research. The variations between the United Kingdom and the other geographical settings are emphasised, especially in relation to the seemingly greater emphasis in Continental Europe on the disciplinarisation of educational research as part of the social sciences and on the questioning of the means-ends rationality. The findings are organised on three layers. Firstly, there is a level of the topics that flesh out the debate over the quality of educational research. The three documents criticise almost all aspects of educational research: the commissioning of research (e.g., the procedures for funding, the choice of priorities); the abilities, attitudes and practices of the actors involved (i.e., of researchers, but also of practitioners, policy makers and collective bodies); the organisation of research (i.e., the publication, networking, monitoring, dissemination, and assessment of research); and the outcomes of research (in terms of both the methodology that lead to them and of their impact and presentation). Secondly, the paper explores the rhetorical devices for putting forward political motifs and group interests, such as: devices for building the critics legitimacy and authority; devices for legitimising the criticism itself; devices for the management of the audience; and offensive strategies for making the criticism expressed more compelling in detriment of any possible counter-arguments (such devices are the use of stylistic and grammatical tools to emphasise the amplitude and urgency of the debate; the choice of tropes; the choice of a register of language; the use of comparison; or the use of humour). Finally, some passages of the texts suggested a third layer, of the rivalries in methodology and philosophy between communities of educational research. The dynamics of knowledge is a theme that was well covered in the three documents analysed here. The findings are grouped around four pairs of concepts: cumulativeness vs. non-cumulativeness of knowledge; convergence vs. divergence in research; rationality vs. non-rationality of practice and of research; teleology vs. non-teleology in research and in practice. These offer an account of the assumptions that underlie the recent criticisms of educational research and their solutions and counter-critiques. Oancea, A, University of Oxford   16.30HRS 18.00HRS THURSDAYInvestigating interactive decision-making: the use of stimulated recall procedures to promote reflective practice This paper considers the value of stimulated recall (SR) procedures as a research method to promote reflective practice and facilitate meaning-making between teacher-researcher and researcher. SR procedures offer a rich research perspective on classroom discourse, maximising the potential for interaction and interactive decision-making to be compared simultaneously. The voices and actions of interviewees can be analysed side by side; emic and etic perspectives of the same classroom event can be compared, allowing greater alignment of different views of the unfolding discourse. Other researchers have studied the decisions taken by teachers on-line, as they teach, commenting on the relative values of those choices in influencing interaction. Based on the evidence from these and other studies, the planfulness of teachers decision-making represents only one aspect of skilled teaching. This paper suggests that future class-based research should focus on what lies behind decisions taken on-line in order to better inform interactive choices and enhance interactional processes. One of the main advantages of SR procedures is that on-line decision-making can be compared and evaluated in the light of the evidence presented through both the interaction and the accompanying commentary. The procedure has currency both as a research tool for accessing the interactional organization of the L2 classroom, and as a pedagogic instrument to enhance interactional awareness. In this paper, a number of advantages are outlined using classroom data. These include:- During the playback of the recording, there is scope for clarification and question and comment generation on the interaction as it unfolds. Misunderstandings can be eradicated, ensuring that a common perspective on the discourse is attained. Teacher and researcher are able to view the actions and events through one lens; The commentary and accompanying interaction are extremely transparent. There is considerable richness in the presentation of the data, including the potential for checking and cross-checking of reality; It is also possible to offer two perspectives sequentially as well as simultaneously. By analysing a classroom recording before the stimulated recall interview, the researcher can obtain an outside (etic) point of view which can then be compared with the teachers inside (emic) perspective during the interview; There is considerable scope for raising awareness since fine-grained analysis of the interaction is possible and there is the potential for repeated playback and reviewing. Walsh S, Neil, P, Queens University Belfast  SESSION 3 Too good to be false? The ethics of belief and its implications for educational research This paper has two sources. The first is an article by J. S. Reed and others, published in 1987, but largely ignored, which highlighted the way in which social scientists continue to treat some research findings as true even when they have been shown to be false, or at least to be of doubtful validity. The second source is a dispute at the end of the nineteenth century over the ethics of belief, between the British mathematician William Clifford and the American philosopher William James. Clifford argued that we have a responsibility only to believe that for which we have strong evidence. James, on the basis of his pragmatic theory of truth, argued that there are prudential grounds for belief, relating to the effects of belief or non-belief. Applying these two sources to educational research, I will examine the case of teacher expectation theory: the idea that teachers expectations can have a substantial effect on pupils educational performance. This still seems to have wide influence, not just among researchers but also among policymakers, despite the fact that the research evidence in support of it is weak. Furthermore, as an example of empirical theory, it raises questions about the sort of knowledge that educational researchers can produce. This leads me to ask whether educational research is itself evidence-based, and whether there should be any difference between the ways in which researchers, on the one hand, and policymakers and practitioners, on the other, form beliefs and make knowledge claims. Hammersley, M., The Open University Research as a resource to educate and develop best practice :evidence from the supporting bereaved young people project (12-18 years) Using the example of the Supporting Bereaved Young People project, this paper will focus on how teacher participation in research activities educated and supported them in developing best practice. Mrs. Edwards will set the scene by giving a brief outline of the aims of the Supporting Bereaved Young People project to include discussion of how bereavement may affect classroom behaviour and how the secondary school can meet the young persons needs. The paper will discuss how their continuous participation (over a nine- month period) in monitoring and evaluating materials produced by the researchers encouraged teacher self-education and the transmission of knowledge to other members of staff, young people and their parents. Mrs. Edwards will then discuss how the training phase of the research included setting teachers exercises that led to the further development of bereavement support particularly suited to the young people they worked with. She will also report on how teacher interaction in the training sessions initiated thinking for collective local actions. Finally Mrs Edwards will report on how teachers have developed bereavement work in their schools since the training phase of the research. Edwards L, SCRE Centre, University OF Glasgow   16.30HRS 18.00HRS THURSDAY SESSION 3 chemistry c107 Enhancing student self-assessment competencies through academic portfolios and student-led parent conferences As part of a multidimensional university-school partnership to improve school climate in five middle schools (grades 6-8) through teacher-initiated interventions, teachers at one of the schools in the study initiated the use of student portfolios and student-led parent conferences (SCL). Both student portfolios and student-led conferences are procedures that have been recently endorsed by the National Middle School Association (in the U.S.) as important initiatives to help enhance learning as part of wide-reaching school improvement programs. Prior to initiating these new procedures, students at this middle school were evaluated each quarter by traditional teacher assessments, through grading and narrative summaries, without student input in setting goals and developing plans for improvement. In November of each year teachers would also meet with parents, without the child present, to review her/his academic performance over the last two months and develop plans and goals for the remainder of the academic year, with optional parent-teacher conferences occurring as needed. Although a widely used assessment strategy in many American schools, this traditional format does not take into consideration the developmental changes of students aged 11-13. One of the key developmental challenges students and parents face during this time is negotiating a childs increasing autonomy and sense of responsibility in both personal and academic spheres. What is often deficient in the traditional method of academic assessment, for students in this age category, is the lack of a course of action to place increasing ownership or responsibility on the student for his or her learning. With parent-teacher conferences being conducted in private, as they have been since the child entered school, and teachers setting academic goals and remediation plans, without student input, students remain passive and dependent learners and fail to take increasing responsibility for their lives. This paper describes the on-going work of teachers, as co-researchers, in developing, implementing and assessing academic portfolios and student-led conferences. Teachers created assessment instruments, including elements of assessments from previous SLC research, that were tailored to specific needs of their school. Results from the first two years of the study are discussed. In the first year 160 seventh grade students and their parents participated. This was expanded to the entire school (grades 6th-8th) in the second year (496 students). Students and parents completed surveys with open-ended questions at the end of the conference while teachers completed a survey at the end of the entire process. In addition, teachers participated in focus groups after the conferences. Taken as an embedded case study, data was analysed within and across grade level using both grounded theory and content analysis. Plans for the third year include piloting a Likert-type instrument, based upon information gained in the first 2 years, in addition to utilizing on-going qualitative methods. This assessment strategy involving students, parents and teachers provides multiple perspectives on the effectiveness of SLCs as a component of school improvement and, in addition to the rich data obtained, a further benefit of this strategy is that it can be implemented with minimal cost to the school. Camic P, Columbia College Chicago Cafasso L, Concordia University   16.30HRS 18.00HRS THURSDAYComplexity theory and school improvement some connections and insights Complexity Theory is providing useful insights into the study of business organizations. There may be situations where the techniques for assisting the understanding of dynamic systems provided by Complexity Theory are of use in educational contexts also. The project reported here explores some approaches to the analysis of quantitative and qualitative data inspired by Complexity Theory. The key focus of this work is on perceptions of learning at several levels, from the student to the whole school. These are used to investigate consistency (or lack of it) across levels and to form a picture of attractor states. This work suggests further lines of research and has implications for staff development and for the management of change in schools. Cunningham R, Torfaen County Borough Council The effects of Curricular Change in Physical Education on Students Attainment and Well-being The flexibility of Sport Education allows for adaptation and growth rather than implementation of change (Brunton 2002), thus each programme can be developed to suit the learning needs of the students. As a Sports College, Park High School, Birkenhead shares the aims of the Specialist Schools Programme by extending the range of opportunities available to the students in order to maximise their potential while raising standards of the teaching and learning throughout the school, neighbouring schools and the community. As indicated in the mission statement for Sorts Colleges, Park High aims to increase participation levels within physical education in order to develop excellence throughout physical education, sport and dance both within the school and the local community. This paper will analyse the hypothesis that a season of sport education will enhance the self esteem and motivation of students. Brunton, J. (2002). Relations of Power during a Season of Sport Education. University of Leeds McAlinden T, Stratton G, Fairclough S Walsh B, LJMU Bousfield P, Park High Specialist Sports College  SESSION 3 chemistry c107 A study on school, family and community partnership focusing on the impact on children Now in Japan, partnership among school, family and community is one of approach for school improvement. It is implemented national wide in Japan. However its impact on children has not been clarified. The purpose of this paper is to demonstrate how school, family and community partnership has an impact on children and to consider what constitutes the impact. The study is conducted at an elementary school in Osaka, Japan in a fiscal year of 2000, from April 2000 to March 2001. Participatory observation method is utilized in the fieldwork. In the first part of this paper, the definition of partnership and community are discussed. Partnership among school, family, and community is developed step by step through connection, cooperation, and collaboration. Community, which collaborates with school, is built through formation of the community sentiment. It does not exist beforehand. From this viewpoint, partnership between school, family, and community in an elementary school in Osaka is identified and elucidated. How partnership impacts on children have become clear. The present research highlights 3 obvious points. They are: Community is built as the partnership develops. Community sentiment between the parents and the residents is formed through the cooperative and collaborative community building. School, family and community partnership have an impact on children both directly and indirectly. The indirect impact includes following changes. The parents and the residents who participate in an activity of collaboration share the community sentiment. They change their attitude and behavior toward all children. They realize about good care of not only their own children, but they pay more attention to all children in the community. The relationship between adults and children, in the community, become good. Moreover, the parents, the residents and the teachers communicate with each other. Good communication among them brings to understand background of children better than before. It motivates them to change their recognition about children. Home, community and school environment become warmhearted for children that leads to the change of attitude and behavior of the children. The direct impact is a growth and expansion of a variety of experiences those are engaged by children through partnership activities. When we consider the impact of school, family and community partnership on children, the indirect process is more effective rather than the direct impact. Tomoko K, University of Osaka   16.30HRS 18.00HRS THURSDAY SESSION 3 bu g13 No discrimination on the basis of irrelevant qualifications Combating discrimination in education and employment is a major and continuing challenge. In the early 1960s it was still possible to see advertisements for employment stating openly No Blacks, and black children were bussed to distant schools to try to ensure that they assimilated into white society. The Race Relations Act of 1976 prohibited race discrimination in employment, training and education and a number of other areas, and the Race Relations (Amendment) Act of 2000 strengthened these provisions. Legislation on disability discrimination has been slower in coming. It is only with the Special Educational Needs Discrimination Act of 2001 (now the Disability Discrimination Act 2001 Part 4) that educational institutions have really had to take such discrimination seriously. As time has passed the UK has gradually recognised as unlawful more and more areas of discrimination. The European Union Treaty of Amsterdam gives powers to combat discrimination based on sex, race or ethnic origin, religion or belief, disability, age and sexual orientation. The UK government is due to outlaw age discrimination in employment in 2006. Each of these, and many more, legislative recognitions of discrimination have been hard-fought. To achieve their aims campaigners have had to battle against the common sense rightness of discrimination based on each of these criteria. Until recently was natural to discriminate on the basis sex, ethnicity or disability and, for many people, it is still natural to discriminate on the basis of age. In the same way, it is still natural to discriminate on the basis of irrelevant qualifications. The word irrelevant is crucial. If someone is to fly a plane in which I am travelling, I want to be sure that the person is a qualified pilot. If someone is to remove a kidney from my body, I wish to know that the person is appropriately qualified. But academic qualifications are often used in a different way. They are often used to discriminate in a way that disadvantages those without such qualifications, yet the qualifications are irrelevant to the particular job or educational opportunity. Newspaper advertisements for jobs often demand certain academic qualifications of potential applicants. In many of these advertisements the relevance of a GCSE in English or a degree in economics can be clearly seen (if the job is for an pharmacist, there is a need for a degree in pharmacy). But in other job advertisements there seems to be little need for the 5 GCSEs (doesnt it matter what they are in?) or the good honours degree (in any subject?). I believe that such discrimination in both employment and education on the basis of irrelevant qualifications is unwarranted and needs to be challenged. This paper first reviews the extent and nature of such discrimination, and then considers the major changes that any legislation against such discrimination might bring about. Walford G., University of Oxford   16.30HRS 18.00HRS THURSDAY'Brutal and stinking' and 'difficult to handle': the historical and contemporary manifestations of racialisation, institutional racism, and schooling in britain? In this paper, I challenge Home Secretary, David Blunketts recent denial of the existence of institutional racism in Britain. I argue that, in fact, institutional racism has been a reality in British society from the origins of the Welfare State up to the present day. Utilising the Marxist concept of racialisation, an ideological process which categorises people into distinct races, I suggest that this concept best explains the economic and political factors which underlay institutional racism in schooling, both historically and at the beginning of the twenty-first century. I conclude by offering a wider definition of institutional racism than that offered by Macpherson in the Stephen Lawrence Inquiry Report and stress the need to pressurise the Government to abandon its denial of institutional racism and, at the very minimum, urgently to implement Macphersons recommendations with respect to education Cole M, University of Brighton Building the democratic capabilities: insights from the works of Martha Nussbaum, Amartya Sen, and Michel Foucault for political education This paper examines Martha Nussbaums and Amartya Sens capabilities approach in terms of its implications for political education, and specifically as regards education for democracy. It asks whether Michel Foucaults conception of 'self-creation' does not also presuppose such an approach. The first part of the paper outlines the philosophical basis of the capabilities approach, and compares Nusssbaum and Foucault in respect to their distinctive philosophical positions. The second part of the paper assesses the implications of the capabilities approach for democracy. It concludes by seeking to codify the functions of education for constructing the democratic capabilities for a post 9/11 world. Olssen M, University of Surrey  SESSION 3 maths m114 From theory and research to educational service - the experience of disseminating a research-based sex and relationships education programme This paper describes the journey, reflections and understanding gained by successfully developing a Sex and Relationships Education (SRE) programme from a research project to an educational service programme. The original Added Power And Understanding in Sex Education (A PAUSE) research project involved adult-led and peer-delivered sessions in two schools, which demonstrated educational gain and was the first programme in Europe reduce rates of sexual activity (Mellanby et al 1995). Eight years later, A PAUSE is being delivered in approximately 150 schools across England and Wales, engaging 100,000 young people who reflect a comprehensive academic and social background as well as form faith, single sex and independent schools. The paper describes how adult-led sessions (60%of the programme) were originally co-facilitated by a Doctor and a senior teacher, a model which, as anticipated, was too expensive to be replicated. The first stage of transposition describes the development of a local service provision, which was delivered by peripatetic teachers and visiting healthcare staff. The second stage, which has now been widely adopted involves training in-house teachers with visiting healthcare staff. Both approaches continued to use the peer-led component, where Y12/13 students (aged 16/17 years) either from the schools own VIth form or local FE College deliver 4 sessions to Y9 (aged 13/14 years). The paper describes how, and suggests reasons, why new areas have adopted A PAUSE and the programme can be locally sustained. Results similar to those of the original research have been presented elsewhere (Kay et al 2002) and successfully demonstrate, uniquely in Europe, evidence of changes in young people's beliefs and behaviour. At 16, young people who have participated in A PAUSE are less likely to think that sex should be part of under 16's relationships and less likely to have had sex but increased use of contraception by those young people who do have sex. This paper includes reference to this but also describes how A PAUSE flexibly accommodates the diverse needs of young people, different professionals and how this contributes to personal and professional development. There is a description of how the training for adults and peers and classroom practice has developed as a result of an improved understanding of theory and practice with increasing input from teachers, health professionals and young people. The paper finally considers the wider educational contribution that effective SRE can make to National and local educational and health initiatives. This includes how promoting positive, multi-agency relationships and developing participatory approaches to learning provides effective SRE and supports initiatives such as the National Healthy Schools Standard, PSHE and Citizenship and can add value to social inclusion and school improvement policies. Rees J B, Universities of Plymouth and Exeter   16.30HRS 18.00HRS THURSDAYMeasuring effectiveness? Methodological dilemmas in researching a sex education intervention This paper draws on research carried out for my PhD, which was an investigation into young mothers contributing to other young peoples school sex education, through telling their stories about the realities of being a teenage parent. One of my research questions was whether this type of intervention is a useful sex education tool, and I explore here some of the difficulties I faced in determining what useful sex education is, and how it can be measured. Within health education, quantitative approaches tend to dominate, primarily in the form of outcome evaluations based on statistical or at least numerical measures of knowledge, attitude and/or behaviour change. Sex education is no exception to this, with key government targets being to reduce the rates of teenage pregnancy, and sexually transmitted infections amongst the young. My initial research plan therefore focused on a pre and post session questionnaire, in order to demonstrate effectiveness in terms of measurable change. However, the fact that sex education within the UK occupies a site of struggle between what can be summarised as traditionalist/moralistic, health/harm reductionist and empowerment discourses, highlights the possibility of alternative conceptualisations of effective sex education and its measurement. The four projects that I was studying did not focus on reducing teenage pregnancy rates, but instead represented a more empowerment based discourse, through the aim of assisting young people to make informed choices regarding their behaviour. This implies a different sort of evaluation is needed, in which participants understandings of and responses to the sessions are explored qualitatively. Such an interpretative approach is also more in keeping with the fact that the sessions were centred on young womens narrative accounts of parenthood; where the main tool of education is something as personal and complex as individuals life stories it seems likely that any impact on pupils will be equally personal and complex, and therefore difficult to measure in any categorical way. As a result of these factors I decided upon a multi-method study, collecting questionnaire, semi-structured interview and observation data, but ultimately basing the whole within a qualitative framework. I argue that I uncovered much richer findings regarding the projects effectiveness as a result, in particular the subtle, emotional level learning that the sessions engendered. Given that young peoples beliefs and cultural norms have been identified as important influences over their sexual behaviour, it is not surprising that research methods aimed at exploring young peoples own interpretations of the sex education they receive are important for assessing the potential usefulness of interventions. This is particularly the case when considering outcomes that move beyond individual behaviour change models and dominant constructions of youthful sexuality as problematic, such as empowerment and informed choice. I therefore conclude that in studying sex education, it is vital to critically consider the aims and the meaning of effectiveness being employed, and to ensure that the research methods selected are the most appropriate for assessing this. Kidger J, University of Bristol  SESSION 3 maths m114 Working with un/certainty in sexualities research. This paper builds on previous work on methodological issues in the context of sexualities research. I will consider a number of questions raised for me in the process of conducting interviews in the area of HIV prevention education and each of these questions also relates to un/certainties in the data that is generated. These themes relate, in turn, to questions of speaking outwith binaries and inform a wider pedagogical interest in this area. I first explore questions about asking about sexual identity and the difficulties associated with speaking about and through silences. This section of the paper considers my own and others responses to questions of my sexual identity and how this interconnected with asking other people about theirs. I will also consider some of the difficulties of interviewing outside the binary gay/straight when considering questions of identity. The second section focuses on ethical dilemmas raised in the context of HIV prevention research and how these might inform educational approaches in this area. I will consider some of my uncertainties about responding to accounts of sexual behaviour which suggested risks were being ignored or participants were perhaps unrealistically confident in their capacity always to use protection. I am interested in how my confessional tales (Van Maanen, 1988) might be a vehicle for a self-reflexive encounter with hermeneutic and representational issues (p.126) in this area. Frankham J, University of Manchester    16.30HRS 18.00HRS THURSDAY SESSION 4 chemistry c107 Fractions: do students understand fractions or do they rely on rules or procedures? Researchers have noted how students whole number schemes can interfere with their efforts to learn fractions (Behr, Wachsmuth, Post, & Lesh, 1984; Streefland, 1984). Mack (1990) found that where students possessed knowledge of rote procedures they focused on symbolic manipulations. An Australian research project highlighted the vast difference in the children's mathematical knowledge and the type of whole number strategies they used when solving rational number tasks (Hunting, Davis, Pearn, 1996). Success In Numeracy Education [SINE] is a major numeracy approach being implemented in Victorian Catholic schools. SINE is designed to assist teachers to identify the mathematical understanding of their students. This paper focuses on work with Fractions being undertaken as part of the pilot program for SINE Years 5 to 8. A Fraction Interview was developed to ascertain students rational number knowledge. A Fraction Screening Test based on the Fraction Interview was designed as a broad assessment tool for teachers to use with a whole class group in order to identify areas of strengths and weaknesses. Testing highlighted the dependence of students on remembering rules and procedures. Sometimes this reliance was successful, e.g. when completing equivalent fractions. However when given the task of ordering fractions students were more likely to rely on remembering faulty rules and procedures. In some cases students appeared to relate whole number rules to fraction concepts e.g, when matching fractions with equivalent decimals students matched 0.4 and because they both had a 4. The Fraction Interview and Screening Tests appear to show that too many children rely on rules and procedures to compensate for inadequate personal understanding of fractions. References: Behr, M., Wachsmuth, I., Post, T. & Lesh, R. (1984). Order and equivalence of rational numbers. Journal for Research in Mathematics Education, 15, 323-341. Hunting, R. P., Davis, G., & Pearn, C. (1996). Engaging whole number knowledge for rational number learning using a computer based tool. Journal for Research in Mathematics Education. 27(3), pp. 354-379. Mack, N. K. (1990). Learning fractions with understanding: Building on informal knowledge. Journal for Research in Mathematics Education, 21, 16 -33. Streefland, L. (1984). Unmasking N-distractors as a source of failures in learning fractions. In B. Southwell, R. Eyland, M. Cooper, J. Conroy, & K Collis (Eds.), Proceedings of the Eighth International Conference for the Psychology of Mathematics Education (pp. 142-152). Sydney: Mathematical Association of New South Wales. Pearn C, Catholic Education Office, Melbourne   09.00HRS 10.30HRS FRIDAYHow can NVQ assessors judgements be standardised?. National Vocational Qualification (NVQ) assessors make judgements about the competence of candidates by reference to written standards. They base their judgements on a variety of evidence that is accumulated on the job e.g. observing the candidate working, questioning them and/or judging a product made by the candidates. The tasks that each candidate performs and the other evidence they provide to prove that they are competent is different for each assessment judgement. For NVQ assessment to be reliable each assessors judgements must be consistent for various candidates and tasks and consistent with the judgements of other assessors. In this situation the question that arises is 'How can NVQ assessors judgements be standardised (made consistent and reliable)?' This question is considered by drawing from the research literature and a research study. In the research project a survey of NVQ centres was undertaken to identify what NVQ centres do to standardise assessment judgements. This was followed up by interviews with assessors and candidates from case study centres to consider the issues in greater depth and confirm or deny the results of the survey. After the interviews the assessors took part in standardisation exercises designed and co-ordinated by the Awarding Body. The assessment judgements made in these exercises were made about evidence borrowed from candidates who had already been assessed. It should be noted that the decisions made in the standardisation exercises did not affect the assessment of the evidence that was borrowed for research purposes. It was found that assessors tended to believe that standardisation was undertaken by ensuring that all assessors followed the same assessment procedure and that such standardisation ensured that assessors made reliable judgements. During the standardisation exercises the assessors found that their judgements were not necessarily always consistent, questioning their belief. The limitations of the standardisation exercises plus the results and implications from the case study research will be discussed. Greatorex J, Shannon M, UCLES  SESSION 4 CHEMISTRY C107 'What happened to limen referencing? An exploration of how the awarding of public examinations has been and might be conceptualised' It is generally accepted that public examinations in the UK are neither criterion referenced nor norm referenced. The Awarding process where grade boundaries are chosen is characterised by combining professional judgements of quality with statistical evidence to determine grade boundaries. A grade boundary is the lowest mark that a candidate must achieve to be awarded a given grade. In the Awarding process the judgementally determined grade boundaries are the grade A and E boundaries at A level and the grade C, A and F boundaries for nontiered GCSEs. The remaining grade boundaries are determined arithmetically. The Awarding process has been conceptualised by different authors as limen referencing, cohort referencing and weak criterion referencing. There is little literature about limen referencing. When the Awarding process has been conceptualised as limen referencing an A grade boundary is argued to be the limen (threshold) at which the unique qualities of A grade achievement are detectable, and they are undetectable below the grade boundary. The same principle is applied to the other judgementally awarded grades. Cohort referencing is ensuring that the proportion of candidates awarded each grade remains the same from one examination session to the next. Weak criterion referencing is relaxing the notion of criterion referencing, it involves maintaining the general quality of examination performance required for each grade, given the difficulty of the examination but not demanding evidence of specific achievement (Baird et al. 2000, 215). In this paper the Awarding process and associated concepts are revisited with the aim of scrutinising the different terminology that has been used to describe Awarding and to consider how it might be conceptualised. Reference Baird, J, Cresswell, M and Newton P., (2000), Will the real gold standard please step forward?, Research Papers in Education, 15, 2, 213-229 Greatorex J, UCLES   09.00HRS 10.30HRS FRIDAYUsing it to assess pupils with special educational needs in mathematics.The current educational climate strives to promote inclusiveness as opposed to segregation. The Warnock Report (1978) emphasised the need to grant all children with special educational needs the same rights as other children. Regardless of the pupils ability, special educational provision must be made to meet the special educational needs of each individual pupil and this requirement includes the assessment process. Although these children are entitled to assistance during the testing period such as a person to assist with the reading of the paper, a scribe to write the answers dictated by the pupil, extra time for slower communicators and so on, it is surprising that little attention has been paid to the advancements in modern technologies which could assist these pupils further during assessment. This paper outlines the potential benefits of using an electronic medium for assessing pupils with moderate learning difficulties. Using computerised assessment units (CAUs) for mathematics (Cowan, 1997), pupils are administered the same test items as appear on the paper-based mathematics assessment units (AUs) used in mainstream schools apart from one important feature the CAUs contain audio recordings within each item. An additional attribute of the software is the inclusion of Vygotskian prompts designed by teachers experienced in the assessment of pupils with moderate learning difficulties. These prompts provide hints to assist the pupils in solving the mathematics questions and act as scaffolding to encourage the pupils to reach higher levels of attainment. The Angoff (1971) standard-setting technique was used with the teachers from the SEN schools to recalculate the cut-score for the test when use was made of the prompting facility. This study was then piloted with pupils in two Special Schools. During the evaluation of the software the following research questions were investigated: Do the voice-overs for the text of the question help the pupils to understand the question? How often do the pupils play the prompts and are they of help? Do pupils reduce their dependence on the prompts over time? Is the test environment easy to use? Do the IT skills required to use the software influence the pupils test scores? Can the pupils reach the cut-score for the CAU test more easily when the prompts are made available? Does learning from the prompts transfer to a parallel problem requiring the same skills or conceptual knowledge as that addressed by the computer? Acknowledgments: The author wishes to acknowledge the Department for Education, Northern Ireland for part-funded this research project and to thank the staff and pupils of 12 Special Schools for their co-operation and feedback. Cowan P, Queens University Belfast  SESSION 4 MATHS M113 Childrens creative thinking: models and metaphors for thinking about creativity in education Whilst there is no marked absence of research on how children engage in creativity, there is less understanding about the role creativity plays within different situated contexts where children contribute to the meaning and understandings about what counts as creativity. Using a particular focus on examining the link between problem-solving and musical creativity, this paper compares childrens compositional pathways drawn from a range of data sets that tracked the ways in which musical problems were perceived, framed and solved. This paper constitutes an attempt to operationalise a model and metaphor for creative thinking as a basis for (a) mapping childrens compositional pathways; (b) identifying the role of creativity in education and (c) informing and innovating creativity in educational practice. Burnard P, University of Cambridge Fostering multiple intelligences: Socratic approach Howard Gardner of Harvard University developed the concept of multiple intelligences. He formulates that individuals can be gifted in language, math and sciences, music, art, sports, social skills, self-knowledge, and in the world of nature. An individual can be a high achiever in one or two, but low performer in all other areas. He or she seldom excel equally in all areas. Gardner analyzed the lives and works of Darwin, Picasso, Gandhi, and many others to show how each of those individuals represented a different area of intelligence. Childhood stories of eminent individuals indicate how they often startled the adults by asking questions. J. S. Mill, for example, amazed his father at age 3 by asking: If God created the world, then who created God? Similar stories can be cited about others who asked funny and witty questions during childhood. Asking question is not just kids stuff. Shakespeare opens his Hamlet with a question: who is there? Rabindranath Tagore (1861-1941), the Bengalee poet-educator, begins and ends one of his best poems with questions: Who am I? Where did I come from? Where am I going? In reference to teaching asking questions that lead to further inquiries are more important than answering them. Plato also begins one of his dialogues, Meno with questions about virtue. If we replace the word virtue for multiple intelligences, then the questions would read as follows: (1) Is intelligence inborn? (2) Does it come from practice? (3) Can it be taught? (4) Is it something else that we do not know yet? Analyses of such questions lead to more questions which is referred to as Socratic method. Methods: Using Platos Dialogues as the guide, I interviewed the teachers and students (from 4th to 12th grades) in Michigan. I also observed various grade levels in different subject areas. I recorded their response to the following questions: What form of question the teachers ask? What kind of question students ask to their teachers? What kind of question students exchange among themselves in the classroom? Results: My observations, interviews, and review of different tests given in the schools show the followings: (1) The teachers usually spend 20-30% of class period in explaining and repeating the rules and expectations. When teaching, they hardly invite or encourage academic questions to stimulate and sustain students interest. (2) The tests are geared toward gathering facts and superficial comprehension of texts. Teaching and testing hardly ignite deeper level understanding. Also teachers seldom emphasize problem solving and/or problem finding approach; nor do they test students from multiple perspectives such as portfolios, peer-evaluation, or performance. Latif A, Georgian Court College, Lakewood, NJ 08701, USA 09.00HRS 10.30HRS FRIDAYCreativity and technology in the south african curriculum The introduction of Outcomes-Based education (OBE) in Grade 1, in all South African schools in 1998, signified the recognition of Technology as one of eight core learning areas in the general education and training band from Grade R to Grade 9. The curriculum has since been revised and a more streamlined version is to be phased-in from 2004, commencing with the Foundation Phase (Grade R to Grade 3). In the Revised National Curriculum Statement (NCS), the Technology Learning area is described as aiming to develop citizens who can display the competencies and values encapsulated in the critical and development outcomes. These outcomes envisage learners who, inter alia, will be able to identify and solve problems and make decisions using critical and creative thinking. The design process is described as a creative and interactive approach used to develop solutions to identified problems or human needs. The technological skills of investigating, design, making and evaluating are recognised as forming the core the design process. It is in this context that Technology is defined as follows: The use of knowledge, skills and resources to meet peoples needs and wants by developing practical solutions to problems, taking social and environmental factors into consideration. (Department of Education, 2002: 4. Revised National Curriculum Statement:Technology) To date, little is known about how young South African learners actually use their creative thinking skills to solve problems and exactly how these skills may be expected to develop from an early age, in the curriculum. Whilst definitions of creativity reveal a host of diverse characteristics, most definitions endorse the view that creativity involves the creation of a useful and original product. Evidence based on research conducted abroad, in technology education, indicates that this learning area has the potential to be a major medium for the development of lateral and vertical thinking. The researcher believes that the fostering of creativity is inherent to Technology, as young learners are highly creative thinkers and their designs, plans and products often reflect novelty and originality of thought. The constant interplay between the mind and the hand as reflected in Kimbells Assessment Performance (APU) Model, clearly illustrates how learners think and learn during the technological process (Clipson & Boyles, 2000: 2-4. Putting Research in Practice in Primary Teaching and Learning) of designing, making and evaluating. The nature of the technological learning environment which is characterised by contextual, peer-based and activity-based learning and learning through reflection experiences, support the development of the young learners creative thinking skills. It is within the context of this background information that this paper will explore the following: the value of Technology as a catalyst in the development of young learners creative thinking skills, in the Foundation Phased (Grade R 3); the development of a Technology Creativity Model that could be used as a profile to assess young learners creative input during technological tasks; the role of the teacher and the learning environment in supporting and extending creative thought. Craft A, Jeffrey B, open University  SESSION 4 maths m113 Rural communities and globalization of education In one sense the Icelandic society with its 280.000 inhabitants living on an isolated 100 km island in the middle of the Atlantic Ocean can be considered rural. Closer look at the society though gives an interesting picture of unevenly distributed population, diversity of culture and variety in economic structure. In times of eroding globalization Rural Education appears to become marginalized condition neglected by educational research. Rural education is a problematic concept. Ruralness can be approached from a range of perspectives and can mean many things. Also rural conditions and rural communities diverge. Rural thus has ambiguous meaning relative to social-historical location of the concept. Besides the geographical nuance that refers to remote or isolated location, various other perceptions can be detected; e.g. social, economic, cultural, political, demographic, etc. Previously Rural had positive connotation as it referred to cultural maintenance; a context were original notions of national culture, language, literature and handicraft had been saved and cared for at times harsh social change and economic transformations. In the turmoil of the modern condition references to what was culturally correct tended to be sought in the "simplicity" and "purity" of the Rural context. This 20th century notion currently appears to be yielding to new vague notion of the Rural. Massive relocation of people towards the Urban centres, migration of immigrants from multiple locations; internationalisation of trade, media development and cultural globalisation seems to obtain the new post-modern condition at the turn of the 21st century. The old notion of rural community is fading away. Agricultural and fishing communities are shrinking in terms of population and their economic and cultural relevance is vanishing. In many instances immigrants are hired to keep fishing industries and agriculture alive. In these circumstances the old notion of the rural as culturally pure and nationally original becomes obsolete. The cultural aspect of the rural condition is crucial to understand the interplay of social and personal, natural and cosmological aspect of ruralness. It is exactly in this context that teachers and schools have a role to play; to help people understand changes going on in communities and evaluate traditional as well as imported ways of life. This paper is based on interview data from community leaders and educators in three distinct communities in Iceland; the capital city, agricultural area and a fishing village. It pursues changed currently going on in the local habitat and displays distinctive tendencies in different communities, due to globalization, multicultural immigration and new information technologies. The cultural aspect of the rural condition is crucial to understand the interplay of social and personal, natural and cosmological aspect of ruralness. Also the role of the educational system need to be re-considered at the outset of the 21st century. Myrdal S, Iceland University of Education   09.00HRS 10.30HRS FRIDAYNational identity, citizenship and the commercialization of public education: a new zealand perspective Historically, public education has contributed directly to the maintenance of social democracy through building communities of literate and informed citizens. By eliminating barriers to social inclusion and fostering democratic citizenship, education policies have contributed to social well-being and social connectedness. More recently, however, as many Western countries have adopted policies of structural adjustment, education has been subsumed, to a large extent, within economic policy. This trend has been accelerated under the influences of globalization and the rise of the new knowledge-based economy. It is assumed, within this context, that investment in education by the state can produce measurable returns on indicators of increased competitive advantage and economic growth. Moreover, in countries such as New Zealand, education has now become a billion dollar export industry. This extension of globalization into the domain of education produces an agenda for educational reform that raises fundamental questions about the purposes of public education. To what extent, for instance, should global economic purposes have priority over those of citizenship and national identity? The paper explores the various dimensions of globalization and considers how these might relate to public education and the nation-state. In this respect, it examines the international marketisation of education and the effects of this rapidly growing trend on education in New Zealand, including the implications of the export education industry and the General Agreement on Trade in Services (GATS). Codd J, Massey University  SESSION 4 The globalisation and regionalisation of higher education: Japans student exchange policy in East Asia At the beginning of the 21st century, higher education is faced with the new challenges of a global society and there is an increasing need for cooperation and exchange. As well as globalisation, there has been a growing awareness of the importance of regional integration as seen in the European Union (EU), the North American Free Trade Agreement (NAFTA) and many sub-regional initiatives which are bringing about economic and political integration. In terms of regionalisation, however, Japan seems to have been left behind, despite the fact that it has been the largest donor country to Asian countries. In fact, there is no regional integration in Asia which is equivalent to the EU and NAFTA. A currency crisis which began in Thailand in 1997, however, is considered to have reminded Asian nations of their vulnerability to the global economy as well as the importance of more reinforced regional mechanisms. The importance of education and human resources development was hence reaffirmed as the foundation for national development, and the further promotion of university exchange and cooperation was proposed for regional prosperity and security. My research aims to discuss the globalisation and regionalisation of higher education with a special focus on Japans student exchange policy with regard to other East Asian countries. Centring on student exchange as a principal component of internationalisation policy, I intend to i) investigate the policies of Japan and its major partner countries in East Asia, ii) analyse bilateral relations between Japan and each partner country from a comparative perspective, and iii) explore the possibility of further regional collaboration. In the final part, I will explore theories, on the basis of the major findings from this research and due consideration of local aspects, and provide recommendations to those who are involved in higher education. As well as Japan, China, Korea and Thailand are to be mainly investigated as Japans major partner countries for student exchange. The institutions which I plan to contact are the major regional network secretariats, the relevant educational and development ministries, boards and agencies, and universities. The information and data will be collected through i) semi-structured interviews and discussions with policy makers at supra-national, national and institutional levels, ii) questionnaires given to those working at universities, and iii) a comparative literature survey in order to increase the validity and reliability of data collection by triangulation. Due deliberation will be made on ethical issues as well as use of English as a primary research language. In addition, a number of theories will also be considered in order to avoid prima facie analysis. Tsuruta Y, University of Oxford   09.00HRS 10.30HRS FRIDAYInvesting in global citizenship: a report on the kwathu project Based upon an on-going project linking schools in Norfolk and Zomba, Malawi, this paper considers how students participating in this bi-lateral link project and interpret images of each other. It examines the various ways identities and perceptions of identity shift as mutual understanding progresses. It follows the students through the processes of deconstructing stereotypes generated by mass media and, looking to the future, considers the potential for peer generated media to construct identities students in both countries can invest in. It concludes by suggesting the implications this may have for the teaching and learning of global citizenship. The Kwathu Project links three schools in Norfolk with three other schools in Zomba. Kwathu is the Chichewa (the national language of Malawi) for home; and the project is intended to help pupils and students in the participating schools explore and share their ideas on the concept of home at local, national and global levels. By introducing an international dimension into the curricula of each school through peer learning with children from other cultures, the Kwathu Project offers an opportunity to examine the ways in which these children construct and perceive images of themselves and their peers as global citizens. Here, we focus on the activities and current outcomes of one of the Norfolk schools. We outline the rationale for the Kwathu Project, relating it specifically to the two key educational policies concerning international relationships and young people: (1) the new citizenship curriculum, which incorporates elements of global citizenship; and (2) the current governments emphasis on building support for its international development agenda which calls for every child to be educated about development issues, so that they can understand the key global considerations which will shape their lives. We then go on to explore the question of how these Norfolk students see themselves as global citizens through an analysis of the various activities they have been involved in. We pay particular attention to the relationships between image and interpretation as we consider their progression from what has been termed compassionate colonisation (the need to understand the lives of their Malawian fellow-citizens-of-the-world primarily in order to provide appropriate charitable assistance) that has been generated by commonly held beliefs originating in the media towards a greater understanding of common citizenship generated by media produced by the participating Malawian schools. At the same time, we consider the Norfolk students construction of their own reflexive identities as global citizens through the generation of media illustrating their own lives and intended for their Malawian counterparts. By way of conclusion we suggest that different types of educational intervention can perpetuate or break widely held stereotypes; and argue that if global citizenship is to be approached then interventions must seek to break those stereotypes. Watts M, University of Cambridge Ridley B, University of East Anglia  SESSION 4 mech & chem me 103 From commodity to activity: an activity system based approach to graduate employability This paper attempts to rebalance some of the concepts inherent in models of employability based around the concept of key / core / generic / transferable skills. It is argued that such approaches tend to commodify employability in ways that do not reflect the social and context bound nature of employability. Additionally it will be argued that such a commoditised view of employability has a poor fit with related thinking on how people learn and use knowledge in the workplace. Rather than concentrating on individuals' levels and types of skills it is argued that a concern with qualities such as motivation (related to Dweck's, 2000 self-theories), the role of the workplace and education system is also important to a fuller understanding of what constitutes employability. An alternative, model of employability, based on Activity Theory (Engestrom, 1987) is presented. This attempts to take account of the social and contextual embededdness of employability and presents important implications for further studies of employability and is discussed in the light of an ongoing research project into graduate employability. The data on which this analysis is based was drawn from semi-structured interviews with 25 graduate workers and more senior colleagues such as line managers and managers involved in graduate development in their companies. About half the sample were involved in design and manufacture and the other half from service industry. The interviews concentrated on asking about how graduates went about their work and was especially concerned with looking at how they were motivated, dealt with challenges and their perceptions of their workplace cultures and their interaction with this. Illustrative quotes from selected interviews are used in the section outlining the alternative approach set out here. Lent N, Lancaster University Student expectations how do we measure up? Students of Higher Education increasingly perceive themselves to be customers of a service. This is partly as a result of the funding arrangements in the UK where students (or their parents) contribute directly to the cost of their education, and partly because of the growth of consumerism in public services. The student experience has become an important dimension in the measurement of quality of education. The first part of the paper will illustrate the ways in which student expectations are changing and what the drivers for this change have been. The impact of this is that we have to ensure that courses satisfactorily meet student expectations and that the quality of the students experience of a course is high. Other service providers (eg commercial services) have faced this type of challenge for some time and an examination of the methods used produces interesting alternatives to the more conventional questionnaire. The major focus of the paper will be the way methodology from the service industry can be adapted and applied to measure the learning experience of students. It will be shown how the development of a Service Template for evaluating student satisfaction, can identify a lack of fit between what students expect and what they experience on a course. The paper will conclude by demonstrating how an electronic version of the Template, QUEST (Quality Evaluation by Student Template) can highlight aspects of the student experience to generate a better fit between what students expect in a course of study and what they receive. Tricker A R, Sheffield Hallam University  09.00HRS 10.30HRS FRIDAYThe employability of first class graduates The focus of this study is on how graduates with first-class honours degrees construct, understand and manage their employability, and whether differences exist according to the gender, social background and educational biographies of students. It is also concerned with sociologically exploring differences in the labour market behaviour, aspirations, choices and qualitative experiences of a group of high achieving university graduates. A central concern throughout the thesis is the extent to which the hierarchy of achievement within university corresponds with and is reflected in the opportunity structure of the labour market, and in terms of graduates labour market outcomes and rewards. The collection and analysis of quantitative survey data is supplemented by a detailed qualitative investigation of the social construction of employability by graduates with first-class honours degrees, through undertaking 50 semi-structured qualitative interviews with first class graduates from a wide range of universities. The belief that we are living in a globally competitive knowledge-driven economy has led the government to place more emphasis on the employability of graduates. Within this knowledge-driven economy it is commonly assumed that graduates with firsts will constitute archetypal knowledge workers, receive the best employment opportunities, be better rewarded in the labour market and have better overall life chances, regardless of their social background, gender or educational biography. This research critically evaluates such assumptions and problematizes the idea that a focus on graduate employability will necessarily lead to social justice and increase equality of opportunity among graduates in the labour market. Far-reaching changes in both higher education and the labour market over recent years have fundamentally altered graduates relationship with the labour market and the structure of opportunities available to them. This study offers a unique opportunity to look at the role and value of the first class credential, focusing on the decisions, experiences, aspirations and labour market outcomes of first class graduates themselves. The research both draws on and develops existing sociological theories of social, cultural, human and personal capital, centrally addressing theories of social inclusion and exclusion within a knowledge-driven economy. It opens up both human capital theories and social closure theories to critical scrutiny. Furthermore, by examining those graduates with specifically first class credentials, this study contributes to an understanding of the changing nature of positional competition and its relationship to issues of social justice at a graduate level. Preliminary survey findings and interview data will be presented and discussed. Smetherham C, Cardiff University  SESSION 4 chemistry c110 A simple start- a potential use of simplified english materials in the inclusive classroom The examination of simplified English materials has been affected by its connection to EFL practice. It is unclear to what degree simplified materials may or may not increase comprehension in first language users, but research into second language acquisition suggests that simplified English materials are only of limited value. It is suggested that such materials are of some use with people who are at an intermediate level of acquiring language, but that inappropriate use of these materials at all levels will inhibit both language development and language richness. In mainstream classrooms the use of simplified English materials has also been criticised as an inadequate and counterproductive pedagogy, serving as a very poor second best to immersion techniques and bilingual support. The communicative model of learning has been carried over from EFL situations into mainstream classrooms, where supposedly meaningful content can be offered within a supposedly meaningful context. This paper draws upon experiences of working with EAL students in an inner city comprehensive. It considers attitudes of students and staff towards differentiated materials within such a setting. It identifies the isolation and resentment that such materials can engender, and also the sense of uncertainty they can create in staff and students about their activities and roles, in relation both to the rest of the lesson and to other material. It draws attention too to the difficulties in production and sharing of materials. Juxtaposed with this is a consideration of the traits of language comprehension and usage gathered from studies of people with Down syndrome. This second layer of research material mainly comes from formal research settings and not within classrooms, however it highlights variations in lexicon, sentence structures, sentence and word complexity, memory permanence and memory size, recall and the use of referencing. An analysis of these two sets of data suggests that the judicious use of simplified English can still fulfil a valuable function for all students within the inclusive classroom In particular it is suggested that there is a role which builds on current best practice in regards to recapping information and reengaging students at the start of each lesson. This paper suggests that the use of simple English materials as the communal starting point for lessons will be a highly effective pedagogic tool, acting as an introduction, a reminder, and an incentive to all students. The paper highlights the need for further research to be carried out to test the validity of this hypothesis. It also questions whether similar juxtapositions of differing learning needs and contexts may reveal other strategic uses for simplified English materials within the inclusive school. Rix J, Open University   09.00HRS 10.30HRS FRIDAYPatterns of support for pupils with learning difficulities: what works for children with down syndrome? In the United Kingdom the vast majority of pupils with Down syndrome begin their education in mainstream schools. This is a relatively recent development that presents many challenges to teachers, schools, local authorities and parents. Drawing from case study data arising from the two year Nuffield Foundation project, Including children with Down syndrome in the mainstream primary school the paper seeks to address issues surrounding the support of children with Down syndrome in the mainstream primary classroom. The research for the project was undertaken from June 2001 to June 2003 and follows a qualitative approach involving an in-depth exploration of eighteen schools across six Local Education Authorities in the North West of England. The lack of parity of policy and practice in the education of pupils with special educational needs between Local Education Authorities has resulted in a diversity of patterns of support in schools that can make comparisons of typologies difficult. This is particularly so as LEAs have proceeded in the delegation process of special needs funding to schools. It is possible then, as schools seek to develop more inclusive practices and to find solutions to dilemmas associated with the support of the child with Down syndrome in a mainstream context, to identify factors which may be associated with overcoming these barriers. This paper explores in more depth those typologies of support, which, from the case study data would seem to promote more effective inclusive practices and seeks to find answers to some of the more complex and conflicting tensions underpinning the role of support. In trying to find ways of coping with conflicting pressures of standards and league tables and pressures to become more inclusive, schools have prioritised the role of support for the pupil with Down syndrome. For many schools the single most important factor contributing to the successful inclusion of the pupil with Down syndrome is the amount of support the pupil receives in the classroom typically reflected by the comment: It wouldn`t work if we didn`t have the support. It would seem that although at times necessary, full-time support does not necessarily promote effective inclusion. From the data it would appear that more important than amount of support is the strength of ownership from the teacher and the relationship between the teacher and the support within the class. The paper concludes by proposing tentative answers to some causal questions. How do schools overcome difficulties associated with lack of support and achieve successful inclusion of the child? What evidence is there to suggest that training has an affect on inclusive practices? How do perceptions of the support as the expert effect the development of inclusive practice? How important is the type of support to the quality of education received by the pupil with Down syndrome? Fox, S. University of Manchester  SESSION 4 chemistry c110 Early intervention and inclusive education: raising standards of literacy in the early years? This paper considers the policy and practice of inclusive education and approaches to early intervention for children who experience difficulties. The shifting pedagogy that has been bought about by inclusive education policies and practices will be considered. There may be considered to be a need to reduce the amount of children categorised as having special educational needs as well as the need to raise standards in literacy which have led to government reforms in the delivery of the curriculum. Within this context, the implementation of early intervention strategies for children who experience difficulties in literacy will be considered. In particular this paper will focus on the Reading Recovery Programme in one Local Education Authority and the Early Literacy Support Strategy (ELS). Questions will be raised about the ELS and its implementation. Paige-Smith, A., The Open University   09.00HRS 10.30HRS FRIDAY SESSION 4 Oak room A study on leadership in independent schools in Nigeria and England. According to Hill (1989:56), the quality of leadership provided by the head is the single most important factor in determining the effectiveness of the school. The Situational Approach developed by Hersey and Blanchard (1969) proposes that different situations would require different types of leadership. This suggests that leadership cannot be transposed, without considering the context within which it is being exercised. A hermeneutical approach questions if leadership theories have explored socially construed contexts both within and outside schools. It also queries existing definitions and theories of leadership, and the criteria that have been used to establish effective leadership skills and traits. Geertz (1983) outlines the importance of understanding the webs of significance which people weave within the cultural context, as interpretations are as a result of influences on human life, which include culture. The existence of few cultural studies in school leadership formed the basis of my research on leadership practices in Nigeria and England. This paper, derived from work carried out in my PhD research, will cover aspects of the first stage conducted in England. It will give a brief description of leadership styles, perspectives from cultural studies and issues arising from these studies. The approaches to the choice of the methodologies (Case Study and Ethnography) and data collection methods will also form part of the discussion. The paper will also include some analysis of the data collected in the schools and the tools used to explore. Finally, some consideration will be given to issues or problems encountered in the research.  Hermeneutics which involves the art or science of interpretation 2 Interpretation generates issues of subjectivity and relativity. References. Geertz, C (1983). Local Knowledge: Further essays in interpretative anthropology. Chapter Five. New York: Basic books. Hill, T (1989). Managing the Primary School. London: Fulton. Hersey, P & Blanchard, K (1993). Management of Organizational Behavior. New Jersey: Prentice Hall. Otunla Y A, Manchester Metropolitan University   09.00HRS 10.30HRS FRIDAYDo school climate and head teacher leadership affect pupil attainment? Evidence from a sample of english secondary schools This paper reports a quantitative study of the relationship between measures of school climate and pupil attainment. Much school improvement work and leadership training are based on the belief that school climate affects pupil attainment. This study provides only limited support for these beliefs. In 2002 a DfES funded pilot study was undertaken in 20 primary and 20 secondary schools in England on the relationship between pupil attainment and school resourcing. In order to control for other factors that might affect pupil attainment questionnaires on school climate and headteacher leadership were administered. These were closely related to the School Climate Assessment Instrument developed by Grosin and McNamara at the University of Stockholm and the constructs mirror closely the eleven factor for effective schools derived from the literature by Sammons et al (1995). They are similar to the processes of effective schools in Teddlie and Reynolds (1999). The headteacher leadership constructs are also similar to those developed by Hay McBer for the Leadership Programme for Serving Heads. There were different instruments for pupils and staff. The following school climate constructs were derived: teachers interest and respect teachers pro achievement beliefs pupils attitudes to learning home-school relationships homework check-up rewards pupil-teacher relationships pupil participation staff unity parental support for teachers headteacher leadership. The school climate constructs were derived from factor analysis and included as explanatory variables in estimating a two level mixed model of pupil attainment. Pupil level data were supplied from the PLASC dataset giving a sample size of 2700 to 3200. Measures of prior attainment, gender, ethnicity, EAL, and free school meals at the pupil level were included as well as school context variables. Pupil attainment was measured by GCSE/GNQV total score and GCSE English and maths grades and by KS3 maths, English and Science. In addition for around 300-400 pupils measures of affective outcomes using the Australian Education Research Councils instrument for the social objectives of schooling were obtained. Most of the school climate variables were insignificant. Of the adult school climate constructs positive student attitudes and parental support for teachers had a significant and positive relationship with KS3 and KS4 attainment. The pupil-teacher-relationships was and positive and significant for KS3 English and maths. The only pupil significant school climate constructs were homework check up at KS3, pupil participation (negative at KS3). Head teacher leadership performed the best, being significant and positive for 6 out of 7 KS3 and KS4 attainment measures. The most interesting finding is the consistency with which headteacher leadership as assessed by the pupils was positively related to attainment whereas the headteacher leadership constructs reported by staff were mainly insignificant or inconsistently signed. Very little of the variance in affective outcomes was at school level. More school climate variables were significant and positively related to affective than to cognitive attainment. The intra-school correlations for school climate variables were low indicating little common agreement amongst the members of the school community in their perceptions of school climate. Leva i R, Steele F, Smees R, Institute Of Education University Of London Malmberg L, Oxford Institute Of Education  SESSION 4  oak room School leadership: what do practitioners think? This paper reports on a pilot study of practitioners' perceptions of leadership. In the UK, as elsewhere, what is expected of school leaders has changed considerably in recent years. Schools have been subject to multiple and ongoing innovations, largely driven by the reform agendas of successive governments to improve school effectiveness and drive up standards. As a result, the leadership roles of heads and Senior Management Teams have changed dramatically. The external reform agenda is based broadly on a rational, technicist approach, which portrays school leadership and management as a largely systematic, logical and unproblematic process. This rational approach draws on techniques and language from business management language such as auditing, target setting, outputs, and performance management. The complexities of reform and situational factors- the context, culture and values of individual schools are de-emphasised or ignored. There is a danger that the thinking and practice of school leaders may be colonised' by the official approach to, and language of, school leadership and management. This research study focuses on the models of leadership used by heads and senior management teams, both individually and collectively, to guide their thinking and practice. The initial stage of the research comprises an exploratory pilot study. Its major aim is to examine the perspectives of heads and their Senior Management Teams on how leadership is interpreted and enacted in their schools. It explores the following questions: How does the leadership role of the head relate to that of other Senior Management Team members? How is leadership dispersed across the Senior Management Team? What models of leadership do team members draw on in thinking about and undertaking their work? What do they and their role set perceive as the relative influence on their thinking and practice of: school culture and values, and external expectations about what constitutes school leadership? The research takes an interpretative approach to explore how leadership roles are negotiated and enacted by team members. From an interpretative position, the world and reality are not objective and external phenomena, but are socially constructed and given meaning by people who are involved in particular social situations. Human meanings and interests frame the ways in which we think and the structures of work and authority, and they also influence the ways in which we enquire into and construct our knowledge of the world. From this point of view, our understanding of school leadership needs to be informed by how heads and Senior Management Teams actually interpret and explain their working experiences, rather than by externally imposed frameworks and expectations about how they should do so. Preliminary analysis of our pilot study data suggests that, in the current context of rapid externally generated change for schools, heads confront a number of tensions or challenges in thinking about and enacting their leadership roles. The paper will explore how headteachers and other SMT members experience and deal with these tensions. Preedy M, Kydd L, The Open University  09.00HRS 10.30HRS FRIDAYChanging their minds: examining the learning of aspiring headteachers This paper reports on an aspect of a study of the conceptual development of forty candidates who enrolled on the Scottish Qualification for Headship Programme (SQH) from 1999 2001. It examines the evidence from the case studies of nine of these candidates who were drawn equally from those whose work showed little, moderate or substantive development in their thinking over the period of a year (Reeves et al, 2003). The cases were constructed using the reflective commentaries written by a candidate at the end of each year and evidence gathered using a semi-structured interview to explore the candidates experiences of the course and what they felt they had learned s a result. The evidence indicates that there is a complex dynamic involved in learning to change practice where the conceptual development of individuals is closely related to their experience of enacting new behaviours in the social setting of the workplace. It seems that learning which changes an individual SQH participants practice inevitably impinges on the practice of others and hence involves engaging in political processes in the arena of the participants working life. The relationships between aspiration, action, experience and concepts of leadership and management show how closely the individual and the other actors involved in a particular context are intertwined in the learning process. The results of our analysis raise the issue of whether, when it comes to changing practice, seeing this as an individual, rational activity of knowledge acquisition and transfer matches with reality. The paper suggests that theorising CPD for developing the practice of school leaders and managers is better done by building a model that incorporates both individual and collective change rather than focusing on the individual. Professional development requires that structures are in place to engage others in the participants own establishments in the learning process and thereby ensure learners can establish a space to be different. Reeves J, Turner E, Morris B, University of Stirling Forde C, University of Glasgow  SESSION 4 chemistry c108 Successful associate teachers: beliefs, attitudes and practices within a new zealand context The purpose of this study was to identify and describe the beliefs, attitudes and practices of associate (mentor) teachers within a New Zealand context. The reason for the research was to investigate associate teachers supervision styles and to identify what makes them successful. Data were collected from associates, visiting lecturers and student teachers. The knowledge gained from this study has been used to inform preservice teacher educators and inservice associate teacher development training. Associate teachers play an important role for student teachers. A good Associate Teacher as a role model is essential. Likewise, a poor one can have the opposite effect. Over the years, there have been many student teachers who have had both experiences. The findings indicate that to be an effective associate teacher you need to motivate student teachers, find out about their learning needs, discuss their perceptions about teaching and model effective teaching practice. Associate teachers should also provide regular feedback, ensure that their classroom is supportive of student supervision and student teachers have the opportunity to reflect. It was concluded that associate teachers own personal pedagogy should be effective, that they should have up to date curriculum and professional knowledge and should also be clear communicators with the ability to talk and listen to students. The findings confirmed the importance of completing a successful practicum in the development of becoming a successful practitioner. Although many positive aspects of being both a student teacher and an associate teacher were identified and discussed there were also issues and concerns raised for further consideration and review. This study concludes with recommendations relating to associate teacher training. The suggestions made are that associate teachers need to have supervision practice taught to them and available through preservice education services. The research concluded that if were going to have quality teachers out there for our children, the role models they are placed with need to be excellent. Encouraging and implementing better supervision practices by associate teachers would lead to a higher calibre of student teachers and ultimately improved learning and teaching in the classroom. McDonald L, Auckland College of Education   09.00HRS 10.30HRS FRIDAYTOWARDS THE LEARNING PROFESSION The OFSTED report CPD ( Continuing Professional Development) for Teachers in Schools (2002) reported that: The narrow perception that professional development always involves off-site activity, such as attendance at a course hosted by the LEA, is gradually being replaced by a wider and more comprehensive view of CPD (paragraph 25). The principal element of this wider perspective is the concept of the learning profession within which teachers are routinely engaged in CPD, and part of a stimulating and vigorous culture of professional enquiry and improvement. To achieve this, there has been the introduction of CPD policies and processes which give more autonomy to teachers and schools than before. Within HEIs ( Higher Education Institutions) developments have led to practices designed to facilitate learning communities in schools and the teaching profession. This paper has resulted from a project, funded by the LTSN Subject Centre for Education, ESCalate, which set out to identify, describe, distinguish and disseminate examples of HEIs working with schools seeking to be learning organisations. The project had three principal phases. During the first phase, starting in Autumn 2002, a number of HEIs and schools were identified that provided examples of innovative good practice. These were across the 4 UK countries, and the primary and secondary sectors. Secondly, from Spring 2003, case study interviews were conducted with pairs of key staff involved in these partnerships between HEIs and schools. The pairs comprised a key staff member in an HEI and a headteacher or CPD co-ordinator in a partner school. The interviews focussed largely on the nature, place and implementation of CPD in the school contexts; the relationship and balance of CPD activities within the timetable and its ownership and impact on staff. The third phase saw the initial dissemination and discussion of the case study documentation at a conference in early September 2003. This paper seeks to bring the key findings to a wider audience, offering the teacher education community examples of current practice and programme organisation in partnerships between schools and HEIs. Anderson J, University of Bristol/ ESCalate, Wood D, Oxford Brookes University/ ESCalate SESSION 4 chemistry c108 Move me on: case studies in student-teacher development This paper presents contrasting case studies of student-teachers on a four-year BED course. It is a follow-up paper to the one presented last year within this Special Interest Group. The study is supported by the University of Hertfordshire Learning and Teaching Development Fund. We set out to look for reasons for failure on the final teaching placement, and in the course of doing so, to devise a model of student-teacher development which could inform practice and course design in initial teacher education. Last years paper gave an overview of how a sample of student-teachers developed over a four year course, with particular reference to their areas for development on their final report forms for each teaching placement. This years paper focuses of individual case studies of outstanding and failing students. One finding arising out of last years presentation was the insight that outstanding and failing students alike had similar areas for development in the first two years of teacher education, but the weaker students did not move on: their areas for development stayed broadly the same. Our research question for this part of the study was thus: why are some students unable to move on and make progress in their teaching? New analyses of the data from documentation were carried out, in particular of the students professional training plans. These represent the main place in their own documentation where students reflect in written form. Findings from these new analyses and from the previous study highlight the important of reflection in learning to teach. Furthermore, they serve to inform our own practice as teacher educators: from the fine-grained analysis of data such as professional training plans, we can assess students abilities to devise strategies for moving themselves on. Findings from the data are related to a number of models of student development. These models are drawn primarily from the literature on learning to teach, including two recent studies: one of comparisons of cohorts of primary English teachers; and a doctoral study of four post-graduates during their PGCE year and their first year of teaching. In order to analyse their progress in reflection, a model from Turner-Bisset (2001) was used on the documentary evidence of the BED students in the present study. The intention is to devise a model of student-teacher development which can inform course design and planing for initial teacher education; assist us with assessment and formative feedback to students and enhance student-teachers reflection, moving them from lower to higher levels of reflection. References Turner-Bisset, R. A. (2001) ExpertTeaching: Knowledge and pedagogy to lead the profession, London: David Fulton. Turner-Bisset R, Revitt S, University of Hertfordshire   09.00HRS 10.30HRS FRIDAYThe rise and fall of best practice research scholarships (bprs): lessons for continuing professional development  The Best Practice Research Scholarships (BPRS) scheme initiated and funded by Englands Department for Education and Skills (DfES) is an innovative approach towards sponsoring teachers to develop their own classroom action enquiries. This paper explores the benefits and drawbacks of the current scheme as a methodology for initiating on-the-job continuing professional development (CPD). The proposed changing of future funding rules for BPRS and recent OECD report in 2002 on the state of Educational Research in England will also be discussed in the context of developing a best practice policy for initiating useful applied research within the CPD of Englands teachers. Smith I, University of Sydney, Australia, Coombs S, Bath Spa University College, Penny R, St. Marys College, University of Surrey  SESSION 4 maths m213 What can the 2001 RAE tell us about educational research? Recent changes to the funding mechanisms for UK Higher Education Institutions have highlighted the importance of comparative measures of research excellence. One consequence of this has been the Research Assessment Exercise (RAE), carried out to determine the quality of research undertaken within the higher education sector. The RAE, in 1992, 1996 and again in 2001, has provided extensive information for comparing research activity across the whole of the UK. However, due to the nature and scale of the submissions to education in both 1992 and 1996, it was suggested that three additional fields of information be required for the education Unit of Assessment in 2001. These were intended to aid judgements on the scope and value of each submission enabling a more holistic analysis to be undertaken by the panel. The new Theory/Method field, although limited to 100 characters, has provided a valuable snapshot into education research, allowing analysis to be carried out on a much larger scale than has previously been possible. This paper has used the information now available in these additional fields to give a general overview of the nature of research being undertaken in departments of education throughout the UK. Further detailed analysis of the range and type of research methods currently being employed can be triangulated with the findings from the ESRC-funded Research Capacity Building Network consultation exercises, so highlighting areas for future research capacity building. Several emerging trends have been examined, including those linking chosen research methodology and publication type, to level of RAE outcome. The Theory/Method field has also been used to select a large sub-sample of RAE journal entries for further analysis of both the qualitative and quantitative methods used in each submission. Rushforth K, Smith E, Gorard S, Taylor C, White P, Cardiff University School of Social Sciences   09.00HRS 10.30HRS FRIDAYBut all the wrong people are here: the new public life, its wired communities, and the creation of education policy in a digital age. This paper has its origins in a casual remark by one of the participants at a ϲ colloquium on Education Policy and Research held at the University of Edinburgh in November 2002. Given that the event brought together a significant number of well-respected players in education research and policy from across the UK, the comment in the title of the paper might seem surprising. However, on closer consideration it can seem important in two ways: First, it raises the intriguing question who are the right people and how do they generate and gain currency for their ideas? Is there a difference in the way they go about their policy activities as compared to how, for example, those attending that colloquium would ordinarily do? If, as Whitty (2001) has argued, we are witnessing an increasingly evident shift away from conventional techniques of co-ordination and control on the part of large-scale bureaucratic state forms and their replacement by more evaluative agencies and discourses, are these not likely to be present in policy activity also? And might this relate to what it is to be a right person? Secondly, the comment offers valuable insight into the frustratingly hit-and-miss nature of researching to influence policy. Education research is often perceived to be about producing valid knowledge about teaching, learning and the institutional frameworks in which they occur. (Hillage et al., 1998): there is no guarantee however that validity alone will result in currency within the policy process. Indeed, the disconnection of policy from research is a staple of debate in this area. So also is the question of the long standing schism (Gorard 2002) between nominally qualitative and quantitative modes of research activity. And even when research does enter the policy cycle, there is little evidence that its use is consistent (Furlong and White 2001). Could it be that validity and connectivity are somehow more directly linked up with people and their ideas than with the product and process of much education policy research? Or more specifically with the right people and their ideas? Taking as a starting point certain characteristics of the speaker which marked them off from most others at the colloquium particularly, a sophisticated sense of the affordances of networks of influence it seemed reasonable to begin looking for answers there. This paper attempts to draw together some of the early outcomes of that search. It proposes that the ability to influence education policy needs to be reset within an understanding of how emerging digital literacies can shape identity and agency in a wired community of policy practitioners; it considers how creative capital (Florida 2002) may provide policy currency in an increasingly networked world; and it reflects on how a new public life may be starting to emerge in which the role of education and with it the role of education policy action is in tension between what McPherson and Raab (1988) have described as pluralist and corporatist projects. With it would seem right people on either side of that debate. Galvin C, University College Dublin, IRELAND  SESSION 4 maths m213 Meta-analysis and qualitative data: insights form the history of probability In the context of policymaking and professional decisions it is important to synthesise all the evidence. Qualitative and quantitative research results must, if they are to be of value, both be open to evaluation from qualitative and quantitative perspectives. A major problem with quantitative review of research is the difficulty of placing any quantitative measure on qualitative results. In meta-analysis it is common practice to impose minimum standards on the quality of research to be reviewed, effectively eliminating anything that departs too widely from the randomised controlled trial. Roberts et al have employed a Bayesian approach to synthesising quantitative evidence and incorporating qualitative evidence into establishing prior probabilities. This paper looks at difficulties with these two approaches and explores insights that may be gained from historical investigations into probability calculations for the credibility of testimony. This branch of probability theory arose from the involvement of many early probabilists with the law and was adapted to apply to the probability of miracles. IT may provide some clues to a more reasoned quantitative synthesis of qualitative results. Godfrey R, Canterbury Christ Church University College   09.00HRS 10.30HRS FRIDAYSupporting policy with evidence: challenges and possibilities Evidence-based policy is exerting new and challenging demands on both researchers (whether employed in policy-making bodies or in dedicated commercial or academic research institutions) and policy-makers (whether at national, regional or local levels), in terms of espoused values and behaviour as well as knowledge and expertise. This paper will revisit some of the conceptual conundrums of evidence-informed policy making in the context of discussing how and why a new professional body the General Teaching Council for England is moving towards fulfilling its commitment to becoming an evidence-informed organisation. The paper will address the following questions: what are the key intellectual and ethical responsibilities of evidence-informed decision-making? what seem to be the resolvable and the intractable challenges for this endeavour? how might the Council itself exemplify, for the half million teachers who are its main stakeholders, a benign relationship between research evidence and professional decision-making? The paper will argue that the demands for evidence-informed public policy will not go away; that they are best articulated in terms of an indirect (rather than direct) relationship between research and decision-making; and that they are best met through a process of dialogue and a continuing flow of accumulated, and critically examined, intelligence rather than by a dependence on individual, high-profile projects. This will entail capacity-building in every part of the system: support for policy-makers in commissioning, interpreting and integrating research; support for researchers designing/conducting/ reporting policy-related research; support for practitioners in accessing, understanding and undertaking research; foregrounding the mediation, interpretation and use of research: whose responsibility is this? activating a radically different model of research dissemination. Saunders L, General Teaching Council for England  SESSION 4 maths m214 Constructing a community of doctoral students: real challenges and opportunities in a virtual environment At Sheffield Hallam University the Virtual Learning Environment (VLE) Blackboard is being used to support a cohort of students on a professional doctorate (EdD). The students have now completed the taught element of the programme and are working independently in the dissertation phase of the EdD. A research project, focusing on key issues in teaching and learning, has been tracking and evaluating student and tutor use of the VLE on the EdD since these students enrolled on the programme in 2001. Doctoral-level study is often perceived as an isolating experience, particularly for students enrolled at UK institutions for conventional PhDs within the Social Sciences. The increasingly-popular professional route to a doctorate usually involves students being taught as part of a 'cohort', a feature of the programme which may assuage feelings of student isolation to some extent. Even on the professional routes, however, students must at some point in their studies work independently to produce a dissertation. This paper reports emerging issues from one of the key research questions; Does the provision of a Virtual Learning Environment (VLE) lessen the feelings of isolation typically experienced by doctoral students? In addressing this question, the paper focuses on two related issues; whether, and to what extent, a 'community' of doctoral learners can be constructed within a Virtual Learning Environment; and whether the provision of such an online community contributes usefully to the socio-academic experience of being an EdD student. Based on student evaluations and analyses of student behaviour online (using electronic transcript data), it is suggested that a Virtual Learning Environment may be capable of offering socio-emotional support to students by constructing a sense of group identity among students who are dispersed in space and time. However, it is also emerging that, because the development of each individual in an on-line learning community is dependent upon the community as a whole, learning in an electronic environment may depend significantly upon group processes. In particular, notions of social cohesion and cooperation appear to be critical to the development of student community. Some students, it is argued, do not become full members of the online community for reasons which appear to be connected with their individual learning styles. Those students who claim not to value collaborative learning activities tend not to participate socially (and, sometimes, academically) in the online community. The paper argues that online communities are not necessarily inclusive; some students may experience such communities negatively, others may perceive them as irrelevant. Where students are not obliged to access them - for example when they are provided within a non-assessed framework - it may be very difficult to persuade such students to participate in an online community. The paper concludes that while the construction of an inclusive online community may be a challenge on doctoral programmes, Virtual Learning Environments would appear to offer the capacity to support some students, both socially and academically, at this level. Barrett E, Sheffield Hallam University   09.00HRS 10.30HRS FRIDAYComputer-mediated communication in teachers professional learning This paper focuses on the potential of computer-mediated communication (cmc) for the generation of teacher knowledge, and analyses its contribution to an alternative conception of professional learning. Claims for the impact of cmc on knowledge creation and dissemination are now well-established. What is much less explored is the impact of this on teachers learning. Cmc has brought about changes in the ways in which knowledge can be created and disseminated and offers a potential for teachers to learn through collaborative processes, including participation in electronic discourse. Such participation may challenge orthodox understandings of how professional knowledge is constructed and mediated. The paper examines the key issues relating to online professional learning emerging from the mixed-mode Master of Teaching (MTcg) programme ( HYPERLINK "http://www.ioe.ac.uk/courses/mtcg/" http://www.ioe.ac.uk/courses/mtcg/) now moving into its third year at London University Institute of Education. We present early findings about the nature of professional learning that is derived from teachers participation in cmc. We explore how electronic discourse can be generative of teachers development, and the significance of this for knowledge which emerges from teachers engagement with narrative modes of learning. Teacher learning in this medium does not easily fit into available genres which help constitute the professional knowledge base, for example those provided by academic essay writing, research reporting and logico-scientific writing. Electronic discourse lacks the validation of orthodox mechanisms for identifying learning, and electronic text as a genre has not yet found a position within the academy. Yet, the early experience of the MTcg suggests that there is considerable scope for enhancing and monitoring professional learning through cmc. The paper explores characteristics of stimulating tasks, successful email postings and effective facilitation, and the impact these have on the production of teacher narratives. Teachers participation in cmc is examined in terms of its effects on pedagogical understanding and practice, and how such participation relates to notions of professional identity and informs an evolving professional knowledge base. This paper takes as its premise the fact that the professional development dimension of teachers' learning is undertheorised. In addition, for a decade and a half, in-service teacher 'education' in the United Kingdom has been channelled by central, regional and local government towards training and development reacting to serial policy initiatives rather than allowed to focus on teacher needs and learning. Only of late has there been a recognition of a need for a coherent pedagogy of continuing professional development on the one hand and a focus on teacher learning as a pre-requisite for leadership of pupil learning on the other. Within this context, we examine how far those who take part in an online community, both teachers and Higher Education tutors, participate in constructivist approaches to knowledge-making, and thereby develop a concept of teacher learning that is participatory, and become committed to an expansive knowledge base for the profession. Pachler N, Daly C, London University Institute of Education  SESSION 4 maths m214 What are the inherent affordances of information and communication technologies? The paper will critique the notion that Information and Communication Technologies have inherent affordances and that cognition between learner and environment is distributed  ADDIN EN.CITE Saloman19932831Saloman, G.1993Distributed Cognition (Saloman 1993). It argues that a clear articulation of these affordances would better enable us to begin to understand how these technologies can be most effectively used to support learning and teaching. It fits under the New Technologies for Education theme within the conference. We contend that any one affordance can be considered to have both positive and negative connotations and the paper will consider how a knowledge of these inherent properties of the technologies can be used to develop a more proactive strategy for effective use of ICT to support learning. A sample of the types of affordances will be discussed is given below: Access in terms of the benefit technology offers to more and richer sources of information; coupled with the fact that this also leads to issues of information overload, quality assurance and the need for more critical evaluation. Speed of access the velocity or immediacy of access to information or events, which again can also raise issues about quality, and the speed of change can mitigate again reflective and critical thought, supporting more of a surface approach to learning Authenticity the variety of forms of technology can offer access to more authentic forms of learning (foreign web sites, access to subject experts or use of simulations to replicate complex behaviour), but this can also result in virtual disjuncture and a mediated experience. It also raises questions about how one distinguishes between what is real and what is rendered via the technology. Communication the new technologies have opened up the possibility of new forms of dialogue, and communication, but this can also raise questions about the literacy skills of end users Multimodel and non-linear the non-linearity of the web and hyperlinking leads to the potential for different routes through and forms of learning but can also lead to confusion and lack of coherent navigation. Conole G G, Dyke, M, University of Southampton, Ravenscroft A, London Metropolitan University   09.00HRS 10.30HRS FRIDAYDefining an emerging learning technology community of practice This paper attempts to define the current status of 'learning technology' as an emergent area of research. It focuses on the experience of a group of practitioners (the Sudeley group) through a series of seminars and meetings which have been held over the last 18 months and articulates the key characteristics of this group as a Community of Practice. Community building and its importance in society more generally, beyond formal learning, is increasingly being recognised. However there is still a need to better understand how communities are developed and maintained, and the ways in which different learning technologies can be used to support them. There is a body of knowledge to draw on: the concept of legitimate participation and Communities of Practice (CoP), but also related work on collaborative and networked learning and the importance of discourse within the learning process. Ironically, as practicing learning technologists engaged with helping academics to develop and foster online learning communities and effective use of ICT, we have little understanding of the nature of our own community. This paper reflects on the evolution of learning technology as a research area over the last decade and focuses in on the associated emergent CoP. It critiques this against the literature and draws out key characteristics which shape and formulate the area; in particular commonalities and tensions. This paper draws on the experiences of a group of practitioners involved in a series of research meetings, which provide a valuable lens on the nature and constitution of a new community. The first event was a SIG on Learning Technology Theory, ( HYPERLINK "http://homepages.unl.ac.uk/~cookj/alt_lt/" http://homepages.unl.ac.uk/~cookj/alt_lt/) which has been trying to articulate the theoretical underpinnings of learning technology, with each member producing a positional paper on their perspective. The second event was a special issue (http://www.jime.ac.uk) which includes worked-up versions of these. The third was a meeting held at Sudeley Castle, which considered the pluralistic nature of the area and began to map out some of the different perspectives in an attempt to define learning technology as a research field. A follow-up meeting of the Sudeley group was held in February in Dublin to take this forward in the form of a book Learning Technology: Multiple Perspectives and Discourses. A central aspiration of the book is to articulate the relationship between the different voices which make up learning technology, through a process of dialogue and to highlight multiple perspectives. This aspiration was made more difficult by the nature of the medium (i.e, the book) through which the group was seeking to delineate itself as a community. The paper is a retrospective personal reflection of being involved in the meetings and events outlined above, coupled with reflections gathered via a questionnaire. The findings will be presented and discussed at the conference. Conole G G, Dyke, M, University of Southampton, Ravenscroft A, London Metropolitan University  SESSION 4 Beech room Learning, narrative & making sense: studies of change in the workplace This paper compares three case studies from a research project in the field of organisational change and learning in the political and economic contexts of the UK, South Africa and the Russian Federation. It argues on the basis of this comparison, that work-based learning has to be related to the wider environment in which companies operate; individualistic models of learning are inadequate to explain the complex processes involved in learning at work. The paper indicates the different forms of learning in the workplace and the different ways in which this has been conceptualised, e.g. informal learning, experiential learning, incidental learning etc. Learning is most productively viewed as a form of sense-making. This way of thinking about work-based learning subsumes all previous analytical descriptions of learning at work and all methods of promoting it, as sub-sets of a more generic process: making sense of experience. This approach of conceiving of learning draws attention to the fact that learning involves the whole person, their sense of self, their understanding of the past and their grasp of the skills and relationships involved in their jobs. The main methods of data collection used included documentary research and qualitative in-depth interviews. An interviewee briefing gave the research a framework and built a basis for cooperation and joint learning. The interviewees were given a copy of the transcript on which they were welcome to comment and to engage in joint interpretation. The researchers role was to listen, record and replay the conversations which took place in the organisations. Narrative analysis provides a powerful tool to recover accounts of learning and its different dimensions. It is through stories that people construct and make sense of the world. The comparative frame to this study highlights the cultural, historical and situated nature of narratives. The prevalent narratives in a stable context are very different from those in an unstable environment and comparisons helps to make otherwise tacit assumptions explicit. Reissner S C, University of Durham   09.00HRS 10.30HRS FRIDAYSmall firms and universities: the social construction of a training market The paper reports on an ongoing PhD project that addresses the social construction of a training market from the perspective of two actors: the small firm and the University. Current and recent thinking within policy circles in the UK has tended to assume that small firms participation in vocational education and training (VET) is purely a form of economic behaviour. This assumption is in turn based on theoretical constructs such as rational choice theory and human capital theory, which view (learning) behaviour as being rationally calculated on the basis of economic criteria. The main aim of this project (which is an ESRC-funded PhD) is to engage in an empirical interrogation of these theoretical bases, and to challenge the notion that small firms (non-) participation in training (particularly training provided by Universities) is dictated by economic factors alone. This interrogation was prompted by a growing body of evidence suggesting that participation in VET at individual and organisational levels is affected not only by economic factors, but also, and fundamentally, by social factors such as the educational biographies of individuals and organisational cultures. It is social factors such as these, and their effects upon training within small firms, that the research has sought to address, and initial findings from the data seem to support the existing evidence; economic considerations appear to be but one (albeit important) factor impacting upon the learning behaviour of small firms. In particular, the learning, employment and social biographies of managing directors and other key staff seem to have a profound effect upon participation in formal training within the firm. The other main focus of the study falls upon the ways in which Universities construct their provision of vocational education and training. Here, again, organisational outcomes in the form of such provision would appear to be more than just the inevitable product of market forces and other economic stimuli. For example, institutional identities and internal organisational dynamics present powerful social influences that affect the Universitys approach. Data collection took place in the South Wales area during 2002, and was based largely on qualitative interviews with the central stakeholders: managers and employees in 25 small firms, relevant staff in two different Universities, and individuals representing policy-forming bodies. Bishop D, Cardiff University  SESSION 4 beech room In search of organisational learning The concept of organisational learning has been debated in a wide range of social science disciplines, including psychology, sociology, management and adult education, but the specific processes or actions that constitute this form of learning have received relatively little attention. Moreover, the concept itself is frequently contested, some writers regarding it as a metaphor and others as debased usage designed to present painful industrial change in a positive light. In order to clarify these issues, we report an empirical investigation of organisational learning in an oil refinery and petrochemical manufacturing complex. The company concerned had committed itself to learning as an organisation and had implemented major initiatives to promote this. In the course of the research, which was conducted over three years, the concept and practices of organisational learning were explored through workplace observation and in-depth interviews with a wide range of employees. We argue from a sociocultural perspective that 'organisational learning' is neither a metaphor nor debased usage, but refers to a kind of learning that is as genuine as individual learning in secondary education. We identify dialogue as the crucial process in organisational learning, and argue that it unites the learning of the individual with that of the organisation. Although learning in the workplace is often described as 'natural' and 'informal', careful planning and sustained efforts are needed to make dialogue productive rather than disintegrative. In the present study, this was achieved by developing three kinds of relational practice - reconstituting power relationships in the workforce along more egalitarian lines, opening space for the creation of shared meaning and providing cultural tools to mediate learning. These practices did not develop spontaneously, but were the result of planned interventions and required the investment of substantial sums of money in training programmes. If it is necessary to define a pedagogy of organisational learning, then it would include promoting and sustaining relational practices of these kinds. We further argue in favour of discarding the concept of the individually-contained self and adopting the concept of the relational self constituted in dialogue. Although some educationalists have expressed concerns about the curtailment of learner autonomy which they believe organisational learning entails, we maintain that the concept of the relational self explains how the individual employee engaged in organisational learning may preserve and indeed enhance his or her autonomy. Extracts from the interview transcripts suggest that the relational practices adopted in this workplace in support of organisational learning actually increased individual autonomy, by extending the spaces within which employees could exercise choice over the conduct of their day-to-day work activities. Boreham N, University of Stirling Morgan C, University of Manchester   09.00HRS 10.30HRS FRIDAY SESSION 4 MECH & CHEM ME 136 Examining school-aged students experiences of sport education through drawings The call for those working with young people to support procedures and evaluation tools that are more child-centred continues (Haney et al., 1998). Involving young people in research is still in its infancy and image-based research has played a relatively minor role in qualitative research. A visual perspective offers a complementary viewpoint to word and number-based research and provides another way of communicating research findings (Prosser, 1998). This paper attempts to address the concern that voices of young people are rarely heard in curriculum interventions. In doing so it considers the use of student drawings as a child-centred procedure and evaluation tool. On completion of a 16-week season of Sport Education (Siedentop, 1994), 46 Year 5 students (aged 9 and 10 years) completed individual drawings conveying their perceptions of the Sport Education experience. The drawings were returned to the research team for analysis and subsequently the school was re-visited and small group discussions were conducted with students who had returned drawings. Students were asked to explain what they had drawn and why they had chosen to include particular items and / or write particular captions in their drawings. The content of drawings was analysed to inform a holistic view of each drawing and it was subsequently possible to document patterns across the sample of drawings. The descriptive data evident in the drawings are reported along with an interpretation and explanation of the possible reasons for such inclusions. The interpretation of the content of the drawings was not only informed by the drawings themselves but also by interview data collected in relation to children explaining their drawings. Patterns of results reported previously from Sport Education research help inform the interpretation of the content of the drawings. The most and least frequent themes of the drawings are reported. Discussion of the more frequent themes and the evident discrepancies between the prominence of themes between drawings attempts to highlight possible reasons for such patterns of observation. The paper concludes by encouraging a greater use of child-centred procedures in evaluating school experiences that will hopefully result in enhancing the delivery of a curriculum that is informed by students and not only teachers. Haney, W., Russell, M., Gulek, C. & Fierros, E. (1998) Drawing on education: Using student drawings to promote middle school improvement, Schools in the Middle 7(3), pp. 38-43. Prosser, J. (1998) The status of image-based research, in: J.Prosser (Ed) Image-based research. A sourcebook for qualitative researchers, pp. 97-112. (London, Falmer Press). Siedentop, D. (1994) Introduction to sport education, in: D.Siedentop (Ed) Sport Education: Quality PE through positive sport experience, pp.13-16 (Champaign, IL, Human Kinetics). MacPhail A, University of Limerick Kinchin G, University of Southampton   09.00HRS 10.30HRS FRIDAYNegotiating populatity: an ethnographic exploration of social motivation in physical education This paper focuses on the effects of pupils social involvement goals and peer culture on behaviour and participation in physical education (PE). It explores how peer interaction, acceptance, and rejection contribute to the development of a motivational culture in the PE class. Traditional theories of motivation have failed to explain the declines in young peoples achievement behaviour in early adolescence. Research into motivational climate in school PE has centred on motivation as a physical ability related construct and this focus on task- and ego- involved goals as fundamental to motivational climate research has overshadowed other complex social factors. Although a social view of sport has been recognised in the research literature, youth sport motivation researchers have yet to examine this particular aspect of motivation in detail. It is suggested that these theories may be advanced by considering the complex social goals that pupils bring to an achievement situation. Drawing on an ethnographic exploration of the motivational culture in a PE class, this study explores the influence of pupils adaptive and non-adaptive social involvement goals on the PE class culture. As physical education and school life are predominantly social activities, it is necessary to consisder the social factors influencing pupils behaviour in class. Young people are primarily concerned with making and keeping friends, and they invest a great deal of energy in group social life to do so. Membership of a peer group is an important indicator that one is normal; differences are diffused as each friend reflects the same and thus confirms each others behaviour as acceptable, legitimate and normal. This paper draws on data gathered as part of a seven month case study with three year seven classes (age 12 to 14 years) in a secondary school in the East Midlands of England. Initial analysis indicates that pupils hold achievement goals in PE that are unrelated to physical competence. This paper focuses on the social factors influencing the participation and achievement of the female pupils in these PE classes. Analysis of the data suggests that social involvement goals are an important factor in determining the class culture and that popularity is an essential facet of this as those with higher status have the greatest influence on their peers. By considering the dominant cultural values pupils bring to PE, it is proposed that this research has the potential to inform policy and practice in PE, and, in turn, may improve the adaptive nature of pupils social involvement goals. ODonovan T M, Loughborough University  SESSION 4 mech & chem me 136 Development of a computer based behavioural measure of motivational climate in physical education The primary purpose of this study was to develop a computer based behavioural measure of motivational climate in physical education (PE) and to use multi-measures to assess motivational climate. Behavioural Evaluation Strategy and Taxonomy software (BEST) (Sharpe & Koperwas, 1999) was adapted to devise a coding system using Epsteins (1989) TARGET teaching structures for measuring motivational climate in PE lessons. Eight ITET student teachers were filmed teaching PE to different classes involving a total of 118 pupils. Pupils and student teachers perceptions of the motivational climate were also assessed using the Learning and Performance Orientations in PE Questionnaire (LAPOPECQ) (Papaioannou, 1994). Data analysis involved comparing the computer based, behavioural measure of motivational climate with the pupils perceptions. Comparisons were also made between the behavioural measure and the teachers perceptions. Finally, comparisons were made between pupils and teachers perceptions of the climate. Results revealed some discrepancies between the behavioural and questionnaire measures. Specifically, the LAPOPECQ scores revealed a high mastery climate for both pupils and teachers and a moderate and low performance climate respectively for pupils and teachers. In contrast, behavioural video analysis of the lessons using the BEST coding system showed a marginally higher performance than mastery climate when all the observed TARGET structures were combined. When considering each of the TARGET structures individually, the codings for the task and authority dimensions of the TARGET structures were strongly performance orientated. Additionally, the grouping structure was more performance than mastery focused. On the other hand, the recognition and evaluation structures were highly mastery involving and the time structure was also marginally higher mastery than performance. In response to Ames (1992c) question about the interrelationship of the TARGET structures, the results therefore suggested an additive relationship between the TARGET structures with recognition and evaluation being the most salient in determining pupils climate perceptions. Perceptions of a mastery climate have been associated with adaptive cognitive and affective motivational responses, whereas a perceived performance climate has been linked to maladaptive motivation (e.g., Carpenter & Morgan, 1999; Papaioannou, 1995; Solomon, 1996; Treasure, 1997). The findings of the present study therefore suggest that in order to promote perceptions of a mastery climate and enhance pupils motivation in PE, teachers should prioritise a focus on recognising effort and improvement and evaluating performances in relation to previous best attempts and self referenced targets. By doing this they may be able to compensate for other more performance focused teaching structures in the lesson and still create perceptions of a mastery climate. Additionally, comparisons between teachers and pupils perception of the climate revealed that the pupils perceived a significantly higher performance climate than the teachers. Given the potentially maladaptive effects of promoting a performance climate on pupils motivation in PE, it would seem advantageous for PE teachers to have a clear understanding of motivational climate and its application to lessons. Further, it is important for teachers to consider the lesson structures from the pupils perspective as well as their own in order to maximise pupils motivation. Morgan K, University of Wales Institute Cardiff, Sproule J, Edinburgh University, Weigand D, University College Northampton, Carpenter P, Northern Illinois University   09.00HRS 10.30HRS FRIDAY SESSION 4 physics p115 Interpreting science data: Childrens perceptions of success This paper reports on the progress of a study investigating childrens responses to their interpretation of science data in primary classrooms. Cumulative experience of science in the classroom is critical in developing their perception of the nature of the subject, their ability within it and their feelings about taking part in it. If their classroom experience is positive they may attribute positive values, feel enabled to do well and look forward to science sessions whereas if their experience is negative the opposite may apply. The study, which is at the pilot stage, is set within one Devon school classroom of mixed year 5 and 6 children. A range of approaches to interpreting data is presented to the children and their view on the process is sought through mixed methods such as taped discussions, semi structured interviews, attitude and other scales. In a climate of target setting and continual focus on standards in education much has been written on links between activity, expectation and achievement especially at the end of KS2. This paper moves away from this area and returns to a child centred approach. The idea that assessment informs planning is used to focus on the influence of childrens responses to activities they perform, and how these relate to their perception of success in those activities. The study sheds some light on the observed disparity between childrens ability to conduct scientific investigations and their success in evaluating and explaining their results. It indicates that children need to recognise the reason for interpreting their findings; improving their understanding of the relevance of science in their own lives could make it more accessible or interesting. Anticipated outcomes include illumination of the impact of confidence and enjoyment on the level of achievement and the importance of matching the approach to the learning styles and real life experiences of the children involved. Gompertz B, University of Exeter    09.00HRS 10.30HRS FRIDAYCan on-line discussion of school science investigations bring school science to epistemological life? When school science teachers are asked about their reasons for carrying out practical work in lessons, one of the most common reasons given is that of "proving" or "demonstrating" the veracity of some law or theory of science - the production of oxygen by Canadian pondweed under the influence of light being an example widely cited by biology teachers, for example. Aside from the fact that many of these classic experiments have some dubious science behind them, the use of proof by nave induction in school science is deeply unsatisfactory, as is the idea that observation of nature (whether in the laboratory or outside it) leads unproblematically to generalisable theory. It is hard to justify a position in which we abandon the idea that science practical work should in some way be bound up with warrants for belief. But inevitably in the collision of "school science" with "real science", the resolution of interpretative difficulties through appeal to the authority of the teacher or the textbook results in the collapse of pupils' observations in the light of accepted science. How else can we explain the continued existence of Newton's second and third laws of motion, when in so many school science laboratories conservation of linear momentum has so conclusively been refuted?! For these reasons, practical school science - even so-called open investigations - are epistemologically dead for most pupils; closed to debate, the opinions of those conducting the investigation counting for little or nothing. This is startlingly different to real science, in which the cut and thrust of academic debate can be robust and colourful, and where the story of the search to understand can be as gripping and full of surprises as any good detective novel! Established in 1995, ScI-Journal (www.ScI-Journal.org) publishes reports of school practical work written by young science students, providing a virtual community in which young scientists can negotiate the meaning of science investigations through a series of moderated discussion lists, with the aim of bringing practical science back to epistemological life. In order to investigate whether such an aim is realistic, a series of on-line interactions between students discussing school science investigative work has been studied, and the interactions subjected to analysis intended to measure the extent to which such interactions can promote in students a more mature understanding of the relationship between theories, evidence and interpretation. The maturity of students understanding of scientific epistemology is difficult to measure per se, since philosophers, scientists and science studiers are completely lacking in agreement as to the nature of scientific knowledge and any methodology/(ies) used to produce it. This paper describes a method for analysing students on-line interactions based on the work of Nadeau and Desautels, evidence for students increasing maturity of epistemological positions being sought in statements and interchanges which appear to indicate movement away from nave scientism. Fullick P L, University of Southampton  SESSION 4 PHYSICS P115 Fostering creativity through science education: a case for investigative practical work School leavers who can think creatively are perceived as desirable products of schooling. Such creativity is recognised as being valuable for personal, social, technological and economic reasons. Many curriculum and curriculum support documents assert that creativity can be taught. This paper draws on data collected during a long-term study of students carrying out investigative practical work in senior Biology classrooms to make a case for engaging in such activity as a way of fostering personal and collaborative creativity. Recipe following practical work had become pervasive in a majority of New Zealand senior Biology classrooms in the late 20th Century. Traditionally, students were not given much opportunity for freedom of thought, nor were they required to make decisions as to methodology, validity or reliability of data. One of the outcomes of such recipe following for most students was that they carried out their practical work unthinkingly. Student engagement in practical work was not seen as particularly efficient as either a means of learning scientific knowledge, learning about the nature of science, or in encouraging creativity in students. In contrast, many New Zealand students who were engaged in doing research for Science Fair projects were able successfully engage in what Jungck has called the three Ps of science problem posing, problem solving and peer persuasion. Some questions arose: Could practical work in the regular science classroom become more openly investigative in nature? If so, would this result in increased learning of science and about science? Could such an approach encourage creativity in students? In this study the research data were gathered, analysed and discussed with the participants within an interpretivist paradigm framed by a social constructivist epistemology. A case study approach within this interpretivist paradigm enabled an examination of the preferences, motivations and actions of the students and teachers. A close collaboration between the researcher and the teachers allowed the researcher and teachers to reach agreement about the significance of the gathered data. Reporting and discussion at all stages of the development of the story were embedded in the processes of the study. An interpretivist methodology also allowed the complexity of the many classrooms studied to be reflected in the findings. In addition, it had the potential to encompass, acknowledge and elucidate the personally subjective nature of a teaching and learning context. The research required an integration of quantitative and qualitative approaches in order to gain a more complete picture of the changing confidence and abilities of the students and the change of classroom interactions across the period of the research project. In this paper I will consider students actions and comments during investigative practical work in senior school Biology as they link to features often associated with creative thinking. Students and teachers perceptions relating to investigative practical work will also be considered. The role of the teacher in fostering creativity will be examined. The findings from this research project both support and challenge the inclusion of open investigative practical work in a senior Biology programme as a means of fostering creativity. Haigh M, Auckland College of Education   09.00HRS 10.30HRS FRIDAYPupil attributes and the assessment of performance in practical science Performance assessment in the UK science GCSE has been widely criticised (House of Commons (2002), Roberts and Gott (in press), Gott and Duggan (2002). Written tests of procedural understanding could be used as an alternative, but what exactly do they measure? This paper describes small scale research. An analysis was made of assessments of pupils (N=100) substantive ideas, their coursework practical performance and a novel written evidence test of procedural understanding. Results from these different assessments were compared with each other and with baseline data on CAT scores and pupil attributes. Measures of conformity (which included conscientiousness, neatness and behaviour) and native wit (confidence and quickness of thought) were established as significant predictors of performance. The data reported shows that a choice could be made between practical coursework that links to conformity and written evidence tests which link, albeit less strongly, with native wit. There would be differential affects on pupils. The significance for assessment in science is explored. Gott R and Roberts R, University of Durham  SESSION 4 bu g13 Together we learn to read and write and what else? Re-positioning gender in educational research This paper briefly traces the history of school organisation in Australia showing how questions of gender context became matters of serious consideration in the second half of the twentieth century. From a demonstration of the interconnections of gender and class evident in the ways in which schools and school systems were organised, the analysis confirms a view of gender as forming just one dimension of school organisation, inevitably in concert with other dimensions such as class and race. The argument put forward here is that discourses around gender have served to underscore out dated sexist understandings and in so doing to mask other dimensions of social difference which are perhaps harder for democratic government to acknowledge. In this view, gender functions as an explanation of convenience, more intransigent and less amenable to charges of irresponsible policy making when compared to class or race. It is easier for government to explain dysfunctional schooling outcomes in terms of gender rather than as a consequence of poverty and lack of resources or institutionalised racism. In the 1970s some feminists claimed that coeducation inhibited female achievement, more recently the claim is that boys in mixed classrooms constitute the new disadvantaged. In these cases gender is constituted in the discourse not as an end in itself but rather it emerges as a strategic device through which other explanations such as those concerning class and race are suppressed. Most recently the proponents of boys special needs have been taken up in populist understanding. Data drawn from a sample of students in teacher education show their readiness to invoke the separate and different mantra in response to questions of boys needs even as they prepare to teach in mixed classrooms and schools. Thus gender difference becomes reconstituted around a pro-masculinist (and frequently anti feminist) agenda. In the light of the analysis presented here, the paper ends by raising questions about the recurrent debates around school gender context and student achievement. Gill J, University of South Australia    09.00HRS 10.30HRS FRIDAYMarginalised in the system: the impact of age, disability, ethnicity and gender on teachers careers Teachers careers are determined by personal attributes and histories. Those who choose to become teachers are far from homogenous in their make up but include people with a range of multiple identities. Teachers identities are multi-dimensional. We have personal attributes or characteristics age, disability, ethnicity, gender and sexual orientation. Some of these gender and ethnicity tend to be stable. Others like age and possible disabilities change over time. This paper draws on the findings of a recent DfES funded project to explore aspects of the careers of teachers who experience marginalisation or are token teachers because they: work outside the traditional notion of full time teachers working in a single school (for example part-time, supply or those teachers employed by a local authority as peripatetic or under the Ethnic Minority Achievement Grant EMAG). are personally and visibly different from other staff. Being visibly different from their colleagues (eg coming from a different race or being disabled) can cause teachers stress. We suspect there is much less stress where diversity is the norm and everyone is visibly different experience direct or indirect discrimination; disabled teachers and those from minority ethnic groups teachers continue to report experiencing discrimination, and to feel their contributions are under-valued and opportunities for advancement overlooked. They perceive a glass ceiling in operation Being marginalised diminishes promotion and other career outlets. Multiple identities become especially important at career transition points at entry to the profession, changing jobs, applying for promotion, changing direction. At these professional flash points access to a different role and opportunities depends on others perceptions. Teachers identify themselves as teachers; it is other people who largely determine the extent to which our combination of personal attributes (e.g.being young, male and black or middle aged, female and disabled) matter in our professional careers. We also have to take into account how our identities partly depend on personal histories and the policies in operation at key points in our careers such as whether or not women with children are welcome entrants to the profession. (Gender differences in careers (not only teaching) are associated with caring for children rather than being male or female). Another factor is a teachers culture and the norms that apply within that culture to men and women of different ages. Only by ensuring equality of access is embedded in all aspects of teachers professional lives can we encourage a more representative and equitable teaching profession. Implementing and monitoring mainstreamed EO policies are the best tools to gauge what combinations of characteristics effectively diminish inequality in teachers careers at different points in their lives Powney J, Ex- Scottish Council for Research in Education Mirza H, Middlesex University  SESSION 4 bu g13 Boards Of Trustees Selection Practices Of Principals In New Zealand Primary Schools: Will The Future Be Female? This paper presents the findings of a 2002 national study of boards of trustees selection practices of principals in New Zealand primary schools. Since the 1989 reforms, boards of trustees have had complete autonomy to appoint the principal of their choice. In the spirit of the market this process remains free of surveillance by central government, and there are few avenues for unsuccessful applicants to contest a boards decision. Boards have shown a preference to appoint men into the principalship, and currently 60% of primary principal positions are held by men. Men continue to leave the teaching profession and presently make up only 18% of the workforce in primary schools. The demographics of an aging workforce also mean that a large number of principals will retire in the next five years. This study examines the practices of boards in the appointment process and seeks to uncover the underlying values and preferences which lead to the final decisions of selection. I use theoretical tools from feminist theory and Bourdieu to explore this field. Brooking K, Massey University, New Zealand and Deakin University, Australia.   09.00HRS 10.30HRS FRIDAY SESSION 5 CHEMISTRY C107 Sex differences in Cognitive Abilities Test scores: a national picture There continues to be debate on the extent, or even existence, of sex differences in the mean level and variability of cognitive ability test scores. This paper reports the Cognitive Abilities Test (CAT) scores of 500,000 pupils aged 8 to 15 years assessed between September 2001 and January 2003 on the recently UK standardised CAT3, which includes tests of Verbal Reasoning (VR), Quantitative Reasoning (QR) and Non Verbal Reasoning (NVR). The sheer size and recency of the sample is unprecedented in research on this issue. The results reveal only one substantial sex difference in mean scores; the mean Verbal Reasoning score for girls was two standard score points higher than the mean for boys. There was no substantial mean sex differences in Quantitative Reasoning or in Non Verbal Reasoning scores, with differences of only 0.7 points in favour of boys and 0.3 points in favour of girls respectively. However for all three tests there were highly significant differences in the standard deviation of scores by sex: boys were over-represented at both the low and the high extremes of reasoning ability, except for Verbal Reasoning where they were over-represented only at the lower score levels. The term underachievement is often used in the media to describe the performance of boys. However the term is used loosely and most often just describes differential attainment between boys and girls. it is unclear what criterion the boys underachievement is in relation to, other than the performance of girls, which represents a rather circular argument. In this context, the CAT data is powerful in allowing a direct comparison of an individuals Verbal and Quantitative Reasoning scores against their Non Verbal Reasoning score. The Non Verbal test uses abstract shapes and figures as content, rather than words or numbers, so can give a relatively pure measure of reasoning ability less influenced by language fluency or knowledge of numerical concepts. For Verbal Reasoning, a much higher proportion of boys than girls had VR scores significantly below their NVR scores. For Quantitative Reasoning there was very little difference between the sexes in the proportion with QR scores significantly below their NVR scores. However the lowest group, with QR scores 23 or more SAS points below NVR scores, did contain a higher than expected proportion of boys. To this extent it does make sense to talk of boys verbal underachievement rather than just low verbal performance, although the results for QR are inconclusive. The results indicate the current focus on boys underachievement presents only half the picture. Boys tend to be both the lowest and the highest performers in terms of their reasoning ability. This has important implications for differentiation and warns against the danger of stereotyping boys. The findings might also be one part of an explanation of such apparently contradictory cognitive outcomes as the relative excess of males with learning difficulties and the simultaneous excess of males achieving first class university degrees. Strand S   11.00HRS 12.30HRS FRIDAYNew assessment paradigms for lifelong learning in the 21st century Fragmentation of knowledge, the atomisation of learning experiences into observable and measurable chunks and the de-professionalising impact of current assessment practices in this country reveal an urgent need to rethink the paradigm in which we sit alongside and judge the achievements of others. The pervasive competence-based assessment culture in this country has contributed to a reliance on adversarial and invalid representations of ability and performance in formal and informal learning across the lifespan. For an alternative assessment paradigm to be valued it would need to affirm learners successes in authentic and valid manners. This alternative would also need to allow for the important learning to be judged and celebrated rather than those things that can be easily measured. It would also need to be robust, repeatable, dependable and reliant on the wealth of professional knowledge that resides in teachers and in other professionals in work based, vocational and lifelong learning. This paper proposes an alternative: a performance-based assessment methodology rooted in traditional European models of apprenticeship and mastery learning and structured from a combination of construct referencing and a form of connoisseurship familiar in arts appreciation. This model of assessment is working in practice in a range of performing arts in this country and overseas. We will present case study accounts to demonstrate a radical exploration to apply these methods to the assessment of inter and intra personal (Gardner, 1983) qualities in two informal learning contexts. The case study accounts will draw on work with Sex and Relationship volunteer peer educators working across the country and young people at risk of social exclusion engaged in re-inclusion programmes in Manchester. From these accounts we will propose the case for a wider exploration of the importance of these methodologies in a range of other educational contexts. Morgan D, University of Exeter, Robbins J, The Talent Centre  SESSION 5 chemistry c107 Developing students conceptions of quality in geography In this paper we present evidence linking an improvement in students conceptions of quality in their work in Geography with improvements in the outcomes of their learning. In the first part of the paper we develop a rationale for the approach to formative assessment employed in this research. This approach helps students to understand qualitative descriptions of levels of explanation and description in Geography. Students are asked to use the criteria to (1) assess examples of other students work, (2) assess their own work and (3) develop the quality of their writing geography. This approach has been evaluated with Key Stage 3 (11-14 year-old students) in three schools using intervention and control groups. Data were collected on the improvement in students work as evaluated by the teachers using the model and through end of year assessments. We also asked students at the end of the intervention period to select short extracts of their best work and to provide short explanations of why this is an example of my best work. Our data indicate significantly higher rates of improvement in the quality of students work in the intervention classes and this is matched by more sophisticated student accounts of the nature of quality in their work. In the light of these results we comment on some dichotemies in assessment and learning that have been suggested in previous research. Davies P, Staffordshire University, Durbin C, Staffordshire LEA, Dale J, St. John Fisher R.C. High School, Clarke J, Cannock Chase High School   11.00HRS 12.30HRS FRIDAYPsychosocial Assessment of Home-Educated Children Whilst home-education is on the increase in the UK, so too, are cases of families being faced with negative assessments by local authority personnel. Reactions range from mild disapproval to threats of legal action on the basis of perceived damage to the children. In an effort to address this problem, this research, the first of its kind in this country, assessed home-educated children in terms of their psychological and social well-being. The research involved 103 home-educating children aged from 4 to 11 years old. Three instruments were used: the Children's Assertive Behaviour Scale (CABS), the Revised Rutter Scale (RRS) and the Goodman Strengths & Difficulties Questionnaire (SDQ) in a total of 136 social and psychological based assessments. Questionnaires were either self-rated or parent-rated but referred to the children. The purpose of conducting these assessments was to establish whether the home-educated children experienced social or behavioural problems beyond the 'norm'. Critics have suggested a relationship between home-educated children, social ineptness and behavioural problems. Overall, results confirmed that the home-educated children were socially adept and did not display behavioural problems beyond the norm. Closer analysis of the results from the RRS and SDQ questionnaires, however, revealed that the SDQ expected children to 'fit' accepted parameters far more than the RRS. Thus, there are differences in the results according to which of these two scales is given preference. By extension, the findings show that if agencies involved with assessing home-educated children's psychosocial well-being adopt 'norms' by which to judge home-educated children, they will almost invariably find these children to be outside the 'norm'. This, in turn, can lead to unnecessary stress on the part of the families and misunderstanding on all sides. The findings then, have an impact on how LEA, Court Welfare and Social Services view home-educated children. What is desirable behaviour from a schoolchild is very different from what is deemed desirable behaviour from a home-educated child. Rothermel P J, University of Durham  SESSION 5 maths m213 Collaborating over the future of research funding for creativity in education Research funding from government via the HEFCE allocation to universities is changing rapidly and it appears that fewer institutions will receive it and only those who reach excellence criteria will gain what funding there is available. At The Open University we have recently been urged to review our internal funding allocations and to pinpoint centres of excellence for future prioritisation for funding and to create new centres that can show potential to be successful within the performativity criteria. The EU has just launched its new Framework 6 programme with similar priorities for funding centres of excellence and networks. It is argued that these changes are based upon a performativity discourse that believes that competition for funding improves the quality of the outcomes of research. However, criteria can be seen as encouraging collaboration between institutions and developing multi-disciplinary projects, particularly those emanating from within the ESRC. Secondly, one of the main criteria for gaining a 5* rating in the next RAE exercise is international recognition. Developing international links is one way of gaining that recognition and this is also supported by the ESRC, eg: their part funding a Socrates European partner creativity programme [CLASP] to The Open University. If we are to maintain a research profile for creativity in education we need to look at ways in which we can: develop centres of excellence construct research and development projects that cross institutional and national boundaries and encompass a multi-disciplinary approach to our project proposals. This Creativity SIG Round Table at ϲ 2003 will: gather details of current and future research projects that involve creativity. develop strategies for institutions to collaborate over national and international research projects and initiatives investigate how we can use any current centres or embryonic ones to facilitate funding for research and development projects into creativity in education. Jeffery B, The Open University   11.00HRS 12.30HRS FRIDAY SESSION 5 MATHS M113 Is it important or not? Students beliefs and attribution patterns in pursuit of academic achievement and talent performance in a chinese society It is suggested that in any given society, some activities are highly socially approved as a vertical form of achievement, while other activities are deemed less important as a non-vertical form of achievement. Under the influence of collectivism, the Chinese tend to make a sharper difference in the vertical and non-vertical form of achievement and place a higher value on those socially recognized accomplishments. For high school students in Taiwan, academic achievement (AA) is highly valued as a vertical form of success, while talent performance (TP) is less appreciated and encouraged. In this paper, the author argues that this cultural differentiation may have a great implication to student learning. A sample of 400 secondary school students in Taiwan was included and administered a questionnaire. Data collected were analyzed using statistical methods. It is found that Taiwanese students tend to hold (1) different perceptions of the nature of AA and TP; (2) different beliefs in their ability in AA and TP; (3) make different attribution patterns to their success in AA and TP; and (4) make different attribution patterns when explaining their success to others. The paper continues to discuss the cultural contexts in which these beliefs are shaped and the way cultural beliefs make a difference in student learning in different domains of areas. Cross-cultural implications of the research findings are also discussed. Wang H, Fwu B, National Taiwan University   11.00HRS 12.30HRS FRIDAYLearning from recent numeracy initiatives in England and Wales Until recently, primary (7-11) and secondary (11-16) teachers in England and Wales followed the same National Curriculum Orders for Mathematics and there was no reason to believe that there were any significant differences between the way in which mathematics was generally taught in the two countries. In September 1999, The National Numeracy Strategy (NNS) was implemented in the primary schools of England and a parallel Welsh initiative was guided by Raising Standards of Numeracy in Primary Schools: A Framework for Action in Wales (Welsh Office and Office of Her Majestys Chief Inspector of Schools in Wales [OHMCI], 1999). At the heart of both initiatives was a drive to raise standards of achievement in numeracy by encouraging teachers to adopt teaching approaches which worked. Whilst messages concerning effective teaching approaches were very similar in England and Wales, policies aimed at encouraging teachers to take on board such approaches were significantly different. The NNS expected all primary schools to deliver a daily numeracy hour via a three part lesson structured in order to promote key NNS themes. In Wales, however, the parallel Welsh initiative required Local Education Authorities (LEAs), in consultation with their schools, to develop locally based strategies which would build on advice provided by OHMCI within the Framework for Action in Wales. Whilst the NNS could be described as being based upon considerable central prescription the Welsh equivalent depended largely on local initiative. Following a brief overview of these parallel numeracy initiatives, this paper presents data from a study which, via a mailed questionnaire to 1000 headteachers in England and Wales, aimed to gathered evidence of the way in which these alternative policies were received by headteachers and impacted upon aspects of classroom practices. Based on a response rate of almost 50% the paper presents evidence which suggests that there are some interesting differences (and similarities) between the frequency with which primary teachers in England and Wales draw on particular pedagogical approaches. National numeracy initiatives implemented in both England and Wales during recent years represent significant attempts at achieving large-scale reform. The paper concludes by suggesting that there are important lessons to be learnt from the way in which these initiatives have impacted upon schools and that policy makers in both London and Cardiff could gain from subjecting such parallel initiatives to closer scrutiny. Others who may also be interested in encouraging change could also gain from examining the way in which primary teachers in England and Wales have recently responded to attempts at achieving such reform. Jones D V, University of Wales Aberystwyth  SESSION 5 MATHS M113 Interpretations of national curricula: the case of geometry in japan and the uk While comparative education has traditionally been concerned with school outcomes, there has been a new interest in the detailed study of the content of schooling and with the internal workings of the school. The teaching and learning of mathematics has been the subject of numerous comparative studies, perhaps because it is sometimes perceived as a universal subject. Yet a recent comparative study of geometry curricula found considerable variation in current approaches to the design of the school geometry curriculum (Hoyles, Foxman and Kchemann, 2002). For example, a realistic or practical approach is apparent in Holland, while a theoretical approach is evident in France and Japan. Most countries, although not all, include elements of proof and proving in their curricula specifications for geometry. Here there are variations too, with some countries favouring an approach with congruence as a central element, while other used similarity and transformations. The geometry review by Hoyles et al concludes by noting there is evidence of a state of flux in the geometry curriculum, with most countries looking to change. This paper presents an analysis of how the geometry component of the National Curricula in Japan and in selected countries of the UK, specifically England and Scotland, is interpreted by textbook writers. While, of course, textbooks are not the only critical influences on student learning, such texts, as analyses of data from the Third International Mathematics and Science Study confirm (see, for example, Valverde et al, 2002), do have a major impact and are thus important subjects for study. Our analysis is framed by the procedures derived from the work of Vervade et al: division of the geometry parts of textbooks into units and blocks; coding each block in terms of content, performance expectations and perspectives. The results of the analysis focus on identifying features of geometry in the textbooks and a discussion of how these designs would influence students performance in geometry. An emerging issue is how the design of textbooks might either build on, or neglect, students intuitive skills when they tackle geometrical problems. Fujita T, University of Glasgow, Jones K, University of Southampton   11.00HRS 12.30HRS FRIDAYHow do qualifications systems in different countries act as incentives or disincentives to lifelong learning? This paper describes international comparative research work in the field of qualifications systems the latter term covering all nationally recognised qualifications. The aim of the work is to unravel the connections between qualifications systems and lifelong learning more specifically the volume, distribution and quality of lifelong learning. The OECD manages the project and the hope is that the 25 countries participating will be able to promote lifelong learning for all by revising qualifications policy and the instruments within qualifications systems. This paper illustrates advances in thinking about the ways in which qualifications systems can influence participation in lifelong learning and the quality of learning experiences. A set of 11 components and some 60 subcomponents of qualifications systems are proposed and delineated. A set of 18 indicators for lifelong learning is also proposed. If there are relationships between qualifications systems and lifelong learning that are not just spurious correlations, then there will be mechanisms by which this happens, these mechanisms are the kernel of this activity and a set of 11 are proposed together with a description of their possible effects on individuals, providers and employers. Mechanisms might also be termed drivers of LLL and each one may act on different stakeholders in different ways and operate differently in changing social, economic and cultural conditions. Thus the complexity of the field of enquiry is recognised. The paper attempts to refine the conceptualisation of mechanisms that work through the aspirations of individuals, the planning process of providers and the needs of employers. The paper also outlines some tentative ideas for analysing the interactions that are at the heart of the activity. Early analysis of 15 reports from countries on their qualifications systems is reported. These reports include descriptions of the systems, current policy initiatives and analysis of research on the impact of qualifications on individuals (financial and otherwise). They form an authoritative and up-to-date data set on qualifications systems around the world. The richness of the data set also poses serious challenges in terms of effective analysis. Coles M, Qualifications and Curriculum Authority  SESSION 5 MECH & CHEM ME 103 Factors influencing the pedagogic development of novice university lecturers: findings from research This paper presents the findings from a research project which I conducted between 1999 and 2002. This project was organised around case studies of four novice university lecturers who were enrolled on a one-year in-house teaching development programme. The aim of the study was to enhance understanding of the pedagogic beliefs of novice university lecturers and of the process of pedagogic change and influences for change, specifically inner influences [e.g. beliefs] and external influences [e.g. colleagues, students, university systems]. In this way, the study aimed to contribute to the wisdom of teaching development practices in the university context. Throughout two separate academic years, data was collected from the novice lecturers by means of loosely-structured interviews, observations of teaching, stimulated recall interviews, and the analysis of reflective writing. This paper briefly outlines the rationale for the study and the methodology which informed it, and focuses in particular on the findings of the study and the conclusions I was able to draw. These conclusions are set within an account of the novice lecturers experience. Significant aspects of this experience were found to be the novice lecturers encounters with students, dealings with colleagues and university systems, participation on a teaching development programme, experience of being part of my research project, and the degree to which these experiences were perceived by the lecturers to position them as novices and experts. Conclusions support the theorisation of pedagogic knowledge as a thinking/acting phenomenon which is mediated by the individual lecturers inner world of beliefs, and of pedagogic change as a process which is informed by the dynamics of individual beliefs systems and the individuals interaction with experience. I argue that it is through this dialogic relationship between inner and external worlds that the individuals pedagogic beliefs and taken-for-granteds are interrogated and options for change are defined. On the basis of these conclusions, a number of implications for teaching development in the university context are outlined. Pickering A M, University of Brighton   11.00HRS 12.30HRS FRIDAYA study of the experiences of practitioner-researchers in higher education: the possibilities for hybrid methodologies in pedagogic research In an earlier discussion paper*, we explored the question of whether there are distinctive methodologies for pedagogic research in Higher Education, compared with research in other educational settings. We concluded, perhaps predictably, that the answer to this question depends on who carries out pedagogic research in HE settings, for what purpose, and for which audience. Since then, we have become specifically interested in pedagogic research carried out by HE practitioners, either individually or in small teams, sometimes conducted under the auspices of accredited courses of training, CPD, or advanced study. These investigations tend to be small-scale, locally-focused and generally discipline-specific. They are generally motivated more by a commitment to enhance the quality of their own teaching, and that of their immediate colleagues, than by a desire to contribute to a wider research agenda. We speculate, amongst other things, that because of the strong disciplinary cultures and identities in HE, we might expect (and perhaps welcome) such practitioner-researchers to fashion hybrid methodologies as their research develops. This hybridity emerges as practitioner-researchers borrow features from educational research traditions as well as from the research principles and practices prevalent within their own academic tribes, and possibly from their personal and professional backgrounds as well. We suggest that it could be here that some of the distinctiveness of methodologies in pedagogic research in HE might be located. Our paper for this conference reports on our current project, in which we examine the experiences of practitioner-researchers, who are specialists in areas other than Education, and who have recently completed pedagogic research in HE settings. We are conducting interviews with a small number of HE practitioners who have recently submitted dissertations for the MA in Academic Practice at the University of Brighton. We invite them to reflect on their experiences of carrying out pedagogic research, and in particular to discuss their efforts to reconcile the research paradigms associated with their own disciplines (in these cases Accounting, Management, Counselling, and Physiotherapy) and those in educational research. Our conference paper presents our analysis of these interviews alongside our analyses of our participants MA dissertations in an attempt to describe these practitioners individual journeys across new and emergent methodological borderlands. ( Antoniou, M. & Stierer, B. (2002) Are there distinctive methodologies for pedagogic research in higher education?. Paper presented to a seminar of the Higher Education Special Interest Group of the ϲ, University of Leeds, June. Stierer B, Antoniou M, University of Brighton  SESSION 5 chemistry c110 Identity and citizenship: a contradiction in practice? This paper seeks to explore the tensions between notions of identity and citizenship, as they articulate within and through the PSCHE statutory curriculum. Previously (Garratt and Piper, 2003), we examined the contradictions existing between citizenship and the monarchy. We now extend our critical reflection towards a broader understanding of citizenship through the lens of identity in its differing forms, but especially in relation to ethnicity, culture and religion. Particularly, our concern is with how current teaching has a tendency to encourage the celebration of difference without due consideration to the more complex consequences of such an approach. Paradoxically this implies that difference (as imposed top-down) still matters. Moreover, there is a discernible tendency for children to be fixed in particular categories by their teachers, which fails to allow for the fluidity and movement that identity tacitly presupposes. We conduct our analysis using a range of theoretical approaches, including Bourdieu (1988) for whom structures and individual subjectivities articulate to produce a range of understandings around the theme of identity. We suggest that the predominance of structural considerations within educational contexts is at odds with some aspects of the citizenship syllabus, where subjectivities are seemingly compromised by the imposition of imperial categories of meaning (not dissimilar to Saids, 1986 exposition of the Orientalist). This has strong philosophical implications for our understanding of identity, in terms of its ontological character and epistemological expression, since such stabilizing and fixing of identity limits the experience of those presumed to be different. Garratt D D, Piper H J, Manchester Metropolitan University   11.00HRS 12.30HRS FRIDAYCloser to the bone: facing the challenges of personal education at ks3 Personal Education and Personal and Social Education before it are contested concepts. With meanings being somewhat elusive, practice in schools often seems to avoid the deeper questions of what it is that young people actually need and want in this aspect of their development and what it is at a personal level that this area of the curriculum is actually trying to address. Given the current proposals under review for Personal Education in the curriculum [CCEA Northern Ireland Curriculum Review: Proposals for Change, 2002] this would seem to be a critical juncture in Northern Ireland at which to ensure that the diverse purposes, meanings and processes of personal education are opened to a shared debate that upholds the pupil voice as crucial. This paper will report some preliminary findings emerging from a current in-depth qualitative study of what is considered to be good practice in the delivery of personal and social education with KS3 pupils. The views of teachers and those of the pupils will be presented on what they view as essential for personal, emotional and educational engagement to take place when facilitating this area of the curriculum. The paper will conclude with an exploration of the potential of Personal Education in the future to create genuine, emotional learning spaces for pupils in which they can process personally meaningful and sometimes sensitive issues appropriate to their stage of development. The paper will also consider what will be required from teachers, schools and the educational support system to ensure that the full potential of a Personal Education for the young person can be achieved. Leitch R, Kilpatrick R, Mitchell S, Queens University Belfast  SESSION 5 wardlaw room b Accuracy in key stage 3 writing: a case study of writing in a mixed secondary school In recent years, concerns about the accuracy of pupils writing in Key Stages 2 and 3 have been expressed in a variety of reports, for example OfSTED (2002) and QCA (2002). Literacy Across the Curriculum (DfEE, 2001) also reflects concerns about formal features in pupils writing, for example grammar, punctuation, spelling and paragraphing. Support materials on discrete aspects of writing have been created, such as: Grammar for Writing, (DfEE, 2000), Year 7 Spelling Bank and the Year 7 Sentence Level Bank (DfEE, 2001). In the light of this focus on sentence level features, we conducted research in a mixed secondary school in England, exploring through questionnaires and interviews pupils: attitudes to writing; recall of how they had been taught to write; approaches to preparing for writing and checking work for accuracy. In addition, 52 pieces of 'unrehearsed' writing, elicited from groups in Years 7, 8 and 9, were analysed for content, register and expression. Each was then assessed against current National Curriculum criteria. Each piece of writing was further analysed with regard to spelling, punctuation, use of conjunctions, clause and sentence structure (simple, complex and compound) and use of paragraphs. Following these analyses, three samples of course work from Years 8, 9 and 10, selected as representing high, mid and low levels of writing ability, were examined against similar criteria. In terms of attitudes, it was found that while pupils in general were neutral about writing, boys were notably less enthusiastic than girls. There was also evidence that girls gave more time to writing, and prepared and checked it with greater thoroughness. The analysis of pupils writing revealed that course work writing at mid and low levels exhibited a similar range of inaccuracies to those found in some of the less successful unrehearsed writing. These included difficulties such as the co-ordination of long sentences (sometimes resulting from limited use of relative pronouns) or the omission of full stops leading to writing in waves of unpunctuated clauses. While there were occasional grammatical errors and a few features of non-Standard English, these were much less frequent than inaccuracies in punctuation or spelling. In addition, it was found that, although their frequency had diminished, some of the difficulties encountered in Year 7 work were found in the writing of those in Years 9 and 10. The paper discusses these findings in relation to the schools responses to recent government initiatives on writing notably Literacy Across the Curriculum (DfEE, 2001) considering pedagogic models recommended for Key Stage 3, pupils approaches to planning and checking writing and gender differences. Cajkler W, Comber C, University of Leicester   11.00HRS 12.30HRS FRIDAYAre the national literacy strategy objectives for writing realistic? An analysis of year 6 childrens understanding of grammatical punctuation One of the objectives of the New Labour government at the time of the implementation of the National Literacy Strategy (NLS) in 1998 was to get 80% of Year 6 pupils (eleven-year-olds) up to level 4 in the Standard Ability Tests for English by the year 2002. To gain level 4 in writing, some of the requirements are that pupils demonstrate their ability to use full stops and capital letters correctly to demarcate texts into sentences, and begin to write complex sentences and to use punctuation within sentences. In accordance with this, the NLS Framework for Teaching, expects children in Year 6 to be able to demarcate simple sentences and to write and punctuate complex sentences appropriately. The NLS marks a return to the explicit teaching of grammar after it fell into disfavour in most British schools during the 1950s. The governments target was not reached in 2002, with only 75% of Year 6 children achieving level 4 in writing. The Dfes (Department for education and skills) has now set itself a new target: by 2004, 85% of eleven-year-olds should attain level 4 in English. The governments targets are ambitious and stem out of a commitment to raise standards in literacy. However, relatively little is known about how children develop understandings about punctuation. What has been recognised is that when children start to use punctuation, they seem to create and apply principles of a graphic nature. Very little is known about what principles children form and follow when they begin to use punctuation to mark grammatical boundaries and relations in written language. This progression from a graphic to a linguistic theory of punctuation is necessarily linked to childrens development of metalinguistic awareness of the way grammar is marked in writing. An effective pedagogy for English needs to reflect childrens linguistic development and give them the right tools to deal with the complex issues surrounding the marking of syntactic relations in written language. However, the lack of research evidence on this topic leads one to wonder whether the NLS objectives are realistically achievable by most eleven-year old children. As part of an ESRC project, small groups of children were brought together to discuss some punctuation tasks. The method used made it possible to access the childrens reasoning about where they would use punctuation marks, which marks were to be used, and why. Through an analysis of the discussions by groups of Year 6 pupils, this paper begins to investigate childrens conceptions and beliefs about how punctuation is used to mark grammatical boundaries and relations in writing. A qualitative analysis of the groups discussions during the tasks is presented. The principles applied by the children as a basis for their decisions are highlighted. The analysis shows that the objectives of the NLS are not currently being met in Year 6, and that children are experiencing difficulties with marking grammatical boundaries and relations through the use of punctuation. Wassouf C, Manchester Metropolitan University  SESSION 5 WARDLAW ROOM B What a difference two years makesor does it? What do children really learn about the apostrophe in primary school? The apostrophe continually proves to be a difficult punctuation mark to be able to use correctly, and is a problem experienced by both young and old people alike. However, children today, are expected to have a secure grasp of this mark by the age of eleven, that is, by the time they have completed their primary schooling. In recent years, a number of concerns have been raised regarding a claimed general decline in peoples writing skills, particularly in their abilities to punctuate. Accordingly, the government responded with an initiative that was intended to improve childrens literacy levels. In 1998, the National Literacy Strategy was introduced, supported initially by the National Literacy Strategy: Framework for Teaching (DfEE, 1998) document. This paper is a statement of expectations for literacy knowledge and understanding in respect of the whole primary education period, and is laid out in a highly prescriptive and linear fashion. Ahead of any formal teaching of the apostrophe in Key Stage 2 (7-11 years), children are expected to be able to recognise it in their reading from early on in Key Stage 1 (5-7 years). Though the document does not explicitly state this as one of its targets, it can nevertheless be inferred from the fact that contracted forms are included in the documents supplied list of words for children to learn by sight recognition. Subsequently, Year 3 children are taught the omissive apostrophe as a feature of spelling, and this is a re-iterated target for the year. By comparison, it might be said that the possessive apostrophe is only touched on briefly, when it is taught as an aspect of punctuation in the Year 4 syllabus. After such time, children are expected to be beginning to use the apostrophe appropriately in their own writing (DfEE, 1998:40). This requirement thus assumes children to be secure in their knowledge of each of the grammatical functions of the apostrophe. Year 4 is the pivotal point in Key Stage 2 for learning about the apostrophe, as at this point they have been taught both of the apostrophes uses, while by Year 6, this knowledge is expected to be completely secure. Thus, using data taken from a recent ESRC project (Learning to Punctuate at Key Stage 2), this paper will examine the security of childrens understanding of this punctuation mark, and their ability to distinguish use of the apostrophe for omissive and possessive purposes. A comparison will be made between Year 4 and Year 6 children. Do children actually understand the apostrophe as well as the government stipulations demand? Are children adept in their knowledge of when to use the apostrophe, how to use it appropriately for its different purposes, and in different contexts? Finally, this paper will conclude by considering the ways in which childrens understanding of this mark develop during the course of this two year period, and whether progression in their learning is as linear as the NLS would have us believe. Sing S, The Manchester Metropolitan University   11.00HRS 12.30HRS FRIDAYPolitical struggles over reading standards: examining the bullock report and its legacy Critiques of the 1988 Education Reform Act have noted that there has been a changing narratives of the pupil through an emphasis on the politics of governance and surveillance (Ball, 200). It has been argued that examining this process through a Foucauldian notion of moral technologies highlights the way in which government policy is bringing about a shift in, and reorganisation of schooling through and emphasis upon testing and grading and the publication of league tables of school performance (Carter and Burgess, 1993, p.233). In the decade following the introduction of the National Curriculum there has been considerable public debate related to reading standards and the portrayal of a literacy crisis in the national media. This can be seen to be an important aspect in the emergence of a dominant narrative emphasizing the need for governance and surveillance in the literacy curriculum and pedagogy. It can also be seen to have led to the downward extension of national testing in the primary curriculum, and the emergence of the National Literacy Strategy (Soler, 2002). But are these trends entirely new? What are the key similarities and differences between past and present literacy standards debates? Focusing on the late 1960s and early 1970s, this paper argues that literacy standards in England have historically been a key site for political struggle. It traces the emergence of a renewed debate over reading standards in England that began during the late 1960s and continued following the release of the Bullock Report. Particular reference will be made to the role of newspapers in fostering and in structuring subsequent debate, and especially to the growing impact of the tabloids and the increased attention paid to defending literacy practices in contemporary professional literature. The various political and social factors that contributed to the increasing polarisation over literacy during this period will also be examined. Openshaw R, Massey University, Soler J, The Open University  SESSION 5 OAK ROOM Central policy, principalship and types of community building in small schools This paper examines possible positive and negative connections between central policy towards small schools and the conditions for local performance by principals in such schools. Through the analysis of New Zealand data showing the impact of the recently adopted two-track central policy, which attempts to strengthen some small schools and rationalise others, the paper argues that the adoption of such a policy in a self-managing system such as New Zealands is likely to increase the probability that a principal will apply an entrepreneurial community building strategy, rather than the pedagogical community building strategy that Sergiovanni (1998) argues is both more desirable and more sustainable in the longer term. Data quoted in the paper indicates that where local communities sense that the small school network is under scrutiny from central authorities on viability grounds, pressure goes on the principal to build the community image and increase roll numbers, thus diverting resources and attention from internal capacity-building. This effect appears to occur in both schools that are genuinely under threat from the policy and those on the periphery that self-identify as being threatened. Vagueness in the policy criteria triggering consideration for rationalisation add to the impact of the effect. Only in schools where the principal is self-confident enough to assert that the school is not under imminent threat is the alternative scenario of pedagogical community building a genuine option. This effect has special significance in the New Zealand school setting, where 20% of all schools are either 1 or 2 teacher schools and 60% of schools have a roll of less than 200. Collins G., Massey University   11.00HRS 12.30HRS FRIDAYMANAGING CHANGE:WHERE IS THE DIALECTIC? Within school management there is a clear focus on the process of managing change as one of the primary tasks of school leaders. In many accounts the process of change tends to be mapped out as a logical and rational process which, if it is appropriately managed, will result in the desired conditions being established and developed. A common construction is to construct change as a linear process of identifying the current situation, comparing this to the future situation to identify the specific gaps to be filled. The onus is on the manager to manage this process correctly and he or she is exhorted to empower others, create ownership, encourage participation by stakeholders to ensure that all understand and are therefore committed to the project of change and the desired state will achieved. In this construction of change any sense of the dialectic is effaced. If there is resistance by staff to change it is presented as either insufficient understanding and knowledge remedied through staff; or as insufficient ownership of the change project, in which case the manager did not handle the process correctly and now needs to remediate the situation by creating ownership; or as malicious mischief making by those guarding their territory. Managing change is, within this construction, a matter of management technique. Other models emphasise change as a psychological process with discrete phases and the individual facing change go through. Again managers should use a series of management techniques that allow people to work through their issues and concerns about the change being proposed in order to come to terms with it. This paper firstly, examines current constructions of the management of change that are predominant in the guidance for school leaders and secondly, proposes that such models of the management of change are inadequate. In these constructions of the management of change any counter position is explained away as being either inadequate management or is pathologised. What is removed from these constructions is any sense of the political dimensions of change. Drawing from data collected as part of a research project examining the impact of the Scottish Qualification for Headship (SQH) programme, this paper will examine the importance of sociopolitical context and the dangers of constructing change as simply a matter of technique. Forde C, Reeves J, University of Glasgow  SESSION 5 OAK ROOM Modernising the school workforce: developing perspectives In Spring 2002 the Transforming School Workforce Pathfinder Project (TSWP) was launched by the DfES in 32 pilot schools and 9 comparator schools across England. The aim of the TSWP was to significantly reduce the weekly hours worked by teachers and increase the proportion of teacher time spent on teaching. A change management strategy has been introduced within the schools supported by the London Leadership Centre, and a team of consultants. The schools have had access to additional resources for training, staffing, ICT, and buildings. The TSWP has been evaluated by a team of 10 researchers and 2 research administrators at the University of Birmingham. This paper reports on the evaluation in which data have been gathered from the schools through questionnaires, interviews, and documents. In particular, a questionnaire was completed by the school workforce in each school and data was gathered on the type of work undertaken, the deployment of time, work practices and the use of ICT, job satisfaction, and attitudes to leadership and management. In addition to this there are five case studies based on interviews, observations, and group interviews with students. The paper outlines key findings regarding the impact of the TSWP on patterns of work, attitudes to work, and the composition of the school workforce. Case study material enables the experiences of modernisation by the school workforce to be described and understood. The paper will identify and present the implications of the study for the theory and practice of educational leadership. Thomas H, Brown C, Butt G, Gunter H, Lance A, Rayner S, University of Birmingham.   11.00HRS 12.30HRS FRIDAYEducation management in managerialist times: exploring the problem of textual apologism Since the late 1980s there has been a phenomenal increase in the publication of school management texts. This development has reflected the need by school leaders for practical guides to running schools in an era of devolved management as well as the general dominance of managerialism in education and wider public policy. In a new book Education Management in Managerialist Times (Open University Press), the presenters have argued that much of this literature is harmful because of the way it fails to challenge existing social inequalities or policy which is intensifying those inequalities. Most education management texts provide little encouragement to school leaders and teachers to challenge social inequality or the market and managerial reforms of the last decade and indeed much of the literature helps to build the inequitable and reductionist managerial school. While this is by no means a new argument, the book sets out to demonstrates the problem more comprehensively than has been done previously by providing a critical review of texts in the areas of educational marketing, school improvement, school development planning and strategic human resource management, school leadership and school change. The book illustrates that inadequate attention to the wider social and political dimensions of education is manifested in many different ways and to widely varying extents within and between education management literatures. This paper aims to provide an overview of Education Management in Managerialist Times, including looking at the rationale for the book, its categorisation of differing degrees of textual apologism, its approach to reviewing the texts, and its main arguments and conclusions. The paper will also reflect more generally on the challenges and future possibilities for critical scholarship in the education management arena. While the education management literature does provide some starting points for thinking about how those who lead and manage schools might contest, rather than support, managerialism, this is a problem which deserves much more attention. Thrupp M, Kings College London, Willmott R, University of Bath  SESSION 5 BU G20 The conceptions on the upgrading of the education of icelandic elementary school teachers to university level: abstract special knowledge, status or what? This paper is based on the authors Ph.D. dissertation (2001) about the conceptions on the upgrading of the education of Icelandic elementary school teachers to university level in 1971. The main aim of the study was to clarify the process by which the education of elementary school teachers was upgraded to university level.The process was investigated by exploring the discussions, negotiations and actions taking place between four actors that had something at stake regarding the upgrading. The actors were 1)The state. 2) The university. 3) The aspiring profession. 4) Clients . Theoretical framework was borrowed from the sociology of the professions and educational theory from the 1960s. The main research questions were: 1) Who were the main actors that demanded or opposed the upgrading of the education of elementary school teachers to university level? 2) Who was the main spokesman for the upgrading? 3) How were the actors main concerns reflected in their argumentation for or against the upgrading of the education of elementary school teachers. Method: 1) Documentary analysis and 2) interviews with key persons. An analytical tool was invented in order to classify the documents and interviews. It consisted of a combination of an actor based approach suggested by Burrage, Jarausch and Siegrist (1990) and the temporal approach suggested by Rolf Torstendahl (1990) and finally these two approaches were related to educational theory from the 1960s. It turned out that this combination of approaches was very useful when identifying the actors and their different concerns. The combination of these approaches is one of the novelties of this study and it is stated here that this analytic tool is promising when studying some aspects of professionalization. In the paper the main results are presented and interpreted. The usefulness of the method is also discussed and scrutinized. Johannsdottir G, Iceland University of Education   11.00HRS 12.30HRS FRIDAYBetween the chalkface and the ivory towers? Teacher educator professionalism in the english university sector The central focus of this paper is how teacher educators, involved in teaching on primary Initial Teacher Education (ITE) courses, construct their professionalism(s). The question is framed within a broadly sociological concern with the (re)production of social patterns and relations, particularly gendered relations, in and through ITE. Teacher educators are seen as agents involved in (re)producing the gendered discourses of primary schooling and primary teacher education. The theoretical framework draws on the work of Bourdieu to conceptualise primary ITE as a field which can be analysed at the levels of the macro (national), meso (institutional) and micro (the individual tutors). The research develops then a theoretical framework for analysing the professionalism of teacher educators and other professional educators working within Higher Education Institutions. The empirical work consists of interviews and questionnaires with teacher educators working in three English universities. Case studies of the three universities are presented to contextualise the findings. These elements of the paper draw on an analysis - or mapping - of the field of English primary ITE at the macro level between approximately 1963 and 1996. The research concludes that teacher educator professionalism is relational, formed by a complex web of inter-relations between the individual and collective habitus of tutors, their particular institutional settings, and the historical and contemporary macro level context for primary ITE in England. The paper argues that at the centre of this web are different ways of understanding the processes of (re)production in ITE and the tutors function within those processes. These ways of understanding are shown to be integrally related to the gendered discourses, practices and principles within the fields of both primary ITE and primary schooling. The two forms of professionalism found in this study can be traced back to deep-rooted tensions and faults within the gendered field of primary ITE. Murray J, Brunel University  SESSION 5 bu g20 Teacher professional development: a portfolio approach In New Zealand, the advent of professional degrees for teaching has seen a move for teachers in the field wishing to upgrade their Diplomas of Teaching to degree status in order to maintain currency with new graduates. The Centre for Practicum at the Auckland College of Education has developed a practicum module entitled Refining Professional Performance which is offered to early childhood and primary teachers in a face to face as well as a study guide mode. Teachers are required to select and develop a specific area of their work for professional growth. The process of this professional development is documented through a Portfolio of Current Practice whereby opportunity is provided for the teachers to analyse, critique and refine their practice within the context of the prevailing socio-political educational climate. Underpinned by principles of adult learning, the guiding processes within the portfolio include the concept of professional development and change, action research and reflective practice, and an examination of the socio-political context at personal, institutional and national levels. This paper presents the results of an investigation into the effectiveness of the module as a process for professional development and change. From the interpretive paradigm a qualitative inquiry mode was used to discover the meanings embedded within participants descriptions of their professional development journey. Participants were selected from one cohort that completed the module. The research method utilised an open ended questionnaire and document analysis. Information collected was examined for indicators of change and improved practice. The findings from the data reveal that aspects of change did occur for the majority of the participants and the portfolio had assisted in scaffolding this professional growth. Critical reflection appeared to be a powerful influence in effecting change in beliefs as well as personal practice. It had enabled participants to look below the surface and address personal concerns. For some this had been a painful yet empowering experience. Participant descriptions also reveal that the portfolio provided a useful means to address the often complex and ambiguous problems they faced when struggling to meet the conflicting demands of both externally and internally driven professional development. The opportunity to select and examine personal practice had provided high levels of intrinsic motivation. This paper will discuss principles of adult learning and aspects of the ensuing professional growth that occurred through the development of a personal portfolio. While the paper uses the voice of the participants to illustrate individual growth it is important to acknowledge voices that were not heard. We will also explore what the tertiary institution has learnt from the process that may be utilised in future module development. Pinder H, Turnbull M, Auckland College of Education   11.00HRS 12.30HRS FRIDAYDeveloping an ethos and understanding of violence in schools within initial teacher training (itt) Countering violence in school is fraught with difficulty for the teacher for a number of reasons; firstly in its identification, secondly knowing how to manage the situation within the school context and third taking the right kind of action that will build towards an ethos of non-violence. Initially, for the beginning teacher it starts with reflection on the importance of their position in the classroom. This is then developed in enacting their role and in interpreting the social and moral complexity of relationships. As beginning teachers gain confidence the breadth of their role and responsibilities span beyond the care of children to working with parents and other professionals to create an ethos of care and the promotion of non violence. This also involves children and adults working towards an increased understanding of non-violent approaches which are sometimes contrary to what is seen in the wider contexts in which they live. How can we better prepare trainee teachers to develop an ethos and philosophy which will promote non-violence? Implications The project explores and highlights the types of violence beginning teachers experience and identifies factors within school policy and individual practice that impact on behaviour and violence in the classroom. This will shed light on approaches employed by schools in dealing with violence and on areas of good practice that can be utilised within professional development and training. Shaughnessy J; Jennifer D, University of Surrey Roehampton  SESSION 5 chemistry c108 A citizenship award: insights into professional issues and identity This paper is based on an evaluation of an Institute for Global Ethics and Citizenship Foundation Citizenship Award pilot scheme. The evaluation covered schools and youth organisations in England, Northern Ireland, Scotland and Wales that were involved in the pilot. Semi-structured individual and group interviews were the main research methodology used in the evaluation. The first section of the paper covers the aims and objectives of the award, e.g. the awards focus on active citizenship, whole school approaches and the values explicit and implicit in the Human Rights Act. This section also examines the processes by which regions and organisations were selected to be involved in the pilot and its evaluation. In this section the differing perceptions of the administration and philosophy and educational contexts surrounding the award among the four participating countries is discussed. The second section discusses the design and implementation of the evaluation process and the outcomes of this process. The three main outcomes discussed are participants general perceptions of the award, the impact of involvement in the award on pupils and young people and adult perceptions of the benefits of the award. The third section examines critiques, ambiguities and perceived unconformities between the awards philosophy and its administration. There was some interesting divergence in the perceived gaps between espoused theories and theories in use among the four regions and in some cases between individual organisation within the same region. This section also examines the solutions suggested by participants to resolve practical and philosophical issues raised by the evaluation. The fourth section discusses insights relating to the professional identities of teachers involved in the project. The lead professional in almost all of the organisations involved was from a special needs, learning support or pastoral background. The focus on active citizenship, whole school approaches and human rights showed a clear bias among the awards designers towards the liberal humanist and cultural socialisation purposes of education predicated on a rights based philosophy of citizenship education and an ideology of children and young people as present, active and being citizens. This contrasts with the vocational and economic replication purposes of education, based on concepts of social capital and responsibilities that many perceive to underpin English national guidelines for citizenship education that sees children and young people as citizens in waiting or becoming citizens. The paper concludes with an examination of the metaphors underpinning professionalism. Recent writings on teacher professionalism have made much of the ambiguity and tension between metaphors of ecologies of practice and economies of performance. We believe that this evaluation shows that these tensional forces can in some circumstances be seen as torsional, compressive forces that lead to a recumbent folding of ecology and economy that in this instance privileges ecology in its recumbence. We outline an ongoing research project that seeks to investigate this notion of recumbent folding. Shallcross T, Garratt D   11.00HRS 12.30HRS FRIDAYTeachers experiences of professional learning The rationale for and initial findings of an ongoing research project into teachers experiences of professional learning are described. Two models of professional learning are presented: cognitive and situated. These are related to current continuing professional development (CPD) practices and are used to reveal the problematic nature of impact of professional learning on practice as a construct. There is much current concern with identifying impact amongst head teachers, CPD providers, local education authorities, Ofsted and others. However, difficulties in ascertaining the effectiveness of CPD in improving pupil learning have been identified, most recently by HMI. Thus the relation of professional learning to practice is an important focus for research. However, a research review reveals little addressing professionals views of this. So the rationale for the present study, to explore this relation from the perspective of teachers themselves, is identified. The first phase of this study is then described: a discursive phenomenographic method being used to interview 20 recent masters degree (education) graduates from two higher education institutions, in order to explore their experiences of professional learning. Following the categorisation and interrogation of data to explore the relationship between professional learning and practice, early findings are presented. Kelly P, Lee C, University of Plymouth Taking control: english teachers as researchers Part of government strategy to refocus research was to sponsor teachers to undertake classroom focused research which was related to raising standards (DfES 2002). The Best Practice Research Scholarships awarded sums of up to 2,500 over a year to work with a University mentor whose role was to support the teachers in their research needs. The research grants were to identify good practice which would be trqansferable to other teachers as part of the raising of standards agenda. A group of English teachers who were successful in bidding for the government funded Best Practice Research Scholarships, and currently involved in different stages of researching aspects of English teaching, describe their research: transition between primary and secondary schools; teaching gifted and talented pupils; fast tracking a group of science and maths students in the English classroom; boys and media; teaching poetry with ICT; the role of drama in developing speaking and listening in English and developing A level (post 16) teaching in English). But the stories today are not simply about questions and findings. We also propose to explore the ways in which the activity of research itself has proved intellectually liberating, extending the purpose of research beyond the government aim of product . The teachers presenting each have a research story to tell but the narrative is not only about the professional knowledge development but also about their evolving professional identities. Brindley S, University of Cambridge  SESSION 5 chemistry c108 I want to teach a new generation who will help my country develop: the role of emirati student teachers as agents of change The United Arab Emirates are currently engaged on a wide-ranging reform of their education system. The College of Education at Zayed University in Dubai has a key role in supporting the reforms through the preparation of young Emirati women teachers. The student teachers in the current program have come from a background of largely teacher-directed rote learning using state-developed curriculum and test-driven assessment, and the majority are first generation university students. Their preservice teacher education program at Zayed University aims to introduce them to a wide range of teaching methodologies integrated with modern technology, and emphasizes a more learner-centered approach to teaching in schools. Students are encouraged to implement these learner-centered approaches in their practicum settings. This paper reports on the first three phases of a longitudinal study that examines the school-based experiences of twenty women completing the final two years of their education degree. Through analysis of surveys before and after each practicum, reflections on their practicum visits, interviews with student teachers, and the development of individual case studies, the study identifies key issues that influence the way they learn to teach. It will also report on the degree to which these students are able to introduce changes to settings in which they do their practicum. Finally the paper will discuss the impact of university coursework and practicum experiences and experiences on student teachers expectations, values, and beliefs about their role as teachers and leaders of classroom reform in the UAE. Harold B, McNally P, Zayed University   11.00HRS 12.30HRS FRIDAY SESSION 5 MECH & CHEM ME 101 GTP training is adequate good enough? In its recent survey of the Graduate Teaching Programme Ofsted found that although almost all trainees meet the QTS standards, too often they do so at an adequate level, rather than achieving the high levels of which they should be capable. The underlying reason for this is the quality of mentoring provided in the schools. The inspectors concluded that school-based trainers are often not adequately prepared for their role in implementing wide ranging training programmes for trainee teachers. In addition, there is inconsistent practice in reviewing trainees' progress. In a few cases, where trainees have serious weaknesses, assessment is not secure at the pass/fail borderline. Despite this generally bleak picture, Ofsted concluded that "the minority of cases of good practice in the training programmes and of high quality teaching by trainees indicate that the GTP can be an effective alternative route for training teachers". This paper reports on a small-scale research project in which six experienced GTP mentors, three primary and three secondary, were interviewed in March 2003 inorder to find out their views on mentoring GTP trainees. The interviews took the form of informal but guided conversations, that were taped, transcribed and analysed and out of which the initial findings emerged. The overall focus of the interviews was informed not only by the Ofsted survey but by the direct experience of the researcher as a GTP tutor working for an HE recommending body. Mentors were asked to describe the training provision in their schools under a number of headings. In particular, they were asked how they ensured that individual trainees' development needs are systematically assessed and what final assessment issues, if any, they had to address. They were also invited to comment on the extent to which they considered that GTP mentoring is different from that for PGCE or NQT. Finally, they were asked what their own training needs were in order to be more effective mentors. Brookes W, University of Reading Institute of Education   11.00HRS 12.30HRS FRIDAYHow do trainee teachers get better at ICT, and what does it mean, to get better at ICT? In making curricula, whether for schools or initial teacher education, much attention has focused on what subject content and what competencies should be part of the curriculum. Less attention has focused on how learners get better, and what sorts of experiences, interactions and resources provide powerful and effective learning experiences for the learner, in spite of the fact that teaching and learning is a notoriously ineffective process. In how many sessions do all the learners learn everything that the teacher is trying to teach, and retain their gains in learning? Where does the learning leak away and why? The paper examines the views of initial teacher trainees on various components of their education in the use of new technology to teach their subject. In spite of the importance attached to this facet of initial training, and significant investment in training materials and resources, there is evidence to suggest that much of this investment is not found to be helpful by trainees. The paper looks at learner perspectives on their experiences of trying to get better at ICT in the course of their training, and considers ways in which their induction into the use of new technology might be improved. There is also some consideration of the nature of progression in ICT, and trainees views on what they see as the key components to competence and progression in ICT. Haydn, T. University of East Anglia   SESSION 5 Training teachers to protect Previous work has shown that the experience of working in schools left many student teachers confused by the mismatch between the messages they had received in the training and the reality which they had faced. This is concerning given the responsibilities which schools have for safeguarding children, reinforced by Section 175 of Education Act 2002, However in a survey of over 1100 newly qualified teachers on their views on child protection 98 per cent believed that teachers should have a role in child protection, mainly because of their daily contact with children and because of their general responsibility for childrens welfare. Although 80 per cent of these teachers had received some training in child protection while training and 36 per cent had received subsequent training, there were issues over which they were unclear and wanted additional training, and there were 13 per cent of respondents who had no training at any point. In the short period since leaving college 52 per cent of respondents had been involved with at least one child protection case. Parallel with this survey a questionnaire was sent to ITT providers. Again there was a clear commitment to the subject but clear messages is that there will be no more time available, given the demands under which they operate and that while it is an important area to cover it is but one of many. Designated teachers for child protection are the main link with social services when there is a concern about a child but they depend to a great extent on being alerted to the indicators which give rise to concern by class teachers and subject teachers. Teachers are also likely to directly involved in cases if a disclosure is made to them or if they are involved in reports or conferences on a child whom they teach. Through an examination of the results of these surveys, set against the context of a larger study conducted with schools and social service teams, the paper suggest how best to prepare teachers to meet these responsibilities. Baginsky, M. , National Society for Prevention of Cruelty to Children (NSPCC)   11.00HRS 12.30HRS FRIDAYOpportunities within citizenship initial teacher education As Citizenship finds its place within schools and ITE, this paper will address two training opportunities that emerged firstly, as a result of a ϲ session last year and secondly, from an innovative approach suggested by two school Citizenship mentors. Following from the insights of Sorensen. P et al (2002) into the efficacy of peer learning during school placements, pairs of Citizenship teacher trainees worked closely with their mentors in both of their school placements. The effects on morale and evaluation as well as the benefits of developing an early sense of collaborative team teaching will be discussed. Responses from pupils, mentors and the trainees will be presented within the context of particular demands and opportunities afforded by the Citizenship curriculum A second, but related, approach involved the teacher trainees in the experience of running a collapsed day which is a key delivery mechanism for some schools in relation to the Citizenship curriculum. An added dimension of this day was a live web broadcast involving pupils and teacher-trainees in South Africa and a breakdown of the benefits and problems of such an approach will be presented. Parry J, University of Sussex, Lingard J, William Parker School, Hastings, Marsh D, Littlehampton Community College  SESSION 5 bruce room a What does it mean to be a teacher? Student teachers views on teaching as a career Learning to be a teacher is a long and complex process. Research has highlighted its multi-dimensional, idiosyncratic and context-specific nature. It involves the (trans)formation of the teacher identity which has been described as an open, negotiated and shifting process (Sachs, 2001). Student teachers personal predispositions, their images of teaching, learning and being a teacher (and being a professional) are important issues to be taken into account in illuminating the nature and the process of learning to teach. This paper draws upon empirical data from an ongoing research project aimed at investigating how student teachers view teaching as a career and themselves as teachers-to-be by looking at their past and current experiences as students at school and at university. Data were gathered through a questionnaire (n=132) using open-ended questions focusing on the following key issues: i) past experience as student; ii) choosing a career: entering a teaching degree; iii) images of school, good teaching, being a teacher; iv) teacher professionalism. Overall, preliminary findings suggest that the personal experience of being a pupil, whether positive or negative, seems to be very influential in the way in which the participants in this study viewed themselves as teachers and teaching. This apprenticeship of observation (Lortie, 1975) and namely their former teachers (and their teaching) were described as a frame of reference in their making sense of teaching and of themselves as pre-service teachers. Caring for the students and helping them to deal with their own difficulties were crucial features in their depictions of the teachers role. The personal element in teaching was highly valued by the student teachers to whom a good and trustful relationship with the students was a key issue in defining good teaching. Although they recognise the complexity and increasingly demanding nature of teaching, student teachers view teaching as a career in a positive way. Along with employment opportunities, the influence of significant others relatives (especially parents) and former teachers (who were depicted as models) was reiterated in their accounts. Findings from this study pointed to the importance of taking into account students motivations for entering teaching (as well as their biographies), in so far as they may well contribute to gaining insights into processes such as job satisfaction, teacher self-motivation, teacher commitment, recruitment and retention. These will be explored further in the paper. Flores M, University of Minho   11.00HRS 12.30HRS FRIDAYPerformance management: case studies of teachers The Teachers Incentive Pay Project, based at the School of Education and Lifelong Learning, University of Exeter, has carried out extensive research over 3 years into the implementation of the UK governments performance-related pay policies: Threshold Assessment and Performance Management. Between September 2000 and April 2003, the research team undertook extensive case studies of primary and secondary teachers as they experienced the Performance Management procedure in their school. Preliminary findings from these case studies were presented at ϲ in 2002; in this paper the full findings are discussed. The case studies comprised interviews with the teachers headteachers; a series of interviews with the teachers throughout their first performance cycle, together with further interviews, as appropriate, depending on the schools timetable for subsequent cycles. Lesson observations and observations of teachers targeting setting and review meetings were also undertaken. Where possible, the teachers team leaders were also interviewed. Analysis of the case study data has allowed the identification of three different models of Performance Management implementation: (a) schools where the procedure has been effectively implemented and all teachers within the school have completed their cycle in accordance with the framework set down and in the timescale initially set by the school; (b) schools where the procedure has been put in place but different teachers have experienced the procedure differently; (c) schools where there have been problems with implementation. Haynes G, Chamberlin R, Wragg E, Wragg C, University of Exeter  SESSION 5 BRUCE ROOM A Teaching in a post-professional society: implications for teachers as educators This paper explores the challenges to the professionalism of teachers as educators in modern society an asks if we are living in a post professional age where teacher professionalism is can only be a notional aspiration rather than a reality. Teaching has been acknowledged as a profession for some time. Goodson, Fullan amongst others have suggested indicators of professionalism, criteria for testing the validity of teaching as a profession. Recent social and economic trends have acted to undermine the professional integrity of the teacher. In the Republic of Ireland a prolonged and unsuccessful industrial relations dispute has diminished the status and credibility of teachers in the public eye. In other jurisdictions such as England and the USA management driven models of education have eroded the professional integrity and authority of the individual teacher. Public private partnerships may develop and maintain the physical infrastructure of the education system but can undermine the teachers autonomy in speaking to the preparation and specification of the teaching space, the classroom and school building. New legislation empowers education stakeholders such as parents and students who now with vie with teachers for control of the classroom education process. To what extent can the teaching profession embrace such consensual or contested partnerships? In light of these changes can the teacher be still regarded as a professional in the traditional sense? Yes and No. No, if you seek to apply the historical definitions and expect them to apply today. Yes, if you approach the question from the perspective of the teacher as educator and ask how teachers are adapting their practice to meet the challenges of todays classroom. Arguably the defining trait of the teacher is his / her virtue as educator. To be an educator is to be more than a knowledge technician or an administrative functionary. Writers such as Hansen and Sockett address the moral base of teaching. Ball recounts the struggle for the soul of the teacher. In this view the legitimating basis for the teachers authority is moral. This is what defines the teacher as an education professional as distinct from the knowledge technician who can so easily be costed, quantified and accounted for in the production process of industrialised education. If education is to be a powerful and enabling process, preparing students to be mature and capable adults, citizens of our modern societies then we should look to the promotion of teacher professionalism rather than its inhibition. Carrs argument for the curriculum as a model of and preparation for democratic society emphasises the critical role of the professional teacher as educator. Strong democracy depends on strong leaders and strong teachers. Only from a community of professional teachers can effective and powerful teachers emerge, capable of facilitating education for our times. The challenge for teachers as professionals today may lie within rather than without. Bates D, University of Limerick   11.00HRS 12.30HRS FRIDAYPerformance management and performance-related pay The Teachers Incentive Pay Project, based at the School of Education and Lifelong Learning, University of Exeter, has carried out extensive research over 3 years into the implementation of the UK governments performance-related pay policies: Threshold Assessment and Performance Management. This paper presents the findings from a questionnaire survey of over 1100 headteachers of primary and secondary schools in England. Performance Management was introduced in September 2000 and the questionnaire survey, undertaken in November 2002, sought to investigate, through the use of a mix of closed and open questions, headteachers experiences and views of the procedure, and the extent of support for performance-related pay. Headteachers were asked to comment on a variety of issues including: training received for Performance Management; the methods of implementation adopted by their school and any problems encountered; the type of data used to measure pupil progress; how assessments of performance were undertaken and the action taken if teachers failed to meet their objectives; their staffs attitude towards Performance Management; the impact of the procedure on classroom practice; the implementation of increments on the Upper Pay Spine; and the heads views on the link between performance and pay. Preliminary analyses of the data indicate that while, by November 2002, Performance Management had become embedded in many schools, some schools had still not completed the first cycle of the procedure. There is also evidence that primary schools were more likely to have encountered problems with implementation due to the lack of non-contact time available and the scarcity of quality supply teachers. Only 29% of heads surveyed gave their unqualified support to performance-related pay for teachers. Wragg C, Wragg E, Haynes G, Chamberlin R, University of Exeter  SESSION 5 MATHS M112 Inclusion in the community: variations on a theme The term 'community music' refers to any collective music making activity initiated by members of the community. The word 'community' can signify people living within a certain locality, representing a diversity of socio-economic classes. Different cultures, languages and religions may be represented within this group. In practice, most community music groups have memberships that are consistent by their shared concern and performance of music. This paper explores the potential of an inclusive approach to community music to develop both technical and social skills of participating students. The research focuses on case studies of two centres in Portugal and England. Through participation and leadership, the researchers were uniquely placed to examine the social impact of the centres on the lives of current and past members of each centre. Cultural comparisons are made to determine the impact of the inclusive ethos that exists within each group. Blandford S, Canterbury Christ Church University College Transferable skills in an unlikely area The lack of uptake of educational opportunities by young men is well documented, engagement with sport is seen as a link to wider educational opportunities. In November 2003, the home secretary David Blunkett suggested that the engagement in boxing and establishment of boxing clubs in an area could be an important crime prevention measure. Yet, boxing is a controversial area and is fraught with caricature. Against this background this study aimed to identify the skills of boxing and the ways in which these skills can be transferred in other areas of life. The caricature would suggest that the only transfer would be from the boxing ring to a street fight or night-club. This study dispelled many of these stereotypes and identified many of the skills, which could be transferred to wider situations. Whilst the literature on boxing is comparatively scant it does highlight the complexity of the skills of a boxer and its relevance to the broader social issues. It is seen as way in which participants can better themselves and it therefore is, for many of the young men who participate in boxing, a form of educational activity. Interestingly, one finding from his study was that in this country there are a growing number of refugees who are entering the ranks of boxing. This study was qualitative, twenty depth interviews were held with boxers, trainers and promoters, the information, obtained from these interviews, was combined with participant observation in a boxing gym. These methods allowed the ways, in which skills were developed, built up, motivating factors and perceptions to be explored in some detail. The findings indicated that the boxers in some way had to negotiate and deal with both exploitation and the inherent risk involved in boxing. This was done mainly through contextualisation, for example my friend was knocked down crossing the road, so things happen outside of boxing The skills of boxing were identified as a fusion of the physical, emotional and psychological. The underlying thread was, however, the issue of control. Extremely physical control, through the development of a high level of physical fitness, control of emotion (the boxer cannot allow himself to become angry) and attempts to gain psychological control or mastery of the opponent. Additionally, an interest in boxing also led to the boxers reading about wider social issues and increasing their knowledge. Boxing did seem to enhance the participants lives and increased, through networking, employment opportunities. The boxers saw themselves as being highly skilled but the transferability of these skills was subtle and did not always happen. The wider implications of this study will be explored both in terms of transferability of skills and the wider implications of bringing people into education through sport, in particular, young refugee men and those from the disenfranchised areas of society. Fulton J, University of Sunderland 11.00HRS 12.30HRS FRIDAYScience subject knowledge as a problem for science teachers: legitimate discourse in practitioner inquiry? This paper explores the synthesis of subject and pedagogic knowledge as a core professional challenge. It questions the notion that there is a text of science that has meaning outside and independent of discourse in science teaching and learning. This situates the teacher as the chief interpreter of science and some significant implications for practitioner inquiry are identified from this. It is argued that because there is an implicit acknowledgement as to an assumed agreement, to which all subscribe, concerning what constitutes science knowledge in specific conceptual domains, there has been a marginilising of subject knowledge as a focus for practitioner inquiry. It suggest that this has resulted in a false dichotomy between subject and pedagogic knowledge and that individuals reluctance to subscribe to the former as legitimate inquiry is at least in part a consequence of an auditing culture that privileges knowledge over understanding. The discussion draws on hermeneutic tradition as a theoretical framework for interpretive inquiry and examines the authors own learning of science subject knowledge through researching the teaching of it. Heywood D S, Manchester Metropolitan University Institute of Education  SESSION 5 MATHS M214 Imbuing values and creating a sense of personal identity in an online learning environment This paper begins by presenting the values, both positive and negative, that can be embedded in traditional classroom learning environments and examines these in the context of designing web interfaces for online literacy learning environments. The focus of this paper is to provide a synthesis of research in the area of design and development of online web interfaces for use by students and tutors with varying values, identity and intercultural perspectives. It includes discourse on the potential difficulties in and possible solutions to creating a sense of personal identity in an online learning environment. The paper will bring together current research in the area, and discuss the application of these findings in a proposed prototype web interface to be designed for an online literacy learning environment. It concludes by outlining the next stages of this work-in-progress and some of the aspirations of this investigation. Holland C, Mulcahy C, Dublin City University Learning partnerships - the art of handling ambiguity This paper presents new research findings concerning strategic learning partnerships formed between organisations in the business, education and community sectors. A principle aim of the cross-sector partnerships was to enhance learning opportunities, often in response to recent national, regional and local agendas (e.g. Social Inclusion, economic regeneration and growth, Connected Society, etc.). Integral to this strategic development was the incorporation of ICT which was considered by the partnerships as an important catalyst to achieving their aims. The paper discusses some of the ideological interrelationships that emerged from the evolving partnerships as they strived to accomplish their aims. It illuminates some important relationships between the learning practices occurring within the partnerships and the provision of learning opportunities that partners sought to promote. Beyond the partnerships rationale, there are important questions about how this corresponds to the aspirations, needs and interests of the individual learners themselves. Meaney P, University of Exeter   11.00HRS 12.30HRS FRIDAYLearning and teaching with ict in iceland expanding opportunities in teacher education Teaching and learning tasks in higher education have been subject to change in recent years as the use of ICT gives new options for course design. In an earlier phase of the research reported here official documents in teacher education were analyzed with regard to ICT policy and the intended use of ICT in learning and teaching tasks as they appear in course descriptions. Data reported in this phase is drawn from courses in the distance learning program of the Iceland University of Education, where over 60% of students undergo their training through distance courses. It is assumed that teaching and learning tasks change and develop as instruction and learning proceeds through using the Internet. Records produced within web-based courses make teaching and learning tasks accessible for examination as they are mediated, be it as ordinary text or in diverse forms of multimedia and the whole process of the course as it has been displayed on the Internet can be stored for concurrent, later and repeated access. This information offers researchers an exceptional opportunity to conduct repeated field visits to web-based courses and a possibility to analyze rich and interesting as well as important data on learning and teaching on the Internet. There are, however limitations to the method, thus the study will be followed up by interviews with students and teachers in a later phase, both to evaluate the method and to provide further information. Twining (2002) suggests that the extent to which the use of technology affects the content and practices of learning should be identified. Through a model of teaching and learning and an application of Twinings Computer Practice Framework, the nature of teaching and learning tasks in web-based courses are analyzed in order to find out when and how the use of the medium transforms learning and when it supports and extends traditional approaches. Such an analysis can help support vision building and shared understandings of the use of ICT in education. The results of this study will provide a platform in the third phase, where the researcher will interview distance students and teachers in the distance program in the Iceland University of Education in order to engage them in dialogue about learning and ICT and to make more explicit assumptions which often underlie the use of ICT in education. The general purpose is to deepen our understanding and sharpen our vision for the possibilities inherent in ICT for educational purpose. References: Twining, Peter. 2002. Computer Practice Framework for thinking about and describing computer use in education. See http://www.med8info/cpf/index.htm . This site is created and maintained by Peter Twining ( HYPERLINK "mailto:PeterT@meD8.info" PeterT@meD8.info) Johannsdottir T, Iceland University of Education  SESSION 5 beech room Employer and needs-lead curriculum planning in he a cross-sector case study of foundation degree development The emergence of Foundation Degree programmes in response to employer workforce development needs provides a rich but as yet poorly explored environment for the study of curriculum innovation in the context of cross-sector partnerships in post-compulsory education. This paper presents the findings of a case study of curriculum planning in the context of three foundation degree programmes developed by consortia involving employer groups in both the private and public sectors, six further education colleges, and the University of Southampton. All three partnership groups shared a common goal in which foundation degrees provided an important vehicle for widening participation, yet contrasts in the range of other aims that each sought from this initiative generated significant challenges to the curriculum developers. The study draws on evidence from documentary analysis, participant observation, and interviews of the major stakeholders over a period of two years. The process of curriculum development within the new paradigm of foundation degrees is contrasted with established models of curriculum innovation in higher and further education, and in the workplace. This paper highlights the barriers to effective curriculum change within such a partnership context, which include cultural disparities, learner support, resource allocations, and diversity of expectation between the stakeholders. Benefits also accrue: the admixture of perspectives and the variety of problem-solving approaches used by the different partners in their various professional contexts brings both tensions and unpredicted creativity to the shaping of the emergent curriculum. In this way the needs of a diverse student body and the employers can be met successfully, and each of the sectors in the partnership gains insights into curriculum possibilities that can be transferred to new workplace and other learning contexts. Foskett R, University of Southampton   11.00HRS 12.30HRS FRIDAYEmergent models of modern apprenticeship in scotland The paper reports on an ESRC funded project into the pattern of take-up and progression of apprentices on the Modern Apprenticeship (MA) scheme in Scotland. Using secondary data sources the analysis of MAs covers participation levels by sector, gender and age and provides tentative figures on completion rates. It is argued that the quality of MA data used by policy makers in Scotland is poor in comparison with other countries in Europe and that it is unclear whether the programme is contributing at all to any significant increase in the number of apprentices in the labour force. A case study has also been undertaken to identify a number of the important factors that may explain the relatively poor retention figures for apprentices in the non-traditional sectors. Perhaps not surprisingly the pedagogy of apprenticeship was identified as a second order factor in comparison with the wider economic, social and employment related issues. Finally, a critique is offered of the literature on pedagogy in the field and the argument is made that the educational research community has tended to deal superficially with existing theoretical models of learning in post-compulsory education. Canning R, University of Stirling  SESSION 5 BEECH ROOM Solt: supporting online learning and teaching in Europe The European Unions e-learning Action Plan aims to promote the use of e-learning amongst member states to enhance quality and improve accessibility for education and training. E-learning is seen as a means of enhancing professional development and fostering participation and involvement by learners in non-traditional learning settings. Highlighted in the European e-learning strategy are the needs of learners and trainers in the workplace, where e-learning is considered to empower the worker and provide the necessary skills and competence for rapidly changing business needs. The Supporting Online Learning and Teaching (SOLT) project is funded under the LEONARDO programme up to December 2003 to respond to the new European lifelong learning agenda in e-learning. Its end product is designed to be a multimedia pedagogical compendium for trainers, workplace learners and human resources managers who are currently considering, or actively implementing, e-learning in their training practice. The guidelines developed aim to: encourage, promote and facilitate the use of technology in teaching, learning and assessment; encourage research and publications on the use of technologies in teaching and learning; identify staff training needs and provide necessary and adequate training resources; extend and co-ordinate collaborative links between business and training providers; help trainers in choosing and evaluating learning materials; help trainers identifying and providing training for staff; advise on how to integrate technology into a training programme; help trainers to evaluate its effectiveness; help trainers to be technology focused but led by pedagogy. Early work for SOLT included a pan-European trainer needs analysis survey on which the resulting guidelines are based. The needs analysis questionnaire set out to gather trainer feedback across six of the nine SOLT partner countries. Trainers responded from large and small organisations in the public and private sectors. The purpose of the survey was to determine the trainers own needs and priority issues for setting up online learning programmes in contracting organisations. Trainer respondents answered questions on their own professional experience, their perceptions of contractors needs according to their own training systems, the learners (some trainers themselves) who would be engaging for the first time in online learning, and delivery issues for the individual programmes. Although based on a small sample, survey responses highlight experiences of individual trainers working in various institutional settings, national differences, and generic findings resulting from the needs analysis. Developed on from the survey and related partner research, SOLT guidelines for trainers reflect real world situations and give practical advice to enable programmes to be established to best effect. The presentation and full paper will draw on qualitative and quantitative survey results, subsequent analyses and key findings. The allocation of complementary research and development work amongst the nine partner countries will also be detailed. Development of the draft guidelines from the findings will be discussed together with feedback gained from practitioners and partners involved in the subsequent transnational pilot programme. Finally, SOLT dissemination, mainstreaming and future outcomes resulting from the project will bring the research up to date. Pye J, University of Exeter   11.00HRS 12.30HRS FRIDAY SESSION 5 MECH & CHEM ME 136 A longitudinal study to ascertain the factors that impact on the confidence of undergraduate physical education (PE) students to teach creative dance in Scottish schools The unique contribution creative dance makes to the developing child is well documented in the Scottish guidelines for PE in both primary and secondary schools (SOED, 1992). However, to teach creative dance effectively, teachers need to construct an environment that permits their pupils to develop creatively, aesthetically, emotionally and physically. Crucially, there is an expectation that pupils become involved in a process that releases emotions in a way that allows communication of the inner self through quality movement. For many pupils, specifically males, this is a totally new experience and, as such, dance can be met with some resistance (Flintoff, 1991). Therefore, in such a climate the undergraduate PE teacher requires a degree of confidence to teach creative dance effectively in primary and secondary schools. This paper reports on the complex construct of student confidence in teaching dance. A corollary to that is a focus on the usefulness of placement and the ITE course in preparing student teachers to teach creative dance in their pre-probationary years. In an effort to better understand factors that influence student teachers confidence, this investigation tracked eighty-five students (f=46, m=39) over the four years of their undergraduate degree programme. At the end of each academic year, subjects completed a questionnaire to ascertain how personal experience, teaching placement and the undergraduate PE dance programme, impacted on their confidence to teach dance. In addition, to investigate these factors in more detail, ten subjects took part in a semi-structured interview following the completion of their final year teaching placement in secondary school. The quantitative results from the questionnaire revealed a complex set of factors contributing to students confidence to teach dance, which differed for male and female students. Multiple regression results indicated that a model that includes ability, placement and the dance course explained 55% (female) and 43% (male) of the variance in level of perceived confidence to teach dance. Of the three variables the dance course made the largest unique contribution to perceived confidence, although ability made a statistically significant contribution for the female cases. Analysis of the interviews, using the constant comparative method, supported the findings from the questionnaires but also indicated that students sense of identity, constructed and affirmed through the ways in which the pupils regard and respond to them, was also central in producing feelings of confidence to teach dance. On the basis of these findings, the presentation will conclude by proposing recommendations as to how undergraduate courses and placement schools can best help improve and sustain, student teachers confidence to teach creative dance in schools. Maclean, J, University of Edinburgh   11.00HRS 12.30HRS FRIDAYThe student- school -tutor triad: the changing face of partnership in physical education (pipe) Partnership is defined as the interactive practice that involves Secondary Schools, and Universities working together, to effectively prepare Physical Education Students to meet the demands of the teaching profession. This paper will explore the efficacy of such a Partnership by exploring how, in practice Students, Schools and University Tutors operate within one Scottish Partnership. In keeping with the spirit of Partnership the components of the Partnership, the Student-School-Tutor Triad, were central to this exploration. It is suggested that we can only truly capture the dynamics, interactions and perceptions that shape Partnership by studying their collective experience. This study examines the changing face of Partnership in Physical Education (PIPE) within Scotland in the light of the increased amount of time student teachers spend in schools during their Initial Teacher Education (ITE). This development has resulted in a subtle change in Partnership roles for Schools and Universities and indeed the very nature of PIPE. Background research and interviews provide a historical perspective on the changing face of PIPE within this specific University, whereas the exact nature of the current Partnership is illuminated by using school experience as a vehicle to access the triads perceptions of PIPE. Issues impacting on the efficacy of the Partnership are drawn from a large-scale survey within the Primary and Secondary ITE Programmes of one Scottish University. The key themes considered instrumental in defining practice within Partnership, provide the conceptual framework for the research design and analysis process (Purpose (P): Roles R), Strategies (S) and Efficacy (E) of Partnership). The research sample includes all Year 4 Secondary Physical Education Students (n-89), their University Tutors (n-15), Physical Education and School Staff directly involved in the Year 4 School Experience (n- 150). In line with research of this nature a naturalistic and inductive paradigm underpins the research. Initial interviews uncover qualitative data pertinent to the key Partnership Themes (PRSE) while allowing additional themes to emerge. In the main study, the empirically developed questionnaire is administered to the full Year 4 School Experience Cohort. To identify differences and/or commonalities in the triads perception of the current Partnership, the quantitative data gathered is analysed by the use of descriptive and inferential statistical procedures (SPSS). Respondents expressing concern in relation the efficacy of the Partnership are then identified from the main study. To provide the Triad with an opportunity to suggest a future direction for PIPE a representative sample participate in follow up interviews. The Constant Comparison Method of Data Analysis is used to analyse all interview data. The multi-method approach adopted ensures a degree of insight into one Partnership in practice. Findings uncover the Triads perception of the Purpose of a Partnership of this nature, their Role and Strategies within the Partnership, the Efficacy of the Partnership and finally the future direction of Partnership in Physical Education within Scotland. Mulholland R, University of Edinburgh  SESSION 5 mech & chem me 136 Interrrogating the gendered spaces of the primary school playground It is widely acknowledged that the playground and lunch time are important aspects of primary school life for children (DfEE, 1997). With changes in society, i.e., parents not allowing children to go on their own to public parks and open places and the impact that TV, film and popular culture now has on lifestyle, many of children's more traditional free-play opportunities outside of school have disappeared (BHF, 1999; DfEE, 1997; Blatchford & Sharp, 1994; Blatchford, 1989). Hence it is recognised that the free time children have at school should be harnessed to develop the schools informal curricula, encouraging children to be physically active and responsible citizens in their playground. In a recent UK study, Blatchford and Sumpner (1998) found that 21% of the school day was taken up by break times. Drawing on data from an ethnographic exploration of playground behaviour in ten primary school playgrounds throughout England, this paper sets out to illustrate how the discourses of hegemonic masculinity operate to shape and form childrens experiences of the playground. This paper argues that boys use play time as a way of constructing, negotiating, and performing their masculinity in school. The ways in which young boys define the playground space to construct their hegemonic masculine practices and its impact upon playground behaviour is relatively under-researched. Physical ability is seen as a key signifier of successful masculinity and as such the playground is sated with masculinising associations (Swain, 2002). Girls are excluded from these spaces games along with some of the boys in the subordinated group who become feminised by their lack of skill and competence. Blatchford (1989) reported a view amongst teachers that the quality of children's play is not high and that there is a good deal of 'unnecessarily aggressive and anti-social behaviour'. Recent research into behaviour at play times suggested that over the past five years, behaviour in one in four schools has deteriorated, with an increase in aggression and more difficult behaviour (Blatchford, 1998). The data in this paper draws on an ethnographically based study of Year 3, 5 and 6 students in ten English primary schools. The remainder of this paper looks at the impact of an intervention in these ten playgrounds. It investigates the strategies used and created by boys to reconstruct their masculine spaces in an unfamiliar playground. Initial analysis of the data suggests that the subordinated groups managed to carve out and maintain alternative spaces in these playgrounds. However many boys continued to exert their dominance over certain areas through displays of aggression and anti-social behaviour in the playground. As a result of this subordinate groups remained excluded from certain playground areas, spaces in which the boys could reconstruct their masculine practices. By considering the dominant playground cultures, it is proposed that this research has the potential to inform playground interventions and initiatives, and, in turn, may improve childrens experiences of the break time. ODonovan T M, Loughborough University   11.00HRS 12.30HRS FRIDAYCritical Reflections on Partnerships for Action in PE This paper reports on work in progress in a group of secondary school Physical Education (PE) departments seeking to raise standards in PE. The challenge for each department involved in the project is to work in partnership with others to develop a participatory research process designed to inform practitioners of the benefits of researching daily practice in PE. Each participating school is supported by small-scale funding to facilitate the development of situated, reform orientated curriculum interventions. A range of themes emerged in schools bids for funding indicating familiar sources of tension and concern to PE departments, namely: girls participation in curricular / extra curricular PE activities; the effective use of ICT in PE and the teaching and learning of theory in GCSE PE. At this stage, numerous difficulties for participating staff have been noted indicating an absence of a reflective tradition in PE. Participating teachers have identified that the articulation of suitable problems, hypothesising solutions and organising and monitoring a programme of intervention fall outside the standard repertoire of teacher skills. These and other emergent issues suggest that embedding the research process in the milieu of daily practice is fraught with problems for both teacher researchers and partners in the process. Brennan P, University College Northampton  SESSION 5 physics p115 Conceptual challenge in primary science for year 6 pupils Science has immense potential for providing challenge. However, as a result of our contacts with schools, we have become convinced that Year 6 pupils tend to spend a considerable percentage of their science lessons revising and revisiting the facts that are considered necessary to gain the expected grades in the Standard Assessment Tests (SATs). This research project has been funded by the AstraZeneca Science Teaching Trust and involves 16 Oxfordshire primary schools and two key teachers within each of these - the science co-ordinator and a Year 6 class teacher. The project aims to help teachers to uncover and maximise the potential of the scientifically able pupils within their schools, by the development of a cognitively challenging curriculum for all pupils in Year 6 science lessons. The project has involved the participating teachers in continuing professional development sessions at the university which have each contained elements of three inter-related strands: Theory related to able children and their learning. Science subject knowledge and understanding Strategies for the development of conceptual challenge within the science curriculum This has been followed by implementation in the classroom and subsequent evaluation. The research is focused on the impact of this form of continuing professional development in terms of the changes in the participating teachers classroom practice and the pupils attitudes and learning in science lessons. Interim findings suggest that the content of National Curriculum in science is well suited to the provision of challenge and that there have been significant changes to teaching methods and pupils and teachers attitudes to science. This paper presents some of these findings. Coates D, Mant J, Wilson H, Oxford Brookes University   11.00HRS 12.30HRS FRIDAYThe impact of co-teaching between science student teachers and primary classroom teachers on children's enjoyment and learning of science and student teacher confidence This paper describes findings from the Science Students in Primary Schools (SSIPS) project, funded by the AstraZeneca Science teaching Trust, in which undergraduate science specialist student teachers were placed in primary schools where they co-taught investigative science and technology lessons with primary teachers. Students and teachers planned, taught and evaluated science lessons together. The objectives of the study were to improve pupils experience and enjoyment of science; increase the confidence and expertise of the student teachers; improve teachers knowledge of science, technology, and of science and technology pedagogy and to link the theory and practice of primary science teaching. The project involved three phases. Phase 1 was the school placements. It was hoped that the students science expertise may be of benefit to the teachers and that the teachers expertise in all aspects of teaching children would provide invaluable help and guidance to the students. The emphasis of the work done with the children was on science and technology investigations involving as much experimentation as was practicable. Students and teachers completed reflective journals during the placements in which they recorded the relative successes of different aspects of their experience. Phase 2 involved focused workshops provided by the university science staff and the science advisers. Teachers selected areas to be covered in the workshops. The idea was to capitalise on the work teachers had carried out with the students and to provide specific support which could assist teachers in Phase 3. The third phase involved the schools reflecting on their science provision at a whole school level and, using the experience from the interventions, modifying and enhancing their science schemes. Approximately 250 children in Key Stage two classes (8 to 11 years old) who had taken part in the SSIPS project completed a short questionnaire six months after the student placements had ended. The findings were compared with those from a large group of children who completed the same questionnaire (apart from the free response area at the end) approximately nine months prior to the start of the SSIPS project (Murphy and Beggs 2002). Almost six months after the student placement, a survey of childrens attitudes to school science revealed that these children enjoyed science lessons more, and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. Confidence audits completed by student teachers before and after the project indicated significant increases in confidence in many aspects of science teaching. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance initial teacher education and improve childrens experience of science. Murphy C, Carlisle K, Queens University, Belfast Beggs J, St Marys University College, Belfast  SESSION 5 physics p115 Developing primary teachers' confidence in using constructivist approaches in science and its impact on childrens understanding and attainment Research carried out over a period of two years in ten primary schools in Merseyside has investigated the effect of long term classroom focussed professional development on teacher's classroom practice. Data collected from classroom observation, interviews, surveys and video analysis has shown that teachers moved from a transmission methodology to a constructivist mode of teaching. The teachers also demonstrated increasing confidence in teaching science, in their understanding of key ideas and in their ability to use questioning and discussion to impact on children's learning and thinking in science. The impact of the professional development of teachers on children's learning was analysed by comparing the children's performance in SATs tests against national facility values. Pupils were found to achieve levels above those expected from their distribution of cognitive test scores (CAT scores). The findings are discussed in terms of implications for the pedagogy used in teaching science at primary level, and at Key Stage 3. Porter, J A, Harwood, P J, Liverpool John Moores University   11.00HRS 12.30HRS FRIDAY SESSION 5 bu g13 Asking hard questions: mathematics and the primary teacher This paper discusses methodological issues that arose as I developed a series of interviews to use with generalist primary school teachers with the aim of exploring their personal and professional relationships with mathematics. While my context was very specific the methods I developed and the issues I faced have wider implications for research in the area of social justice. Exploring mathematics with non-specialist teachers (and non-mathematicians) is problematic for a number of reasons. Mathematics holds a privileged place in the curriculum as a compulsory subject that has never had to fight for its legitimacy. It is widely assumed to be a good thing: beyond the confines of educational establishments it is popularly believed to be a marker of intelligence, a good mental training, and it acts as a passport to many academic courses and employment opportunities. All of these factors help to maintain the powerful position of mathematics in our society. My research sought to explore the complex nexus of discourses that act on and through generalist teachers and the effects of these on teachers personal and professional identities. Teachers are situated historically, not just in the here and now; and personally within rich lives and sets of relationships that extend beyond the school walls. Despite this complexity much research focuses narrowly on singular aspects of teachers lived experiences such as their lives, careers, or the teaching of a subject. My use of multiple stand-point interviews enabled me to explore the tensions that arose as teachers considered the teaching of mathematics from different identity positions and to hold entwined individual and social aspects of lived experience without subsuming either within the other. The interviews varied from unstructured narrative style, through semi-structured to structured. Some of these were adapted from interviews done elsewhere while others were designed by me. In the paper I consider the ways in which the different interviews revealed the complexities of the teachers roles and identities and the ways in which these interacted. Avoiding the reduction of teacher voice to a romantic singularity (Hargreaves, 1994), the complex interactions of past and present enabled the difficulties of reconciling sometimes contradictory (although always principled) positions to be laid bare. While narrative research may enable researchers to take a story and analyse the story given, the use of multiple interviews has the potential to expose the research design and the researchers decisions to both participants and audience. A concern for social justice suggests that the complex nature of lived lives needs to be maintained even where the focus of research project may appear narrow. The social justice implications of the particular interviews I used and multiple stand-point interviewing in general will be explored. Hargreaves, A. (1994, April 1994). Dissonant voices: teachers and the multiple realities of restructuring. Paper presented at the American Educational Research Association, New Orleans. Bibby T, Kings College, London   11.00HRS 12.30HRS FRIDAYPromoting sustainable development through whole school approaches: an intercultural and intercontinental research and development project This paper focuses on a British Council funded HEI Link project between three HEIs - Manchester Metropolitan University (MMU) in the UK and UNISA and Rhodes University in the Republic of South Africa. The Link has three main strands: a needs analysis strand which will establish the applicability of curriculum development within a European context to the Southern and South Africa context; an evaluative materials development strand which is predicated on a respect for indigenous knowledge; and an intergenerational empowerment strand which will provide a mentoring relationship between young people and adults which deliberately disturbs the 'traditional' adult>child power relationship. The Links purpose is to develop distance learning materials that promote whole school approaches to education for sustainable development (ESD), based on concepts of collaboration, pupil participation and action, in primary schools in South and Southern Africa. The materials will be adapted by UNISA, Rhodes and MMU from the MMU based, European Commission funded, Sustainability Education in European Primary Schools Project (SEEPS). The link has been established to directly promote effective universal primary education, literacy and access to information and life skills. The materials produced by the Link are intended to implement the principle of the South African National Curriculum Statement that focuses on the relationship between human rights, a healthy environment, social justice and inclusivity in the context of whole school development and Continuing Professional Development (CPD/INSET) for educators. Through the promotion of high levels of pupil participation it will encourage good governance, the realisation of childrens rights and their empowerment. Solutions to sustainable development will be locally determined and schools and their pupils will play a catalytic role in this process through whole school approaches initiated by teachers educated through an Advanced Certificate in Education (ACE) developed by the Link. Local solutions could include such activities as the sustainable management of physical and natural resources through the development of school grounds, health education or other developmental objectives identified by the UK Department for International Development (DFID). The Link is based on a distance learning strategy which will harness Information and Communications Technologies to share skills and knowledge among the teachers involved in this Link project. Through the intergenerational mentoring of adults by children there is the potential to educate adults in sustainable development and strategies that can contribute to the alleviation of poverty and the reduction in the impact of poverty-related issues in local South and Southern African contexts. This paper will report on the development of the Link project and explore some of the activities and impacts to date. Shallcross A, Robinson J, Manchester Metropolitan University, Loubser C, Manchester Metropolitan University O'Donoghue R, Lotz Sisitka H, Rhodes University, SA  SESSION 5 bu g13 Researching home and school numeracy practices in the early years The objective of this paper is to present interpretations and discussion of research on relationships between home and community numeracy practices. This research was sited in the School and Community Numeracies Focus (1998- 2002) within the Leverhulme funded Numeracy Research Programme based at Kings College London and the University of Brighton, UK. The researchers were Alison Tomlin, Brian Street and Dave Baker. The underachievement in school mathematics of some children in many countries, particularly those from working class backgrounds, is well documented (Ginsberg 1997). In spite of concerted research efforts that focus primarily on conditions of schools and teacher preparation, and remedies that include higher standards, large-scale testing, and teaching reform, these childrens mathematical underachievement is persistent. Less explored in research in mathematical underachievement is a focus on families and communities, assuming a broad theoretical understanding of mathematics as social (Baker, 1998), knowledge as funds held in the community (Moll, Amanti, Neff & Gonzalez, 1992), and numeracy as practices and events, concepts derived from New Literacy Studies (Heath, 1983; Street, 1995). The studies in the research to be reported were built on the assumption that while improving the conditions of schooling is critical to raising student achievement, such changes are limited in being informed primarily from research on school and teacher factors and neglecting home, community, and other social factors. Changes in policy and teaching approaches based on data gathered from within schools alone, without consideration of social factors, are neither broadly grounded nor powerful enough to alter stubborn patterns of underachievement. The data for the study to be reported here were collected in ethnographic style research from three children in contrastive elementary schools. These formed telling cases. The particular case study to be discussed centred on one child from a white working class estate. Data were collected during visits to his home and his school over a three year period. His parents and teachers were interviewed and other data from school records and documents collected. Interpretations of this data in terms of relationships between home and school numeracy practices will be presented. These will include notions of maths as social, micro-switching, positive notions of cultural resources and other relationships between home and school numeracy practices. The potential of these interpretation to explain his schooled numeracy attainment will be discussed together with possible strategic implications for practice, policy, research and teacher education. Baker D, University of Brighton, Street B, Tomlin A, Kings College London   11.00HRS 12.30HRS FRIDAYDeep impact: using ICT to transform the pedagogic knowledge and practice of teachers in the global south What struck me so forcefully was how small the world had become during my decades in prison. [ICT] had shrunk the world, and had in the process become a great force for eradicating ignorance and promoting democracy. Nelson Mandela, Long Walk to Freedom Whilst national governments across the world are working towards the goal of Universal Primary Education (UPE - in accordance with the Dakar agreement), there are massive challenges to be addressed. Providing a meaningful experience of primary education throughout the nations of the Global South requires a substantial increase in both teacher numbers and the professional development of practicing teachers. These challenges are unlikely to be met by 2015, if we remain reliant upon resources and strategies for teacher education that were developed to meet the needs of the nineteenth and twentieth centuries. If the entitlement to UPE is to be faced, we need to urgently address questions as to the models, strategies and tools of teacher education in the twenty-first century. It is against this background that DEEP (the Digital Education Enhancement Project), a research and development project funded by the Department for International Development (DFID)  HYPERLINK "http://www.open.ac.uk/deep" http://www.open.ac.uk/deep, is considering the role ICTs might play in developing the professional practice of teachers in the Global South. Whilst much of the international debate focuses on the technology (comparing costing, equipment and technologies within a framework of the digital divide), the concern of the DEEP project partners (Open University, UK; University of Fort Hare, South Africa; Programme, Planning and Monitoring Unit, Egypt) is not primarily technological. The research does not focus on ICT hardware or software for its own sake, rather on professional knowledge, practice and identity, and on the impact of ICTs on the quality and nature of learning that might take place in schools and communities. The research is focusing upon the roles of ICT as a tool for / mediator of: * the professional development of these teachers; * the teaching & learning of their pupils The DEEP project is working with primary school teachers in challenging rural and urban contexts, in the Eastern Cape and Cairo, to explore what actually happens at the classroom level when ICT is introduced. How does ICT change the way teachers teach? How do pupils respond to ICT-enhanced teaching? Findings, based on a range of methodologies including extensive classroom observation, already suggest that the impact of using ICT extends further than pupil achievement and classroom practice, benefiting teachers professional identities as well as their communities as a whole (see  HYPERLINK "http://www.id21.org/insights/insights-ed01/index.html" http://www.id21.org/insights/insights-ed01/index.html). This paper will present further findings of the project, together with new questions that have been raised for the next phase of the research programme. Leach J, Power T, Patel R, Open University  posters james watt 1 New forms of professional knowledge and practice in multi-agency services Joined up thinking and practice for the delivery of services for children are promoted by government policy. There is little research evidence of the reality of service delivery by multi-agency teams. This is the focus for this two-year project. The theoretical framework is the work of Wenger on how knowledge is used and shared in communities of practice and Engestrom on how aspects of work are enacted by teams in the workplace. A team at Leeds University from Medicine, Healthcare, Education and Social Services backgrounds will work with five well established multi-agency teams working in various sectors to explore with them their professional knowledge sharing in action. Research methods at Phase 1 include document analysis, attendance at team meetings, observations in the work place, and diary entries. At Phase 2 vignettes designed from analysis of evidence at Phase 1 will be used to stimulate dialogue within and across the five teams as professionals confront the different voices emerging from analysis. Data analysis will be managed using NVIVO. Outcomes will be both practical (exemplars of effective mult-agency teamwork) and theoretical (insights into knowledge creation in multi-agency systems). Anning A, Cottrell D, Frost N, Green J, Robinson M, University of Leeds   12.30HRS 13.30HRS fridayThe education of newly arrived children from mainland china in Hong Kong In many Western countries such as the United States, Britain and Canada multicultural education has attracted the attention of many researchers. The reason is that the tide of immigrants to these countries has produced a more diverse student body. The presence of these immigrant students has generated problems for teachers and school administrators. Promotion of a spirit of tolerance and helping them to adjust has become important goals for teachers in schools in these countries. Authors such as Banks, Sleeter and Grant have documented various aspects of multiculturalism and multicultural education in the context of Western countries. The conceptualisation by Banks(1997) of multicultural education as a broad interdisciplinary field with five interrelated dimensions are quite well known. In Hong Kong the influx of Mainland Chinese to the territory since the early 1990s has been a prominent feature. As similar to the cases in many Western countries, these newly arrived people from Mainland China to Hong Kong have generated problems of integration with local people and of adjustment to the new environment. Lee(1998) has investigated the issue of new immigrants moving to Hong Kong from Mainland China. He found evidence that the new immigrants in the 1990s are no longer as economically vibrant as those in the 1960s and the 1970s and they are more dependent on social welfare provisions. This helps to offer one explanation for the social exclusion of new immigrants. The problem of adjustment encountered by immigrant children has also aroused the attention of many parties, including teachers and social workers. Researchers have documented the life of these children in Hong Kong. Though these children are of the same race as those of the local school children, the background and culture of the former is quite different from the later. For instance in Hong Kong the traditional version of Chinese character is used. However in Mainland China the simplified version of Chinese character is used instead. Further, the perceptions regarding democracy and human rights are also different in the two societies. The aim of this paper is to examine the situations in two primary schools in Hong Kong which admit a great number of Newly Arrived Children(NAC) from Mainland China. Data is gathered by in-depth interviews of principals, teachers and social workers in the two schools. The themes of the study are on the pattern of interaction between the NAC and the local school children and the ways the schools help the NAC to adjust to the life in Hong Kong. Finally, the problems encountered by the schools in helping the NAC are also examined. It is hoped that the study would help to supplement existing research that has been undertaken in this area in Hong Kong. Comparison with the cases in other countries will also be made. Cheung K, Hong Kong Institution of Education  posters james watt 1 Evolution and the structure of human sexuality: how different sexualities arise and why they are natural It is a fact of human experience that different people exhibit different sexualities but this fact leads to a great many difficulties. I leads to prejudices in employment, education; it leads to physical assaults on minority groups defined by their sexuality and it leads to a great deal of unhappiness among young people who are unable to understand the nature of their own sexuality. Such difficulties have become one of the motives for sex education in schools. There the teacher's role is to explain to students that minority sexualities "natural," to be expected and nothing to be ashamed of. Indeed they are not, but the teacher's role is hampered by his own inability to explain the origins of such sexualities. Why do homosexuals exist? Why do submissives exist? etc. etc. "Please teacher, if these things are natural, where do they come from?" A fair question, but the teacher himself, or herself, has never been given any answers to pass on to the pupil. One of the original advances Hewitt (2002) provides is to give answers to such questions, to create a framework in which not only human heterosexuality, but the various deviations from it, can be seen in an evolutionary context. In this framework, all these sexualities and the fact that human groups contain a mixture of them appear as predictable within the context of human evolution. This poster session will summarise the mechanisms whereby these phenomena seem to have arisen. Hewitt J, Freelance author   12.30HRS 13.30HRS fridayWhat is PSE? Personal and Social Education (PSE); what is it? What does it mean? Education abounds with condensation symbols. This phrase originates in political theory, in the work of Murray Edelman in the 1960s and 1970s, but has been used by Barry Troyna to describe the use of some key terms in education (Poulson, 1998, p. 420). These are words and terms in abundant use, which are happily dropped into conversation by practitioners, parents, politicians and the public alike. However, ask someone to define clearly and concisely what they mean such a term, and problems arise. Ask a group, who are confidently using the term regularly (and, they assume, with a common understanding) to come up with their own, shared definition and the scale of the difficulty becomes apparent. One, important question emerges: has the term become so layered with meaning as to become meaningless? This would seem to be true of the term personal and social education. The work being presented in this poster represents the initial steps in a PhD thesis that aims to examine the question: what is the role of Personal and Social Education in the foundation stage and early primary curriculum? The first task is to define for the purposes of the study where PSE lies in relation to other associated subjects and themes. These include Citizenship, Health Education and Spiritual and Moral Education. For any event, lesson, approach or scheme in schools, or policy or recommendation from government and other sources, where do the boundaries lie between PSE and these other related activities? How have these boundaries changed over the past 60 years to accommodate the evolution of the UK education system and its developing curriculum? The second task is the search for meaning. Where is the term PSE to be found and does that context impart meaning that is clearly understood? Does the meaning change from one group of people to another? Is the understanding that politicians have of the term different to that of the media, to that of practitioners and to that of parents and children? Are these different understandings reflected in the debate surrounding PSE and do they impact policy formation? The third task is to examine the process of implementation. How does policy set at national level, become practice at the level of the teacher and the child? How many hands does it pass through? How does each level (from government to local education authority to school to class teacher) filter and re-shape it? This poster is therefore an important tool in the process of finding answers to this question. It is intended to be interactive and to elicit from those who view it, their own contribution to this quest for meaning. What is personal and social education? - add your definition to the debate. Reference Poulson, L. (1998) Accountability, Teacher Professionalism and Education Reform in England. Teacher Development 2 (3): 419 432. Olusoga, Y. Bradford College  posters james watt 1 I live with a friend from college: a poster presenting data and analysis of uk research on the experience of lesbian educators. This research foregrounds the lived experience of lesbian teachers in their working lives. Certainly lesbian teachers perceive fear and ignorance around issues of homosexuality. Moreover they experience conflicting thoughts and emotions around their desire to be authentic with their colleagues and students, the possible effects that these conflicts might have on their effectiveness as teachers, and the strains it puts on both their personal and professional lives. The climate in schools around issues of sexuality is complex. Explicit liberal pedagogic discourses of understanding and acceptance of alternative life-styles co-exist with implicit school discourses that centralise and normalise heterosexuality. These contradictory discourses place lesbian teachers in psychological double binds. Liberal discourse denies its affects on those who are excluded from it as implicit to the discourse is a refusal to engage with discussions on the privileged position of hetero-normativity in our schools. Indeed this complexity is reflected at a national level. Section 28 of the Local Government Act (1988) codifies the silencing of teachers on matters homosexual. Alongside this is the more positive European Framework Directive for Equal Treatment in Employment and Occupation, yet little dialogue is taking place in education, at local or research level, around this legislation even though it must come into effect by the end of 2003. Thus silence, ambiguity and emphasis on private individual coping characterise the narratives of the women who participated in this research. A grounded approach was used to analyse the data from a dozen semi-structured interviews with lesbian educators (mainly secondary school teachers), and to develop and theorise upon research questions. The project consisted of two major phases and it is data from the primary analysis of the first phase that is presented here. The following questions were posed: Are schools experienced as heterosexist systems? If so, how is this manifested? What are the impacts of perceived manifestations of heterosexism on lesbian teachers personally and professionally? This poster includes profiles of the teachers involved, a description and explanation of the coding development (using NVivo), and out-takes from the analysis across the themes of identity (including teacher and sexuality), curriculum, relationships (extra and intra-school), professionalism, inclusion, assumptions of sexuality and choice. Gibbons C.A., University of Nottingham   12.30HRS 13.30HRS fridaySupply teachers as marginal members? A case study in taiwan Teachers and teaching have been major themes in educational research, one of which has centred on the recruitment, supply and composition of the teaching manpower. Yet little attention has been paid to research on one group of teachers who engage in substitutive work. Here the following questions would be raised. Who are they? What are their feelings and experience of being in a temporary teaching position? What contribution do they make to the teaching and the school? This project tries to reveal the ways in which supply teachers are socialised and the work that they do and to achieve a preliminary understanding of their lives from an ethnographic approach. In this study the focus is upon their distinctive and provisional position. Supply teachers are the short-term solution to resolve temporary teachers leave. In this section I use the experience of two men and one woman at the case school who had full-time floating posts for a year, to illustrate the feelings of marginality (Acker, 1994: 115; Lindley, 1994: 175), dissatisfaction, low self-esteem and lack of opportunity to realise professional identity. We may need to redress the balance of being a supply teacher between its advantages and vulnerabilities. On the bright side, supply teachers may have some advantages including: being able to gain experience in a number of different age-groups; offering a gradual path to permanent, full-time employment; being allowed not to attend curriculum meetings. On the other hand, the disadvantages of teacher substitution need to be considered. At Riverside Primary School, even though you were a supply teacher, you were normally doing a full-time job (i.e. your teaching hours/lessons were not diminished as a full-time teacher). Nonetheless, as far as the income was concerned, your salary scale was remarkably less than a first-year full-time teachers. One of the most salient problems is an explosion of insecurity (Woods et al., 1997) in substitutive teaching, which may be vulnerable to ones career development. Another concern of teacher substitution is the issue of self-image (Nias, 1989) or professional identity. Many researchers (e.g. Menter et al., 1997; Connelly & Clandinin, 1999) indicate that identification with teaching as a profession is an essential step for intending teachers. In the school, the role of supply teachers seems to be marginal and accessory to any understanding of the micro-politics of the school. Due to short-term contracts, substitutive teachers have a sense of being strangers or in isolation from other permanent colleagues in primary schools (Shilling, 1991). Similarly, Little (1990) reviewing studies of teacher development in a collegial manner, also sees a devastating picture of professional isolation between experienced teachers and trial and error survival of beginning or supply teachers. Reading these references could remind us of an awareness of personal professional identity by highlighting the social positioning of individual action. However, the image of a supply teacher is a picture of isolation from school colleagues. Chen H-J, University of Cambridge  posters james watt 1 Gender career differentiation: a case study in a Taiwanese primary school This paper proposes to investigate the comparison of the career development between men and women teachers. This could demonstrate the profound micro-political tensions which exist in sexual labour differentiation in the school. Teaching, as one of many occupations, should focus on occupational rewards in which my interest lies in the distinction between male/female career development preference. Most young men teachers do not consider a lifetime of classroom teaching enough. Lortie (1975: 88) points out that men would like to move through teaching to administrative positions whereas women regard the teaching job as supplementary to marriage and motherhood. He further comments that the career line differentiation between male and female teachers see teaching, in a sense, to be passed over for higher positions or marriage or motherhood respectively (ibid.: 89). Contrasted with most other kinds of middle-class work, teaching is a relatively unstaged career or career-less (Lortie, 1975: 83-4) due to less opportunity for movement upward to the higher positions. This situation could be seen in the British primary school which has a relatively flat career structure (cf. Pollard, 1985). Compared with British primary school career structure, primary schools in Taiwan offer a more complicated career structure, with layers of senior administration below the head, following directors and chiefs/officers. Nonetheless, what was the gender perspective on career development at the investigated school? The career structure in Taiwanese primary teaching professionals basically presents options for the pursuit of the usual career opportunities in several categories: the head, directors, chiefs, class teachers and subject teachers. Compared with men teachers, women are more likely to be the class teacher of young children and significantly their roles more focus on class teaching than the management of schools (cf. Grant, 1989; Acker, 1983). Here it could be argued that women teachers have a strong sense of career commitment in classroom teaching rather than in the pursuit of administrative positions. In this respect, this alternative interpretation of career development from a women teachers perspective may introduce a new version of the traditional view of career structure (cf. Biklen, 1995). Womens concerns about lack of promotion opportunities and their experiences of institutional bias on career development are frequently related to an ideology of the male domination of decision-making as a whole. Perhaps we have to carefully tackle possible bias on gender stereotyped roles in senior management; however, it could be tentatively argued that takeover on senior positions at the investigated school was an exemplification of male dominance of the school. What I have achieved in this study is to disclose the respondents folk knowledge of the researched school and obtain first-hand insights into the effects of micro-political processes in terms of career prospects between men and women professionals. Chen H-J, University of Cambridge   12.30HRS 13.30HRS fridayCreativity and its assessment: some considerations from evolutionary psychology Creativity assessment, unlike sums, spelling or subject knowledge is systemically suspect. For creativity both to complement the knowledge and skills based curriculum and contribute to a rise in standards, a sound conceptual base and effective assessment techniques are needed. One source of information on creativity, one that has wide currency, is listening to what children say in activities presumed to be creative. Both the presumption that some activities are more creative than others and that talk may be used as an index of creativity require close inspection. To test these, and avoid the circularity of explanations of human technological progress that appeal to cultural evolution, it is proposed to situate creativity in an evolutionary context. A synthesis of recent work in evolutionary psychology, primatology, palaeontology, genetics, and linguistics suggests that: a) Language evolved within the hominines, commencing with Homo ergaster; and b) archaic Homo sapiens, including H neanderthalensis, had speech. All these species had complex social relationships and tool making/using capacities, both of which are also seen in primates. In education, as in philosophy and current evolutionary thinking, there exists a presumption that language is unique to us as a species and is our highest cognitive capability, which validates language as the prime assessment tool in education. The evolutionary scenarios that lead to language as an adaptation, however, are founded in group cohesion and social discourse (gossip) rather than creativity, as understood in literature, mathematics, music, art, and engineering. Moreover, the complex tool forms seen in the more advanced hominines, including the bifacial handaxes of H erectus and the points of archaic H sapiens, show little change over periods measured in thousands of years. Conversely, from 250Ka ago, with a population bottleneck around 125Ka ago leading to behaviourally modern humans, technological change increased exponentially. This new species characteristic, to which I apply the term technicity, is characterised by the ability to draw: the capability to make, mark and combine the geometric forms of point, line and arc to articulate novel representations. Drawing entails creativity: a characteristic unique to behaviourally modern humans. A touchstone for creativity is Paleys Watch; an entity that both makes a statement: A phase transition has occurred between the purely biological and the bio-technical; and asks a question: What cognitive shift makes a watch possible? In the present context this reduces to: How can language contribute to the making of a watch? How does the technicity that underpins creativity relate to language? Two models of the relationship between language and technicity/creativity may be derived from the literature: the first sees language as the overarching intellectual capability, co-evolving all others; an alternative situates language as an evolved social communication module co-opted by an overarching creative capability that involves use of an external memory system. An historical and a current example of the use of language to communicate creative assessment will be analysed from both perspectives to help inform the development of a sound basis for the assessment of creative activity and elucidate the creative process. Doyle M P  posters james watt 1 Structural equivalence of vocational interests across gender: differential item functioning in the strong interest inventory Research in the area of vocational interests has indicated that there are substantial differences in the vocational interests of men and women. These mean level differences have been detected both at the item and scale level in the Strong Interest Inventory (SII: Harmon, Hansen, Borgen, & Hammer, 1994). It is important to better understand gender differences in vocational interest assessment because they can have consequences for the individual seeking career counseling and the society as whole. The purpose of this study was to apply item response theory framework, more specifically, differential item functioning (DIF) methods, to test if gender differences in responses to the Strong Interest Inventory were due to gender bias in the measure. Differential item functioning is a statistical method that has been specially designed to address measurement invariance across groups. Multidimensional item response theory accounts for how DIF relates to item and test validity (Ackerman, 1992; Bolt & Stout, 1996; Kok, 1988; Shealey & Stout, 1993). If the General Occupational Themes measuring Hollands six interest types (Realistic, Investigative, Artistic, Social, Enterprising and Conventional: RIASEC) are construct valid subscales of the inventory and are only measuring the traits that were intended to be measured, the items should function in the same way as a measure of its respective RIASEC scale both for men and women. If DIF is detected in the scales, it indicates that an irrelevant dimension is influencing the responses. It is expected that sex-type and prestige ranks of the occupational items previously found to influence the responses to the SII (Einarsdttir and Rounds, 2000) will be related to the gender differences. The sample consisted of 2965 US college students, 1860 women and 1105 men, who responded to the Strong Interest Inventory. Subjective sex-type and prestige ratings for the occupational title items were acquired from a sample of 94 US college students. The Strong Interest Inventory (Harmon et al., 1994) measures the likes and dislikes for occupations, school subjects, leisure activities and types of people on a three-point scale. A dimensional analysis using Stouts Poly-DIMTEST procedure shows that all the six GOT scales contain dimensionally distinct sets of items. This indicates that the GOTs are not unidimensional scales measuring a single trait. A non-parametric test for polytomous items as implemented by the program POLYSIB (Chang, Mazzeo & Roussos, 1996) was used to detect DIF between gender. DIF was detected between gender in at least two thirds of the items in all of the RIASEC scales, indicating that the majority of the items do not function in the same way for men and women. The DIF scores correlated at -.54 (p<.001) with sex-type ratings and .24 (p<.05) with prestige ratings for 84 occupational items that are used in the scales. The correlation analysis supports the contention that the sex-type and prestige of the occupational items may be an irrelevant dimension influencing the differing responses of men and women in the SII. Einarsdttir S, Iceland University of Education, Rounds J, University of Illinois, Champaign-Urbana   12.30HRS 13.30HRS fridayEducation support programmes for romani children in the czech republic: its effects and the issues to be considered Aim The aim of this poster is to present the current development of education support programmes for Romani children in the Czech Republic and to examine its positive outcome and the needs to facilitate the programme more successfully. Background and rationale of the research In the Czech Republic, the vast majority of Romani children in the Czech Republic are excluded from mainstream school and attend special school for a variety of reasons. This is heavily criticised as de facto segregation by international organisations of human rights. In the light of this situation, the government has started working together with various NGOs, aiming at integrace or integration of Romani children into mainstream society. Various education support programmes which began in the mid 90s have gradually come into effect and these have spread nationwide. The main aims of these programmes are 1) to prepare children for schooling, 2) to raise their educational achievement 3) to prevent them from dropping out of mainstream school 4) to focus on Romani children from early age. Among all the support programmes, the preparatory classes for pre-school Romani children and Romani teaching assistants (RTAs) are the programmes have expanded and its positive outcomes have been widely acknowledged. Preparatory classes are attached to mainstream school, special school or nursery school in deprived areas. They are open to any child from culturally and socially disadvantaged families. This one year free course is set up to enable children to learn not only social skills but also academic knowledge necessary for the first year of primary school. The role of RTAs is to support Romani children and to bridge the gap between the Romani community and Czech teachers. RTAs normally work with a class teacher in preparatory, the first or second year class at primary education level to assist slow learners of Romani children. While these two programmes are working well, there have been numerous reports on problems of education of Romani children, there are extremely few in-depth studies into such problems. Bearing this in mind, I investigated the role of RTA and effectiveness of preparatory classes. Data This study is based on part of the data which was collected through my doctoral thesis fieldwork. Ethnographic case studies were done at two schools from April 2001 to February 2002 (Romani community school which accounts for more than 90% of Romani children and mainstream primary school where around 40% of the children were Roma). Presentation and Discussion The study will visually present a supporting role of RTAs and their interaction with a class of teachers and children. It also shows some aspects of the rigid Czech school tradition. Some work including drawings done by Romani children as well as related statistical data are also presented. The study reveals that while preparatory class is extremely helpful and RTAs play a great part in supporting Roma, there is still room for improvement. The study concludes by seeking a more inclusive way of furthering educational development of Romani children. Igarashi K, The Institute of Education, University of London  posters james watt 1 The curious child: an analysis of picassos Art works on children Objective: Pablo Picasso's (1881-1973) art works relating to childhood will be visually presented and analyzed in the light of developmental psychology, art history, and art education. I also compare Picasso with Nandalal Bose (1883-1966), the chief representative of Bengal art of the 20th century. Theoretical Framework: There are many child developmental theorists, but Lawrence Kohlberg (1927-1987) and Erik Erikson (1902-1991) are more relevant in reference to Picasso. Kohlberg, a Piagetian, argues that children go through the structured, qualitatively different, sequential, and hierarchically integrated stages in their development. For example, a 5-year-old differs from a 15-year-old, not only in body size but also how he or she sees, thinks, and acts. Erikson, a Freudian, classified development into eight psychosocial crises covering the entire life-span. He, however, pays special attention to childhood and adolescence that are determined mainly by physical growth, parental support, and cultural values. Ideas about child development can also be traced in art history. Children as "divine" manifestation in naughty, mischievous form is found in Indian and Greek mythologies. Krishna, the Hindu God, looks sweet and innocent, but is also a very "bad" boy; Cupid, of Greek mythology, is always aiming at something with his arrow. The child as the active, innocent, divine, and wise creature is also a common theme of Nandalal Bose. Rembrandt (1606-1669) painted his son, Titus, as a sweet, curious, and majestic boy. During the 18th and 19th centuries, however, children were usually viewed in art as victims of neglect, disease, and plague. Incorporating the entire history of Western art, Picasso drew children throughout his long career as an artist. He painted children as those who need warmth, love, and protection; who are noisy, greedy, and messy; who are funny, witty, and wise; who can bring peace, joy, and hope in the world oppressed by destruction, disease, and death. Point of View: Picasso tried to capture in lines, shapes, colors, and themes what psychologists have been doing through words and empirical data. Picasso was not a good father nor was he a faithful husband or companion. But when he drew children or mothers, he seemed to be very affectionate, perceptive, poetic, and humanistic. During his "blue and rose periods" the poor, destitute mothers are protecting children with affection, joy, and as the last resort of hope for a better future. Children are wiser than their parents or sages or philosophers who can withstand tragedies and misfortunes better than their parents. At the "neoclassical period," children are not only the pride and joy of parents, they are also deeply absorbed in their own tasks to master the "symbols" of the world. In the 1940s and 1950s, children are painted as the last, best hope in the world that is full of crime, violence, death, suffering, and uncertainty. Latif A, Georgian Court College, Lakewood, NJ 08701, USA   12.30HRS 13.30HRS fridayPre-service elementary teachers geometric subject knowledge and their classroom performance One outcome of the implementation of the National Numeracy Strategy at the primary school level in England is the privileging of the teaching and learning of number. Yet, as the recent Royal Society and Joint Mathematics Council (2001) report on geometry stresses, it is important to begin the developing of spatial thinking and reasoning at this level. This study considers the trainees geometric subject knowledge confidence and competence and investigates the impact of these on classroom performance. Data for this study come from audits of pre-service elementary teacher knowledge and confidence together with assessments of their teaching competency. Initial analysis of this data indicates that the trainees knowledge of geometry is quite poor, certainly poorer than their knowledge of number or algebra. The analysis indicates that although there are clearly some statistically significant correlations within the different elements considered, the only significant factor identified so far in the study with regard to the summative mathematics teaching grade, is the trainees mathematical background. Most interestingly, the result that was closest to a zero correlation was interest verses summative math teaching grade. The knowledge of mathematics that elementary teachers bring to their teaching is recognised as a significant influence on how successfully they teach mathematics (Fennema and Franke, 1992; NRC, 2001) yet this is more complex than simply requiring a grasp of mathematics content (Ball, 1990; Ma, 1999). The theoretical framework being developed for this study builds on suggestions that Shulmans (1986) model of teacher knowledge may be too simplistic (see, for instance, Cochran, DeRuiter and King, 1993) and incorporates Mas (ibid) notion of profound understanding of fundamental mathematics (PUFM). One aim of the study is to determine what form of geometrical knowledge is needed for the effective teaching of spatial concepts. Mooney, C., Jones, K., University of Southampton  posters james watt 1 The analysis of drawings from a socio-cultural perspective: emerging themes Young childrens drawings can be seen to be situated within a continuum of symbol systems used by them to make meaning. Dyson (1993) highlights not only the interrelationship of gesture, speech, play, drawing and writing for the young child but also a pattern of development which is both sequential and cumulative. Drawings and contextual notes, collected as data as part of a longitudinal research project about young children and drawing, are used to present snapshots of the very individual nature of two childrens ongoing symbolic journey. The snapshots illustrate how young childrens meaning making is shaped by the cultures of their home and pre-school and school contexts and reflect the powerful narrative or storying function which drawing plays in supporting young children as they externalise their experiences, thoughts and feelings. Ring K, York St John College   12.30HRS 13.30HRS friday SESSION 6 maths m113 Lessons from elsewhere: borrowing for innovation? This paper is conceived both as an investigation in the philosophical / historical tradition of the attractiveness of information technology and entrepreneurial training, and as a contribution to our understanding of the processes of educational policy borrowing as it relates to technical training. Using a theoretical typology to explore cross-national attraction and policy borrowing, this paper addresses two questions: (1) What lessons were learnt from the US, given that contextual factors influence educational policy and implementation? and (2) How was the development of information technology training borrowed and implemented elsewhere? A typology used to examine cross-national attraction is discussed as a heuristic device to help guide further policy research, which includes contextual analyses, to determine the potential for policy adoption and implementation. A composite model is then outlined which considers Four Phases of Policy Borrowing: (1) cross-national attraction; (2) decision; (3) implementation; and (4) internalisation. The importance of economic competition and technological innovation are discussed in detail as key impulses for cross-national investigations, as well as the important role of context in educational policy borrowing. The paper concludes by addressing the current environment, after the internet boom and bust, and how the proposed model for Policy Borrowing might be used in other cross-national and comparative investigations. Ochs K, University of Oxford Perspectives on accountability: themes from England, France and Scotland This paper explores views of teachers working in the English, French and Scottish education systems, on their main lines of accountability for their professional work. The purpose of an initial pilot study is to explore teachers understandings of what they are professionally accountable for and the agencies and individuals to whom they feel responsible. This is intended to provide a systematic framework for exploration to guide the main study and to sharpen up the research tools. The research methods for this initial pilot study include semi-structured interviews with a small sample of mathematics teachers teaching in secondary schools. Early findings indicate that in some systems there may be tensions and dilemmas for teachers associated with a mismatch between the moral responsibility they feel towards their pupils and the formal systems of accountability to which they are subject. Reconciling these tensions may be problematic and may lead to a degree of stress. In other education systems where accountability arrangements may be more closely aligned with teachers own values and senses of moral responsibilities, such tensions may be less evident. This has potential implications for the conduct and design of accountability systems that aim to reconcile professional values and external answerability requirements. Pepin B, Oxford Brookes University, Preedy M, The Open University   14.30HRS 16.00HRS FRIDAYSchool-based management: the micropolitical interactions among the headteacher, directors, teachers and parents School-based management encountered two significant changes at the latest decade in Taiwan. One was the implementation of the 1994 Teachers Act which allowed school teachers to establish school-site, local and national-level teachers associations. At the school level, teachers had the right to negotiate school affairs with senior administrators and the headteacher, which had shifted the traditional top-down approach of school decision-making processes. The other could be related to the 1999 Education Act Revision by which the local community parents were empowered to participate in school-level decision making mechanism. With the enactment and fulfillment of the Teachers Act, the researched school began to institute the school-based teachers association and some activists started to recruit colleagues to become members while some teachers were unwilling to join. The clash between members and non-members seemed to emerge sooner or later due to diverse interests. At the same time, some activists and central members of the school teachers association negotiated with directors and the headteacher. Some critical incidents seemed to be unavoidable and the power competition and interest struggle in two camps between central members of the school teachers association and some directors or the headteacher became manifest. A new decision-making mechanism had formulated over a longer period of time. Nevertheless, in 1999 the implementation of the Education Act Revision had changed the procedures of headships appointment and selection. One of the significant regulations was to change the appointment of headship by the local educational authority and dilute this old-fashioned approach of selecting headteachers. The more concrete procedure of headship selection was to legitimate parental involvement in the internal decision-making processes of the school to select the prospective candidate(s). In a sense, the 1999 Education Act Revision had re-structured the decision-making formulation that was set up between central members of the school teachers association and senior staff. This was the first time parental involvement was allowed in the mechanism for selecting and appointing headteachers in Taiwan. The intention of this paper is to identify a number of the educational changes which had challenged the micro-political relationships among the headteacher, senior staff, teaching staff and parents. On the one hand, the members of executive departments had to gather information and advice from the representatives of the school teachers association before they made school-level policies. On the other hand, parents voices began to influence the insiders views on school policies due to legislative demands. It could be argued that such democratic imperatives re-structure the power game of school-based management and create the need for critical awareness of the internal and external imposition on school administration. With democratic voices from external sources, schools in Taiwan are getting more emphases on the local communitys needs or even on international changes and tidal currents. Chen H-J, University of Cambridge  SESSION 6 maths m113 Staying local, going global: Challenges for the development of a new international school This paper considers what "international school" might mean in the context of the UK education system and how the discourse of "international schools", or, more usefully, "international education" interacts with other educational discourses such as cultural diversity or social inclusion. The literature suggests that there are a number of different models of international education and the first section of the paper attempts to highlight the strengths, weaknesses and sometimes the contradictions, of these models. The second section draws on a recent evaluation of an initiative to create an "international school" in Scotland. The school serves a community whose population is highly diverse, economically and culturally. The initiative aimed to capitalise on the schools multilingual population and a commitment to enhancing provision for the teaching of European and Asian languages by establishing the school as a centre of excellence in modern languages. It also sought to enhance a range of other curriculum areas by promoting an international dimension and by developing links with schools and other educational organisations in other parts of the world. The goal is to enhance provision for students and professional development for staff members, in as many different ways as possible. The paper presents some findings from the evaluation and suggests issues for future research in this area. The final section seeks to problematise assumptions which often underlie theories of international education by focusing on some of the challenging questions which this study raises for conventional understandings both of international schools and of the context and goals of international education. These include the extent to which an international school can both reflect the cultures and values of the community it serves and also change or develop these through enhanced contact with other countries, other experiences of education and other ways of life. There are also questions to do with the relationship between, on the one hand, a commitment to multilingualism reflecting both the multilingual population of the school, and the promotion of language learning, seen in this initiative as central to the development of an international school and, on the other, experiences of international links in which English, now widely regarded as an international language, was almost always the medium of communication. Our paper does not seek to answer these questions, but points to empirical evidence from the evaluation as possible ways forward. Gray, P, McPake J, University of Stirling   14.30HRS 16.00HRS FRIDAY SESSION 6 mech & chem me 103 Making curriculum decisions in higher education In August 2001 the Centre for teaching and learning was formally established at the University of Iceland. Its main task and mission is to assist teachers in developing their teaching. The Centres mission and staff development is grounded in the idea or theory that enhancing teacher reflection and working with their conceptions of teaching and learning (theory of teaching) is an essential foundation for curriculum change and educational reform. The underlying assumption is that changing teachers conception of teaching and their approaches to teaching will improve instruction and promote student learning. In this paper the author presents a study in progress. The study raises the issue of using research to support staff development and to understand teachers ways of teaching and the management of curriculum and curriculum decision-making within the University of Iceland. Using a phenomenological approach and grounded theory, the study raises the issue of the formation of university teachers conceptions of what constitutes good learning and teaching in their discipline. The study also raises questions of the management of curriculum decision-making and how university teachers conception of teaching is reflected in their course planning. Finally the author seeks to understand how and at what levels of a university program curriculum-decisions are made. The study is based on text analysis and interviews with university teachers and departmental heads within the University of Iceland Geirsdottir G, University of Iceland Models of knowing, learning, delivering: an initiative to support staff development in the move to online delivery for learning An instructional designers grounding assumptions about knowledge and learning are primary determinants of the instruction being designed and delivered. Many course designers at third level have minimum exposure to pedagogy and the implications are compounded when a move to online delivery is attempted. Using Constructivist principles the Staff (as students) became interdependent learners to support each other in the move to online learning in a Higher Education institution in Ireland. As competent professionals they became learners, to address how they could become effective participants in new online learning communities that would result from their instructional design. The project enabled staff to revisit assumptions about knowledge and learning gained through other forms of delivery and to develop their knowledge of learning theories relating to, and skills required for, the new mode of delivery. This staff development model uses constructivist characteristics: reflecting the complexity of the environment learners should be able to function in after their learning; giving them ownership of the process to develop a solution; and using the environment to support and challenge their thinking. The initiative is focused on three contrasting part-time management degrees, requiring new staff/student collaborative learning communities where the students are also competent professionals. Qualitative personal questionnaire data and analysed, videoed, group discussion data is compared with supportive computer data collected over the same period. This paper presents findings of the work in progress and how it has impacted staff development, as they addressed the problem of how to design, develop and deliver curricula using online technologies. Burns R, Dublin Institute of Technology   14.30HRS 16.00HRS FRIDAYUniversity faculty collaboration: a transformational model for professional development The purpose of this exploratory case study was to examine formal collaboration as a means of effective development for college of education faculty. Practices of one university collaborative instructional team (CIT) whose members collaborated to plan and present a preservice teacher education course at Mid State University over the period of one semester (Spring 2002) were examined. Attention was given to a variety of variables ranging from course curriculum, job satisfaction, and motivation as well as other topics emerging from the data. Multiple data sources generating data included: nonparticipant observation of the CIT during weekly collaborative meetings, biweekly, individual interviews with CIT members, a final reflective group interview with the CIT, structured reflections of biweekly interviews, and other related documents. Categories and themes emerged during ongoing analysis. A major overarching theme, Teacher educators commitment to improving teaching and learning through collaborative reflective practice and its transformational nature was identified. This overarching theme represented four sub-themes: culture of the CIT, teaming process of the CIT, transformation of CIT members, and stressors on CIT members. The researcher found collaboration to be an intricate and evolving process based upon a foundation of trust that allowed the process to grow and emerged as professional development. CIT members learned from each other and ultimately transformed their teaching strategies and themselves as a result of participation in a collaborative process. Albrecht N, Emporia State University  SESSION 6 wardlaw room b The quality of teacher-pupil dialogue in guided reading This paper draws on the findings of the ESRC-funded project Teacher-pupil dialogue and the comprehension of literary texts (award reference R000223563). The study investigated the quality of teacher-pupil dialogue in the guided reading session of the Literacy Hour and its relationship to pupils powers of comprehension. The research team recorded and analysed examples of discussions during the guided reading session in four primary schools, visiting each of them three times. On each school visit, we recorded the same group of six y6 children (10-11 year olds) working with their class teacher. The results of the study suggest that talk in this context is teacher-dominated. The teacher: usually asks questions to which s/he already knows the answer; normally selects which pupil is going to speak next; keeps a tight grip on the topic of conversation; and does most of the talking. I argue that there is a case for making time available during the guided reading session for a period of discussion in which pupils are invited to play a more leading role in shaping the topic of conversation. Skidmore D, University of Bath New portals for 21st century classrooms. An analysis of computer mediated communication undertaken by primary and secondary aged pupils within the school context Research into the uses of interactive digital literacy in the classroom is still in its infancy. Despite the proliferation of theoretical literature, there is little work based on a systematic analysis of the new literacy practices that are beginning to emerge. Nor is there significant mention of the interplay between literacy teaching and ICT in the recent National Strategy for Key Stage 2 or Key Stage 3 (Goodwyn, 2002).This paper examines the creative and literacy potential afforded to school age pupils using digital communications in small scale literacy projects in the UK. These computer mediated communications have engaged children in new ways of making meaning as they communicate for real purposes and to real audiences. Our work focuses on how interactive written discourse, which combines some features of face-to-face talk with experimentation in writing, can be developed in the classroom context rather than being perceived as informal and frivolous interaction. By encouraging new forms of literacy, teachers can harness the power of out-of school literacies (Hull and Schultz, 2001) at the same time as broadening and modernising the literacy curriculum. Our research identifies some of the potential for pupils and teachers as they embrace the possibilities that are offered by changing technologies. Pupils' uses of digital literacy are sometimes hard to reconcile with conservative interpretations of the curriculum and this calls into question the skills, resources and activities that are currently valued and presented in school contexts. We argue for a more central place for computer mediated communication in the primary literacy curriculum and in secondary English classrooms. This paper shows some of the benefits of digital communication as pupils experiment with language in highly creative ways. It also highlights the practical and pedagogical issues involved. Burnett C, Dickinson P, Merchant G, Myers J, Sheffield Hallam University   14.30HRS 16.00HRS FRIDAYClass and pedagogies: management of examined English in Hong Kong This paper explores Bernsteins (1973, 1975, 1990) insights into social class and pedagogies, and in particular the relevance of his work for understanding A-level students management of examined English in Hong Kong. The analysis is based on a sample of four schools (A, B, C & D) different according to band (an academic indicator). The differences between the social class groups in crucial sections of the English-language examination are discussed with reference to their differential understanding of the topics and semantics of the questions, and the procedures necessary for the correct answering of specific questions. The results then direct me to the students difficulties with the examination in relation to their reading practices. The students differential orientations and strategies to texts were examined through Bernsteins typology of class and pedagogies. The stronger orientation of working-class students to an explicit order of answering questions was discussed in the light of visible pedagogy. It was found that the home and school pedagogies of these working-class students featured an ordered explicit sequence, especially in the form of rules. Thus, they were more oriented to the structure of the answers. My interviews with relevant teachers further shed light on this generalisation about pedagogical orientation. The differential understanding of the format and content of the questions was related to reading serious newspapers, whether Chinese or English. These findings were important because it was from these more demanding newspapers that the examined texts were selected. Further, these serious newspapers are directed mainly at the middle-class market. Thus the middle-class students, as a consequence of reading the facilitating texts of the serious newspapers, could have found the examination paper more accessible. For the less successful working-class students, their lack of experience of these educationally oriented texts could have reduced their speed of understanding and answering, and therefore reduced their chances of success in university admissions, insofar as the selection was decided by their English scores. These findings about reading habits are very class-related in terms of availability of educationally oriented texts in the process of language socialisation. The emergence of these pedagogical orientations and outcomes also demonstrates the possibility of a differentiated form of socialisation (Bernstein 1975:18) by exploring differences and tensions, both between and within social categories. The working-class students in School C were very different from those in School D, with respect to how they perceived their difficulty with the examination paper and reading habits. The teachers seemed to be very important to School C students motivation and achievement in English. Among the middle-class students in Schools A and B (single-sex), the girls read only the serious Chinese and English newspapers, and did not appear to read any of the tabloids, as the boys did. Although both schools are academically demanding, the serious newspapers generally contained items of greater educational interest to the girls; whereas the boys were attracted to both the educationally oriented texts and the mundane texts. There appeared to be distinctive dispositions and orientations in relation to gender within the middle class. Choi T H, Hong Kong Baptist University  SESSION 6 WARDLAW ROOM B Classroom interaction and discourse in the national literacy and numeracy strategies Since the late 1990s, two national policy-led initiatives to raise standards of numeracy and literacy in English primary schools have been launched by the government: namely the National Literacy Strategy (NLS) and National Numeracy Strategy (NNS). A major thrust of the strategies has been whole class interactive teaching designed to promote higher levels of interaction and cognitive engagement by pupils. The paper will report on a national study, sponsored by the Economic and Social Research Council (ERSC), into the impact of the official endorsement of interactive whole class teaching in the NLS and NNS on teachers classroom practice. The objectives of this paper are to present our findings on the discourse strategies currently used by primary teachers when teaching the literacy and numeracy hours;differences in the discourse strategies of those teachers identified as being more effective in their teaching of literacy and numeracy; and differences in discourse strategies used by teachers when teaching literacy and numeracy and across different year groups. Hardman F, Smith F, Wall K, University of Newcastle upon Tyne   14.30HRS 16.00HRS FRIDAY SESSION 6 oak room Managing diversity in school staffing How can primary and secondary headteachers attract and retain a range of staff? A recent DfES funded project1 focused on how teachers careers were influenced by their personal characteristics (age, disability, ethnicity, gender and sexual orientation). Existing research and data demonstrate marked inequities between different groups of teachers depending on combinations of these characteristics. Women are under-represented in senior posts in secondary schools and are likely to be older than their male counterparts (Thornton and Bricheno 1999) There is a scarcity of men and women from black and minority ethnic groups in promoted posts; they tend to be ghettoised in low status subject areas and pastoral roles, less likely to be promoted and feel undervalued and isolated (McCreith and Ross 2001: Ross 2002 ; Osler 1997; Powney and Weiner 1992). Data collected in this project by survey (13,000 teachers) and complemented by interviews and case studies provide insights into the careers of those who are and who are not senior managers. For example Male and female teachers from minority ethnic groups are most likely to apply for promoted posts but are proportionally least likely to attain them. Female headteachers are significantly more likely than male head teachers to live alone without families. The study also provides examples of how different school policies and practices support or inhibit teachers professional development. The most successful schools in attracting diverse teaching staff can be in disadvantaged or more privileged areas. The key factor is school ethos which in turn depends on the foresight and vision of the headteacher. Career structures advantage or disadvantage teachers at different points in their careers and headteachers can offer supportive interventions at these different professional flashpoints. The key factor in managing diversity seems to be flexibility taking account of the individual characteristics of each teacher.  Project undertaken Feb 2002-Mar 2003 by Scottish Council for Research in Education (J.PowneyProject manager, S.Hall, J.Davidson, S.Kirk, V.Wilson, S.Edward) and Middlesex University (H.Safia Mirza) Hall S, Davidson J, Powney J, Wilson V, The SCRE Centre, University of Glasgow   14.30HRS 16.00HRS FRIDAYFrom school correspondent to workplace bargainer? School autonomy and the changing role of the union rep Despite a decline in trade union membership across the wider economy, teachers continue to represent a highly unionised section of the workforce. The roots of teacher trade unionism lie in the campaigns for a better education service and for national rates of pay and conditions of service. This commitment to a national service and national terms and conditions has resulted in highly centralised structures within teacher trade unions. Key officials have been those who have held national or LEA level office. However, such centralised structures now appear out of kilter with the increasingly fragmented and autonomous organisation of schooling in England and Wales. A modernisation agenda is resulting in key industrial issues, such as pay and conditions of service, increasingly being determined at the level of individual schools. National and LEA level trade union structures struggle to retain influence as union representation at the workplace becomes correspondingly more important. This paper draws on research conducted in a large Midlands LEA to explore the changing role of the union rep in an era of school fragmentation, diversity and autonomy. To what extent are union representatives being transformed from distributors of union literature the school correspondent, into genuine participants in a form of nascent plant bargaining? What are the attitudes of union representatives to any change in their role, and how might this role continue to change if the autonomy agenda continues apace? Stevenson H, University of Leicester  SESSION 6 oak room The secondment of teachers How secondment impacts on career dynamics in teaching and the costs within the education system This study examines the process of secondment in the Irish education system from the perspective of teachers engaged in seconded positions and schools who have released personnel to other institutions. It is concerned also with the role and responsibility of the seconding body to the seconded individual and their school. A series of in-depth interviews was conducted with twenty teachers who were, at the time of the research working in a seconded position, or who had recently ceased to work for a seconding body. Interviews with eight school principals were also conducted in order to ascertain the school perspective on secondment. Among the key issues that have emerged from this research is the informal or ad hoc nature of secondment arrangements. This includes the nature of the selection process, the variations in working conditions and levels of pay reported, the huge differences in possible lengths of contracts resulting in uncertainty for both secondee and school of origin on an annual basis. There are differences also in the levels of induction and support given during the period of the secondment. In particular, very little, if any, support is offered to people coming towards, or on completion of, their secondment, resulting in adjustment difficulties on return to school for many. The school is the largely excluded partner at present in the secondment process, and has no consultative role in the negotiation of conditions nor do schools receive any recompense for the disruption with which the secondment process presents them. The research identified a wide range of reasons why teachers opt to take on seconded positions. These include an interest in developing particular areas of endeavour (such as curriculum development), a desire to have an impact on education at a policy or system level, an interest in career development, and in some instances, a desire to escape the classroom or their specific school. Secondment appears to offer potential benefits to participating teachers, giving them a safe way of exploring career options; to the seconding body, offering them access to expert personnel to whom they have few contractual obligations; to the education system by providing cost-effective access to expertise and giving the secondees, as well as beginning teachers who substitute for them, some mobility within the system. However, there are hidden costs associated with secondment. For the seconded individuals, the return to school can prove difficult some make the adjustment, but others are lost to the system and still more continue to take various seconded positions to avoid going back to the classroom. Schools also have to deal with the difficulties of locating appropriate substitute cover for full-time or part-time (block or consecutive) secondments as well as handling the ongoing uncertainty regarding the duration of the absence of an experienced, permanent member of staff. Tuohy D, NUI Galway, Lodge A, NUI Maynooth   14.30HRS 16.00HRS FRIDAY SESSION 6 chemistry c108 Using videopaper to forge a closer link between research and classroom practice: developing teacher learning through a new genre This paper seeks to set out how the affordances of Videopaper ( HYPERLINK "http://brp.terc.edu/" http://brp.terc.edu/) can be harnessed to forge a tangible link between current research and classroom practice. It presents, in the form of a video story, how a successful classroom-based research project, investigating the use of ICT in the teaching of spelling in Year 6, was re-constructed for dissemination through a new medium, aimed at directly influencing classroom practice though demonstrative evidence-based content. Videopaper is a new multimedia document that allows text, graphical representations and video images to be synchronised in order to aid the communicative process. Taking full advantage of multi-modality it offers the user a wider set of signifiers than verbal text alone. It has been created by TERC as part of the Bridging Research and Practice Project, offering a viable alternative to the traditional journal paper as a means of discussing and disseminating research findings. The paper follows the story of this research project from its genesis through to the initial dissemination of its findings. The paper is set within current discourses of professional development which recognise the need to contextualize teacher learning and professional development by emphasising its situated, social, and distributed character (Borko and Putnam, 1996). This contextualization has resulted in an increasing use of case material and other forms of authentic representation (Darling-Hammond and Snyder, 2000). The final Videopaper aims to continue this process in a wider context by harnessing the affordances inherent in Videopaper for the dissemination of research findings by linking video footage of classroom activities with text commentary. As well as describing and explaining teacher change through the lens of this facilitated growth, the paper also highlights some of the possibilities the advent of this multimodal product offers. This will be achieved by presenting a comparison between the videopaper and a traditional journal paper; by offering the tool as a challenge to the traditional event-delivery models of teacher professional development; and finally, by evaluating the implications of the use of Videopaper for initial teacher training.  A non-profit making organisation for educational research and development in Cambridge, Massachusetts  HYPERLINK "http://www.terc.edu/" www.terc.edu 2  HYPERLINK "http://brp.terc.edu/brphome.htm" http://brp.terc.edu/brphome.htm Sutch D, St Michaels CE VC Primary School, Shortis T, John P, University of Bristol   14.30HRS 16.00HRS FRIDAYUnder construction: teachers, researchers and professionalism If, as Hanlon (1998) states, professionalism is a shifting rather than a concrete phenomenon and that at least one of the shifts that has taken place is the direct linking of professionalism and teacfhers as researchers (TTA Standards/ GTC), what are the implications for teachers faced with these demands? This paper seeks to explore this area from the perspective of the teacher, and addresses three key questions: of what significance is the concept of professionalism to the teacher? does undertaking research contribute to being a professional? and how do schools as institutions respond to this demand on the individual? Brindley S, University of Cambridge, Martin M, Comberton Village College, Purvis R, Chesterton Community College The teacher at professional career entry: fragments and paradoxes In Victoria, a southern state of Australia, the 45 55 age group dominates teaching and leadership positions. It is expected that this current workforce will retire within the next 5-15 years. The paradox for teachers at the career entry point is that while they are expected to assume the mantle of power - and to do so quickly- they appear to be shunning the profession for its lack of professionalism. Beginning teachers are positioned as needed by the system, yet employed on contracts often as short as six months. Indeed many are attracted to the romance of teaching abroad in places such as the United Kingdom. Drawing from recently commissioned research for the Victorian Institute of Teaching, a study of sixty beginning teachers and a micro study of the internship experience of teacher educators the paper explores the paradoxical representations of the identity of beginning teachers through multiple perspectives. This paper examines the consequences of what counts as professional knowledge and acceptance in and through the eyes of newly qualified teachers. A grand narrative about beginning teachers appears to be gaining a foothold within the recently established Victorian Institute of Teaching, an organisation with a key aim of enhancing the professionalism of the teaching profession. Ironically, this institutions development of generic professional standards linked to full teacher accreditation appears to have little regard for the local context of schools and classrooms. We argue that the voices of the beginning teachers through their own narratives define their teacher identities (Alvesson and Skoldberg, 2000; Ricoeur, 1992). These professional identities are fragmented and offer a counter narrative to those who advise them. Thus by problematising identity issues for beginning teachers it is hoped that greater understanding of the complexities of their realities is revealed. Identities or categories like beginning teacher exclude and they fix. Terminology like beginning teacher or newly qualified teacher are discursive constructions and the effects they have reflect fixed stereotypes and prejudices. Veenmans (1984) often cited study provides a useful case in point. It focuses entirely on the problems others perceive beginning teachers to have. The aspirations for the (re)generation of a profession are entangled in discordant displacement of meanings of what it is to become a teacher. What do othering and power(less) positions of beginning teachers mean for the immediate future of the profession in the short term in Victoria and Australia? What then are the implications for pre-service teacher education if this is the new identity of the career entry professional? Moss J, White J, The University of Melbourne  SESSION 6 CHEMISTRY C108 Assessing professional development of Scottish teachers using the standard for chartered teacher A recent major review of teachers professional conditions of service in Scotland resulted in the agreement, A Teaching Profession for the 21st Century, which recognised continuing professional development as both an entitlement for all teachers and also a professional obligation. One element in this changed professional context is that from 2003, all teachers in Scotland will be expected to maintain a professional development portfolio. Another significant development is the Chartered Teacher Programme offering experienced teachers the option of promotion and substantial salary enhancement, not for adopting a school management role, but through engaging in a modular programme of professional development leading to an accredited professional qualification (Chartered Teacher status) and a post-graduate masters degree. The level of accomplishment required will be assessed against the so-called Standard for the Chartered Teacher (SCT), the development of which was a key part of a project funded by the Scottish Executive and carried out by a collaborative team comprising academic researchers from the Universities of Edinburgh and Strathclyde, teachers, education managers and management consultants. The paper examines the steps taken to ensure that this standard was valid, grounded and empirically well justified. Following a detailed review of the international literature on the qualities of accomplished teachers, the definition of the SCT was derived and through a major empirical research study. This involved in-depth, behavioural event interviews with 19 accomplished teachers, 17 focus groups involving over 300 teachers, teacher educators, parents, children, education managers, school inspectors, as well as two national consultation exercises, in each of which the views of 60,000 teachers were sought. Analysis of the accumulated data yielded a model of accomplished teaching comprising four principal elements: Professional Values and Commitments, Professional Knowledge and Understanding, Professional Attributes and Abilities and Professional Action. The implications of this model for the assessment of continuing professional development of teachers will be discussed with reference to a sample of the assessment tools being used within the new modular Chartered Teacher programme in Scotland. In particular the significance of professional enquiry and research within the standard is considered and the potential for enhancement of the academic credibility and the professionalism of teachers is discussed. Christie D, University of Strathclyde   14.30HRS 16.00HRS FRIDAY SESSION 6 MATHS M213 Testing times; young people and the examination process in Scotland There is mounting evidence to suggest that the examination process is assuming greater importance in young peoples lives. Economic change has intensified demand for academic qualifications, thus highlighting the importance of exam success. Today, it has been suggested that formal exam taking constitutes a: defining moment during a key transitional phase in young peoples lives (Giddens, 1991). Yet little is known about young peoples views about the examination process and what success or failure means from the perspective of pupils. Lack of information regarding this aspect of pupil experience is particularly evident in relation to the Scottish context. This paper draws on findings from a small pilot study that focused on the significance of exam taking from the perspective of pupils, parents and teachers living in Scotland. Drawing on interviews with a small cohort of S5 and S6 pupils (15 17 years of age), teachers and a survey of parents in two Scottish high schools, we begin to explore the exam process and its impact upon the lives of young people, their families and school communities. Importantly, special attention was given to including a balance of girls and boys given that previous studies suggest there are significant gender differences in how young people cope with stress. As a consequence one aim of this paper will be to consider gender differences and similarities in both pupil, parent and teacher views. In addressing the relevance of gaining formal examinations for young people, this paper considers how pupils, with a range of academic and non-academic aspirations, attach meaning and significance to the exam process and experience. It also explores the extent to which the present drive towards a more formal and extensive examination system in the UK may have wider implications. For example, this paper will also consider how pupils perspectives on the relevance of examinations may inform our understanding of youth transitions as well as potentially new rites of passage in late modernity. We will also suggest that a more thorough investigation of the topic may illuminate our understanding of the aspirations of young people and their expectations as citizens of the future. Brown, J. Hamilton, L. , University of Edinburgh Cross key stage writing comparability study This paper reports on a cross key stage comparability study which investigated consistency in features of writing and markers judgements at key stages one, two and three. Cross key stage comparability has become an increasing cause for concern with the high stakes nature of national testing and the introduction of value added measures. The study investigated: equivalence of standards of judgement at different key stages; Markers judgements were analysed to find out how close they were for level 3 performances at key stages one and two, and level 5 performances at key stages two and three. Their reports were analysed to determine on which components of writing ability different groups of markers (by key stage experience) expected the same standards and on which they tolerated differences. features of writing compared across key stages; A sub-sample of scripts was analysed to consider features of writing judged to be at the same level and to compare them across key stages. The aim was to find out what key stage one and two, level 3 performances had in common and what key stage two and three, level 5 performances had in common. Green S, University of Cambridge Local Examinations Syndicate   14.30HRS 16.00HRS FRIDAYA comparative analysis of key stage tests and teacher assessments The paper reviews the differences between Key Stage Test Levels and Teacher Assessments. Test results have a wide significance. They are frequently used (and possibly abused) and Key Stage Two results are reported in the Primary School Performance Tables and applied in a range of performance and assessment 'measures'. Teacher assessments are less widely used, particularly outside the school. The DfES have provided a full set of the Key Stage One, Two and Three results for all students who were registered, as recorded through PLASC in January 2002, at Worcestershire LEA schools. The data that were examined comprised over 32,000 students over five years at Key Stage One, over 47,000 students over seven years at Key Stage Two and over 30,000 students over five years at Key Stage Three. The analyses reveal a high level of consistency between Test Levels and Teacher Assessments across all subjects for all the years of the study. Such a high and consistent level of agreement between Test Levels and Teacher Assessments indicates the accuracy of the professional assessments made by Teachers. Durant D, Worcestershire LEA Changes in key stage 2 writing 1995 to 2002 This paper reports on a study which investigated changes in the narrative and discursive writing of eleven year olds from 1995 to 2002. In 1995, two writing tasks were completed by 792 year six pupils and the exercise was repeated by 1071 pupils from the same schools in 2002 with the same tasks and mark schemes. The study explored: Changes in performance over time In 2002 the levels awarded on scripts from both years were compared to investigate whether levels of performance had changed and to compare genre differences. The writing from both years was analysed to assess appropriacy, ideas and expression and this allowed a more detailed understanding of the way writing had changed. Changes in markers judgements The markers judgements made in 1995 were compared with those made on the same scripts in 2002 to find out if expectations had changed over time and these were discussed in the light of pedagogical initiatives. Implications for comparisons of standards over time were also considered. Impact of typed scripts on markers judgements A sub-sample of scripts was marked in typed and hand written form. Levels awarded on typed scripts were compared with those for hand written scripts. Green S, University of Cambridge Local Examinations Syndicate  SESSION 6 MECH & CHEM ME 101 "Are you just helping?: experiences of minority ethnic PGCE student teachers. The number of ethnic minority students recruited to initial teacher training courses in Manchester does not reflect the racial composition of society in the area. Additionally, there are occasional unaccountable withdrawals from the PGCE one-year course by ethnic minority students, a factor which has become a cause for concern, particularly in the light of the growing need for ethnic minority teacher role models. This is a general concern across all courses of primary initial teacher training. The sample in this study was drawn from two cohorts of PGCE primary students, within the context of data on ethnic minority recruitment, retention and success rates from several previous cohorts. Small focus groups of both ethnic minority and white students were recorded in discussion, using a common set of questions. Analysis of the discussions aimed to identify significant factors specific to the experience of the ethnic minority groups. Case studies of students from previous cohorts in their subsequent careers have also been considered. The paper attempts to identify issues considered significant by ethnic minority students and newly qualified ethnic minority teachers in adversely affecting their experiences on the PGCE course and possibly deterring them from maintaining their commitment to teaching as a career. It concludes by summarising the positive steps that are being taken to address these issues on the course. Hoodless P A, Manchester Metropolitan University Bilingual teaching assistants: their contribution to learning In recent years there has been a considerable growth in the number of teaching assistants in schools and in the diversity and range of their roles and responsibilities. Although these roles vary in different parts of the UK, an increasing number of assistants now work alongside teachers to support childrens learning. The English government is committed to expanding the numbers of support staff in schools and to enhancing their training and qualifications. As part of their workforce review in 2003 they carried out a consultation exercise on the role of support staff in schools based on proposals which include introducing a new framework for the teacher support staff relationship and promoting the development of higher level roles. Some teaching assistants are bilingual in the languages spoken by children in their schools and draw on their knowledge of other languages in providing support for childrens cognitive and language development. Many bilingual teaching assistants carry out similar roles to their monolingual colleagues but, in addition, are involved in facilitating communication and mediating interaction between home, school and local communities. However, their roles and responsibilities are often unclear. Changes in English government funding for Ethnic Minority Achievement (the EMA grant) have led to funding being devolved to schools and an increase in the employment of teaching assistants, both bilingual and monolingual, rather than teachers. This paper will explore some of the different and distinct roles of bilingual teaching assistants in supporting childrens learning and the implications of the change in funding mechanism for their employment and deployment. It is based on interviews with a small number of bilingual teaching assistants and focuses on their views of their role and their contribution to teaching and learning for bilingual pupils. The paper will also draw on evidence provided by bilingual teaching assistants who have studied the Open University Specialist Teacher Assistant Certificate course and school case study data. Cable C, Open University  14.30HRS 16.00HRS FRIDAYModel, hero or protector? Childrens views about role models Claims that male role models can improve behaviour and achievement are familiar and persistent. In the media the lack of male teachers and male role models in schools has been cited as a cause for particular concern. However, research has not confirmed such a link; American research from the 1980s suggests that ideas about role models may be dependent on the status of the male and on the ethnic and social background of children, and recent UK studies indicate that peers may be far more important to boys than are teachers. A new study, reported here, has begun to explore whether or not children actually see their teachers, whatever their sex, as role models. This study has inquired directly of children, aged from 10 to 16 years, from four schools in different socio-economic environments, about their role models, and about what they regard as important attributes for a role model. This paper will demonstrate the wide range of role models adopted by young people today, and their reasons for choosing them. Teachers are not prominent amongst them! Findings will be presented in the context of the sex, age and socio-economic background of the children in this sample. Thornton M, Bricheno P, University of Hertfordshire  SESSION 6 bruce room b How are we as professional educators, using ethical guidelines in our self-study, multi-media accounts that explain our educational development and our influence in the education of other individuals and social formations? How are we as professional educators, using ethical guidelines in our self-study, multi-media accounts that explain our educational development and our influence in the education of other individuals and social formations? Snow (2001) has emphasised that good teachers possess a wealth of knowledge about teaching that cannot currently be drawn upon effectively in the preparation of novice teachers or in debates about practice. As she says, the challenge is not to ignore or downplay this personal knowledge, but to elevate it. The knowledge resources of excellent teachers constitute a rich resource, but one that is largely untapped because we have no procedures for systematizing it. In this paper we will explain our growth of our educational knowledge as they assist practitioners in the creation and testing of their own educational knowledge. They will do this by addressing Deweys concern, highlighted by Hiebert et all in a call for a professional knowledge base the successes of [excellent teachers] tend to be born and die with them: beneficial consequences extend only to those pupils who have personal contact with the gifted teachers. No one can measure the waste and loss that have come from the fact that the contributions of such men and women in the past thus confined. (1929, 0. 10). How many times have we sat in a group discussing what works or doesnt work with the children in their classroom and commented on the resident knowledge that we need to get recorded on paper (Dewey, 1929, p.10 in Hiebert, Gallimore & Stigler, 2002p. 12). We will analyse our educational influence in terms of the transformation of embodied knowledge into public knowledge by explaining Whitehead's educational influence in the learning of others as a MA/PhD supervisor and Fletcher's influence as a research mentor and MA tutor. We will also present an analysis of our educational influence in the social formation of networks of teacher-researchers in the UK, Canada and Japan. This analysis will focus on our use of our embodied values in the ethical guidelines (Fletcher 2002) in the self-studies that explain our educational development and our influence in the education of other individuals and social formations? Fletcher, S. J. (2002) Ethics Value and Validity in Self-Study. Paper presented at AERA Fletcher, S. J. & Whitehead, J. (2003) The Look of The Teacher. Teacher Inquiry: Living The Research in Everyday Practice. London;RoutledgeFalmer. Hiebert, J., Gallimore, R. & Stigler, J.W. (2002). A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One? Educational Researcher, 31 (5), 3-15. Snow, C. E. (2001) Knowing What We Know: Children, Teachers, Children. Presidential Address to AERA, 2001, in Seattle, in Educational Researcher, Vol. 30, No.7, pp.3-9. Fletcher S J, Whitehead J, University of Bath   14.30HRS 16.00HRS FRIDAYHow are the living educational theories of master and doctor educators contributing to the education of individuals and their social formations? One of the outcomes of educational research is educational theory: " 'Theory' would seem to have the following features. It refers to a set of propositions which are stated with sufficient generality yet precision that they explain the behaviour of a range of phenomena and predict which would happen in the future. An understanding of these propositions includes an understanding of what would refute them." (Pring, p. 127). The purpose of this multi-media presentation is to explore the validity of a different idea of theory. In this different 'living' theory, explanations for the educational development and educational influences of master and doctor educators are grounded in embodied spiritual, aesthetic and ethical values. It will be argued, on the basis of visual data and evidence from supervisions of masters and doctoral enquiries, that these values are refractory to representation within interconnected sets of propositions (Fletcher & Whitehead, 2003). Using visual accounts from self-studies of teacher-education practices a multi-media technology will be integrated in a process of transforming the embodied values of master and doctor educators into publicly communicable educational standards of judgement. The embodied values will be shown to form explanatory principles in the self-study accounts of learning from educational enquiries of the kind, 'How do I improve what I am doing?' From the accounts of research from the self-studies of educational researchers a case will be made that the evidence shows: How living educational theories are being created and tested from the ground of the embodied knowledge of practitioner-researchers who are engaged in educational enquiries of the kind, 'how do I improve what I am doing?' (McNiff, 2003, p. 226) That the embodied values of the s-step researcher can be transformed into communicable and living standards of judgement that can be used to test the validity of claims to knowledge made from within a living theory perspective on educational research. The emergence of educational research methodologies as distinct from the application of social science methodologies in educational research. A logic of educational enquiry that questions Gadamer's (1975, p. 333) point that we are still not ready for a logic of question and answer. That living educational theories can explain the education of oneself and the educational influences in the learning of others and in the education of social formations. Fletcher, S. J. & Whitehead, J. (2003) The 'look' of the teacher: using digital video to improve the professional practice of teaching. In Clarke, A. & Erickson, G. (2003) Teacher Inquiry: Living the research in everyday practice. London: RoutledgeFalmer. Gadamer, H.G. (1975). Truth and Method. London: Sheen and Ward. McNiff, J. (2003) Working it out: When is evaluation not evaluation. In Clarke, A. & Erickson, G. (2003) Teacher Inquiry: Living the research in everyday practice. London: RoutledgeFalmer. Pring, R. (2000) Philosophy of Educational Research. London: Continuum. Whitehead J, University of Bath  SESSION 6 bruce room b Continuity and community in teaching Curricular and pedagogic change is a perennial concern within education. This paper, by contrast, is concerned with the significance of continuity and community. It looks at these issues under three aspects, drawing, respectively, on three sets of conceptual resources. The first is Anthony Giddens notion of structuration  ADDIN EN.CITE Giddens1984151Giddens, Anthony1984The Constitution of SocietyCambridgePolity PressGiddens1984151Giddens, Anthony1984The Constitution of SocietyCambridgePolity Press(Giddens, 1984). Giddens argues that key potential sources of continuity, structures (institutional, spatial, temporal, linguistic and a variety of other more or less metaphorical usages), are maintained in and through agency: agency is itself predicated on the maintenance of structures. Projects for the reform of curriculum and pedagogy commonly focus on one or other of these two levels. Giddens highlights their mutually constitutive character. In particular, the investment by individual agents in structural settings and practices constitutes in part the professional and personal self of the teacher and sustains what Giddens calls their ontological security. Giddens has been called the last modernist: his commitment to the cognitivist accessibility of practice to discursive reasoning (and thus the mutual, rationalist reform of structure and agency) tends to cast resistance to change in a somewhat conservative, not to say homeostatic, mode. Martin Heidegger, on whose writing this paper also draws, denies that this accessibility is even potentially exhaustive, and argues that our form of existence is a monistic being-in-the-world, where in has no merely physical reference but is a dwelling  ADDIN EN.CITE Heidegger1962161Heidegger, Martin.1962Being and TimeOxfordBlackwellMcQuarrie, J.Robinson, E.(Heidegger, 1962). Paradoxically, he offers to articulate the limits of our discursive access to our being, claiming that such articulation is associated with the transformation of our relationship with the world: in the limit, it leads to a natural-scientific understanding. Heideggers writings offer a warning about the limits of rationalistic approaches to change. Such approaches must confront an acknowledged and inaccessible depth of experience and reality, or, alternatively, must transform that experience into a quasi-scientific subject-object duality. The modernist project is hostile to tradition and continuity. By contrast, communitarian writers such Alasdair MacIntyre argue for the derivation of ethical behaviour from the notion of virtue, as exemplified and realized in specific narratives and traditions of practice  ADDIN EN.CITE MacIntyre1984171MacIntyre, Alisdair1984After Virtue: a Study in Moral TheoryLondonDuckworth2nd(MacIntyre, 1984). These narratives and traditions are grounded in communities. Teaching is above all an ethically-conditioned practice: in part, as van Maden argues, this quality is sustained in the pedagogic moment, but it also has a wider reference  ADDIN EN.CITE van Manen1991180van Manen, Max1991Reflectivity and the pedagogical moment: the normativity of pedagogical thinking and actingJournal of Curriculum Studies23507-36(van Manen, 1991). It derives its character especially from the ethical form of the authority relationship betweenteacher and taught. Teachers understanding of that form is maintained within a professional community, to which continuity and traditions of practice are central. These must have a key place if the ethical quality of teaching is to be sustained and developed. References:  ADDIN EN.REFLIST Giddens, A. (1984) The Constitution of Society (Cambridge, Polity Press). Heidegger, M. (1962) Being and Time (Oxford, Blackwell). MacIntyre, A. (1984) After Virtue: a Study in Moral Theory (London, Duckworth). van Manen, M. (1991) Reflectivity and the pedagogical moment: the normativity of pedagogical thinking and acting, Journal of Curriculum Studies, 23, pp. 507-536. Donnelly J F, University of Leeds   14.30HRS 16.00HRS FRIDAYSeeing through reflection This paper reports on a project undertaken within an education faculty responsible for both initial teacher education and continuing professional development. Reflection is important within the teaching profession in two ways: it is seen as a vital skill in ITE and CPD; it is also a major feature of the assessment system that controls entry to and progression within the profession. In view of its importance it worrying that there appears to be either a problem with definition or with a conceptualisation of reflection and its place in education. One wonders whether reflection is indeed a relatively uniform process of thinking or whether it is more like the word play, covering disparate processes, not all of which are entailed on each occasion. The problem is exacerbated by the tendency to define reflection by means of equally abstract and ambiguous terms. To explore this we created a term professionally useful thinking to cover all modes and types of thought that practitioners recognised that they had used while addressing problems of professional practice. The intention was to compare this inventory with definitions of reflection to determine the extent to which that term is an accurate and sufficient definition of the situated thinking that drives personal professional development and improved provision for children. This initial exploration reports on the responses by Faculty teaching staff so a further intention was to determine the amount of congruence between staff responsible for a coherent teaching and assessment programme. The data are discussed with particular reference to the following features: Integrating information from diverse thinking strategies; Intuition and reflection; Time factors; Using the unconscious mind; Forms of dialogue; Contexts for thinking. A clear functional distinction emerged between reflective thinking and reflective writing. Reflective writing can uniquely create specific links between thought and action. It is particularly important in scaffolding understanding of complex problems in a way that may lead to coherent response; however it is often omitted, and when this repeatedly happens the cutting edge of thought can be blunted. The paper concludes with a set of implication relating to the validity and reliability of reflection as a concept and as a tool, and seeks to place reflection within a political analysis of education; in particular it aims to distinguish between approaches that emphasise accountability and objectivity and those that stress empathy and elements of unconscious thought. Lewis G, University of Aberdeen  SESSION 6 cedar room Professional ethics in early childhood education and teacher education: students expectations and experiences In a large survey of students entering teacher education and early childhood education at different institutions in Norway, data was collected on background characteristics, motives for choice of study and expectations to the chosen line of study. Another survey with similar questions, now dealing with educational experiences and outcomes rather than expectations, was made a year later of students graduating from the same lines of study at the same institutions. Some of the variables surveyed dealt with issues of professional ethics. The paper will present an analysis of these sets of data exploring relationships between issues of professional ethics on one hand and students characteristics, educational experiences and outcomes on the other. Brusling C, Oma Ohnstad, F. Oslo University College The politics of care - emotional labour and trainee FE lecturers Further education has become pivotal to English educational policy with he sector being central to strategies that seek to raise educational standards and widen participation. The paper derives from a study of trainee FE teachers on a full-time, post-graduate certificate course in the Midlands. It seeks to examine trainee experiences of their placement college and of the pedagogic relations in which they are placed. In particular the paper analyses trainees initial orientation towards learning and teaching in the sector and sets this against college experiences. Heuristically, trainees understandings of care are located within and mediated by the pedagogic context in which they labour. Conceptualisations of emotional labour, performativity and the relations between learner and teacher are central to understanding these orientations to care. Avis J, Kendall A, University of Wolverhampton Bathmaker A-M, University of Sheffield Trenches or co-operation. Theory and practice in teacher education facing the Quality Reform in Norway Integration of theory and practice is characterized as crucial in professional education. Nevertheless a story of poor collaboration between academics and practitoners dominate the history of teacher education. This projects point of departure is the picture of co-operation that emerged during my work on my Ph.D-study Mentoring student teaching between reflection and control (2001), showing different discourses in the teacher college, the practicum and the primary school, with consequenses for the student. Even if the theme of the Ph.D-study was mentoring, the problem of integration of theory and practice was visible enough to inspire a new study. To further investigate aspects of co-operation, I analysed reports from cooperating schools after periods of student teaching, focusing the three main elements of control: that of the students work, the mentors work and the college teachers work, supplemented by a study of mentors descriptions of experienced co-operation, and their expectations about the Quality Reform. I would like to discuss the findings and their implications at the session, and make comparisons with the organisation of theory and practice in English teacher education, as part of planning a more thorough study of the relation between theory and practice in teacher education. Sundli, L Oslo University College  14.30HRS 16.00HRS FRIDAYThe case for a genuine partnership between teachers and the state Education is public property. So too are teachers. Everyone has a view about education and teachers. What teachers do, how they do it, which ones are "good" and which ones are not, are common topics of conversation in communities all around the world. In recent years a number of western countries have undertaken significant reforms in order to attempt to improve the effectiveness of their education systems with the aim of enhancing the quality of teaching which is delivered to learners. This has certainly been the case in New Zealand since the late 1980s. Now, some 14 years after the reforms began it is worth evaluating how those changes have influenced teachers and what direction should be taken in the future. Essentially, there have been three broad phases in the development of policy for teachers in New Zealand this century. The first phase was pre1989 when education was administered by large, centralised bureaucratic structures. In this phase teachers were a part of a large public service organisation with their employment, assessment, promotion, and professional development controlled by central government or local authorities acting on behalf of the government. The administration of education and the teaching profession was, in many respects, quite insular with little public accountability. The second phase was the reforms which occurred from 1989 onwards. These reforms, known as Before Five, "Tomorrow's Schools and Learning for Life, saw the decentralization of the education system. Schools became stand alone, selfmanaging organisations, governed by elected representatives from local communities (Lange, 1988). Central government initiatives in the curriculum and professional areas effectively removed the participation and professional involvement of teachers from driving initiatives in the reform process (Langley, 1999). Contractual and employment relationships became preeminent as school boards of trustees became the employers, assessors, promoters, and, in many cases, the remunerators of teachers. In this phase accountability to local communities became paramount. However, the fragmentation of the education system into autonomous units at both national and local level broke down many of the professional structures of the teaching profession. The third phase is about to begin. In this phase it will be necessary for the teaching profession and state to develop a genuine partnership in order to promote higher quality of teaching, not through the process of contractual obligation but through the strengthening of the professionalism of teachers. This first part of this paper describes the changes which occurred in teacher policy prior to, and since the reforms of 1989. The second part of the paper goes on to provide a model for the future development of the profession and how issues of performance and ethical standards can be addressed through a fully professional framework. Langley J, Auckland College of Education  SESSION 6 bruce room a Taking control: fashioning the new citizen This paper explores the double meaning of 'taking': is it passive, as in 'taking it lying down' (of a beaten dog); or active, as in 'taking by storm'? New Labour's citizens, as fashioned by the new Citizenship curriculum, will be mixed up: encouraged to be responsible, they will be monitored and mentored, their aptitudes and skills regularly tested and as regularly enhanced, they will, they shall, be free: free, like the luckless citizens of Rousseau, steadfastly to obey the police. This paper draws on papers by Jean McNiff, Halleli Pinson and Valerie Woodward, recently presented at the Plymouth conference on Discourse, Power, Resistance: new directions, new moves and on the arguments put forward at the International Conference on Teacher Education and Social Justice in San Francisco. The case is made that citizenship involves more than doing what we are told and keeping on the right side of the law. Teachers and students of the citizenship curriculum need to engage together in the sustained critique of all aspects of private and social ethics: before we agree to do as we are told, we need to understand what it is that is being recommended, and why, so as to make informed and responsible ethical decisions. Satterthwaite J, University of Plymouth Preparing pupils to be enterprising Citizens perceived connections Between enterprise education & Education for active and responsible citizenship in scotland Education for citizenship should aim to develop capability for thoughtful and responsible participation in political, economic, social and cultural life it find expression through creative and enterprising approaches to issues and problems. (Learning & Teaching Scotland, 2002). The continuing debates surrounding the conceptualisation and delivery of enterprise education in schools have recently been accompanied by a renewed interest in education for active and responsible citizenship. This renewed interest has emerged against a backdrop of constitutional change and reform and a cultural shift from the individualism of the 1980s enterprise movement to one of mutual obligation towards rights and responsibilities. This paper seeks to examine the current debates surrounding enterprise and citizenship education, the relationship between the two and the potential for existing enterprise practice to promote collectivist, citizenship values in Scottish schools. Political developments stemming from New Labours third way movement will be examined in relation to schools attempts to address a communitarian approach to education, combined with elements of individual enterprise. Qualitative data gathered in schools will be used to highlight teachers and pupils views about enterprise and what it means to be enterprising. Examples of practice within a diverse sample of 10 Scottish primary schools will be discussed. The paper raises new questions about teachers means of preparing pupils for a range of adult roles within an increasingly complex world. Deuchar R, University of Strathclyde   14.30HRS 16.00HRS FRIDAYCitizenship education,the gap between rhetoric and reality Since August 2002 secondary schools in the UK have had a statutory responsibility to teach the DfES programme of study for citizenship at key stages 3 and 4. Citizenship is now a foundation subject in the revised National Curriculum (for children aged between 11-16) and as such will be subject to OFSTED inspection. This paper examines the tensions between official policy discourse and the enactment of citizenship education within secondary schools. The paper examines schools responses to the challenge presented by the requirement to incorporate, monitor and record achievement in this new curriculum area. Drawing on the experiences of beginning teachers, the paper explores the divergent ways in which this policy is interpreted by institutions and practitioners. Hulme R Citizenship education longitudinal study: first year findings establishing a baseline for developing citizenship education Following the report of the Citizenship Advisory Group, Citizenship Education has been introduced as a new a statutory subject, at key stages 3 and 4, from September 2002. The Citizenship Order sets out the learning outcomes in relation to knowledge, understanding and skills of enquiry and communication and participation and responsible action. However, the Order does not prescribe models or methods of delivery. That is left to the professional judgement of schools and teachers. The Department for Education and Skills (DfES) has commissioned a team from NFER to undertake a groundbreaking, eight-year longitudinal study of citizenship education. The overarching aim of the study is to assess the short-term and long-term effects of citizenship education on the knowledge, skills and attitudes of young people age 11-18. The study has four main components: a biennial cross sectional survey of students in Years 8, 10 and 12 drawing on a sample of 300 schools; a longitudinal survey of the Year 7 cohort in 2002-03 in over 100 schools (i.e. the first cohort to have statutory citizenship education, with follow up surveys when this cohort reaches Years 9 and 11 and at age 18); in-depth longitudinal case studies with 20 schools (10 drawn from each of the cross-sectional and longitudinal school sample) and a comprehensive literature review. This paper focuses on the first year of work in this unique study. It does this in three ways. First, the paper discusses how existing research and theory, across the disciplines of education, political sciences, social policy and sociology, in particular, have been brought together to construct a strong conceptual, theoretical research framework which underpins the study. This framework provides a powerful context within which to view the initial findings and lays out the studys future direction. Second, the paper presents the main findings from the first cross-sectional survey of 300 schools, carried out prior to September 2002. The findings provide a unique baseline of the preparedness of schools, and of the attitudes of students, teachers and senior managers to citizenship, prior to its formal introduction into the curriculum. Third, the paper presents initial analysis of data collected from visits, in 2003, to 10 case study schools drawn from the cross-sectional sample of schools. The data enables more in-depth analysis of the ways schools are approaching citizenship, including the possible advantages and disadvantages of different curriculum models and teaching and learning approaches, and of the impact of other social and cultural factors (external to the curriculum) on citizenship outcomes. The paper concludes with a series of research questions and issues, thrown up by the first years activities. These questions require further investigation in the course of the study and in collaboration with other researchers in this field. Kerr D, Cleaver E, Ireland E, NFER  SESSION 6 maths m214 Towards a meta-framework for e-learning?The paper fits within the new technologies in education special interest group. It will provide an overview of approaches to learning and teaching practices and associated learning theories particularly in relation to learning technologies. There are two important aspects the way learning technologies have impacted on traditional approaches and the ways in which learning technologies can best be used for effective learning and in particular how they might help facilitate new or different forms of learning. An understanding of the nature and theoretical underpinning of learning has been an active area of research across a number of subject disciplines but particularly Psychology and Education. This paper will outline some of the predominant theories and show how these relate to e-learning in particular. It will begin by distilling out what are the key characteristics of learning. A review of some of different schools of thought in terms of learning theories are then given, along with a mapping of these to different pedagogical approaches. Finally an attempt is made to map these to learning technologies in terms of a meta-framework for learning. Numerous models for learning have been proposed, such as Kolbs experiential learning cycle, Jarvis model of reflection and learning, Laurillards conversational framework, Usher and Bryants post-modern discourse model and Barnets framework for higher education. Each has a particular focus and emphasis and aligns with particular theoretical perspectives. We propose an alternative unifying framework and a synthesis of experiential/reflective and communities of practice which articulates out the four key components of learning and their inter-relationship. We content that effective learning will require the maximising of each of these components. The framework consists of four components: Information the content or body of information which is drawn upon Individual/self involved in the learning process and the associated cognition, reflection and internalisation and transformation Activity the learning episode or activity in which the learner is engaged Social the interaction with others (such as a tutor or fellow students) and the wider social context within which the learning takes place The paper will critique this model and discuss whether or not it provides a new perspective and the way in which this can be used with respect to effective implementation of Information and Communication Technologies for learning and teaching. Conole G G, Dyke M, University of Southampton, Ravenscroft A, London Metropolitan University   14.30HRS 16.00HRS FRIDAYInterrogating novelty in e-learning Protagonists of e-learning frequently proclaim that its pedagogy heralds, or should herald, a new paradigm. Antagonists frequently denounce e-learning in general as second-rate and inferior to face-to-face learning and teaching. Whilst the upsurge of e-learning suggests it can no longer be relegated to dystopian rhetoric, it is equally unproductive to look to the promise of e-learning from a utopian perspective. In this paper we reject either polemic and seek to re-focus discussion on the learning in e-learning by interrogating ways in which models of learning, particularly constructivist models, might exploit the novelty of the media whilst retaining the essence of the models. As we map the potentialities of e-learning we interrogate claims that may or may not be authorised and we do so with particular attention to changes in learning environments as they affect learners in both Higher Education and schools. We acknowledge the shifting logics brought about by the knowledge age but question the extent to which these are transformational with regard to learning. Many users of e-learning appear, currently, to seek a replication and reproduction of the characteristics of face-to-face pedagogy in an e-learning environment rather than to exploit the potentialities offered by Information and Communications Technologies. Through recourse to ongoing e-learning research, in schools and in university distance education programmes, we trace emerging trends in perceptions, expectations, and realizations of e-learning. We locate that data in a discussion that seeks to foreground learning and the changing nature of information. In particular we consider so-called paradigm shifts in learning, teaching and knowledge and question the extent to which today, and in the future, these might be most usefully premised on extant models of learning and teaching or if, in fact, they demand new models. Such interrogation leads us to questions pertaining to the role of learners, tutors, learning institutions and the very nature of knowledge and understanding in a networked society. In such a society we are forced into questions surrounding complex notions such as understanding, meaning and communication. Such questions, we suggest, require consideration if we are to avail ourselves, as members of a networked community of enquiry, of the potentialities of e-learning. The extent to which we then play a part in re-designing, re-inventing, transforming, transgressing or discarding old models of learning in order to create a novel model consonant with the media enabling e-learning might then, we suggest, be more fully interrogated. Hedge N, Hayward L, University of Glasgow  SESSION 6 maths m214 Taxis, stethoscopes, and torts: exploring benefit and agency in three adult online learning communities This presentation reports findings from a comparative case-study of three Online Learning Communities (OLCs) for adult learners in further and higher education. The users are from three very distinct cohorts that all share a requirement to master vast amount of knowledge before learners are licensed to practice their chosen vocation. The three groups: US medical students, London cab-driving students (who call themselves Knowledge Boys and Girls), and US law students completing a novel distance-learning JD programme, have created or populated three discrete online WWW spaces, unaffiliated with institutions of formal education, wherein they share course content (map routes, diagnoses, legal case notes), exchange study tips, and also simply chat with one another about any subjectcurricular or otherwise. This study explores the interactions that take place in these online spaces, investigating their similarities and probing their differences. The project also interrogates the idea of user-derived benefit of participation, in an attempt to gain some purchase on how geographically distant peers might be able to have a significant positive impact on each others training. Message board postings from the three OLCs were collected into three very large ASCII files and imported into ATLAS/ti, a qualitative data analysis software package. The discourse from the message boards was combined with data from 4-6 e-mail interviews per cohort. All data were analysed using discourse analytic techniques, concentrating in particular on retaining an open, grounded-theory attitude towards interpretation, with the overarching research focus on understanding the benefits that accrue to users of these virtual learning spaces, in mind. Several thematic codes evolved during analysis, and will be discussed here. Findings from the project provide some preliminary insight into how adult users of these OLCs derive benefits from their online conversations with one another. The theoretical perspective of speech act theory is brought to bear on the analytical codes and themes developed in analysis, revealing learner attitudes towards the status of their relationships in cyberspace, as well as some information on how users perceive these textual worlds as sociocultural tools that both catalyse and produce educational benefits. Ross A, University of Oxford   14.30HRS 16.00HRS FRIDAYEvaluating the quality of elearning resources The boom in eLearning and related applications was predictable, evolving from wider scale use of new technologies in education, and the need for more flexible 'just in time' training. This evolution has contributed to a diversity of technological resources which have been implemented on a range of platforms, the development of new teaching and learning methods, and the growth of educational communities and networks. However, many individuals and institutions involved in the development, implementation, delivery and use of eLearning do not use well thought-out criteria to assess the quality of the resources and learning and teaching methods employed. A European team from universities in England, Spain and Germany, and training organisations in Italy and Greece, has worked together for two years to produce a methodology for the evaluation of eLearning offerings. Discussions during the project highlighted the differences between design for training and for the tertiary education sector, which led to a flexible methodology spanning the needs of both areas. The project outputs include a guide and a software tool, incorporating structured, weighted evaluation criteria, for assessing eLearning materials, modules and courses. The tool and guide are currently available for use on-line free of charge. This paper concentrates on the outputs from the project, describing the elements that contribute to the quality of eLearning, the evaluation criteria that were established, and the use of the online assessment tool. It concludes by summarising the views of some of the external evaluators of the methodological guide and the tool, and discusses the results of our evaluations of elearning applications. Riddy P, Fill K, University of Southampton  SESSION 6 physics p115 The effect of language proficiency on geometric thinking Concern regarding the extent of underachievement in mathematics has been expressed by many authors. The role of language proficiency as a causal factor in this underachievement has been neglected. Researchers found sufficient evidence to conclude that language proficiency is related to mathematics achievement. In mathematics, symbolic language fills a dual role: as an instrument of communication and as an instrument of thought by making it possible to represent mathematical concepts, structures and relationships (Esty & Teppo, 1996:45). According to Van Hiele (1988:5), language structure is a critical factor in the progression through the Van Hiele levels, from the visual, concrete structures to the abstract structures. In this paper, the effect of language proficiency in geometric thinking, is investigated. 152 grade 8 and 9 learners completed two tests each: One test measured language proficiency in their mother tongue, and the second is a geometric test based on the Mayberry-type Van Hiele test for assessing learners geometric thinking levels. Language proficiency was taken as the independent variable, and geometric thinking as the dependent variable. In the analysis of the results, the top 25 % and bottom 25% performers in the language proficiency test were taken. The performance of these two groups was compared to their performance in the geometry test, to determine if there is a significant difference in the performance of the more proficient language learners and the less proficient language learners with respect to each of the first three Van Hiele levels. Results showed a practical significant difference between the performance of the more proficient language learners and the less proficient language learners with respect to each of the first three Van Hiele levels, but also with respect to the geometry test as a whole. In particular, two aspects of language proficiency, namely reading comprehension and vocabulary, appeared to be very strong predictors for geometric thinking on the first three Van Hiele levels (d e" 0,8). Roux A, Potchefstroom University   14.30HRS  16.00HRS FRIDAYPhilosophical and ethical issues in higher education biological sciences curricula: a south african case study Postmodernism and critical pluralism have created a new awareness of, and appreciation for the integration of belief or value-systems in scientific models and curricula. Within the postmodern educational context, the emphasis has shifted from principles to values and norms. This has left many educationists confused about how to integrate these aspects in the curriculum design process without being prescriptive. This renewed emphasis on incorporating moral and ethical issues has resulted from advances in biological knowledge and technology. Curricula ought to reflect this state of affairs and provide students with opportunities to engage with these issues in preparing them to be responsible teachers and citizens. A survey of international literature and South African University curricula confirms a fairly narrow emphasis on ethical aspects and environmental ethics. However, to arrive at norms and values as outcomes in a more holistic manner, it is also necessary to critically examine the philosophical and ethical issues underpinning these curricula. Such an approach could assist lecturers in determining which values and norms could be incorporated in a curriculum for the training of teachers in the Biological Sciences. Using this position as a starting point, the paper uses a hermeneutic approach to argue that science is not modified by our valuational intuitions, but rather seems to offer the possibility of educating students in dealing with the understanding of ethical and philosophical aspects. Structurally, the paper consists of four sections: firstly, a clarification of key terms and the philosophical and contextual framework on which the argument rests. Secondly, it provides the South African educational context from which the perspective offered in this paper developed, viz. (a) the broader context of the South African constitution; (b) regulations as set by the South African Qualifications Authority (SAQA); and (c) cross-field outcomes in this regard as set by the Potchefstroom University for Christian Higher Education. Thirdly, an exploration of some philosophical and ethical issues that could impact on values and norms formed by students who complete this course, and which ought to be addressed in Biological Sciences curricula is offered. Finally, this philosophical and contextual framework is anchored in a discussion of a Biological Sciences curriculum in which these aspects have been integrated. De Lange M C, Potchefstroom University for Christian Higher Education  SESSION 6 physics p115 Conceptual change, teacher intervention and simulations: students problems with circular motion This research revisits the work of Posner (1982)on conceptual change and seeks to utilise the work of di Sessa (1993)and Chi (1993) to understand how we might improve the teaching of circular motion with the help of simulations and well designed teacher support. Therefore, this research is to answer the questions: can students learning about the basic concepts of circular motion be describe as a conceptual change and how the teaching approach influenced the process of students conceptual change. The purpose of the study reported here is to provide evidence that school students have a range of problems that need to be confronted. Here, we investigate students beliefs relating to the basic concepts of circular motion. The participants in this study are drawn from a comprehensive school in the north-east of England. Two groups were selected - one group of 21 year 13 students from the sixth form and the other group of 196 year 10 students from Key Stage 4. An open-ended questionnaire was designed and administered. The results were analysed for evidence of problems with their understanding of the physics concepts of force, velocity, acceleration and the parameters of circular motion. A Fisher Exact test was used, obtaining the following results: There were 11 misconceptions identified across the two groups. These misconceptions related to their understanding of force, velocity, acceleration and the parameters of circular motion. There were significant differences (5% level) between the two groups of students in relation to their understanding of force, velocity and acceleration The next step in the research involves identifying teacher interventions to support the students working with simulations of circular motion, and piloting the approach with a class of students. Ittipongse A, Brna P, Northumbria University   14.30HRS 16.00HRS FRIDAYNew technologies for effective science education break the cost barrier Experimentation is a defining characteristic of science, yet the purpose and methods of practical work continue to be matters for debate. Many authors deal with the value and justifications of practical work, but few challenge the claims by critical analysis. The situation in South Africa and many other developing countries regarding school laboratories and practical work is alarming. Maintenance problems, the chronic shortage of adequate funds and under-qualified teachers make it almost inevitable that practical work is neglected. A pocket-sized approach to science teaching and learning offers unlimited opportunities, breaking the cost barrier at the same time. Both first world and developing countries can perform science experiments at a fraction of normal costs. Experiments from primary school to university level can be done in a laboratory, a classroom or under a tree in remote villages with no running water, electricity or gas. It is possible to introduce even more experimental work in schools with this smaller, safer and cheaper method. Individual hands-on practical opportunities mean: cost-effective and more efficient practical sessions; improved interest; improved understanding of subject knowledge; improved safety; greatly reduced chemical costs; reduced environmental hazard; reduced waste disposal problems; learner ownership and accountability. The solution found is based on the concept of an individual student kit, comprising a number of simple, inexpensive plastic items. Some of these are routinely used in clinical laboratories , while others are specially designed items produced locally, virtually unbreakable, easily portable and re-usable. Experiments were re-designed and a system, comprising of the individual kit, student's worksheets, teacher's guides and pre-prepared solutions, is offered to address the problems facing teaching and learning of practical science. This hand-size laboratory system furthermore supports the under-qualified teacher, lacking confidence or technical assistance to perform experiments. Non-performance is solved by our pre-prepared solutions, student's worksheets and teacher's guides with model answers. Science practical sessions have never been so easy! The main purpose of this study was to evaluate this alternative and cost-effective strategy in schools to determine whether the engagement of learners in individual practical work results in a more positive attitude towards science and an increased understanding of certain concepts. The sample was reflective of the diversity of the South African school situation. Variables such as gender and cultural differences, different contexts and contrasts and the methodology were investigated. A significant improvement on subject knowledge and understanding was achieved in all experiments. Learners from previously disadvantaged backgrounds achieved an outcome at least equal to those of traditionally privileged groups and in some instances out-performed them. Comparable benefits for boys and girls were achieved; in some instances, girls achieved higher scores. Finally, this system also offers a solution to the dilemma of science practical work in distance education. Vermaak I, Cedar College of Education, South Africa, Bradley J D, University of the Witwatersrand, South Africa SESSION 6 BU G13 Community regeneration in wales: the role of education and training The need to regenerate communities has been widely acknowledged as a central objective for public policy in Wales. Two parts of Wales the industrial valleys and West Wales ( now qualify for European Objective One status, which opens the way for assistance from the European Union for regeneration projects. In addition the National Assembly for Wales has introduced the Communities First programme which seeks to target resources to communities throughout Wales which have been identified as being in need of additional support. A vital role is envisaged for education and learning in this regeneration process and its importance has been recognised by public policy in Wales. For example the Education and Training Action Group Report (1999) recognised the need to reform the aims as well as the structure of education and lifelong learning in Wales and this approach was confirmed by the National Assembly in The Learning Country: a Comprehensive Education and Lifelong Learning Programme to 2010 in Wales (2001). The priorities identified by both the Welsh Office and the National Assembly included: raising educational standards in Wales and in particular addressing the issue of disaffected learners, developing a learning society in which individuals of all ages participate in learning activities, moving away from a low skills base and low-wage economy and ensuring the workforce in Wales is equipped to work in highly-skilled, technology-based industries in the future, encouraging schools, colleges and other learning providers to play a leading part in capacity building in deprived communities by adopting a pro-active role in developing regeneration partnerships. This research considers the strategies advanced by the National Assembly for Wales and central government and the way in which schools, colleges and the LEAs have responded to these challenges. Particular attention is given to the ways in which educational providers have accessed Objective One and Communities First funding and the role that those institutions play in developing the capacity of the communities they serve to take advantage of those opportunities. This paper will present the findings of an internal NFER research project conducted by researchers based at its Welsh Unit. The paper will examine issues such as: what are the pressures confronting schools and colleges in the Objective One areas, and what strategies have been adopted by LEAs, schools and colleges to address those problems and meet the needs of the communities they serve, to what extent have colleges in Wales accessed Objective One funding and what use has been made of the grants which have been received, to what extent have colleges emphasised the importance of community learning/outreach work, how LEAs have made use of Objective One funding, the part played by schools and colleges in community partnerships established as part of the Communities First and Objective One programmes, what other strategies have been introduced by education practitioners in LEAs, schools and colleges to tackle social exclusion, the role played by education providers in developing the entrepreneurship skills emphasised by the National Assembly, including community and social enterprise, Powell R, Smith R V, Reakes A, NFER   14.30HRS 16.00HRS FRIDAYEthnicity, globalisation and its new pedagogy The globalisation of the world economy and of western ways of life rapidly reshaped world history as globalisation meant western globalisation (Held, 1992). This article illuminates the issues on how ethnic diversity has been affected by the spread of globalisation and by professional pedagogy in citizenship education. Interweaving philosophical argument on the declining ethnic identity with oral historical interviews practise, I disclose a dilemma between ethnic preservation and ethnic death when the trend of globalisation has become progressively shaped the modern society like Taiwan. Through some extracts from the life history of teachers and the researcher's reflections on dynamics of the research encounter, this paper discusses the possibility and impossibility of stripping ethnicity, coupled with empirical data of ethnic experiences by interviewing 40 teachers with 4 different ethnicity in Taiwan. The key elements degrading ethnic diversity, according to research findings, can be 'class', the concept of world citizen, globalisation, and a Same philosophy of education. The empirical data also reflects how much globalisation could enrich the development of ethnic diversity, based on teachers' dialectical reflections between ethnic diversity and globalisation. I'll argue that ethnic diversity could be enriched only when the feature of ethno-cultural autonomy outweighs that of globalisation domination. If the west or one particular dominant ethnic culture keeps overwhelmingly determining the world order by way of globalisation, it could converge cultural diversity into its homogeneity rather than heterogeneity that might cause the death of ethnicity. From the perspective of localism and structuralism, I analyse to what extent native culture and social structure would cope with the universal trend of globalisation. From the perspective of cultural hermeneutics, I also argue that globalisation may nourish students with multicultural literacy and multiethnic weltanschauung if pedagogics would have been embedded with "localisation as the foundation of globalisation and globalisation as the expansion of localisation". Universality embedded with its own local culture will promote its ethno-cultural values rather than risking of ethnic death. Wang Y H, University of Cambridge  SESSION 6 BU G13 Re-examining the (supposed) barriers to widening participation in higher education: a study of the aspirations and achievements of young people outside formal education Informed by the governments agenda to widen participation in higher education, this paper sets out to interrogate the widely held assumption that low aspirations and low achievements present a barrier to increasing participation rates among young people. Based on our current research in the East of England (and this is very much work still in progress) we ask whether this assumption is wrong that it is not so much a matter of low aspirations as different aspirations. In questioning the implied educational culpability of these young people, our research makes use of Amartya Sens capability approach to investigate the rationale of the educational choices they have made that is, to decline the opportunity of participating in higher education. Although usually associated with the evaluation of poverty reduction programmes in developing countries, the capability approach provides a framework of thought that has much wider applications and it is particularly useful as a means of addressing social issues. It enables us to consider the links between what people are actually able to do or be and the freedoms they have to achieve various lifestyles. Or (in Sens own words) it allows us to evaluate the real opportunities you have regarding the life you may lead. It is the emphasis on real opportunities that concern us here because personal and societal characteristics influence the construction and achievement of aspirations the aspirations the current government believes should be more directed towards higher education. Central to this paper (and, indeed, our study) is the question: What real opportunities do young people have to participate in meaningful forms of higher education? In addressing that question here we draw upon a series of case studies to indicate the ways of life and lifestyles that inform the achievements of young people who do not aspire to higher education and have chosen instead to quit formal education. We consider whether their lives are (or are seen to be) compatible with the economic, social and cultural requirements of currently available forms of higher education; and, in particular, we question whether higher education (especially as they perceive it) can hold out any benefits they may recognise. By using the case studies to contextualise and explore the posited distinctions between low and different aspirations and achievements, and therefore questioning the implied culpability of young people for operating beyond accepted norms, we take the governments agenda and locate it firmly in the wider agenda of social justice. Watts M, Bridges D, University of Cambridge   14.30HRS 16.00HRS FRIDAYSchool improvement: does it really connect with social justice? This paper seeks to analyse contradictions between the School Improvement field, particularly in the English context, and the demands of social justice. Among critical issues which seem important in evaluating the current state of the SI paradigm are: a lack of discussion in the Improvement literature about educational purpose, social justice, inclusion, anti-racism, citizenship etc. an inadequate (instrumentalist) conceptualisation of the relationship between personal and social development, school ethos, and attainment an unclear understanding of school-community issues, including cultural differences, and a focus on school culture in a manner which is decontextualised from wider cultural and environmental questions the limited impact of Improvement on schools in areas of poverty and deprivation, and the static / widening attainment gap a failure to challenge curriculum constraints which impact on marginalised communities and cultures a conflict between constructivist pedagogies and government pressures for effective transmission teaching a need to develop more contextualised understandings of distributed leadership, school culture, and concepts such as high expectations. Drawing on his new book Schools of hope a new agenda for school improvement, the presenter will open discussion on the potential for challenging current neo-liberal models and development a more transformational, socially responsible and democratic model of educational change. Wrigley T  SESSION 7 MATHS M113 The problems experienced by learnership students in teaching literature of african languages In January 2000 the South African Department of Labour introduced the concept of learnership into its Draft Skills development Bill. A learnership is a mechanism to facilitate the linkage between structured learning and work experience, signifying work readiness and leading to a qualification. This mechanism is proposed as a means of solving the country`s skill development problems. Effective learnerships that flow smoothly and produce learners who are well trained and qualified will contribute immensely to the economic growth and development of the country. The introduction of learnerships will mean that prospective teachers go straight into teaching; they will not be exposed to structured lectures and may experience many of the factors typically associated with distance learning(i.e., lack of proper support, feeling of isolation, feeling of disorientedness, etc.). Learnerships does not involve contact with the facilitator, therefore, it is a mode of distance education. Researchers in distance education show different perceptions and experiences by students. Learnership system will mostly benefit the African teachers in their efforts to deliver effective literature teaching and learning. The unfortunate part is that most African teachers do not have the skills and the appropriate knowledge to teach literature in schools as compared to linguistics. Now, the question is how is the teaching of literature implicated in African Languages. The purpose of this presentation is to indicate what the students` problems are of learnerships, particularly as it relates to their teaching and learning of African languages. It will be of great help to the students, to the faculty as well as to the facilitators to know how the students experience learnerships in teaching literature in African languages by getting helpful information from the students. This will assist in making the course better. The outcome of this study will improve the effectiveness of teaching and learning in learnerships in the teaching of literature in African languages. Dlavane F D G, Potchesftroom University for Christian Higher Education   16.30HRS 18.00HRS FRIDAYThe different effects of neo-liberalism in the Japanese and the UK higher education systems The purposes of the study are to identify similar and different interpretations and applications of neo-liberalism in the Japanese and the UK higher education systems by respective governments between 1992 and 2002, and the rationales behind the application of different neo-liberal policies in two countries. The study is significant insofar as it expands Michael Apples comparative study on neo-liberalism by elucidating the different effects of neo-liberalism, and factors explaining these differences in the context of Japan and the UK, and by offering empirical concerns. Apple identifies convergent trends in the application of neo-liberal discourses and policies such as privatisation, marketisation, performativity, and the enterprising individual in education among some countries (Apple, 2001). He concomitantly argues that these effects of neo-liberal policies differ between countries, pointing out that those effects are historically contingent. If Apples argument is valid, then neo-liberal policies should be analysed and interpreted in both global and national contexts; the application of the neo-liberal discourse and policies could be regarded as the part of globalisation of education, while the effects of the neo-liberal policies as well as their interpretation are nationally bounded in relation to different histories as well as different economic, political, and socio-cultural contexts. The paper addresses the following research questions: i) What are the similarities and differences in the interpretations and applications of neo-liberalism between Japanese and UK governments in the context of higher education? ii) What are the factors behind the similar or different interpretations and applications of neo-liberalism in Japan and the UK? Regarding the theoretical framework of the paper, globalisation theory could be useful to elucidate governments selection of the particular policies. Anthony Giddens, a proponent of globalisation theory, argues that the dialectical nature of globalisation the pull and push between reflexivity (a character of modernity) and sovereignty changes the nature of nation-states (1990: 73). He emphasises interaction between positive governmental activities to promote globalisation (1998: 33) such as the promotion of satellite communications infrastructure, and the states operation in the financial market and the influence of globalisation on governmental decision-making (1999: 14). The study applied two methods for data collection: (1) documentation; and (2) semi-structured interviews with selected actors involved in the higher education system. These particular methods were chosen because they allow systematic, yet flexible, analysis and interpretation. First, documentation included policy papers, legal statutes, consultancy reports, commentaries, and publications by political think-tanks and politically influential intellectuals. Secondly, the study employed semi-structured, in-depth interviews with a civil servant from each countrys central administration on education, and two academics from both Japan and the UK. The tentative conclusion is that the Japanese governments interpretation of neo-liberalism is closer to liberalism than the UK governments, although the position of the Ministry of Education, Culture, Sports, Science, and Technology in Japan differs from that of the government in respect to the state control over the universities, taking distance from liberal thought. The application of different neo-liberal policies between the two countries relies upon the different political culture and university history between them. Yokoyama K, Institute of Education, University of London  SESSION 7 maths m113 Japanese students studying in UK HEI their stress factors and coping strategies Currently there are about 4,500 Japanese students studying in UK higher education institutions. What are the common problems of these Japanese students enrolled full-time in UK HEI? What kinds of difficulties and stress factors are they facing explicitly or implicitly in their cross-cultural learning environments in the UK? The research aims to investigate three prominent areas of engagement, linguistic, academic, and socio-cultural issue clusters, as primary categories of Japanese students stress factors. The main purpose of the paper is to identify their problems both empirically and also concretely. The use of a questionnaire provides empirical information about the general shape of their experiences, while individual reports provide a qualitative view of their experiences. An important aspect of this research is to examine relationships among these three categories of stressors, as students themselves sometimes perceive them in disguise. In order to make study-abroad experience truly valuable, it is often necessary to rationalize the tricks of students subjective perceptions with the reality of their problems. When considering the three areas of stress factors the linguistic difference between Japanese and English language stands foremost, giving Japanese students quite serious difficulties and sometimes severe stress. The differences lie in syntactic structures as well as pragmatic functions of the two languages. Compared to this language learning difficulty, social and cultural difficulties should not be so cripplingly severe, since the phenomenon called globalisation influences the two countries becoming more and more closer and similar to each other in attitudes and aspirations. However these areas of experience can still cause significant levels of stress for some students. Among the social difficulties there are problems caused by a difference in ideas of safety, social utility or convenience level of everyday life, weather, health, sanitation and taste of food. Loneliness, or the feeling of isolation in a relatively new milieu, causes them nervous feelings, having fewer friends and relatives than their home countries. The non-linguistic problems and stresses that occur in their academic experiences are no less negligible. Only those who attend colleges in both countries can realize such differences and difficulties. These include how classroom hours are regarded and organized, what the subject requirements are, ways and timing of evaluation, relationship patterns between students and teacher including the style of teaching and the expectations of the teacher. The real success of study-abroad experiences lies in the determined effort to overcome these hardships. Human beings are creatures that never cease learning for life. In experiencing a very different culture this learning necessarily entails an increased effort to succeed. The harder the difficulties are, the greater the achievement can be. Study-abroad experiences cannot be accomplished only by money, by talent, or by chance. For a successful study-abroad outcome, it is essential for an overseas student to seek strategies to cope with the difficulties or stress together with a determined effort of hard work. Ashikaga M, Oxford Brookes University   16.30HRS 18.00HRS FRIDAYTortoise or hare? British interest in education abroad, 1800 - 1840. This presentation includes some results of an ongoing doctoral research project investigating the history of early educational comparison in England. Research in this area so far focuses on educational comparison undertaken in the late 19th and early 20th century. It is intended to explore examples of English awareness regarding foreign educational practices and structures during the first half of the 19th century. Although England has been described as a latecomer in terms of educational legislation, it seems that with regards to the development of methods and arguments for educational comparison and borrowing, it never fell out of step with its European and American counterparts. Caught in a stalemate between the rejection of demands for a system of state schools and the inadequate provision of education by rivalling voluntary school societies, politicians and practitioners alike investigated the advantages and disadvantages of other systems of educational provision and compared them with the provision of education in their own country. Articles on national and foreign education, drawn from the periodical press (amongst others the Edinburgh Review, Quarterly Review, The Times, The Journal of the Statistical Society of London) provide first impressions of these modes of educational comparison and include as well first suggestions for educational borrowing throughout this period of educational debate in England. Sprigade A, University of Oxford  SESSION 7 physics p113 Teaching history through the use of story:working with early years practitioners,who do not have qualified teacher status,in settings other than schools Teaching history through the use of story: working with early years practitioners, who do not have qualified teacher status, in settings other than schools. This is the third paper in a series from on-going research examining attitudes of a non-traditional group accessing higher education for continual professional development. The non-traditional group comprised mature women with no record of involvement in higher education as students. The paper examines this groups attitudes in their role as providers of history to pupils in the Foundation Stage of education (ie 3-5 year old pupils) in their professional settings eg crches, private nurseries, playgroups and nursery classes. This paper draws upon our recent studies into non-traditional groups accessing in-service training. We accessed a wide variety of data collected from the participants before, during and after in-service sessions taught by the authors. The data was collected by interviewing participants, the use of focus groups and questionnaires. (Silverman, 2001). Our findings would suggest that the foundation stage practitioners began the courses with a degree of apprehension as to their ability to deliver history through story to early years children. The academic nature of the subject was viewed as the main barrier to its successful delivery to their early years children. The medium of story was, however, one in which they had vast and successful experience as a learning tool for their children. (Cooper, 1999, 2000). The potential key to the practitioners successful delivery of history through story in the foundation stage was in their readiness to understand the actual nature of history in the early years as presented by the course tutor. The willingness on the part of practitioners to modify their original understanding of history as an academic study, when applied to early years, proved to be a success of the course. Lunn P, Bishop A, University of Northumbria   16.30HRS 18.00HRS FRIDAYDeveloping as an early years professional: starting points and career aspirations This paper forms part of an ongoing longitudinal study of the professional development of undergraduate students in a BA (Hons) course in Primary education, who are specialising in Early Years education. Key organising concepts in this overall study are that of professionality - the understanding by individuals of their professional beliefs and responsibilities - and praxis the application of implicitly or explicitly held values when making professional judgements in practice. In this report, the career aspirations and expectations of students are sampled at an early stage in their course. Data from three consecutive cohorts are presented. Students in the first year of the course were asked to identify their reasons for choosing Early Years as their specialist subject, and their expectations of the course. At the beginning of Year 2, students were asked to predict their early career path to state where they would prefer to see themselves teaching at the end of their NQT year, or soon after. Outcomes from these exercises are analysed in terms of the insights they give into the students expectations of their professional lives, and related to concepts of professionalism and professionality. The extent to which Early Years as a subject choice is related to intentions to teach in the Foundation Stage is explored. Questions are raised about the perceptions of students in relation to their subject choice. Egan, B. A. King Alfreds College, Winchester  SESSION 7 physics p113 Eliciting early years educators thnking Ascertaining professional and practical knowledge, interests and concerns Research findings This research has been concerned with eliciting the professional and practical knowledge of a group of early years educators across three Local Education Authorities in West Yorkshire. Profiles have been compiled and analysed to biography their personal dispositions and professional avenues into early years education. Their voices have been acquired through a range of methodologies. These included constructing time lines, continuing professional development questionnaires, semi-structured interviews, reflective interviews on videoed practice, focus group meetings. The findings revealed insights into perceptions and practice in the early years regarding the educators knowledge domains, beliefs and practice. Who are these early years educators? Nursery nurses, reception / foundation stage teachers, nursery head-teachers, private day-care managers, lecturers. What are their routes into early years education? Retail management; Social worker; Educational visitor; Primary teachers; Nursery nurses. They had a breadth of qualifications - BA History of Art; Archaeology; Divinity; BSc Biochemistry, PGCE / BA QTS in Primary Education, Certificate of Education, HNC Early Childhood Studies, NNEB Nursery nursing. What are their interests and concerns? Professional development, qualifications and training were key interests raised by all the participants. Most referred to courses, development, role, enjoyment, appropriate training, practical knowledge, ethos, working relationships with staff. Feeling valued, expertise, collegiality, effects of change were important aspects raised. Issues around curriculum and pedagogy were Curriculum Guidance for the Foundation Stage, developmentally appropriate practice, child centred and individual needs Family support, staff development, LEAs and OfSTED were addressed by the most of the educators. Coding and analysis was effected through WINMAX a computer assisted qualitative data analysis system. The coding derived in a total of 108 codes and resulted in three key areas of interest: Curriculum and Pedagogy [28] The knowledge base regarding the what and how of teaching Professionalism [42] The interplay between personal and professional issues and interests Working Relationships [38] Culture and working practice with significant others Unexpectedly there was less emphasis on curriculum issues and the content of what they were teaching. These educators had embraced, internalised and were implementing the Curriculum Guidance for the Foundation Stage and their thinking had moved on to other issues. Their responses related to professional interests and concerns that considered a breadth of aspects. The participants were articulate and represented a reflective generation. All in all, there was quite a diverse set of routes into early years education exhibited by this group of early years educators, who were committed to working in the Foundation Stage. They were dedicated practitioners, who demonstrated a need to enjoy their profession. Most had not drifted into the field - most had a breadth of experience before they opted to become early years educators. As one head-teacher stated - Its quite interesting how you chose what youre going to do. The Findings Endorsed the articulation of the participants professional thinking. Revealed insights into perceptions regarding educators knowledge domains, beliefs and practice. Demonstrated the interplay between personal ideology and professional application Raised issues around rhetoric and reality. Brock A, Bradford College  16.30HRS 18.00HRS FRIDAY SESSION 7 physics p115 The impact of social class on boys experiences of schooling in the early years This paper is based upon an ethnographic study of two controlled (Protestant) primary schools in Northern Ireland; one situated in an affluent middle class suburb and the other in a socially deprived, working class area. Boys in two P2 classes (5-6 year olds), one from each school, provide the focus for the study. Between September 2001 and April 2002, the boys were observed in the classroom and playground and also participated in a number of largely unstructured group interviews. The overall aim of the study has been to explore the ways in which the boys expressions of masculinity tend to impact upon their experiences of schooling and attitudes towards learning. This particular paper outlines how these experiences and attitudes are fundamentally mediated by social class. It demonstrates the very different ways in which the boys sense of masculinity is developed in the two schools and how this has a significant impact upon their achievement in class. The paper concludes with a consideration of the implications of these findings for debates concerning boys underachievement. In line with the findings of other research, it confirms the fact that it is not boys per se who are underachieving but working class boys. Within this, the paper also suggests that the antecedents of this problem can be clearly identified in the early years. Connolly P, University of Ulster Foundation stage units: a response to the foundation stage This paper examines developments in education policy over the last five years in England and their impact on professional thinking and practice in relation to an appropriate curriculum model and appropriate pedagogy for early childhood education. The study focuses on a pilot project in an LEA in the North of England to develop Foundation Stage Units for three to five year olds in schools, as a response to the new Foundation Stage. The research took place in six infant and primary schools that elected to join the pilot project, amalgamating established nursery and reception classes as Foundation Stage Units. The first three units were tracked over their initial fifteen months of development. Three further units, joining the second phase of the project, were tracked over their first six months. The study makes use of questionnaires and semi-structured interviews to access the perspectives of practitioners and managers. It considers practitioners and managers initial aims for the units; their evaluations of progress during the early stages of the evolving units; and their views of the factors shaping the development of thinking and practice about an appropriate curriculum and pedagogy for the early years. The study makes use of semi-structured group interviews to access the perspectives of a sample of parents of children attending two first phase units. Classroom observation, at the six and fifteen month points, using the ECERS-R and ECERS-E rating scale, support identification of key features of the developing curriculum and pedagogical practice within the units. Identification is further supported by analysis of planning and other school documentation. Findings identify key features of the curriculum models and pedagogical practices being developed within the Foundation Stage Units. They identify commonalities and differences in thinking and practice across the units and some of the key factors at micro and macro-levels shaping these. The study confirms and extends earlier findings that relate to the impact of tensions within current policy documents, guidance and inspection frameworks on practitioners thinking and practice. It identifies key issues for practitioners, managers and policy makers in England in relation to the future development of the Foundation Stage for three to five year olds in England. Garrick R, Chilvers D, Sheffield Hallam University   16.30HRS 18.00HRS FRIDAYSpace, place and gender: role play in reception classesThe paper will consider issues surrounding childrens role play in reception class settings. Drawing on data generated from an ESRC project entitled Role Play in the Reception Class: A study of pupil and teachers perspectives, the authors will highlight the main themes that have emerged from the study thus far; namely the impact of space, place and gender on childrens play. The gendered aspects of role play will be explored with some reflection on what girls and boys play and why? Early feminist literature suggested the need for intervention on childrens play to reduce the tendency of children to adopt gender stereotypical roles. Within this session we will be asking whether intervention is appropriate or whether children should be allowed to choose roles that are both familial and familiar, and gender distinct. The issue of containment of role play due to lack of space within classroom settings, combined with the pressures of delivering the NC where reception and Year 1 children are mixed will also be discussed. The suggestion is that the poverty of space within early years settings juxtaposed with the demands of the class timetable may be inadvertently disadvantaging boys in this environment. Opportunities for both girls and boys to explore and develop their indoor role play are often impeded by physical constraints such as noise levels, restrictions on movement and adult intervention. Using examples of good practice, comparisons between indoor and outdoor play will be offered, photographs and extracts from narratives of childrens play which have been recorded through observation, will be used to illustrate the main points of the paper. The aim of this session is to highlight the inherent difficulties for teachers to provide, and for children to engage in imaginative and meaningful play within the confines of classroom settings. We argue that developing and resourcing outdoor role play areas may offer a solution to the often, restrictive and containing dimensions on childrens indoor play activities. Rogers S, Evans J University of Plymouth  SESSION 7 physics p115 Social capital and sure start: banking on childrens futures Although reform of the welfare state within the United Kingdom has long been a fundamental component of the British political agenda, the election of the New Right in 1979 witnessed the introduction of unprecedented restructuring mechanism, which have been responsible for not only affecting the basic principles behind welfare provision but have attributed, in effect, to the reinvention of welfare. Subsequent governments, including the change in leadership in 1997 to New Labour, have continued to introduce reforms, initiatives and modernisation programs aimed specifically at constructing a new Britain. A Britain that is rebuilt as a nation in which each citizen is valued and no one is excluded (Blair, 1997:1). The reforms introduced have continually attempted to reshape the systems of provision, the forms of organizational control and direction, and the relations between leaders, staff and customers involved in the production and delivery of welfare outcomes (Clarke et al. 2000:1). This process of reconstruction has forged not only new working systems through the continuing move towards marketisation, but has also introduced new working practices including the introduction of managerialism; ensuring that new relationships have developed between central government and the periphery and consequently between the state and its citizens. The introduction of the Social Exclusion Unit (SEU), established by New Labour in 1997, and its subsequent initiatives and interventions, implemented by the Cabinet Office as an attempt to deal with social exclusion of all genres, may be considered as pivotal in the reconstruction of welfare. The remit of the SEU is to ensure that departments become accountable if their policies do not make a contribution to the eradication of social exclusion. Thus consequently, more than 25 years after A.H. Halsey suggested that the needs of the neighbourhood for health, housing, employment and other services will be found to impinge directly on teaching tasks thus The implication is clear: educational priorities must be integrated into community development (Halsey, 1977:241), the New Labour government appear to have realised that initiatives need to be introduced that provide a better coordination of services for disadvantaged families if social exclusion is to be overcome. Sure Start is one such initiative, which appears from initial investigation to offer inter-agency work, which has the potential to counter disadvantage. Moreover, early indicators suggest that it may have the ability to rebuild social capital in disadvantaged communities whilst offering opportunities to develop new working styles and interagency relationships. This paper suggests that the Sure Start initiative is not only capable of rebuilding social capital by developing features of social organisation, such as trust, norms and networks, that can improve the efficiency of society by facilitating coordinated actions (Putnam et al., 1993: 167), and thus benefit the social, emotional and cognitive development of the child, but also provides an environment which fosters and develops in-house multi-agency working practices that promote a positive ethos and remove the barriers of professional hierarchy. Ackerley C L, Bagley C A, Rattray J, University of Durham   16.30HRS 18.00HRS FRIDAY SESSION 7 chemistry c107 Spatial and temporal issues in participation in higher education Discussions of access to higher education are permeated by educational discourses which emphasise student-centred practice and flexibility of provision particularly with regard to place and time. Implicit within this discourse is the idea that we are responsive to the student experience and that the delivery of higher education in diverse modes and settings is emancipating for students and perhaps also for educators and educational institutions. Thus the spatial and temporal restructuring of higher education including, for example, on line delivery and part time study appears to be driven by a commitment to accessibility. However, delivery in diverse settings means that higher education is offered in spaces characterised by specific power relations over which educators have little control and which will certainly have implications for student participation. Of relevance here are flexible working practices and the nature of domestic commitments. Moreover even when studying in conventional modes the emphasis on lifelong learning and changes in student funding mean that both full time and part time students increasingly combine their studies with participation in the labour market requiring students to travel through the inter-connected spaces of work, domestic and personal life and education in order to complete their studies. Thus contemporary students are increasingly time poor when compared with previous generations. These changes imply a student experience characterised by greater complexity and risk and these are socially differentiated. This paper is concerned with both the nature of this complexity and with the matter of social differentiation. The paper draws on three research studies which cover part time study in higher education and access to higher education in Scotland. The paper draws on evidence from these studies to explore the ways in which students are required to be flexible themselves and the ways in which the increasing spatial and temporal complexity of modern life may constrain and facilitate participation for different social groups. The complexity of the contemporary student experience is explored through the connections between temporal and spatial relations revealed in the student experience. It is argued that for students space and time are intimately connected and that space and time must be considered together since the spatial is temporally structured and that the temporal is spatially constructed. The concept of space-time is explored and the discussion moves away from static concepts such as boundaries and attempts to grasp interconnectedness and discontinuity in the student experience. Morgan-Klein, B, University of Stirling   16.30HRS 18.00HRS FRIDAYAcademic outcome and experiences of traditional and adult entry students at an Icelandic university There is an international trend in the increase of adult entry students entering higher education programmes (Bishop-Clark and Lynch, 1992; Kasworm, 1990). Sixty percent of applicants in the Early Childhood Education (ECE) programme at Iceland University of Education are adult entry and 35% of those enrolled. Students can be admitted to an Icelandic university if they have completed upper secondary education or if they possess equivalent maturity or knowledge through other experiences. Very little is known about the academic achievement of traditional and adult entry students in Iceland and their experiences in higher education. It is important for policy makers to get a better understanding of the factors that influence the academic outcome of adult entry students especially those factors on which admission decisions are based. It is also important to improve understanding of the experiences of adult entry students and how their experiences differ from traditional students to be able to meet their academic needs. The purpose of this study was twofold: First, to analyze the academic success of ECE students according to age, education and work experience and to test the predictive validity of those factors for academic outcome. Secondly, to discover how adult entry and traditional students, view their studies and their educational experiences. Information about students, all women, that entered the ECE programme in the first three years (1998-2000) after it had been moved into higher education was obtained. Academic success was measured using the grade point average (GPA) and dropout rates were compared by age, previous education and work experience. To compare the views and experiences of adult entry and traditional students the graduating class was interviewed in homogenous focus groups based on their age group and previous education. The interviews were semi-structured focusing on issues related to educational choice, social support, course work and the support system within the University. The results show that students who had finished upper secondary education had a higher GPA than students with less formal education. Students who had completed upper secondary education and had also worked in early education settings were the most successful in the program. The GPA did not differ by age, but older students had a higher dropout rate from the program than younger students. Multiple regression analysis showed that together the three factors (age, previous education and work experience) explained 11% of the variability in the GPA, supporting the predictive validity of these factors for academic outcome. The results from the focus group interviews indicate that the two groups see their educational experiences differently. The adult entry students experienced greater anxiety related to academic issues, they had greater need for support from other students and staff and at the end of their studies they had a sense of personal accomplishment. The implications of the results for policy making in the area of admissions, and for the special needs of adult entry students are discussed in the light of theories of the importance of diversity in higher education (Gurin, Dey, Hurtado & Gurin, 2002). Einarsdottir J, Einarsdottir S, Iceland University of Education  SESSION 7 chemistry c107 The fragiligy of images: informal knowledge and the wider access debate at oxbridge Wider access to the UKs elite higher education institutes is an enduring issue. State-educated students particularly those from comprehensive schools, the inner cities and ethnic minorities are disproportionately under-represented at the Universities of Oxford and Cambridge and generally perceive Oxbridge to be alien and alienating. This paper seeks to deconstruct the widespread and popular perceptions of Oxbridge that continue to bedevil the wider access debate. Drawing upon the life histories of students from under-represented groups, this paper examines their experiences of considering, applying to and studying at Oxbridge. In focusing on their accounts, it considers the ways in which educational and social backgrounds impact on the tensions between structure and agency manifest in the wider access debate and on the risks such tensions generate. Within this framework, the paper examines the ways in which these students construct their perceptions of themselves and of Oxbridge and, in particular, the ways in which they maintain long-standing images of difference. Cultural capital (manifest in the predominance of the public school image of Oxbridge, the high academic capital and widespread concerns about social suitability) inevitably informs the self-reflexive project of identity building as students consider their own selves and the universities. Perceptions of high cultural capital raise potentially high barriers to state school applicants, especially those from already under-represented groups; and, in examining the social erection of these barriers, particular attention is paid to the ways in which formal knowledge seeking to promote wider access is usurped by informal knowledge, characterised elsewhere as the grapevine and sustained by long-standing oral histories (or myths). The grapevine is socially embedded and, therefore, unevenly distributed across and accessed by different social groups. However, rather than seek to further maintain them, this paper goes on to argue that there is a fragility in these widely-held perceptions of Oxbridge that generate the alien and alienating institutional identities. There are moments of epiphany when the myths may dissipate (although these epiphanal moments are also unequally distributed and particular groups of students continue to feel isolated) that tilt the balance in favour of agency over socially embedded structure; and this fragility has considerable implications for the debate on widening participation. These moments are also generated by and manifest in the informal knowledge of the grapevine but they allow potential applicants the opportunity to invest in at least some part of institutional identity. The paper concludes by considering what implications such informal knowledge has for wider access initiatives to the countrys elite universities and higher education more generally. Watts M, University of Cambridge   16.30HRS 18.00HRS FRIDAY SESSION 7 wardlaw room b English teachers in the making: what motivates and keeps new teachers in the profession This paper reports on components of an international, longitudinal study of the experiences of beginning teachers of English in the United Kingdom and Australia. The research explores the motivations, challenges, aspirations, expectations, and experiences of beginning teachers of English, both at the outset of and during a pre-service preparation program, and through the early induction phases of a new teachers first appointment. With the issue of teacher supply and retention at the forefront of international educational policy we examine the forces that shape and drive the development of the English teacher through the professional preparation and employment continuum. How and in what ways does the early career experience influence the longer-term career goals of the newly-appointed teacher? To what extent do initial teacher education programs impact upon the early-career experience and early career retention? The paper will present the findings of this ongoing research and examine the implications of these for teacher educators, policy-makers, employing authorities and the future of the teaching profession itself. Brindley S, University of Cambridge, Manuel J, University of Sydney    16.30HRS 18.00HRS FRIDAYAesop an exceptional schooling outcomes project, new south wales, australiaAESOP is a three-year research project involving the New South Wales (Australia) Department of Education and Training (DET), the University of Western Sydney (UWS) and the University of New England (UNE), and funded jointly by the DET and the Australian Research Council. The project involves the active collaboration of one of the largest educational providers in the world, providing education to approximately three-quarters of a million students, and two of Australias leading educational research institutions. Aims To identify a sample of sites within junior secondary schools where groups of teachers, such as subject departments or teams implementing student welfare programs are achieving outstanding educational outcomes, to identify and document the practices leading to the educational outcomes being achieved in these sites, and to determine to what degree and through what means these practices can be transferred to other schools. Research design In Stage One of the project, completed in 2001, the extensive qualitative and quantitative data resources of the DET were used to identify sites where outstanding educational outcomes are being achieved with students in the approximately 450 junior secondary schools operated by the DET. A key component of the identification process was the use of value-added analyses to identify outstanding academic outcomes. Students academic performances in English, Mathematics and Science were regressed on their academic performances in numeracy and literacy prior to entering secondary school. This enabled the contexts of schools to be taken into account when comparing school outcomes. Judgements as to what constitutes outstanding outcomes were therefore contextual. In Stage Two, carried out during 2002, teams of researchers conducted detailed case-studies in 43 of the sites identified in Stage One. Reports of each of the site visits were prepared, coded and analysed using NUDIST. In 2003 the study findings are being presented in a range of monographs addressing specific aspects of the study and targeting specific audiences (academics, classroom teachers, etc) and will inform the development of a range of training and development products. Outcomes Identification of the practices leading to the achievement of outstanding educational outcomes for junior secondary students in a variety of fields and across a range of social and geographic contexts. The development of a range of professional development programs and materials designed to promote the introduction and use of these practices. Theoretical and Educational Significance The particular strength of AESOP is that it reverses the traditional intervention approach to research into pedagogy. By drawing on the extensive resources of the DET, AESOP has been able to identify sites where outstanding outcomes are already occurring and then identify the practices leading to these outcomes. The intervention approach starts with the practice and attempts to assess the outcomes. The AESOP methodology starts with the outcomes and attempts to identify the practices. The AESOP methodology provides a more ecological approach in that systems are observed as they are functioning in their normal state. The outcomes are being achieved independently of the activities of the researcher or the research process. Brock P, Barnes G, New South Wales Department of Education and Training, Pegg J, University of New England  SESSION 7 wardlaw room b The new teacher induction scheme in Scotland : sustaining development or confirming competence? One element of the new arrangements for teachers in Scotland is a set of changes in the experience of probation for those embarking on their career, in the form of a new Teacher Induction scheme which began in August 2002. Those completing ITE are now entitled to a one year training post with a 70% workload, 30 % of working time for professional development and 10% of an experienced teacher's time for support. In return for this they have a training grade salary (equal to approximately 85% of the salary paid to those at the bottom of the main grade teacher scale) and must meet the Standard for Full Registration (SFR) by the end of the year. This paper reports the findings of a study comprising twelve case studies in schools and a survey of education authorities. The study explores the experiences of beginning teachers, drawing on data collected by interview and questionnaire from the teachers themselves, their mentors, induction managers and employers. Comparisons will be drawn with findings from earlier studies in the late 1980s and mid 1990s. A key concern in these earlier studies of teachers' earliest years in post was the balance achieved between proving competence and developing professionally. An emphasis on proving competence (a time of trial) and its assessment may encourage safe behaviour while an emphasis on development and support may encourage innovation and experimentation. How did beginning teachers characterise their experience in the new scheme? To what extent do expectations and aspirations for the new scheme match a) the reality as experienced and b) current models of professional development? What messages does the study offer for the further development of the scheme ? Draper J, Christie F, O'Brien J, University of Edinburgh   16.30HRS 18.00HRS FRIDAYRetaining beginning teachers: investigating issues of teacher supply and attrition There has been growing international concern about issues of teacher supply, recruitment, and retention. While the quantity and calibre of those entering the profession has been positively influenced by a range of policy initiatives and other factors, increased rates of teacher attrition during the first three to five years of employment is a disturbing trend that demands urgent attention. This paper reports on a major longitudinal research study of beginning and early-career teachers in Australia. The research has been designed to understand more fully the forces that shape the work patterns of the newly-appointed teacher and influence the teachers decisions about the nature and direction of their future career. The data reported in this paper has been drawn from qualitative and quantitative methodological instruments, including teacher narratives and in-depth interviews. The paper will present findings that have implications for teacher educators and initial teacher education programs; policy and practice in teacher induction and professional development; and teachers in the broader teaching profession at every level of experience. Manuel J, Ewing R, Smith D, University of Sydney Brock P, NSW Department of Education and Training  SESSION 7 maths 213 What happens to education when the education-less become the educationalist? With the introduction of assimilatory education policies and practices in New Zealand, together with restricted access to certain curriculum areas (Johnston, 1998) the indigenous group Maori were unable to access a University education. Consequently, Maori could be found primarily in non-professional occupations or unemployed. Over the past 20 years however, there has been a dramatic change educationally for Maori as more and more Maori have gained access to university qualifications. Previous research exists in relation to Maori graduates. For example, between 1967 and 1969, Thomas Fitzgerald (1977) conducted a study on New Zealand Maori Graduates that investigated how education had contributed to those graduates social mobility. Fitzgeralds (1977) major focus was on determining to what degree these graduates identified themselves as Maori, how active they were within Maori communities, whether or not they spoke Maori, had two Maori parents and lived their lives in a Maori way. While Fitzgerald (1977) focused on all graduates, the majority of these were those with Bachelor Degrees. This paper however, centers on research that focuses on Maori with PhD. Historically, the number of Maori with PhDs in New Zealand has been minimal, but recently, there have been increasing enrolments of Maori into PhD programs (Ministry of Education, 2001). There is also evidence that Maori are also gaining PhD in areas like Chemistry and Science, where they have not been located before. This paper outlines current research that establishes how and why that situation has occurred by analyzing (via the experiences of Maori PhD Graduates) what has changed to facilitate increased enrolments and thus increased numbers of Maori PhD graduates. The research focuses predominantly on interviewing those (self-identified) Maori who have PhD, documenting their educational backgrounds, their experiences within the education system and their own perceptions about how success was achieved. The research identifies where those with PhDs are located and their current occupations. The potential for the research is one of identifying successful strategies for Maori educational success as defined by the participants themselves. Johnston P, Te Whare Wananga o Awanuiarangi   16.30HRS 18.00HRS FRIDAYSage and onion: a metaphorical analysis of the student supervisor relationship in the phd process In the UK educational system the PhD preparation process is traditionally based on the role-model/apprentice model, in which doctoral students relate to one or occasionally two supervisors, usually over a three to four-year period. Much attention is given to the PhD process within the literature (e.g. Phillips and Pugh, 1987, 1994, 2000; Sharp and Howard, 1996; Leonard, 2001). Given the primacy of these relationships in the UK academic system, one of the goals in this area of research is to increase the transparency of the nature of the relationships so that all involved can benefit personally and academically. This paper is focused specifically on the lived aspects of this process, which may be dismissed as subjective and hence may go unreported. By using the metaphor of sage and onion to represent the student/supervisor dyad in educational research we seek to vex the traditional image of supervisor as expert to the doctoral candidate as apprentice scholar. This will be achieved through the presentation and analysis of biographical narratives as storytelling (Gabriel, 2000) using video and written reports taken from members of Schools of Education in the UK. Gibbons C.A., Bulman D, University of Nottingham The impact of research and teaching quality inputs on the employment outcomes of postgraduates Following publication of the White Paper, The Future of Higher Education it now seems that many institutions will be encouraged to focus on either teaching or research. Such a move has implications for many institutions that may eventually face pressure to concentrate on (undergraduate only) teaching. In this paper we attempt to add to the debate on whether postgraduate study should only be taught in research-active departments, by analysing the extent to which the quality of teaching and research inputs, as measured by Quality Assurance Agency (QAA) and Research Assessment Exercise (RAE) scores, can account for variations in the employability (first destinations) of postgraduates. Pooling data from the 1997, 1998 and 1999 First Destinations Surveys we estimate regression equations for male and female UK postgraduates. The empirical results indicate that whilst there is a positive and straightforward impact of RAE rating on postgraduate first destination outcomes, a non-linear effect is found for QAA scores. One possible explanation lies in the differing incentives provided by the QAA and RAE review processes for higher education institutions. Specifically: Institutions are allocated funding according to their RAE score and therefore there are clear rewards associated with additional effort. However, considering the process of Subject Review, only in extreme cases where review teams find that aspects of delivery are perceived to be failing is there any sanction and, in contrast, institutions obtaining excellent reviews receive no extra funding. With the advent of university league tables there may be indirect prestige effects associated with higher Subject Review scores. However, the estimated direct and indirect costs of preparation for a department may be as high as 400,000 (Harrison and Lockwood, 2001). Thus, it is quite possible that institutions adopt a threshold approach, making sure that they do not perform so badly as to warrant censure, but taking a view that alternative activities, such as research effort or actual teaching, produce a higher comparable return to additional effort. Urwin P, Di Pietro G, University of Westminster  SESSION 7 maths m114 How (what) do children learn from artists in school? An exploration of an apprenticeship model of arts education The research focuses on schools in the Nottingham Creative Partnership, one of 16 partnerships funded nationally through the new 40 million Creative Partnerships initiative which has an overall aim to create new ways of including young people of school age in the cultural life of their communities. In Nottingham, 23 inner-city schools are participating including nursery, primary, secondary and special schools. As they were being established, individual Creative Partnerships were asked to develop themes which would give them a more specific identity, and provide research questions of local or regional interest, within broad categories suggested by the Arts Council of Englands Research Department. One of these categories is arts practice, and the role of the artist. The theme of apprenticeship, identified by the Nottingham Creative Partnership, fits into this area of research, as it allows exploration of how the role of the artist should be characterised and how it changes and modifies as participants become more independent and more creatively autonomous. An Apprenticeship Model of learning has been developed and disseminated within the partnership. It proposes four phases in a learning cycle, and identifies the learning of each participant (teacher, pupil, artist) in each phase. The theme of apprenticeship in arts education is being explored in a research programme of four linked projects. The overall research focus of the programme is: To explore and test the appropriateness of an apprenticeship model in arts, creative and cultural education, and its impact on the learning of all participants in the Creative Partnerships programme in Nottingham (i.e. teachers, pupils, creative practitioners and creative development workers). The particular project described in this paper focuses on the research question: How appropriate is the Nottingham Apprenticeship Model as a tool to understand learning from creative practitioners? In particular: (1) How far does the Nottingham Apprenticeship model of learning characterise learning from or with a creative practitioner? (2) What evidence is there of performance by learners at the four different phases of the apprenticeship model? (3) What commonalities and differences are there in the experiences of different schools as they implement the programme? (4) Are there differences in the model for participants depending on race, gender, social class and (dis)ability? Phenomenological research approaches are used to investigate the perspectives and understandings of the participants in the 23 project schools including headteachers, teachers, pupils, parents, co-ordinators and creative workers. Methods include: interviews, questionnaires, observational and documentary evidence. The different meanings made by the participants are analysed and themed in order to determine the extent of the uptake and understanding of the Apprenticeship Model by creative practitioners, co-ordinators, teachers and pupils and other stakeholders. It is hoped that it will also be possible to map the activities of all learners (pupils, school staff, co-ordinators and creative practitioners) against the different phases of the Apprenticeship Model. Finally commonalities and differences in the experience of the participants, especially in relation to cultural differences and to organisational differences between schools will be explored. Woolf F, Griffiths M, Nottingham Trent University   16.30HRS 18.00HRS FRIDAYParents and under threes learning in tandem at tate britain: issues arising from a participant evaluation This paper reports on an ongoing evaluation of family workshops at Tate Britain aimed to involve parents and under threes in learning about art and artists. It discusses, in particular, issues related to participant evaluation in a public gallery, the management and pedagogy of the workshops, and childrens artistic achievements. Hancock R, The Open University When the political complicates researcher and teacher roles in action research: The case of the european dimension in cyprus In this paper I present the methodological insights provided by my participation as the researcher in an action research project conducted with the cooperation of four Year 5 teachers in two state primary schools in Cyprus. The research followed Lewins cyclic model of action research moving from problem identification to therapeutic action and evaluation. The identification of problem was initiated by my concern over growing evidence in literature that the national curriculum and textbooks were ethnocentric. I further explored the problem through teacher and student interviews and observations of History and Geography lessons, so as to sketch their views of the problem and of whether a European dimension could contribute to transcending it. This process also provided the background against which the subsequent phase of therapeutic action was designed. During this second phase, I communicated with and observed the teachers while developing teaching materials for the two subjects according to their feedback and my observations. Finally, during the evaluation of the project, I investigated the implications of the programme on childrens understandings of their national and European identities, as well as on teachers views of the European dimension and their participation in the action research design. In this paper I focus on the action research process and discuss the factors which contributed in my role as researcher becoming more enhanced than what had been initially planned. These factors were distinguished as external and internal. The former derived from the centralised educational system, the national curriculum, the lack of an action research tradition and the idiosyncrasies of each school environment. The latter related to the teachers pedagogic style, teaching experience, attributional theories, attitudes towards Europe and views of the Cyprus problem; particularly the latter proved to play an ambiguous role as to how teachers interpreted the programmes anti-ethnocentrism, their own national and European identities and subsequently their interpretation of the research. Methodological considerations concerning the introduction of action research as a research design in centralised educational systems in general, and as a means to introduce the European dimension in deeply divided societies in particular, conclude the paper. Philippou S, School of Education, University of Cambridge  SESSION 7 maths m114 Art teaching making a difference Students in low socio-economic schools are over-represented in the group of students who leave school without a qualification. This study starts with a quantitative analysis of 90 low socio-economic status New Zealand secondary schools, which reveals Year 11 examination success is consistently higher in art than in other subjects. Performance at Year 11 in the Auckland/ North Auckland region for the 2000 School Certificate art exam shows that these students are able to achieve at similar if not better rates in art than their counterparts from middle and high SES schools. The study then seeks to make visible the extent to which art teachers enhance this success by examining the beliefs, attitudes and reported practices of three highly successful teachers. The qualitative section of the study is largely based on interviews with the teachers and those familiar with their practice, including students in three New Zealand Secondary schools. The accounts are contextualised within the political socio-economic culture of New Zealand low SES schools where differential educational issues of power and control are directly translated. In acknowledging systemic biases within our education system such as the development of curricula and pedagogical practices that build on the background of one group of students rather than another, detailing areas of success is important. In addition, these art teachers are able to connect the diverse culture of students with that of the classroom in ways that promote achievement. What emerges is that there are certain common pedagogical characteristics that each of the art teachers share. Underlying the high national educational levels of their students, are strong relationships cultivated by the teachers. They have high expectations for everyone, not just those perceived as the best. The teachers see themselves as learners and this is manifest in the philosophies and practices evident in their interactions with students. Sutherland S, Auckland College of Education   16.30HRS 18.00HRS FRIDAY SESSION 7 mech & chem me 103 What can pisa tell us about equity in education systems? Education systems can present a considerable number of inequalities for certain students, for example, some individuals achieve better results than others, attend more effective schools and have longer school careers. As the link between earnings and academic qualifications is growing, so is an individuals stake in their education. Education is increasingly seen as something the State owes to its citizens; and it is the States responsibility to ensure it provides an equitable education for all. As a consequence, ensuring a fair and equitable education system has political as well as social implications. This paper uses the pupil responses to the 2000 PISA study to consider the extent to which schools in each of the 15 European Union countries provide an equitable education for their students. Using indicators of pupil intakes to schools and their outcomes it computes segregation indices for each country and then considers the resulting patterns in terms of the characteristics of national school systems. Overall the Scandinavian countries of Sweden, Finland and Denmark show less segregation on all indicators and have arguably more equitable systems then countries such as Germany and Austria which demonstrate relatively high levels of segregation among students. The UK has below average segregation in terms of all the indicators examined except sex, despite a commonly held but unfounded view that segregation in the UK is among the worst in the world. Smith E, Gorard S, Cardiff University School of Social Sciences Social exclusion, schooling and governmentality: towards a critique This paper seeks to use Foucaults idea of governmentality in order to open up a space from which to begin to offer a critique of the concept of social exclusion in relation to education and education policy. The paper attempts to sketch the meaning attached to this term by Foucault and to signpost its usefulness as a perspective. The use of social exclusion within a Third Way construction of social stratification is reviewed and the origins and entry of the concept into the ideological foundations of the New Labour project is briefly discussed. The final section of the paper questions the usefulness of the inclusion/exclusion binary in relation to education policy. The usefulness of the concept of social exclusion as an element in the conceptual landscape of teachers and to those within the academy with an interest in equality and the potential of the educational state to reduce social inequality is discussed. Doherty R, University of Glasgow   16.30HRS 18.00HRS FRIDAYAn investigation on aboriginal high school students dropout -------a comparative study between urban and rural areas Taiwan is a multicultural society with great cultural and tribal diversities in its nature. Two main ethnic groups are consisted in the society, including ethnic Chinese and aborigines. Aborigines are minorities in Taiwan and also regarded as the disadvantaged group in the society. Due to the deprived status, aboriginal pupils dropout rate appears to be relatively higher than non-aborigines as shown in previous studies. Taking the social, cultural as well economic factors into account, however, the causes of aborigines dropout are often described to differ from that of non-aborigines. A qualitative research method is adopted and six pupils who dropout from schools are chosen as the studied cases. The samples are selected both from urban as well as rural areas. Through conducting in-depth interviews, it is aimed to find out the causes of aboriginal pupils dropout and further to seek for possible approaches for their return back to schools. Many believe that aboriginal pupils often find difficult to become accustomed to the mainstream cultures in schools and the urban life and that consequently results in their dropout. Therefore, the research is also hoped to investigate if the causes of their dropout are in relation to the educational system itself. If yes, can any changes be made to reduce or prevent their dropout? By talking to the studied pupils, in the same way, the researcher also seeks to obtain a better understanding of what substantial help is needed from aborigines point of views. Besides, sampling from both urban and rural areas is aimed to find out if the causes of aboriginal pupils dropout could differ from areas to areas. Chen P Y, Centre for Teacher Education Programme & Institute of Vocational and Technology Education When being gifted is not enough She was sixteen years old, had written and illustrated one childrens book, and had been contracted as an illustrator for a second and third. With two published works and another on the way, she was in great demand nationally as a speaker. Back home, in her inner city high school of over 2000 students, she was known as an accomplished classical and jazz pianist. She was featured in a televised documentary on young entrepreneurs and two of her art works were selected for the Chicago Art Institute Student Show of 12 outstanding pieces. However, despite all her accomplishments, she had social and emotional needs that were not met. This session will offer a case study of the above-described girl and how, despite her talents and accomplishments, she did not qualify for the gifted program in her school. A presentation of the complexities, and fallacies, of identification will be included and recommendations for applying research to practice in addressing these errors. Davison J, Western Kentucky University  SESSION 7 mech & chem me 101 Natural selection? The selection and completion process and its implications for male and female undergraduates on a primary initial teacher education course Male recruitment to primary teaching is low and, it has been argued, in need of expansion in order to provide a more balanced set of gender role models. Research has suggested that males are more likely to fail or withdraw from initial teacher education courses than females, and that males are disproportionately represented in the lower classes of the degree classification system. An improved completion rate might begin to redress primary teacher gender imbalance, but this is unlikely to occur without an understanding of the reasons for the apparently higher withdrawal and / or failure rates for males. Despite research suggesting that dropout may vary considerably according to the course of study, theories have focussed on students as an amorphous group, and very little work has been done to address the specific issue of male dropout from initial teacher education courses. This paper describes a study, in one English university, tracking the progress of male and female undergraduate students training to be primary school teachers. The successes and failures of matched groups of males and females from four cohorts (graduating between 1999 and 2002) were followed in an attempt to understand the variables responsible for the greater failure/ withdrawal rate of male students. The outcomes for these cohorts are compared with those, over the same period, of male and female students in three other faculties within the same university. Bricheno P, Thornton M, University of Hertfordshire Its all in the rhythm: gender responses to using movement to enhance learning in adults The development of lifelong learning has resulted in an increasing number of adults participating in education. It is recognised that the needs of adult learners are complex; they are not simply that of knowledge acquisition, but are also affected by social and emotional factors which shape their experiences of learning. It is a challenge, therefore, for teachers of adult learners to develop teaching methods that can accommodate the felt emotional reactions connected to the learning process and the impact of the social environment of the classroom. This paper describes the development of a teaching method utilizing different kinds of exercises related to physical and figurative activities and movements which are incorporated into the teaching programme so that it becomes a natural part of theoretical teaching. The paper further examines the response of students to this teaching strategy particularly in terms of gender. This paper is a collaboration between researchers at the Centre for Higher Education, Central Jutland, Denmark and University College Worcester, UK. The method was developed and used for several years on adult teacher training programmes at the centre in Denmark. It was also trialled with students on Education degree programmes at the UK institution. Cubillo L, University College Worcester, Marquard-Busk M, CVU, Midt Vest, Denmark   16.30HRS 18.00HRS FRIDAYBold, reckless and adaptive? Explaining gender differences in economic thinking and attitudes In the first half of this paper we develop a perspective on the role of boldness in explaining gender differences in thinking, attitudes and enrolment. This analysis examines links between gender differences in decision-making and values and approaches to learning. Our analysis draws on evidence from studies of learning in secondary and higher education. We apply this analysis to evidence from Australia, the US, and the UK in relation to economics at school and university levels. This evidence shows that in the US and the UK males typically achieve higher levels of reported attainment at each stage of education in economics, but this pattern is not replicated in Australia. We consider the arguments that have been advanced for these differences and put forward an alternative explanation based upon our analysis of the interaction between uncertainty, boldness, approaches to learning and the nature of the curriculum. In the second half we present the results of a study of over 1000 15-17 year olds in UK secondary schools. This survey focused on students economic understanding and viewpoints, with particular reference to taxation, government spending, inflation and employment. We report significant gender differences in students responses. All of the questions offered students a menu of possible responses and many questions offered a dont know or unsure option. The gender difference was found in the proportion of students selecting this option. Typically, whilst there was no significant difference in the proportion of males and females selecting the correct answer, females were more likely to select the dont know option. We interpret this evidence in the light of our preceding analysis and offer some implications for learning and teaching. Davies P, Mangan J, Telhaj, S., Staffordshire University  SESSION 7 chemistry c108 Teachers practical theories of technology-integrated pedagogy: an analysis of ten cases from english secondary schools As schools become increasingly well resourced with computer-based information and communication technologies, there are widespread expectations amongst policy-makers and others that use of these digital tools will become integral to classroom activity. Yet research suggests that teachers incorporation of technology into their practice is a gradual, evolutionary process mediated and influenced by a complex mix of factors including their own beliefs about the role of technology in teaching and learning. One way of understanding these processes more fully is to access practitioner thinking about the teaching and learning activities in which they and their pupils are engaged. This paper examines teachers practical theories of the contribution of ICT to teaching and learning, as they are elaborated and refined in action. The secondary school teachers concerned some working in pairs were undertaking small-scale research and development projects within the curriculum areas of Classics, English, Geography, History, Science and Technology. These projects aimed to develop a range of technology-integrated pedagogical strategies, and were undertaken within a collaborative research partnership between a university education faculty and local secondary schools. As well as advising on research plans and methods, the university research team visited each teacher-researcher at least once over the course of the project to observe a lesson and conduct a post-lesson interview intended to stimulate a grounded account of the teacher's thinking about their practice and the role played by ICT. Analysis was conducted both within and across cases, drawing on teachers own project plans and final research reports as well as the research teams observation and interview data. Three examples (in History, English and Technology) are presented to illustrate how teachers initial ideas relating to the effective use of ICT were developed in action. A cross-case analysis found that teachers initial statements of practical theory characterised the anticipated contribution of ICT in terms of six key themes: broadening classroom resources and reference; enhancing working processes and products; developing information handling skills; supporting exploratory activity; fostering pupil autonomy, and improving pupil motivation. Starting from this initial thematic framework, the emergent pedagogical issues identified by teachers during the course of their projects were then analysed. Deaney R, Ruthven, K, Hennessy, R, University of Cambridge  16.30HRS 18.00HRS FRIDAYThe reflective abilities of expert and novice learners in computer programming Computer programming is the component of Computer Science demanding much of a learner in terms of critical and creative thinking, as well as problem solving abilities. Computer programming especially requires that a learner should plan his/her work throughout, monitor his/her own progress and evaluate his/her own performance. By virtue of many years of teaching experience we know that most university students come from education systems in which memorisation and reproduction were emphasized. The requirements of critical, independent and problem solving thinking demanded by computer programming are usually not part of their skills or abilities. They find it difficult to reason and function strategically, self-regulative and reflectively. Reflection is necessary as it leads a learner to think about his/her own thoughts and actions before he/she begins to write the programme, while he/she is working on it and after he/she has finished the task. Reflection enables a learner to link the current task to his/her metacognitive and previous knowledge. It also enables a learner to draw inferences from the effectiveness of used strategies to make possible changes or adjustments in the current task. The aim of this research is to determine the differences between expert and novice learners in computer programming regarding their reflective abilities. Research has shown that the difference between expert and novice learners goes beyond the quantity of knowledge they possess. In this paper we view an expert learner as one who performs well in computer programming and reaches his/her goal easily. A novice learner is viewed not to perform well in computer programming and have difficulties in reaching goals. To assess the reflective abilities of expert and novice learners in computer programming, an empirical evaluation was conducted. Thirty students in their second year of teacher training with Computer Science as a major subject were given a programming task to complete individually in class. The task was based on the outcomes that they should have reached at the specific point in time. The tasks were assessed and the five students with the highest scores and the five with the lowest scores were used as expert and novice learners respectively in the rest of the research. These ten students were then given a novel programming task that they had to finish in class within a set time limit. Directly afterwards they had to complete a questionnaire about their thoughts, actions and reflective thinking with regard to the task they had just completed. The results provided a number of interesting insights into the degree of reflection in which these expert and novice learners were respectively engaged before beginning to write the programme, while working on it and after finishing the task. The most outstanding result was that neither of the groups tended to do any reflection after they had completed the task. Breed EA, University of Potchefstroom  SESSION 7 chemistry c108 Constructing an information society: how adults talk about learning with computers Previous work has identified several themes that appear commonly in treatments of Information and Communication Technologies (ICTs) in the media and government policy. These have consistently emphasised emancipatory and positive effects of ICTs on both society and education. These have included the notion that ICTs will reduce inequalities in access to education, with flexible computer-mediated education levelling barriers to adult learning such as time, space, and cost. While in turn transporting us into an information age, in which computers saturate every part of our lives, transforming work, leisure and learning. Thus skilful operation of computers becomes an entirely natural and entirely necessary aspect of day-to-day life. This paper investigates how such discourses, all around us in the media, are drawn upon in the talk of adults as they construct accounts of how ICTs have entered their life stories. This analysis forms part of the larger, ongoing, Adults Learning @ Home project, which is using survey (n=1100), 100 interviews and 24 case studies to interrogate how ICTs are being used for adult learning. The data discussed here is from the semi-structured interviews, carried out with adults sampled to include a range of different levels of engagement with both formal learning and computers. The interviews covered the history of interviewees education, learning, and experience of computers, including the motivations behind decisions made and anything that had been formative in attitudes towards ICTs. In this analysis discourses identified within media and policy accounts in previous work by the project team, have been highlighted within the interview accounts. I investigate how they are mobilised and adapted to support the different life situations of respondents, and the work these discourses do in peoples stories as they make sense of their own experiences. Also, as our survey work indicates a rather bleaker picture of computer use than discourses identified in the media and policy, how respondents struggle to reconcile their own problematic computer use with the promised ideal. Notably, interviewees are found to endorse broad ideas of an impending information-based society, but to reject almost entirely the computer-mediated learning both available to them today and imagined with future technological advances. Despite enthusiastic media projections, these are seen by respondents as lacking much of the magic of a class outside the home or office. Interviewees frequently reject simplistic notions of computers as transformatory, with particularly higher users most valuing computers for what they can contribute to existing goals and projects. Madden L C, Cardiff University   16.30HRS 18.00HRS FRIDAYNational variations in the initial teacher education process in France, England and Scotland: a study of influencing factors This paper investigates the factors which influence the nature and implementation of three secondary postgraduate programmes of initial teacher education (ITE) in France, England and Scotland. It is based on the authors ongoing PhD at the University of Stirling, Scotland, and which compares the postgraduate professional preparation of secondary teachers in England, Scotland and France. Teachers in the three countries have inherited specific professional and training cultures, and the comparative approach is particularly useful to explore various patterns of integration of theory and practice in light of the overall course design and content, of the partnership adopted between the training institution and the schools, as well as the mentoring and tutoring schemes in place in each of the three programmes selected. The methods used by the researcher to collect and analyse the data is exclusively qualitative and involved a combination of semi-structured interviews with key actors in the formation of secondary teachers in the three countries, as well as the collection and analysis of national official ITE policy documents and institutional course literature. Through the careful case study analysis of a one year Postgraduate Certificate in Education (PGCE) at a Scottish university, a one year PGCE at an English university and the second year of preparation at a French Institut Universitaire de Formation des Matres (IUFM) (Higher Education Institute of Teacher Education) the researcher aims to make interpretative comparisons between the way the process of learning to teach is conceptualised and implemented in each programme. Although the nature of the interpretation and implementation, at institutional level, of the statutory requirements for secondary ITE is highly context-dependent, the analysis of the arrangements adopted in each of the three courses under study nevertheless provides insights into prevailing conceptions of teaching and learning to teach, and models of ITE at national level. The author will first briefly present the comparative and conceptual framework for the larger doctoral study as well as the initial teacher education contexts under examination here. She will then principally examine the influence of models of initial recruitment into the profession and of the professional status and identity of school-based staff on the school/higher education partnership in ITE and the process of learning to teach. To do so, the author draws more specifically on school-mentors and student-teachers discourses about their experiences of the ITE process. This presentation also builds on previous findings by the author, generated from the same study, and which showed how institutional subject tutors professional status as well as the partnership model adopted in each country determine to a great extent higher education subject tutors contribution to the course, and their identity and expertise as teacher educators. The findings presented here come from the analysis of 56 semi-structured interviews conducted in 2001/2002 with course co-ordinators, institutional subject tutors, school-based mentors and student-teachers in three selected institutions in the three contexts. Brisard E, University of Paisley  SESSION 7 bruce room b A study of the formalised teaching of a mental calculation strategy and childrens construction of meaning This presentation will share the results of a small-scale study into childrens informal calculation strategies. The focus is on the childrens construction of meaning following the direct instruction of a calculation strategy. Case studies of three Year 4 children were carried out following group instruction (n = 8) of compensation as a mental calculation strategy. Pre-teaching, task-based interviews were carried out with all eight children in order to establish their preferred mental calculation strategies. This information was used to identify children who relied on procedural count-on methods and those that had developed more flexible mental calculation strategies. Three sub-sample children, demonstrating a range of procedures and strategies, were selected. These three children then participated in task-based, post-teaching interviews in order to determine the sense they had made of the taught strategy. The theoretical stance of the study suggests a non-dualist approach to the teaching of mental calculation strategies where participation can precede acquisition. This is supported by the analysis of the results, which indicate that the children studied could construct their own meaning of a directly taught strategy provided they had the prerequisite understanding of number. It was found that the participant viewpoint supports the teaching strategies promoted by the National Numeracy Strategy but the constructivist viewpoint conflicts with the suggested hierarchical structure for teaching mental calculations. Murphy C, University of Exeter Pupil and teacher perceptions of effective teaching and learning in history and geography at key stage 3: unity or mismatch? Despite the growing research interest over the last decade into the identification of teaching and learning strategies that pupils perceive to be enjoyable and through which they feel they learn most effectively, little research has been conducted into pupils learning in the subjects of history and geography. This paper reports the findings of a longitudinal inquiry into pupils learning in these subjects at Key Stage 3 that began in 1999. It draws on Year 9 questionnaire data and evidence from semi-structured group interviews with Year 8 and Year 11 pupils to identify aspects of pupils perceptions of their learning in both subjects. It focuses on pupils views about how they learn best in relation to subject content, teaching and learning strategies, subject relevance, and level of interest. Evidence derived from semi-structured interviews with history and geography teachers, conducted in 2003, is used to compare and contrast pupil and teacher perceptions. The findings are used to elicit potential strategies for enhancing pupils learning experiences in both subjects at Key Stage 3 and for heightening their appreciation of the distinct contribution each subject can make to their personal and intellectual development. Adey K, Biddulph M, University of Nottingham   16.30HRS 18.00HRS FRIDAYExploring student engagement in humanities classes This paper describes a current research project across a small number of schools, in which Key Stage 2 & 3 practitioners are exploring together the variation in levels of student engagement with (ie thinking about) key ideas in the humanities in their classrooms (that being distinct from student participation in lessons). The group accepts thoughtful engagement as the key to deeper learning, and believe that specific changes made to classroom processes will influence levels of student engagement, some positively and some less so. Further, they believe that many current classroom processes contribute towards disengagement. To begin to test some of these assertions, key ideas in the humanities are being presented to students in a variety of ways including text based (as in the literacy hour), video based, drama based and an attempt at authentic historical enquiry in the classroom. For each of these, students descriptions of their experiences are collected and analysed to allow differences of engagement across and within contexts to be identified and issues raised. This project aims to identify those approaches which are most likely to lead to thoughtful engagement and thus deeper learning in the humanities. Kelly P, University of Plymouth  SESSION 7 bruce room b Empowering able year 5 pupils as active researchers This paper discusses the findings from a project in which the research process itself was used to develop the learning skills of able pupils in a partnership initiative between an HEI and a primary school. It was hypothesised that targeted training of the research process would enhance critical thinking, analytical and organisational skills and stimulate creativity. The project presented an opportunity for able pupils to read, discuss and critically appraise other peoples research use creativity and imagination in designing a valid study improve organisation and management skills in the handling of quantities of data develop ethical awareness improve clarity of thought and expression be encouraged towards independent learning An integral aim of the project was the empowering of children as active researchers. Perspectives on child status have begun to shift towards children as social actors in their own right rather than parts of an other such as part of a family or school. The UNCRC recommended that children should be informed, involved and consulted about all activities that affect their lives - including research. One of the factors that limits childrens engagement in active research is their lack of relevant research skills. Facilitating access to a taught programme of research equipped them with these tools and empowered them to undertake and take ownership of their own projects, designed from their own perspectives. The aims of the pilot study were four-fold: to investigate the feasibility of this kind of initiative with able Year 5 pupils to assess the main benefits for those pupils to examine the implementation issues involved to evaluate the implications for future adoption of the initiative The project took place with a small group of able pupils over a period of two terms and was set up as an extra-curricular activity, along the lines of a Research Club. The first ten weeks were focused on the transfer of knowledge and skills and the remaining weeks on supporting pupils to design and carry out their own research projects. Data was collected via multiple methods (observation; scrutiny of pupils written and oral work; assessment of the quality of pupils research studies; interviews with pupils, staff and parents) and analysed for evidence of extended learning, skills development, and the quality of pupil engagement in the research process. Findings showed that pupils were able to engage actively with the research process and produce some fascinating research studies. Analysis showed that the main benefits for pupils were in developing their organisational skills and critical thinking. Pupils found the writing up process the most difficult. Other implementation aspects are also discussed and recommendations made about how the programme can be adapted for wider adoption in schools. The paper includes examples of the pupils own research. Kellett M, The Open University   16.30HRS 18.00HRS FRIDAY SESSION 7 bruce room a How is the SHOAH introduced to year 9 pupils? Perspectives, discourses and language use of beginning and experienced teachers Teaching the Shoah can be a difficult and problematic part of the History National Curriculum. The uniqueness of the events, the moral, social and spiritual dimensions are all challenging aspects for teachers when they begin to think about, conceptualise, plan for and enact lessons for Year 9 pupils. How do they go about addressing these areas and what perspectives are offered by experienced and beginning teachers and teachers teaching through the medium of German and French? What issues do these teachers focus on and how do they present moral, social and spiritual dimensions within an historical context? Are there differences in emphasis and approaches across these sectors? This paper examines and compares these different perspectives. In particular, we explore the role of language in teaching the Shoah including teacher language, pedagogical language and subject specific historical terminology. The research focuses on History PGCE students and their mentors within the Nottingham University School of Education partnership and in particular those students undertaking the BILD (Bilingual Integration of Languages and Disciplines) programme as part of their history PGCE. It is based on lesson videos, individual teacher interviews and focus group interviews with the pupils. The investigation has been conducted jointly by a cross-curricular team of historians and linguists. Mills G, Wiesemes R, The University of Nottingham   16.30HRS 18.00HRS FRIDAYJewish faith education in Glasgow a case study The promotion and expansion of faith schools in the state sector in recent years has intensified philosophical and educational debates concerning the nature, purpose and justification of these schools. Faith schools claim that they seek to integrate faith formation and common educational goals and a wide variety of faiths have sought to establish these schools. The vast majority of these faith schools are primary schools. This paper explores the faith formational provision within a faith community when the faith schooling ends at the primary level. How does faith formation continue for children of secondary age? What kind of education (formal /informal) is preferred? How does this education cohere with faith school education and state secondary school education? A case study, consisting of semi-structured interviews with religious and youth leaders / workers, examined the Jewish community in the greater Glasgow area and the diverse and contrasting approaches to faith formation of children of secondary age within this community. This education is located in a Jewish community with a long history of apparently peaceful integration, but a community that feels increasingly pressurised by the challenges of secularisation and assimilation. There is a well attended Jewish primary school in Glasgow but no Jewish secondary school. It emerged that the faith formation of the Jewish primary school was continued by the community in a number of ways but a broader conception of youth formation and education displaced the narrower faith formation. This broader conception took three forms which ranged from formal to more informal: religious education conducted through the synagogues, assemblies in some mainstream schools and the Jewish Youth Movements. This broader conception and these three forms were linked to a variety (often overlapping) of understandings of Jewish identity. The position of the teacher in the Jewish primary school as teacher and role model was replaced, depending on context, by Rabbis, youth leaders and youth workers and different constructs of teacher and role model emerged. The research concludes that in this community there has been a history of debate concerning the desirability of faith schools and the expansion of faith schooling. This debate is linked inextricably to tension caused by the attempt to maintain religious identity and the challenges of secularisation and assimilation. The research also concludes that these tensions underpin the complex reasons behind the development of different forms of youth formation and education for Jewish children once primary faith schooling has been completed. This provides insights into the wider debate surrounding faith schools. McKinney S J, University of Glasgow  SESSION 7 bruce room a Exploring health indicators to assess the impact of school-based health education initiatives Over recent years, NFER has been commissioned to explore the impact of several health education initiatives, such as the National Healthy School Standard (NHSS) and the A PAUSE Sex and Relationships Education (SRE) programme. This paper sets out the methodological issues involved in evaluating such initiatives, and developing indicators to measure their ongoing impact. Effective health education should have an impact on young peoples knowledge, attitudes and behaviour, and ultimately on the health of individuals and the community. For example, lessons focused on smoking could increase pupils understanding of the dangers, which could make them less likely to smoke and thus reduce the incidence of lung cancer. We need to decide what type of outcome to measure, taking into account the purpose of the initiative being evaluated and the feasibility of obtaining relevant data. A particular difficulty arises in cases where it is considered desirable to measure health outcomes, e.g. the incidence of teenage pregnancies. A wealth of relevant data is collected routinely and publicly available, but it is not linked to schools so how can we use it to decide whether a programme confined to certain schools has had a positive impact on the pupils involved? A further complication is that, while some initiatives, such as the A PAUSE programme, have a very specific focus, others have very broad aims. For example, the NHSS aims to contribute to reducing health inequalities, promoting social inclusion and raising pupil attainment. It could therefore impact on a wide range of health and education outcomes, but precisely because of this, the extent of its impact in any one given area may not be strongly felt. The paper explores these and other issues in depth. It goes on to describe how NFER has attempted to obtain the most appropriate national datasets, use them to determine the impact of health education initiatives, and create an indicator set which can be used for ongoing evaluation. Schagen S, Blenkinsop S, NFER   16.30HRS 18.00HRS FRIDAYPSHE, SMCS & Citizenship: one programme to cover them all? The paper will report work in progress with regard to an educational programme which aims to contribute substantially to LEA and school provision of physical, social and health (PSHE) education, the social, moral, cultural and spiritual (SMCS) development of pupils, and citizenship education. This programme, Sathya Sai Education in Human Values (SSEHV), offers material which is based on values and seeks to promote human values in school. The focus on values connects the programme with the wider context of values or values-based education, character education, and moral education. The paper will explore this connection, together with the contents of the programme and its application by head teachers and teachers. The presentation will be based on empirial research in schools and other educational contexts to see to what extent the programme fits the requirement for PSHE, SMCS & citizenship provision. Arweck E, University of Warwick  SESSION 7 maths m214 Enhancing the impact of investments in ICT in education: shared visions? There has been a substantial level of investment in information and communications technology (ICT) in education over the last thirty years, but it has failed to have a proportionately large impact on learning. It has been proposed that one of the reasons for this lack of impact is a lack of shared understandings (visions) about the purposes that educational ICT should be serving. Discussing ICT, Aspirations & Targets for Education (dICTatEd) set out to explore this proposition, initially through a review of the rationales for using ICT in education that are evident in the literature. The rationales identified were synthesised into 19 distinct justifications for using ICT in education. These formed the basis for the next phase of the research, which involves the use of an online questionnaire (http://www.meD8.info/qqa). The questionnaire collects data about respondents views on the extent to which ICT should be an essential component of education and the rationales that should underpin educational ICT for learners of different ages. This large scale international study, which involves collaborators in England, Australia and the USA, aims to collect over 20,000 responses from staff and students across all phases of education. The questionnaire is completed on-line and adjusts the terminology used in order to cater for different cultural contexts in order to facilitate international comparisons to be made. The Internet also provides the mechanism for distributing the questionnaire, via email and mail-lists. These approaches raise important methodological issues. Preliminary analysis of the first 1000 responses indicates that across all phases, except higher education, at least 85% of respondents do believe that ICT should be an essential component of education. This figure falls to under 80% in relation to higher education. More importantly, the initial data provides support for the claim that there is a lack of agreement about the rationales that should underpin the use of ICT in education. This paper will provide an analysis of all the responses from the questionnaire, and will explore the extent to which variables such as age, gender, country, age range of learners, role within education and specialism impact on beliefs about whether ICT should be an essential component of education and about the rationales that should underpin educational ICT. The outcomes of this research are intended to be of direct relevance to policy makers and those involved in using ICT in education. Twining P, The Open University   16.30HRS 18.00HRS FRIDAYFrom positivist to postmodernist: choosing the right research method At a time when the UK government is committing to the notion of evidence based practice, appropriate research strategies are vital in ensuring authentic information for the teaching profession. This paper chronicles the design and dissemination decisions made by the MirandaNet team in researching the effectiveness of a national information and communications technology (ICT) training programme for teachers and librarians. Between 1998 and 2003 more than ninety six per cent of English and Welsh teachers and librarians have received this ICT training. The Teacher Training Agency (TTA) took over full responsibility for the programme from National Opportunities Fund (NOF) half way through the delivery process. Given the availability of rich national data the agency wanted to investigate the lessons in ICT training that were emerging for the wider teacher education community. For the researchers, two features of this English and Welsh government funded programme probably make it globally unique : firstly the reliance on once-only funding from the lottery through NOF and, secondly, the central involvement in the national training programme of the commercial companies who were awarded Approved Training Provider (ATP) status. The first challenge for the researchers was to identify methodologies which would represent fairly the experience of all the players in this ambitious national programme: the teachers, the senior management teams, the companies, the teacher educators, the advisers, the quality assurance teams, the policy makers and the influential specialist press. As a consequence a research design was chosen were quantitative research was balanced by qualitative data and innovative methodologies were used to ensure that all the voices were heard. Research decisions also had to take account of the political dimensions that were involved. The final ingredient researchers needed to consider was the information and communications technology dimension which presents an inherent challenge to established traditions of linear, book based education, creating new tensions in a profession already battered by innovation overload. This paper describes in detail the research methods chosen to compliment the early quantitative data collections of the TTA and the OFSTED. The paper will also discuss appropriate dissemination of results in the context of the national English tendency to be self deprecating and cynical about achievement. Preston C, MirandaNet, Institute of Education, University of London, Kingsford J, University of Essex  SESSION 7 maths m214 The use of web-based surveys in educational research: demonstration and discussion The increased availability of Internet access and recent advances in web technology have made the medium ideal for the delivery of surveys. The paper examines the process of delivering an online questionnaire from the initial set-up, participant interaction through to delivery of data ready for analysis. This is illustrated using the web based student survey for the Diversity Pathfinders Project. This surveyed Year 11 students on their views on curricular choice and diversity and satisfaction with school. The advantages afforded by this system include improved data accuracy, reduction of missing data and the elimination of data entry, since this is done by the respondent. Potential problems of respondent non-cooperation and sample bias are discussed. Finally the system will be compared to other similar packages. Rebmann S, Everysite TLR Ltd, Levacic R, Institute of Education, University of London   16.30HRS 18.00HRS FRIDAY SESSION 7 physics p114 The key stage 3 strategy: what kind of reform is this? The Key Stage 3 Strategy, which is currently being rolled out in schools in England, is an ambitious and complex initiative. It is intended to increase both the engagement and attainments of 11-14 year old pupils. It involves subject specific strands, cross-curricular literacy and numeracy elements and a range of teaching and learning strategies. We look at this strategy in the context of international efforts at middle-years reform. We then draw on our DfES funded evaluation of the Key Stage 3 Strategy Pilot in 205 schools and 17 LEAs to raise questions about the nature and impact of the strategy. To what extent is it curricular reform and remediation? Is it essentially a teaching and learning initiative? In what ways may it increase engagement and improve attainment? We then consider ways in which the KS3 Strategy might develop in order to meet more fully its aims. Stobart G, University of London Institute of Education, Stoll L, University of Bath Developing a methodology for whole-school self-evaluation This paper focuses on how school self-evaluation can contribute to school improvement. The methodology and outcomes from a research and development project involving an opportunity sample of primary, post-primary and special schools over a period of one year are presented and discussed. The project involved members of the research team, senior management and teachers in each school working in collaborative partnership to encourage schools, in some cases to establish, and in all cases to make progress towards the development of a culture of reflective self-evaluation. The main research instrument was a professional journal, specifically designed for this project and which was completed over a four week period by teachers and principals. The journal included sections relating to learning activities and learning outcomes during classroom lessons and on teachers involvement in and experience of professional discourse in the school. The paper highlights the extent to which such data provide insight on the working of the school and on characteristics of professional life in it. The project methodology and its implementation are exemplified in a case study of one of the participating schools. In this school, the evidence is that a process of reflective self-evaluation was encouraged and supported through participation in the project. In particular, the case study illustrates the potential of professional discourse analysis as a tool for improving a schools self-knowledge, for scaffolding reflection and for school improvement through focused and coherent action planning. Johnston J, Neil P, Queens University Belfast   16.30HRS 18.00HRS FRIDAYSchool improvement: where do we go from here? This paper seeks to analyse a number of current problems for the development of School Improvement, and to explore some ways forward. Among critical issues which seem important in evaluating the current state of the SI paradigm are: a lack of discussion about educational purpose, and related to that, a disconnection from debate in other academic fields such as curriculum studies, social justice and inclusion, citizenship etc. a tacit acceptance of quantifiable outcomes, notably improved examination results as the primary goal, to which all other benefits of education have to relate in an instrumental manner (related to the impact of SE on SI) the limited impact of Improvement on schools in areas of poverty and deprivation, and the static / widening attainment gap the contradiction between our understandings of school development processes (complexity, distributed leadership, culture etc.) and the low-trust surveillance environment in which schools are expected to operate a silence about the potential impact of increased privatisation and selection, high levels of poverty, and the impact of the neo-liberal policy environment leadership conceived as capacity development but with limited attention paid to direction finding. Drawing on his new book Schools of hope a new agenda for school improvement, the presenter will highlight the implications of recent work in the field of School Improvement and the conceptualisation of school development in Europe and North America, in order to open discussion on the potential for a more transformational, socially responsible and democratic model of educational change. Wrigley T  SESSION 8 physics p113 Towards a smooth transition from preschool to primary school in Iceland The transition to kindergarten or primary school has been seen as one of the major challenges children face in their early years and a critical component of their long-term school success. Many researchers have pointed out that children who have a difficult time adjusting to school from the beginning and who experience social, behavioral, or academic difficulties in the early years of schooling are more likely to continue experiencing these problems throughout their schooling (Ladd & Price, 1987; Early, Pianta, & Cox, 1999; Margetts, 2002; Entwisle & Alexander, 1998). The study was conducted in Iceland where preschools and primary schools are both defined as educational institutions under the supervision of the Ministry of Education, Science and Culture. Preschools however, are not compulsory like the primary school and are not free of charge. These two institutions have different histories and traditions. The preschools, which were designed initially for poor children, focus mainly on care-giving, but the primary schools, which were designed for all children, focus on instruction. The general aims of the two National Curriculum Guidelines are similar, but there is a big gap when it comes to putting the guidelines into practice. In accordance with the law, the preschool guide emphasizes development, play, creative activities, life skills, daily routines, and integration of subject areas. The primary school curriculum guide on the other hand focuses mainly on the teaching of different subjects. The physical structure of these institutions is also different. Primary schools today are often part of big compulsory schools; in fact, the biggest ones in Reykjavk have more than 700 children. The preschools are smaller institutions, usually around 70-100 children. In Reykjavk, the biggest preschool has 185 children. The organization of preschools and primary schools is generally different. The preschools usually have mixed age grouping, but in the primary school, children are grouped by age. The structure of the preschool day is usually more flexible and not divided by subjects like in the primary school. There are usually more children in each group and fewer adults in the primary school. The aim of the study was to gather information about the transition practices that preschool and primary school teachers use to ease childrens transition from preschool to primary school, and to see if there is a difference between what preschool teachers and primary school teachers see as preferable activities and approaches. A transition practices survey developed by Robert Pianta and colleagues at the University of Virginia was used. The questionnaire was designed for American kindergarten teachers but was translated and adapted for use in Iceland. The results from the survey show that some types of transition practices were universal. The activities that were most frequently reported as being used serve the purpose of easing the transition from preschool to primary school by introducing the primary school to the preschool children. Little emphasis is placed on coordinating the pedagogy of these two institutions. Both groups expressed positive attitudes toward transition activities and cooperation between school levels. Primary school teachers perceived that children had more difficulties starting school, while preschool teachers tended to perceive that children had fewer difficulties. Einarsdottir, J., Iceland University of Education   11.00HRS 12.30HRS SATURDAYStarting school: perspectives of Australian children, parents and educators Starting school is an important time for young children, their families and educators. Pianta and Kraft-Sayre, (1999, p. 47), suggest that the transition to school sets the tone and direction of a childs school career. The Starting School Research Project, based at the University of Western Sydney, involves a group of researchers and a wide ranging Advisory Committee representing peak early childhood organisations, early childhood employer groups, parent associations, school organisations, community and union perspectives. Over the past six years, the project has investigated the perceptions and expectations of all those involved in young childrens transition to school, developed and evaluated transition programs, produced guidelines and directions for these programs and has substantially enhanced approaches to the development of effective transition programs. Further, the projects high regard for input from children as well as the adults involved in these programs has made a substantial impact on approaches to researching with children. Data gathered from interviews and questionnaire responses from almost 300 parents and 300 early childhood educators in schools and in prior-to-school settings along with interview data from almost 200 children who were about to start school or who had just started school have enabled the project team to describe the most important issues for children, parents and educators as children start school. Using grounded theory, a series of categories of responses was devised which reflected the issues raised by respondents. These categories related to: the knowledge children needed to have in order to start school; elements of social adjustment required in the transition to school; specific skills children needed to have mastered; dispositions conducive to a successful start to school; the rules of school; physical aspects of starting school; family issues; and the nature of the educational environment within school. The ranking of each category, from most to least mentioned, for each group of participants is as follows. Children: Rules, Disposition, Social Adjustment, Knowledge, Physical, Skills. Parents: Social adjustment, Educational Environment, Disposition, Physical, Family, Skills, Rules, Knowledge. Early childhood educators: Social adjustment, Disposition, Skills, Educational environment, Physical, Knowledge, Family, Rules. While there are some similarities in the rankings for the adult participants, the striking differences between these and the rankings of the categories among the children is stark. The proposed presentation will exemplify these similarities and differences through more detailed qualitative analysis as well as many examples of adult and childrens interview transcripts. Implications for the programs which are designed to prepare children, their parents and their teachers for starting school will be explored. References Pianta, R. C. & Kraft-Sayre, M. (1999). Parents observations about their childrens transitions to Kindergarten. Young Children, 54(3), 47-52. Perry B, Dockett, S, University of Western Sydney  SESSION 8 PHYSICS P113 A study of the development of early mathematics the home: an examination of the methodology This was a multi-methods longitudinal study focussing on a small sample of nine children and their families. It was carried out in an attempt to examine closely the social construction of mathematics within the families of the young children and develop an understanding of the ways in which the foundations of mathematics might develop at home. Each child was observed for one-hour periods of interaction with parents and other adults at four-monthly intervals for between two and three years These observations started from the age of `18 months approximately and ended with the start of formal schooling. Video recordings were analysed with particular attention to the childrens mathematical interactions in order to try to understand better the way in which parental and child mathematical attitudes, interaction and context, including the choice of activity and language might influence the learning outcomes for the child. This paper sets out to examine the methodology through which this study and its analysis were conducted and in particular critiques assumptions underlying the ways in which the qualitative data were analysed. Bottle G, Godfrey R, Canterbury Christ Church University College   11.00HRS 12.30HRS SATURDAY SESSION 8 PHYSICS P115 The significance of affective issues in successful learning with ICT for year one and two pupils and their teachers:the final outcomes of the ICT and the whole child project This paper considers for the first time the final results of the ICT and the Whole child project sponsored by the Nuffield Foundation. Two classrooms of the future with high quality, ICT equipment and software chosen from a child-centred perspective were installed in a primary school near Leeds and the effects evaluated over two years with a special focus on self esteem. The year one and year two classrooms were designed to increase positive interaction and affect between teachers and children and to improve and equalise teacher/pupil relationships. A range of qualitative and quantitative data was collected and analysed including interviews with teachers and children, lesson observations on video, year 2 SATs data and self-esteem data which was compared with another class group with more usual facilities. As well as showing the establishment of highly successful interactive classrooms in which ICT is integrated into teaching and learning across the curriculum every day, the outcomes also reveal the conversion of anxious, sceptical teachers into ICT enthusiasts. The final assessment data (due in June/July) is expected to show improvements for achievement in literacy, numeracy and ICT skills for the year one and two pupils over the two years of the project and a preliminary interpretation of the data in relation to self esteem and other affective issues. ICT, early years achievement, affective issues. Cooper B L, University of Leeds and Northumbria, Brna P, University of Northumbria   11.00HRS 12.30HRS SATURDAYDoing the best we can how do day nursery staff interpret the early learning goals for three and four year old children? This paper explores the initial findings of an investigation into how Day Nursery Staff understand and respond to the new Early Years curriculum and inspection requirements. The aim of the study is to find out how childcare workers in Day Nurseries cope with this new curriculum for three and four year old children. This curriculum is being imposed on all childcare settings, which receive Government Funding for children of this age. Most Nursery Schools, Nursery Classes and Combined Centres have a teacher on the staff who implement the teaching aspect of language and literacy and numeracy. Most Day Nurseries, by contrast, do not and the staff have not been trained to teach this aspect. Information is being collected through observations in the nursery rooms; looking at the activities during a session; interviews with nursery nurses; examination of nursery records and tracking of children. Interviews with staff and supervisors have been used specifically to discover how they prepare for the OFSTED Inspection. In this paper I will look at my preliminary findings from one Day Nursery. The study by Kathy Sylva et al (1997-2003) found that the most effective settings provide both teacher initiated group work and freely chosen yet potentially instructive play activities. In my paper, I will show how difficult it is for many Care Workers to fulfil these needs. Although most Nursery Nurses are professionally trained, their training is mainly aimed at the caring side of a childs development. The staff I interviewed saw their aim as providing a safe and happy environment for the children. This included providing a variety of toys and games to keep the children interested; social opportunities for children to communicate with each other; plenty of exercise in the play ground; independence when using the bathroom; good eating habits and perhaps most importantly, the good behaviour of the children. Staff have many demands on their time and although they pay lip service to planning and educational activities, most of them feel their main job is to prepare a child socially and emotionally for school. School is where the teacher will take over. The Nursery Nurses were worried about the questions they would be asked and whether they were using the correct language when they ventured into the mathematical curriculum. They were aware of literature available to help them, but did not have the time to read it. Staff work long hours for little monetary reward and see the Early Years curriculum as another addition for them to cover. My paper will show how the staff are trying to respond to the demands of OFSTED. References DfEE (1997-2003) Kathy Sylva et al. The Effective Provision of Pre-School Education (EPPE) Project Richardson H, Goldsmiths College ( University of London)  SESSION 8 PHYSICS P115 Developing a policy on ICT in pre-school settings: the role of research This paper reports a 3-phase project for Learning & Teaching Scotland to inform the Scottish Executives development of an information and communication technologies (ICT) strategy for the pre-school years of education. Phase 1 produced a review of the literature on ICT and young children, phase 2 consisted of an observational study of ICT in a range of pre-school settings and phase 3 analysed responses to a consultation exercise and synthesised findings from all phases. The pre-school curriculum in Scotland, Curriculum Framework for Children 3 to 5, does not make detailed reference to ICT and guidance is limited to the need for children to become aware of everyday uses of technology and use these appropriately. The presence of ICTs in pre-school settings has become widespread in recent years but it has been a piecemeal process and has not been driven by strategic planning. The studies took place from late 2001 to early 2003 and the new strategy document should be complete before September 2003. This will enable us to reflect on the process of formulating policy through to the point of publication. As part of our discussion of this process we will: summarise the main outcomes from each of the phases describe the interrelationship between the different phases identify those aspects of the research which have directly informed policy and those which have been ignored or dismissed because they do not cohere with the governments approach discuss the time scales involved in conducting research for this purpose. The literature review examined the international research evidence on the ways in which ICT is used in both formal and informal pre-school settings. It pointed to the paucity of good evidence-based writing on the subject and a small-scale empirical study of seven pre-school settings was subsequently commissioned. This study described the ICT resources available and how they were used, discussed the ways in which children engaged with ICT and considered the role of ICT in the educational provision offered across the settings. We found that ICT was generally conceptualised as computers and that childrens use of computers generally took place in periods of free play. There were few examples of adults initiating directed activities, although they would intervene to arbitrate turn-taking, and few examples of practitioners observing, recording and assessing childrens progress with ICT. This is because these activities do not feature prominently in the curriculum framework, practitioners have received no training in how to do this and they need to oversee other activities. Training opportunities, whilst high priority for practitioners, were very limited and generally took place on an ad hoc basis in the workplace. This meant the emphasis was on low-level troubleshooting and basic skills rather than pedagogy. The consultation exercise used a briefing paper based on some of the issues arising from our literature review. As part of the third phase, we analysed the responses and related them to the conclusions drawn from the observational study. This resulted in a series of implications for strategy development. Plowman L, Stephen, C, University of Stirling   11.00HRS 12.30HRS SATURDAY SESSION 8 MECH & CHEM ME 103 Theorising learning in higher education: epistemology, metaphor and complexity This paper examines metaphors of learning in two different discourses. Its primary focus is the use of metaphor in the talk of a group of mature students who are at the beginning of a university access course, which will be discussed in the context of metaphors of learning in the official discourse (Lillis, 2001) of mainstream pedagogical theory in higher education (eg. Prosser et al, 2003; Biggs, 1999; HEFC, 1999, 2001). The analysis of the participants talk will be carried out from two different epistemological perspectives. The first perspective will look across the different narrative accounts, reporting on patterns and themes in relation to the use of metaphor. It will be suggested that the analysis of metaphor provides an interesting way of looking at ideas about learning in both participant and mainstream discourses, particularly in relation to the ways in which these two discourses compare. The second part of the paper will then briefly explore the epistemological assumptions which underpin this category-creating/theme-seeking approach to analysis. Arguing that this approach is based on one particular interpretation of science, it will be suggested that it might be fruitful to explore other scientific epistemologies as a basis for data analysis. After briefly outlining some possible implications of complexity theory (Cilliers, 1998), the use of metaphor in the participants narratives will then be analysed from this perspective. The purpose of using these two different approaches is not to set them up in opposition to each other, but to attempt to explore and create new spaces for debate about current models and framings, and perhaps to contribute towards the development of new and additional perspectives. Biggs, J. (1999) Teaching for Quality Learning at University Buckingham, Buckingham, Open University Press Cilliers, P. (1998) Complexity and Postmodernism London, Routledge H.E.F.C. (1999) Institutional Learning and Teaching Strategies 99/55 Bristol, Higher Education Funding Council H.E.F.C. (2001) Strategies for Learning and Teaching in Higher Education 01/37 Bristol, Higher Education Funding Council Lillis, T. (2001) Student Writing London, Routledge Prosser, M. Ramsden, P. Trigwell, K, Martin, E. (2003) Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning Studies in Higher Education 28, 1. pp. 37 48 Haggis T, University of Stirling   11.00HRS 12.30HRS SATURDAYMeaningful assumptions made from tessellations as an approach to decorative design education an African context This paper gives an insight into research with applied tessellations in a multicultural context, as the starting point for decorative design education to student art teachers. The end results of this activity always differ in artistic and creative appearance. This lead me to research the reasons why some of my best art students dont have a feeling for tessellations. First year student art teachers were used for the research. The research was done in an outcomes based way as a module in the learning area Arts and Culture. During the first introductory phase, the students were exposed to tessellations in both African and European works of art. The specific focus in African context was on the rural Tswana women of South Africa. They decorate the outside walls of their homes intuitively with decorative designs through the textured process of lithema (plough) in the natural hues of bushveld browns, (terracotta). This module was further linked with the famous Dutch graphic artist M.C. Escher to bring them in contact with an European version of applied tessellations in art. During phase two (planning and organizing) detail requirements were given to the students. Further research to be done by the students themselves on tessellations, was suggested. They were given a questionnaire on their background and interest in mathematics as well as on their aptitude etc. towards mathematics. Selecting and optimising human and other resources followed. Ideas and preliminary drawings were started. During the third phase (producing) the students were individually busy with the final product and the presentation. In phase four (evaluating and assessment of the final art works). meaningful results emerged from the students works of art , when they were linked to the individual answers of the questionnaire on mathematics. The conclusion was drawn that students works of art on applied tessellations differ, the reasons being that some had mathematics as a second main learning area, some do not have mathematics as a learning area, some do not like mathematics, some lost interest at school in mathematics, although they were interested etc. This is in contrast to the tessellations carried out intuitively by the rural traditional Tswane women, with no mathematical background , decorating their homes with tessellation designs. Van den Berg A S, Potchefstroom University for Christian Higher Education  SESSION 8 MECH & CHEM ME 103 Critical thinking, undergraduates and intellectual resources This paper seeks to probe the much discussed, but relatively unresearched area of undergraduate critical thinking. Specifically, it aims to explore the intellectual resources conceptualisation of critical thinking, proposed by Bailin et al. (1999), through an examination of part of an extensive corpus of empirical data on undergraduate critical thinking. The analysis proposed in this paper is part of a wider attempt to develop theoretical understandings of criticality through conceptual explorations in conjunction with scrutiny of empirical data. The analysis arises out of an ongoing, ESRC funded project, Development of Criticality among Undergraduates in Two Academic Disciplines. Typically, critical thinking is discussed in terms of lists of skills and attitudes displayed by critical thinkers and required by students with little indication of how they might achieve these skills or how far they can be expected to do so. As Bailin et al. point out such lists imply nothing about the psychological states, capacities or processes that enable critical thinkers to have the requisite accomplishments, and nothing about the kinds of instructional procedures that are likely to be efficacious in bringing them about (p.290). As part of their remedy for these deficiencies, Bailin et al. suggest a range of intellectual resources necessary for critical thinking to take place. Students will possess these resources to a greater or lesser extent. These resources are: background knowledge; knowledge of key critical concepts; knowledge of heuristics useful in thinking critically; and certain habits of mind. The empirical data in the study consist of longitudinal and cross-sectional, developmental data from 18 case study undergraduates in two contrasting disciplines: Social Work and Modern Languages (one a traditional arts and the other a vocational social science). There are nine students from each discipline, three from three different years of study in the relevant degree courses. Each case study is based on a series of interviews with each student; close scrutiny of written work they produce during their study; and observational notes from courses they have attended. In addition, there is interview data from course leaders and department heads. This paper will seek to depict how far and in what ways the different students display access to the intellectual resources proposed by Bailin et al.. It will also seek to explore the adequacy of the conceptual model. Johnston B, Mitchell R, Ford P, Myles F, University of Southampton   11.00HRS 12.30HRS SATURDAYEat and drink what you like its speaking English that kills you! learning outcomes for a course in classroom English Research indicates that for a number of practical, financial, political and social reasons English has become the preferred medium of instruction in a number of especially developing, countries. In many of the these countries (South Africa, Namibia, Botswana Japan. China Malaysia, India ), but also in some of the European countries that offer English medium of instruction teaching, be it on primary, secondary or even tertiary level,( Netherlands, Denmark Switzerland) English is also the second language of the educators. The situation is, therefore, that a second language speaker of English may be required to teach second or third language speakers of English. It is not surprising that findings by a number of researchers suggest that the lack of proficiency of English medium of Instruction educators may be one of the most fundamental and crucial of factors influencing education outcomes in schools. According to Clark (1999: 1) a teacher who has to instruct in his or her second language needs a qualification not only to teach the subject, but also one to teach it through medium of English. Hughes (1981: 5) states that all teachers need language skills(i.e., Classroom English) This paper argues that a specific course in Classroom English for second language speakers needs to be given a central place in the curricula of Colleges of Education. In order to develop such a course the course designer needs to identify the learning outcomes for a Classroom English course. Uys A H C, University Of Potchefstroom , South Africa  SESSION 8 oak room Transformational leadership in schools (TLIS) project. A preliminary evaluation The Transformational Leadership in Schools (TLiS) project was commissioned by the National College for School Leadership (NCSL) in order to develop the concept of transformational leadership in the context of schools; to obtain a profile of transformational leadership behaviour, qualities and attitudes among teachers who have recently successfully completed headteacher training on the National Professional Qualification for Headteachers (NPQH); to obtain comparative data relating to transformational leadership in schools and in other public and private sector organisations; in the longer term, to diagnose developmental needs in this area and to suggest appropriate training and other support. The participants comprised a random stratified sample of those teachers who were NPQH graduates in 2001 (n = 250). Transformational leadership denotes the kind of leadership behaviours, qualities and attitudes that are essentially open-ended in nature, enabling organisations not only to cope with change, but also to be proactive in shaping their future. A transformational organisation is one that is characterised by a culture based on integrity, openness and transparency, and genuine valuing of others. Such a climate shows itself in concern for the development and well-being of others, in the ability to unite different groups of stakeholders in articulating a joint vision, and in delegation of a kind that empowers and develops potential, coupled with the encouragement of questioning and of thinking which is critical as well as strategic. At all times transformational behaviour is guided by ethical principles. However, for any organisation to succeed, these qualities must be complemented by leadership competencies sometimes referred to as transactional leadership which are largely closed-ended, but necessary in order that staff can undertake the kind of strategic planning and other activities that enable goals to be turned into a reality. This paper will present (a) comparative normative data for the NPQH graduates and for senior managers in a number of other public and private sector organisations; (b) preliminary findings from evaluative studies of the TLiS project undertaken by NCSL Research Associates. Alimo-Metcalfe B, Alban-Metcalfe J, Leadership Research & Development Ltd, Briggs M, University of Warwick, Institute of Education   11.00HRS 12.30HRS SATURDAYPerceptions of British and American administrators of teacher as leader characteristics and skills A pilot study was conducted comparing British Head Teachers and United States principals on their perceptions of what it takes to become a teacher leader. The study explored the criteria that head teachers and principals use to select teacher leaders who assist them in carrying out the mission of the school. In addition, interviewees were asked to identify the barriers to becoming a teacher leader. For the purposes of this study, teacher leaders worked in a supporting role to achieve instructional goals rather than an administrative capacity. Interviews with three head teachers in Devon and three principals in Georgia were conducted and themes were drawn from the responses to the research questions. The questions for this study were drawn from the teacher as leader literature and from course work at a regional university in the southeast United States. The research questions were: What characteristics do teachers have that make them teacher leaders? What teacher leader skills do teachers need to help administrators and their schools? What barriers do you see that might hinder some teachers from becoming teacher leaders? With the permission of the interviewees, the researchers recorded responses. Answers were categorized according to themes and patterns as found in the literature. Other responses not falling into the identified categories were noted for further research. With the help of two graduate assistants, trained to look for categories, the response sets were reviewed for validation. The differences between and similarities of the two groups were noted. Identified themes included curriculum and instruction expertise, excellent interpersonal skills, the means to influence other teachers, and strong organizational skills. Barriers included lack of time, family commitments, and a lack of interpersonal skills. Information gleaned from the identified themes of the study is being infused into the researchers current course work for teacher leaders. The results will be used to widen the span of participants to verify if the themes identified hold true across a larger population of school administrators both in the states and abroad. Bridges L, Boes S, State University of West Georgia  SESSION 8 oak room Evaluation of the Scottish Qualification for Headship The Scottish Qualification for Headship (SQH) was first introduced in 1998 as the means to achieving the national Standard for Headship, which is intended to become mandatory for new headteachers from 2005. This paper reports some of the findings from the first national evaluation of the SQH, carried out during 2002-03 and commissioned by the Scottish executive Education Department. The two major strands of the study were: a national questionnaire survey of SQH graduates, their headteachers, local authorities and chairs of school boards nine school-based case studies from across the country, which involved interviewing sqh graduates, heads, other staff, local authority co-ordinators and chairs of school boards Amongst the key findings of the study are: the workplace learning model upon which the programme is based has a powerful effect on candidates and encourages them to treat the complementarity of theory and practice seriously; the programme can have a very significant cultural impact on the schools in which the candidates are working; the demands of a programme of this nature may deter some otherwise highly suitable potential candidates from undertaking the qualification. The paper will offer a critical analysis of these and other factors with a view to identifying lessons to be learned for similar programmes in other parts of the United Kingdom. This analysis will be related to the current debates on leadership, management and school improvement. Holligan C, Mthenjwa V, Menter I, University of Paisley   11.00HRS 12.30HRS SATURDAY SESSION 8 maths m114 Difficulties and support at school for children following renal transplantation: health professionals views The education of children with chronic renal failure and chronic health conditions at large has not been a topic for concerted research attention. Furthermore, existing studies addressing educational issues in children with chronic medical conditions, have mainly investigated the perspectives of the children, their parents and their teachers, whereas the views of health professionals involved in the childrens care are largely missing. This paper reports on a study that sought to use the viewpoints of key health professionals in order to map difficulties at school for children who have renal transplants, to investigate the enabling/disabling features of educational provision currently made for them, and to identify the support necessary to promote their effective educational and social inclusion. The study encompassed elements of action research methodology and used qualitative methods of data collection. Semi-structured interviews were undertaken with consultant paediatric nephrologists and specialist nurses in four Paediatric Renal Units in the north of England. An initial analysis of the interview data highlighted four key areas of concern in the school lives of transplanted children. These areas involve i) underachievement, ii) peer relationship difficulties, including bullying linked to issues of physical appearance, iii) difficulties relating to school absence and re-integration into school following absence, and iv) emotional issues concerning the immense psychological impact of transplantation on the children, as well as their worries and feelings of uncertainty around possible complications in their health condition. Furthermore, with regard to levels of school support offered to transplanted children and to issues of communication between hospital and school staff, the views and experiences reported by health professionals in the present study suggest that both provision of school support and collaboration between health and education practitioners are far from being homogeneous phenomena. The health professionals drew attention to a number of factors that are likely to play a crucial part in enhancing or inhibiting the provision of effective support by schools and the effectiveness of liaison between health and education staff. Such factors, which appear to interact in a complex manner, include, among others, i) teacher attitudes linked to levels of teacher-awareness and knowledge concerning renal transplantation, ii) the extent to which professionals in education and health speak the same language, iii) the extent to which health and education professionals are clear about each others roles and responsibilities, iv) conditions of professional work, e.g. availability of time for teachers and hospital staff that could be used for liaison purposes, v) type of school attended by the transplanted children (primary/secondary; special/mainstream), vi) the existence of a history of inter-agency collaboration, vii) resources and staffing for schools and hospitals, viii) the personalities of individuals involved in the liaison, and ix) political and geographical factors specific to the localities of schools and hospitals. The paper will draw on interview material to discuss the issues highlighted above, with an emphasis on issues of communication between health and education staff. Such issues have a particular relevance for educational policy and practice given the current rhetoric of partnership and inter-agency collaboration. Poursanidou K, Garner P, The Nottingham Trent University, Watson A, Stephenson R,Nottingham City Hospital   11.00HRS 12.30HRS SATURDAYShyness in the classroom Shyness is construed as inhibited behaviour in social situations. Research has shown that it is a more likely reaction in social interactions with unfamiliar others and authority figures, in social-evaluative settings and in large groups. Research has also found evidence of individual differences in propensity to shyness, whether self-reported or assessed by teachers or parents. This paper discusses its impact in the classroom. It provides a brief review of research that shows that shy students participate less frequently in class, are less likely to volunteer answers to questions, and give shorter and less elaborate answers to questions. Many students also report that shyness and fear of embarrassment is a reason for their non-participation in class. Differences between shy and less shy children extend to their performance on standardized tests of vocabulary. The findings of two studies are presented; in each study participants were rated by their class teachers for shyness. The first study (of 10-year-olds) found that shy children performed less well than their less shy peers on tests of vocabulary and arithmetic. It also found that the difference in vocabulary test scores between shy and less shy students was greater when the test was administered to individuals relative to the same test being administered to the whole class in a group setting. The form of administration of the test did not influence the scores of less shy children. A second study asked children to sort and describe a set of pictures. Their responses were recorded, transcribed and analysed for total number of words, mean length of utterance and a measure of linguistic diversity. Shy children gave shorter answers and produced shorter utterances with less linguistic diversity and this difference was obtained even when the influence of vocabulary test scores was statistically controlled. The findings suggest that shy childrens responses are constrained by their concerns about evaluation and do not reflect underlying differences in competence. The paper discusses the implications of this research for approaches to helping children to participate more fully in class. It also considers the influence of childrens social anxieties on their performance in the context of the greater emphasis on the formal assessment of children and current concerns about the development of childrens oracy and social competence. Crozier W R, Cardiff University  SESSION 8 maths m114 The andis project: neuroimaging as an educational research methodology Advances in neuroscience have already offered unique insights into learning that have been used to inform theories of teaching and learning. Understandably, however, such research has often focused upon extending our fundamental knowledge about brain function rather than directly answering the questions of educators. This paper reports upon a project investigating the Application of Neuroimaging in the Development of Instructional Strategy (ANDIS). This project is attempting to apply functional Magnetic Resonance Imaging (fMRI) methodologies in educational research. A number of questions arise when considering how, and even if, neuroimaging should be applied within education. What sort of educational questions can neuroimaging help us answer? What are the barriers to progress in using the tools of neuroscience in education and how may they be overcome? What are the extra ethical issues involved? What is the ultimate potential of such techniques in education? More futuristically, could/should scanning of brain activity ever become a routine part of monitoring learning in the classrooms of the future? Investigation of some of these issues has already begun as part of the ANDIS project, including ecological validity when using presently available technology. Valid concerns arise about the comparability of classroom conditions to those encountered when being imaged (i.e. experiencing a restraint upon the head, lying in a confined space, wearing protection from severe environmental noise and suffering a restricted visual field). Such issues are of particular concern when studying abilities such as creativity, which are known to be influenced by stress. A simulation is described that provided would-be participants in an fMRI study with an experience resembling fMRI, and the effect of this simulated environment upon the performance of individuals relative to classroom conditions is discussed. The progress of a pilot fMRI study is then reported. Decisions regarding design and the particular constraints upon task type associated with fMRI techniques are discussed, such as issues of head movement, haemodynamic response and maximising signal-to-noise ratios. The study involved comparing the neural correlates of creativity with those stimulated by a strategy involving a set of unrelated stimuli (a common educational strategy aimed at fostering creativity). The results and their implications for educational strategy are explored. Reflections upon the progress of this particular study are used to highlight the pitfalls and potential of neuroimaging as an educational research methodology. Howard-Jones P, Collins E, University of Wales Institute Cardiff, Claxton G, University of Bristol, Summers I, University of Exeter   11.00HRS 12.30HRS SATURDAYInterrogating a researcher's 'insider-ness' in developing sustainable education development: why project failure Education development in countries of the South has been largely directed by a global agenda which emphasises the 'need' in such countries. It is within this agenda that political assumptions are made about contexts and communitiesthat validate project intervention, especially from more knowledgeablecountries of the South. In attempting to move away from this highly political andcontroversial approach to education development in the South, thespotlight has been cast on local personae as the key to more sustainableintervention. The focus has been on capacity building of and collaboration with localparticipants. In the South, academics are called upon to engage incollaborative, participative action research that precipitates moresustainable development. The assumption is that as 'insiders', they arefar more familiar with and knowledgeable about 'what works'. However, fewquestions are asked about the nature of the intervention and how it might differfrom approaches used by 'outsiders' and to what extent the interventions are infact more sustainable. Emphasis is placed on project planning and implementation and little on issues of sustainability. This paper describes my experience as a South African researcher engaged in an education development project in South Africa. It focuses on the issue of identity and 'self', issues which are often absent from descriptions of ethnographic study, andyet remain key to understanding why and how projects 'fail'. I highlight inthis paper, lessons learnt from my experiences of attempting to developsustainable education in a rural community in South Africa. Pather S  SESSION 8 mech & chem me 101 Curriculum history, 'English' and the new education in the early twentieth-century; or, installing the empire of English? What does the curriculum-historical study of English in Australia have to contribute to a critical understanding of the (post-)colonial imagination? Recent work in the history and politics of English teaching raises a number of issues regarding the relationship between educational developments in Australia and the UK. How and why is it that 'English' has occupied such a central place in the school curriculum for over a century, not just in the UK, but in the Anglophone countries more generally, and more particularly in its erstwhile colonies such as Australia and New Zealand. What does 'English' mean, educationally, within the curriculum-historical dynamics of 'Nation' and 'Empire'? This paper offers an account of the history of English teaching and the English subjects in Australia. It explores the formation of the English curriculum in the early decades of the twentieth century, and its installation at the heart of public-popular schooling as part of a program of nation- and empire-building. Of particular interest here is the relationship between English teaching in the period in question - what John Adams (1922) described as the 'New English' - and the 'New Education', a broad-based educational reform movement that emerged as a coherent discursive formation in the UK in the later part of the nineteenth century (Selleck, 1968). The historical significance of literary culture is key to an understanding of this relationship - specifically, the role of 'literature' and English teaching in the cultural and intellectual history of the 'New Education'. We argue that historical studies of this period are useful resources for analysing curriculum problems and challenges in the present. Taking into account that, as some argue, the English empire at least as traditionally conceived and practised is under threat, or in decline, where does English teaching stand today, and how might the subject best respond to the new circumstances of the twenty-first century? Cormack P, University of South Australia, Green B, Charles Sturt University   11.00HRS 12.30HRS SATURDAYImproving the odds: how do prospective trainee teachers choose a topic for presentation at interview? All providers of Initial Teacher Training are required to interview potential trainee teachers as part of the recruitment process (TTA 2002). At the University of Southampton, graduates applying for a place on the PGCE (Primary) course give a presentation at interview on a 'current educational issue' of their choice. For many candidates, acceptance or rejection is a 'high stakes' outcome, which may materially affect their future life. Choice of presentation topic may therefore be assumed to be a potentially critical decision for individuals, and can be related to the model of Naturalistic Decision Making which presents an attempt to understand how people make decisions in real-world contexts (Lipshitz et al 2001). Naturalistic Decision Making recognises particular themes amongst the complexities within the decision making process such as high personal stakes, uncertainty, personal expertise, time pressure, and how the task is perceived and consequently acted upon within a specific domain, in this case, education. Such themes readily relate to candidates' selection of not only a career in teaching (Davies & Williams, 2001; Hammond 2002) but their choice of topic for presentation within the selection process. Where high stakes and significant uncertainty prevail, it might be predicted that to increase the probability of a favourable outcome, candidates will seek to limit that uncertainty by selecting a topic about which they feel particularly knowledgeable or confident, hence perceived to offer a 'unique' advantage, but no 'unique' disadvantages (Slaughter & Highhouse 2003). This may be a factor in the decision making process for candidates selecting a topic. This study seeks to explore the relationship between topic choice, the reasons stated for that choice and presentation outcome. Three research questions were posed: Does topic choice influence presentation outcome? What reasons are given for choosing the topic, and do these relate to presentation outcome? To what extent have candidates followed a common decision-making path? 203 candidates gave a 5 minute presentation graded by two observers against six criteria. They then completed a simple open-ended proforma stating the reasons for their topic choice. Content analysis led to the identification of a number of 'topic classes and 'reason types.' These were analysed and cross-related, and, for 173 candidates, were correlated with level of success in presentation performance. Although all candidates worked to the same brief, the reasons offered for their topic choices are diverse and interrelated, enabling discussion of their varying perceptions of the nature of the task and the decision-making process. Further analysis explores the relationship between candidates' topic choice decision and their success in terms of presentation outcome. This leads to consideration of the implications of such an open-ended presentation as part of the selection process. Challen D M, Byrne J, University of Southampton, Brown L L, Isle of Wight LEA   SESSION 8 mech & chem me 101 Hanging on to Childhood: Hannah Arendt and the politics of responsibility Recent government initiatives in the United Kingdom in the domain of education have placed increasing emphasis on areas of human engagement that, arguably at least, were the primary concern of adults. Two of these have focused particularly on education for citizenship and economic literacy. Both have secured wide-spread support from the profession as well as politicians, philosophers and public commentators. Both have been treated as largely unproblematic since clearly any reasonable conception of education would, necessarily, reflect the expressed needs of a community to prepare children to enter fully into it. But this fairly thin philosophical claim hides a number of differences of an ideological kind. Those on what might loosely be described as the political left (Giroux, McLaren, Peters etc) see schooling as a primary site for cultural contestation and teachers as cultural workers whose object is, one behalf of and through children, the creation of a just and critical democracy. Those on the right and those creating both the policy agenda and its practical outworkings in education, have tended to opt for a model of cultural reproduction. In doing so children are increasingly seen as human resources, and citizenship education as a means for securing well motivated and disposed citizens who will make a significant contribution to the well-being of the community. Both of these positions embody problems since they rest on a construal of childhood as a little more than a staging post towards adulthood. Equally, both groups problematise childhood. For the one, children are oppressed, their needs are ignored and consequently they are in need of some kind of liberation. For the other, they harbour the potential for dissensus which needs to be controlled so that they may make their contribution to social harmony and economic success. Schools attempt to mediate between these opposing attitude, vacillating between the two. Consequently, children (and teachers who work with them) are subjected to a host of conflicting and contradictory expectations which result in their being ill equipped to deal with the world as it appears in and to them. Drawing on Arendts criticisms of Deweys pragmatism, this paper attempts, not only to understand these conflicting perspectives but also to argue for a quite different understanding of childhood and schooling that acknowledges the complex contradictions that hedge in the lives of children. Contradictions, which at the same time lay responsibilities on the shoulders of children for which they are ill-suited while subjecting them to a barrage of controls and regulatory practices which fail to afford them their own space qua child. Arguing for a separate space called childhood carries the danger of being seen as a Rousseauian romantic. This paper eschews such notions in favour of the more nuanced approach taken by Blake in his Songs of Innocence; an approach which creates a space wherein children are invited to valorize and celebrate their own present. This, we argue, may well make for more engaged and morally sophisticated citizens. Conroy J, deRuyter D, University of Glasgow   11.00HRS 12.30HRS SATURDAYA new teacher for a new nation? Teacher education, national identity and English in Australia (1901-1938) Recent work in England (Lawn and Grosvenor, 2001) has argued that teacher identity is usefully understood as thoroughly intertwined with national identity - indeed, that teacher identity and the formation of teacher identity needs to be thought of in relation to 'official nationalism' and the strategic (re)production of 'Englishness'. From this point of view, forming the Teacher and forming the Nation are entirely complementary and congruent practices (Green and Reid, 2002). 'Every teacher is a teacher of English' (Newbolt, 1921): Formulated in the aftermath of the Great War and hence in the context of national reconstruction, that proposition has resounded throughout the last century in various English-speaking countries and their education systems. However, it has implications and relevance not just for English teaching and English teachers, but also for teacher education and public schooling, as matters of practice and inquiry. At the same time it can be argued that an organic link exists, historically and institutionally, between the teacher of English - that eminently emulable subject - and the figure of the Teacher more generally. This suggests, in turn, that there would be particular value in linking English curriculum history more directly to the history of teacher education. This paper takes up the Australian situation in this regard. Drawn from a current research project funded by the Australian Research Council, it explores the emergence and consolidation of a new system of teacher education and a new formulation of teacher identity. This new teacher was conceived, right from the outset, as not simply an agent of the State but also, importantly, an index of the Nation, and moreover a crucial figure in nation-building. Pedagogic authority went hand in-hand with the authority of the newly emergent Nation-State, as a distinctive identity. Yet 'Englishness' figured heavily in Australian schooling in the period in question. This was not simply in English teaching and the English subjects, newly installed at the very heart of the school curriculum, but also in the strong emphasis on the English language itself, as the general medium of instruction and learning. English in Australia was a complex negotiation of 'Nation' and 'Empire', language and culture, literacy and identity. Accordingly, every teacher indeed needed to become and be a teacher of English, and this can be clearly observed in the teacher education curriculum of the time, both in College and beyond. (Re)telling that story is precisely the task we undertaken here, using historical data collected in two Australian states and two Teachers' Colleges. Our aim, in part, is to help produce a better understanding of the increasingly complex and contested nature of teachers' work in the contemporary postcolonial moment. Reid J, Green B, Charles Sturt University  SESSION 8 wardlaw room b Can narrative analysis reveal the nature of undergraduate student learning on work-placements? Can it constitute learning? The collection of narratives, and their analysis, is one of a wide range of qualitative approaches now available to the researcher of various life situations/experiences. This paper explores the application of narrative methods in an attempt to gain an insight into the experiential learning of undergraduate students in work placement settings. The first aim of the analysis of narratives, elicited from approximately thirty students, is to characterise the nature of the learning that is taking place. This may be revealed by a number of elements introduced into their stories by students; such as plans, events, interactions, outcomes. Both explicit and implicit aspects of the individual narratives formed as the result of dyadic research interaction are being considered. The insight gained from this research method will be discussed in relation to existing theories of learning. The value of narratives in looking at knowledge and learning in organizations has been demonstrated, over recent years, by many academic writers. In this paper, an evaluation will be made as to the possible added-value of the narrative approach over other research methods in the particular circumstances of a work-placement student. The second aim of this analysis is to consider the narrative not only as a way of revealing the nature of students learning, but also as constituting that learning to a significant extent. This paper builds upon this idea, exploring the potential for undergraduate students in a work placement setting who may not actually realise the significance of storytelling in interpreting their own experience to learn from the narrative interview process. Here, the personal developmental potential of the narrative approach is exemplified; narrative processes allow the respondent (as well as the researcher) to make sense of, reflect upon, and evaluate their experiences features which play an important role in the learning process. This paper explores the developments of the narrative interview and narrative analysis that would maximise the learning/personal development potential of storytelling. For example, in recognising the narrative elicitation interview as a method of making explicit the implicit of organizational experience, the nature of learning processes that might be amenable to further facilitation by tutors are being revealed. Murray L, Murakami K, Cortazzi M, Chedzey K, Brunel University, Sims D, City University   11.00HRS 12.30HRS SATURDAYFindings from an evaluation of home school agreements in England Over the past decade there has been a general consensus as to the beneficial effects on students when school and home work closely together. A growing body of research (see for example, West and David, 1996; Henderson and Berla, 1994; Arbor, 1999; and Cairney, 2000) confirms that family involvement contributes positively to children's academic achievement in school, and the introduction of different policies and initiatives aimed at enhancing the relationship between the family and school have tended to provide a climate of increased attention to the value of parental involvement in education. Since 1998, schools have been legally obliged to take reasonable measures to ensure that all parents and carers of pupils of compulsory school age sign the home-school agreement (HSA) and associated parental declaration (Department of Education and Employment, 1998:2). "Parents," the education minister Jacqui Smith explained in 1999, "will be better aware of the importance of helping their child at school... In signing these agreements, parents will be acknowledging their partnership with the school to help educate their child." Though the rhetoric for requiring parents to sign a home-school agreement seems clear; several questions remain unanswered: What impact does the Home-School Agreement have on parents, schools, and pupils? What are the stakeholders' (teachers, parents, and pupils) views on Home- School Agreement? What arrangements are in place for monitoring and reviewing the Home School-Agreement? What are the common identifiable features of the Home-School Agreement? Against the available literature exploring the partnership between parents/ carers, pupils, and teachers, a survey of 321 primary, secondary, middle, and special schools in 8 different LEAs across England was conducted in December 2002 to examine teachers views of the introduction of home-school agreements and their impact. Following the questionnaire, 10 schools were identified as case studies, fieldwork for which was carried out in Spring 2003. Semi-structured interviews were then carried out with key stakeholders including headteachers, deputy heads, teachers, parents/carers, and groups of pupils in order to: Identify models of homeschool agreements. An effective home-school agreement in this case is defined as one, which sets the right tone for the home-school relationship and clarifies roles and responsibilities for both sides. Identify examples of good practice that have resulted in improving home-school relationships. explore the impact of the actions specified on student outcomes. measure the impact of the actions on perceived parental involvement. In this paper, we report our findings and discuss their importance for schools and policy makers, whilst critically examining the notion of the home-school agreement and its place within broader home-school partnerships. Coldwell M, Stephenson K, Fathallah-Caillau I, Sheffield Hallam University  SESSION 8 wardlaw room b From friere to fear: the rise of low self-esteem as a concern in adult education A subtle and over-looked trend towards a therapeutic ethos is emerging in education systems in America and the UK. This reflects a broader cultural demoralisation in Western societies, particularly in civic life and public service. In education, a therapeutic ethos appears to offer a comforting response to educators preoccupations with a risk society and their concerns about how people deemed as marginalised and disaffected deal with risk. Yet, despite appearing to be a progressive concern, the paper argues instead that a therapeutic ethos in education promotes fear of risk, low expectations of human agency and a growing preoccupation with the minutiae of peoples identity. The latter interest focuses increasingly on addressing peoples low self-esteem. Such concerns infect both goals for education and expectations about people taking part in it. The paper explores these themes in the context of adult education in the UK, drawing on cultural studies, sociology and critical pedagogy. The work of Paulo Friere offers insights into how a therapeutic ethos has come to replace once-radical goals for critical education. It concludes that radical goals for social and personal transformation, promoted by educators such as Friere, are giving way to educators own demoralisation and low expectations about educational possibilities. One unanticipated and unintended effect is what Richard Sennett describes as degraded compassion: this cannot provide the basis for genuine respect and optimism in education. Ecclestone K   11.00HRS 12.30HRS SATURDAYKey stage 4 the vocational alternatives for 14 19 year olds? This paper introduces continuing research into the provision of work-related learning opportunities at KS4 currently provided at two schools : one a mixed comprehensive in an outer London Borough and one a mixed Catholic comprehensive in North Surrey. The research has been carried out by two teacher-researchers holding Best Practice Research Scholarships and studying for MAs in School Improvement at St Mary's College, University of Surrey. The context is the drive for school improvement, which has been at the forefront of government policy since the late 1970s, to try to reverse the apparent failure of increasing numbers of students to achieve academic qualifications before leaving school. The latest government initiative, to widen the flexibility of schools to offer vocational experiences for disaffected or struggling students at KS4, has enabled secondary schools to provide a programme of extended work experience and college linked vocational courses. Vocational education draws heavily on theories of experiential and action learning. The work of Kolb is considered in the context of the need for students to reflect on their experience, and the function of multiple intelligences is discussed in relation to the range of skills required for a successful work placement. The research identifies the cost to the schools of the provision, listens to the voices of some of the young people on the programmes reflecting on their experiences and examines the aspects of educational development, such as emotional intelligence, into which the participating students are led. It considers the role of the affective classroom in supporting this provision, and looks at some of the issues involved from the different perspective on learning. thinking and teaching. Questions are raised about the importance of the personalities of teachers to the pupils capacity to learn, and the complexities of adult-child interaction are explored. The challenges posed by the traditional classroom arrangement are explored and alternatives suggested to enable teachers to provide good conditions for developing children's powers as self-regulatory learners. The researchers pose questions regarding the monitoring and evaluation of vocational initiatives as an extension to the academic curriculum. The paper concludes with practical suggestions about the ways in which vocational provision for struggling, disaffected and demotivated students could be strengthened by drawing on theories of action learning and self-assessment to give them opportunities to reflect on their learning and build up their understanding of the skills they have to offer in the workplace and in their adult lives. Frost P, Gooding G, University of Surrey  SESSION 8 chemistry c107 Improving teacher retention Hamilton Trust have been, via the Save Our Sundays part of our website www.hamilton-trust.org.uk, taking various steps to address problems in teacher retention, particularly in primary schools. For several years we have worked closely on this issue in partnership with 15 schools on the Blackbird Leys, Barton and Rose Hill estates in Oxford, where teacher turnover used to be above 50%. This has now been reduced to below 30%, and is happily still falling. Our work has recently started to have an increasing national impact. A constant process of re-evaluating our work and developing in consultation with those at the chalk-face is, we feel, a major strength of the Hamilton Projects and we estimate that around 30-40,000 teachers use our website on a very regular basis. Research We are now in the position to report back on the results of a large online survey of teachers, which has attracted over 700 responses. We would like to share our findings, which have particular relevance to planning English and mathematics, and to related aspects of professional work. Findings from the survey are backed up by case study material from local schools and teachers. Findings We are in a position to provide detailed information on the numbers of teachers for whom planning is a significant aspect of outside school hours workload, and on the precise amounts of time saved through the use of pre-designed specifically adaptable plans. As so often, it is the detail within the findings, which is both fascinating and important. For example, the provision of on-line resources to accompany the plans may be a significant feature, both in the amounts of working-time saved and in the quality of the teaching and learning effected by the plans. There are some important differences between literacy and mathematics, and also some related to the Key Stages being taught. The attitudes of those not at the chalk face (advisors, inspectors, strategy managers, etc.) is also illuminating, and in this area this large and comprehensive survey provided us with a few surprises. Relevance and topicality Teachers are leaving the profession in numbers too large for any country to sustain without damage to the quality of education, particularly in certain geographical areas. It is known that workload is a major factor in regard to teacher retention. It is therefore a matter of urgent concern that we address the areas where improvements can be made rapidly, and at no or little cost to the taxpayer. The Hamilton survey one of the largest of its type provides a wealth of detailed and highly pertinent information for anyone involved in policy or management in education. Merttens R, Robertson C, Hamilton Maths and Reading Projects   11.00HRS 12.30HRS SATURDAYTaking time to make time - can a self-audit tool-kit help teachers to manage their workload? Within education there has been mounting concern over teachers workloads and the resulting problems for recruitment and retention. Teachers need time to reflect on their work, plan lessons, develop skills and knowledge, and interact with colleagues. The government is committed to achieving significant reductions in teacher workload and yet at the same time to raising standards and achieving improvements in the quality of teaching and learning. This agenda which involves remodelling or reforming the school workforce (DfES 2002) is presenting a considerable challenge and tension to all stakeholders and in particular the professional associations and teacher unions (Atkins and Robinson 2001; ORC 2001). Teachers currently have few tools to help judge whether the deployment of their time is contributing to the raising of standards or whether the position is getting better or worse, and none that cover both together. However, the study of time management has helped teachers become more aware of time and their effective use of it. This paper is about how teachers use their time. It describes the development of a self-audit tool funded by a teacher association, the Association of Teachers and Lecturers - which has been used by teachers to ascertain how they are currently deploying their time, with a view to seeing whether that time is being used effectively, especially in relation to their own development and that of their pupils. The aim of the project was to design, pilot and evaluate a self-audit toolkit and to develop a framework of indictors for an individual teacher that would prompt reflection and enable workload trends to be identified over time. It was designed to help teachers meet personal objectives for enhancing teaching quality and their overall professionalism. This paper begins by describing the development and use of the self-audit toolkit. It draws upon data derived from interviews with a small number of primary and secondary school teachers who trialed the self-audit to discuss the following questions: How are teachers in different contexts spending their time? What aspects of their work do they consider to be of most value to pupils, most professionally satisfying and most stressful, and why? Can they adapt their working practices to make a more effective use of time by, for instance, making better use of teaching assistants and other solutions such as those piloted by the pathfinder projects in 32 English schools? Is the voluntary use of a self-audit tool beneficial in bringing about change and greater job satisfaction and work/life balance? Can the audit be used for benchmarking purposes to enable: teachers to make comparisons with others? school leaders to consider organisational structure and design issues? teacher associations to identify, over time, workload trends and associated issues? The paper concludes by raising a number of issues that have implications for the remodeling of the teaching profession and the school workforce more generally. Bubb, S, Earley, P and Laverdure, A, Institute of Education, University of London  SESSION 8 chemistry c107 How can we tell if we have enough teachers? A critical analysis of official figures This paper is based on a study of teacher recruitment and retention commissioned by the General Teaching Council of Wales. Using official statistics from a variety of secondary sources, it shows trends over time in teacher numbers in England and Wales, and examines teacher vacancies, pupil:teacher ratios, teacher wastage and teacher supply. It concludes that these individual indicators, examined in isolation, are an inadequate basis for assessments of the situation. Teacher vacancies, for example, tend to rise when schools receive greater funding, and therefore low vacancies may be as much a sign of a crisis in teacher numbers as high vacancies. Pupil:teacher ratios are often inversely related to actual class sizes. Teacher wastage rates are inflated by increasing movement between sectors of education. Supply is limited not so much by the availability of applicants to ITE due to economic factors, as by the target numbers set for each institution. Put together, there is no evidence in the data of any crisis of teacher supply or demand in Wales (or indeed most of England). There are regional, occasional and subject-specific disparities, but there are now more teachers than ever before, while the number of pupils in schools is falling. Gorard S, See B H, White P, Cardiff University   11.00HRS 12.30HRS SATURDAYThe role of school stress in the precipitation of severe mental breakdown in teachers A review of recent statistics regarding the rates of ill-health retirement in teachers demonstrates that an alarmingly large number of teachers each year in both England and Wales (Bowers and McIver, 2000) and Scotland (Finlayson, 2001) are having to retire from the teaching profession due to mental ill-health. This paper reports on research that examined the role played by school-related stress in the precipitation of clinical depression in 52 teachers which subsequently led to their retirement on the grounds of ill health. The study was carried out by a team consisting of psychologists, psychiatrists and educational researchers using a nationwide (England), retrospective case-control design. The case group consisted of 52 former teachers who suffered the onset of clinical depression at case level leading to the termination of their teaching careers in the year 1998-99. The comparison group consisted of 52 healthy practising teachers of the same age, gender and job title, and teaching in the same type of school. All 104 participants were interviewed using the Structured Clinical Interview for DSM IV Axis I Disorders (SCID) and the Life Events and Difficulties Schedule (LEDS). The SCID was used to establish the psychiatric diagnoses and date the onset of any episodes of mental illness suffered by the subjects in a comparable time period and the LEDS was used to measure the experience of environmental stress. The levels of stress experienced by the case subjects in the 6 months before the onsets of their clinical depressions were compared with those experienced by the controls over the same period. Significant differences were only found between the two groups in terms of their experience of severely stressful events and major difficulties, suggesting it was only these agents that had played a role in provoking the onsets of the clinical depressions suffered by the cases. Using the epidemiological concept of Population Attributable Risk it was estimated that three-quarters of the 52 cases of clinical depression (73.3%) may be attributable to the experience of a severe event or major difficulty. Moreover, it was found that less than half of the depressions of the 52 cases (45%) may be attributable to the experience of school-related stress. These results form part of a whole series of findings on the relationship between school stress and the severe mental breakdown of teachers. Formal ethical review and approval for this research was received from the Eastern Multi-centre Ethics Committee before it was undertaken. Hargate C M, Gonville and Caius College, University of Cambridge, Ogilvie A D O, Department of Psychiatry, University of Oxford  SESSION 8 maths m214 Internet use of Icelandic children 2001-3: a qualitative glimpse In 2001 and 2002 qualitate data on Internet use were gathered by 37 graduate students (most of them teachers in primary or secondary school in Iceland) at Iceland University of Education. They made 160 observations and short interviews with as many individuals (mostly between the ages of 8-19 years of age). The data was entered into a database on the web and students got experience in preliminary data analysis (coding) of qualitative data. In March to April 2003 between 20-30 additional students will make over one hundred additional observations and interviews. The study has been nested within the course Net-based teaching and learning (see information in English http://starfsfolk.khi.is/salvor/basics/course.htm ) which is a core course in a master-s level diploma program on ICT use in Education. The study which is ongoing has resulted in a growing web with descriptions of children and teenagers behavior when using the Internet. The web has an introduction in English, see http://soljak.khi.is/netnot. And two students from the program have worked to create a multimedia presentions to show the data gathering method. Data on the web (in Icelandic only) has been coded, e.g. for focus, interaction, attitude, experience, and fragmentation of activity. Further analysis with open coding is now being done, which will include the data collected in the spring of 2003. Correlational analysis has been done on the resulting data. We have also made an overview of visited web sites. Findings from 2001 and 2002 include, e.g., that use of games on the web is very prominent in the age group 10 to 12 both among girls and boys, both at home and at school but game use appears to decrease with age. In addition, many of the boys visited sport-related web pages whereas many of the girls visited webs related to popular culture. Such use of the Internet appears both at home and at school, with some of the children using the Internet access to do something fun on the Internet with or without the consent of the teachers involved. Other popular categories of web pages included information sites (e.g. school webs), communication sites (more at home), and search engines. Boys appeared to have more tendency than did girls to display behavior indicating enjoyment and excitement during Internet use whereas the girls often appeared neutral (no signs of either positive or negative feelings). There were indications that excitement associated with game playing on the web (and or free and flexible access to fun materials) might cause some children (especially) boys to find projects involving web use at school boring. In addition to findings from the study outlined above, findings from two other studies will be reported involving questionannaires answered by 760 students across Iceland in 1998 and 1400 in 2002. Results include trends between years in the amount and type of Internet use students report, as well as Internet and computer access at home and at schools, and self-reported skills related to Internet use (find information, communicate with e-mail, chat, conferences, blog, create web pages). Jakobsdottir S, Iceland University of Education, Gautadottir H, Idnskolinn i Reykjavik, Johannesdottir S, Ingunnarskli   11.00HRS 12.30HRS SATURDAYChildrens thinking about computers It is now almost 20 years since Hughes, Brackenridge and McLeod*, starting in 1983, lamented the rapidly passing opportunity to investigate computer-nave children and examined the views of seven year-old children on their experience of computers, their attitudes towards them, their conceptions of how computers function and whether there was sex-stereotyping in those views. Little further work has been done in the area of childrens thinking about computers and this paper will report on the start of work to remedy this. It will concentrate on one of the above aspects; childrens views of how computers function. Given the fascination that computers appear to hold for children and the amount of time that children spend exploring and using computers, it would be surprising if they had not developed sophisticated conceptions and mental models in this area. Understanding of such perceptions may serve to inform teaching and learning in ICT and other subjects. A class of 26 seven-year-olds in one school was studied over the period November 2002 - May 2003 using a variety of approaches including drawing, interviews and questionnaires. This paper will report the results and the conclusions, contrasting them with the earlier work and will offer a tentative analysis of the childrens responses. * Hughes, M., Brackenridge, A. and McLeod, H. (1987). Childrens Ideas About Computers in Rutowska, J.C., and Crook, C. (eds) Computers, Cognition and Development: issues for psychology and education. John Wiley & Sons, Chichester Jervis A, University of Manchester  SESSION 8 maths m214 How well does distance learning cater for diversity? The views of students about support and feedback on a flexible modular course leading to a postgraduate certificate in education with a focus on the role of new technology. Phase two and conclusions from an escalate funded project The research focuses on feedback and support on a distance learning post graduate certificate in education course, from the end of the first year when it was a fledgling venture facing many challenges. Two years on and renamed flexible modular PGCE, it has become very popular and viably large. The research has progressed in close liaison with the core team for the programme. Surprise findings have led to reshaping aspects of the course and this has been associated with high retention levels. Distance learning students are often seen as a distinct breed of self motivated independent learners who self select or are selected through an appropriate test of suitability. However this course typically attracts mature students with family commitments. Such students are likely to differ little from their peers on conventional courses, and accordingly benefit from induction and support. From semi-structured interviews with over fifty students two surprises emerged: a) Many indicated that isolation was inevitable but undesirable and stressful, since students felt that they did not know if they were working along the right lines. People tended to turn to peer groups rather than a personal guidance tutor. They met face to face, phoned and emailed each other to get ideas, check dates and deadlines, share resources, clarify queries and meanings, share experiences and problems and moan. The appeal seemed to lie in the common situation which led to cost free admission of problems and the approachability of peers. Not having some-one out there appeared to be a contributory factor for withdrawal from the course. b) Despite IT self audit prior to enrolment, problems using computers were not uncommon, slow to overcome and displaced time for coursework. It was suggested that people needed personal one to one tuition to build ICT skills. Lack of computer skills led some to blame themselves for irregularities not of their making and this undermined confidence. There were some severe disruptions to study such as such as being offline for months and finding that some areas of Cumbria cannot pick up the internet. This paper examines the evidence from interviews with mentors in partnership schools about the distinctiveness of distance learners in terms of the support and feedback needed by students and the effect of the geographical distance from the higher education institution. The paper also draws on the interview evidence provided by tutors on the course about their experience of the benefits and limitations of face to face and electronic communications as routes for providing support and feedback, and potential new pathways. A questionnaire survey was distributed to students taking similar courses at different institutions for comparison and triangulation of findings. The close relationship between the emerging research findings and the reshaping of provision in response is a distinctive feature of the project. The paper is jointly presented by the principal investigator and programme leader. Kynch C, St Martins College   11.00HRS 12.30HRS SATURDAYCan ICT switch children on to learning? Indications from a longitudinal observational study There has been considerable recent investment by the UK government in improving Information and Communication Technology provision in schools but relatively few studies evaluating its impact on teaching and learning at a micro level. This longitudinal case study combines quantitative and qualitative methodology to provide insights into the influence of ICT on children's learning, with particular regard in this paper to motivation and on/off task behaviour. We consider the use of ICT across the curriculum for group work, communication and incidental learning together with other powerful influences on motivation such as the personality and teaching style of the class teacher. Tension between ICT's potential for stimulating creativity and current systems of assessing school standards is highlighted. A self-sustained will to learn appears to be fostered by shared values of teacher and children to work independently to complete tasks in combination with well resourced ICT which supports this style of learning. New technologies in the classroom challenge the notion of teaching as imparting of knowledge to empty vessels and encourage a shift towards facilitating and supporting pupils' developing skills. We consider the changing role of learners, classroom values and what constitutes learning in particular circumstances. We posit some indicators of the potential of ICT by examining on/off task behaviour of 7 pupils aged 10/11 in an English primary school of 280 pupils, each with their own PC. Bromfield C, University of the West of England, Bristol, Waite S, Wheeler S, University of Plymouth  SESSION 8 chemistry c108 Best practice: a story of success? This paper will tell the story of the Best Practice Research Scholarship initiative, from its inception, establishment and development over the period 1999-2003. Details of the processes involved in the assessment and management of the teachers research proposals will be discussed. The paper will also address teachers experiences of the initiative and draw upon monitoring and evaluation data collected as part of the quality assurance procedures in the project. The evolution of different models of mentoring and tutoring of teachers will be discussed and examples of mentoring processes will be presented for investigation. In conclusion the paper will address what lessons can be learned for the future. In relation both to the support necessary for teachers as researchers and to the further development of inquiry-based learning. Campbell A, Liverpool Hope University College, Keating I, Manchester Metropolitan University Researching a language teacher identity within a new learning community This paper will present evidence from practice and research within a PGCE teacher education programme related to language learning and teaching. The paper will consider: the interface between the model of practice used in language teacher education and student teachers own future practice as teachers (Burley and Pomphrey forthcoming) the personal and social dimensions of becoming a language teacher (Roberts 2000) the interface between two subject areas, English and Modern Languages, both centrally concerned with language (Mitchell et al 1994, Burley and Pomphrey 2002) three ways of using personal voice : as part of pedagogical practice as data evaluating a language teacher education programme as research data tracking the development of a language teacher identity The paper will describe the creation of a new learning community within a language teacher education programme which brings together student teachers of Modern Languages and English to provide a context for the development of a personal language theory (Brumfit 2001). It will provide some historical background giving a rationale for the creation of this learning community. In addition the paper will briefly outline the pedagogical principles and content of the programme. The main focus of the paper will be the presentation of recent case study data. This will show the progression of the language teacher identity and personal language theory of the student teacher subjects during their PGCE year. This data forms the first part of an ongoing study which aims to track the same student teacher subjects during their first year of teaching in a secondary school. This future research will explore the interface between the education and training process and professional practice as a teacher. Burley S, Pomphrey C, London Metropolitan University   11.00HRS 12.30HRS SATURDAYDesign and evaluation of an action research toolkit for teacher professional development There is no doubt that the inquiry-based learning mode is important in the validation of on-the-job professional development for teachers as well as being a useful vehicle for practitioner research. Indeed, practitioner inquiry has been positively encouraged by the DfES through applied research schemes such as the Best Practice Research Scholarship initiative. However, the action research qualitative process is not always conducted in a systematic manner nor are teachers necessarily aware of the sometimes complex ethical and methodological issues surrounding practitioner research. This paper explores the need for a more systematic and transparent approach to practitioner research and proposes the use of an action research toolkit to help scaffold and enrich systematic inquiry. A case is made for using a generic pedagogical design protocol based on systems thinking to support inquiry-based learning. The specific design protocol draws heavily on the Self-organised-Learning (S-o-L) or conversational science model to produce critical thinking scaffolds. Case study evidence drawn from teacher professional development is discussed. Penny R, St Marys College, University of Surrey, Coombs S, Bath Spa University College, Smith I, University of Sydney  SESSION 8 CHEMISTRY C108 How am I developing my work as a research mentor working with teacher researchers? This paper is presented in four main sections: my living educational theory of research mentoring. my account of potential benefits and challenges in research mentoring. my explanation of how I use multi-media technology to develop and validate living educational theories evolved by school-based teachers and myself. my accountability as an educator in embodying a new educational discipline. I contextualise my presentation in an era of increasing government support (Department for Education and Skills or DfES) (1) for teacher research which coincides, ironically, with an era of increasing government control Teacher Training Agency (2) of how government specified subject curricula should be delivered by teachers. I left school teaching after 22 years because I wished to support the development of teaching as a more research based profession where research grows from and informs practice rather than being imposed upon it (Leiberman) (3) in ways that can often deny creative engagement by teachers. In giving my account of the practice I call 'research mentoring' I am drawing on my own experience as a research mentor over the past year and on the guidelines I have created for the DfES (4) for research mentors. My experience and definition of mentoring (5) has developed through experiencing mentoring as a mentee and mentor. I feel particularly influenced by Mullen and Licks (6) definition and exemplifications of mentoring as a two way synergistic learning process, rather than a kind of one-way apprenticeship, which can be enriched through the use of multi-media and in particular digital video recording (7). This has formed the basis of developing my practice as a research mentor, seeking to work alongside teacher researchers with Best Practice Research Scholarship (BPRS) funding. In accounting for my practice as a research mentor, I seek to investigate some of the benefits and drawbacks of research mentoring (8) in building the capacity of the teaching profession as a self regulating body that is capable of informing its own practice and sustaining its own improvement. My intention is to actualise the transformation of rhetoric of enabling a research based professionalism (9) by supporting teachers as they develop as knowledge creators. Whitehead (10). In this way I can assist teachers in developing a practice based discipline of educational enquiry. .We will be validating our own and one anothers theorising 11) using web-based technology Whitehead (12) to examine the explanatory principles we offer for our practice. In doing so, I respond to the invitation by Hiebert et al (13) and demonstrating how sustained and systematic enquiry can assist pupils in their learning. I draw on three case studies from 2001-2 where classroom teachers have undertaken enquiries of the kind How can I improve my practice and my pupils learning? (10).In my presentation, perspectives will be represented by teachers accounts as they develop their own living educational theories Whitehead (10) and by narrating my experience as a research mentor (14) integrating action research and mentoring in my evolving practice.   11.00HRS 12.30HRS SATURDAY References DfES (2002) Best Practice Research Scholarships, Guidance for Teachers and Headteachers, ref. DfES/0004/ 2002, January (2) Teacher Training Agency (2002) Revised standards for Qualified Teacher Status accessible at  HYPERLINK "http://www.canteach.gov.uk/" www.canteach.gov.uk Leiberman (2000), Journal of Teacher Education, Vol. 51 (May-June) pp.221-7 DfES Guidelines for BPRS as accessed on 13/03/03 at  HYPERLINK "http://www.teachernet.gov.uk/" www.teachernet.gov.uk Fletcher, S. and Calvert, M. (1994) Working With Your Student Teacher, Cheltenham: Mary Glasgow ϲ Mullen, C. and Lick, D.W. (1999) New Directions in Mentoring: creating a culture of Synergy, London: Falmer Press (7a) Fletcher, S. (2002b) Improving mentoring with action research and digital video technology, Links bulletin No. 25, pp. 25-26, London: Centre for Information on Language Teaching and Research (7b) Fletcher, S.J. (2000) Using Video to Enhance our Practice as Teacher Educators, paper presented at the Graduate School of Education, The University of Bristol, 22/11/02 Fletcher, S. (1998) Attaining self-actualisation through mentoring, European Journal of Teacher Education, Vol.21 (1) pp.109-118 21 (No. 1) pp. 109 111 Fletcher, S. and Whitehead, A.J. (2003) The "Look" of the teacher: Using DV to improve the professional practice of teaching. A paper presented to the ϲ Annual Conference, 7-9th September 2000. University of Cardiff now published in Clarke, A and Erikson, G. (2003) Teacher Inquiry: Living our research in everyday practice, London: RoutledgeFalmer Whitehead, A.J. (1989) Creating a Living Educational Theory from Questions of the kind How Do I Improve My Practice Cambridge Journal of Education, Vol. 19 (no. 1) pp. 41 52 Whitehead, A.J. (1993) The Growth of Educational Knowledge: Creating Your Own Living Educational Theories, Bournemouth: Hyde ϲ Whitehead, A.J. (2002) How Valid Are Multi-Media Communications Of My Embodied Values In Living Theories And Standards Of Educational Judgement And Practice? accessed from the JWs writings section of www.actionresearch.net on 13/03/03 Hiebert, J., Gallimore, R. and Stigler, J. (2002) A Knowledge Base for the Teaching Profession: What Would it Look Like and How Can We Get One? Educational Researcher, Vol. 31, no. 5, pp. 3-15 (14a) Fletcher, S. (2002) Whats Teacher Research Got to Do with Me? Wiltshire Journal of Education Spring Edition, pp. 1-3 (14b) Fletcher, S. (2002c) Wiltshire Research and Development Group Wiltshire Journal of Education, Summer Edition, pp. 4-6 Fletcher S, University of Bath  SESSION 8 WARDLAW ROOM A Treading a fine line: tensions between the roles of researcher and consultant when reviewing the impact of inclusion policiesThis paper explores the tensions between the role of researcher and that of consultant when carrying out research commissioned by a local education authority as part of a review of its policies around inclusive education. The local authority commissioned a team of consultants from two universities, one research institution, a foundation and one from the private sector to review their policy for the inclusion of students with special educational needs in mainstream schools. The key questions for the review were: (1) How far has the inclusion of students with SEN been of benefit to those students; (2) What has been the impact of inclusion on students without special educational needs; and (3) What does the authority need to do in order further advance the inclusion agenda? The first part of the review consisted of a questionnaire sent out to a sample of schools. Separate versions of the questionnaire were completed by headteachers, special needs coordinators, teachers, classroom assistants and school governors. Questionnaires were also sent to professionals working in other agencies, such as health and social services, local education authority staff and parents. At the same time, a number of focus groups were held to ascertain the views of a range of stake-holders about the operation of the inclusion policy, and these included a similar range of personnel to those outlined above. Next, a series of more focused research questions were addressed through school visits to a range of provision, as well as a review of training and staff development. Parents and representatives of voluntary organizations were also interviewed, as were staff working as advisory teachers. The authority had a clear vision of what the research questions were and what range of options for change were politically and financially viable. The issues for the researchers were: 1) In what ways did the project methodology, management and time scale limit the exploration of the research questions? 2) To what extent did the school visits and other interviews give access to a representative range of views across the authority? 3) To what extent had the authority already decided what its course of action would be, no matter what the research findings would indicate? 4) How far can researchers move beyond their data in making recommendations for change? 5) Would the researchers have control of the data and be able to publish papers based on their findings? 6) Does the role of researcher-as-consultant become compromised in a situation where those commissioning the research constrain the recommendations that can be made as an outcome of the research? The paper will discuss the implication of these issues for the role of researcher and consultant. Evans J, University of London, Florian L, University of Cambridge   11.00HRS 12.30HRS SATURDAYWho are the question makers? The new rhetoric of publicly accountable and target-driven government funded education and training initiatives in the UK, has foregrounded fundamental issues regarding the independence of evaluative research design, and called into question the integrity of educational research. Whilst these issues are not new, and essentially revisit debates that emerged in the United States in the 1960s, this paper argues that such rhetoric directly challenges the notions of intellectual freedom, independence, and purpose that are the central tenets of evaluative research, and as such represent a deeply flawed model that should be challenged. Who Are the Question Makers? is a reference to power relationships that currently exist, and that drive policy decisions in the UK. Researchers are effectively compelled to serve two masters, and to act as intermediaries between commissioning agencies (the question makers) and other stakeholder groups (the respondents). This conflict is theorised (the Interpreter model) and is discussed in the historical context of the UK. The dichotomous tensions the model creates are developed further, and contrasted with other evaluation frameworks to further highlight its limitations. Hodgkinson S, University of Brighton Researching teachers: teaching researchers how to reconcile conflicting imperfections Many researchers adopt a number of different methods of data collection, subsequently basing their conclusions on a triangulation of findings from each. What are the pitfalls of this approach and how valid are the conclusions reached? Furthermore, what happens when different methods reach different conclusions? These are the questions addressed in this paper by a team from the Scottish Council for Research in Education Centre, Glasgow University. The team draws upon its recent experiences of undertaking a study of Teachers' Career Progress: the impact of age, disability, ethnicity, gender and sexual orientation commissioned by the Department of Education and Skills. The research team collected data from: a secondary analysis of DfES statistics on the supply of and demand for teachers in schools in England sensitising interviews with key stakeholders a main postal survey of 13,000 teachers, plus a 'top-up' survey of teachers with disabilities case studies of 18 schools; and an open discussion via a website. The project was led by Janet Powney with input from Heidi Safia Mirza, Middlesex University, and the final report will be published by the DfES in 2003. In this session the team will focus on identifying the results that emerged from each data strand and how these conflicting findings were eventually resolved to provide a picture of the influences on teachers' careers. Davidson, J, Hall, S, Wilson, V, Powney, J, The SCRE Centre, University of Glasgow  SESSION 9 Assessing reading in the early years: beliefs and practices Different understandings exist about the effective use of assessment in early years teaching. Bertram and Pascal (2002) argue that the introduction of targets, indicators, outputs and outcomes is part of the UKs governments understandable and well-meaning attempt to raise the standards. In this attempt to raise the standards, the standards have become more and more limited by what is most simply measurable. But what is easily measurable cannot reflect the immense complexity of early learning (p.88). Because of uncertainty about how teachers assess young childrens capabilities, disagreement exists about what teachers need to know about young learners to assess them in ways that empower their learning. Few studies have explored the relationship between assessment beliefs and practices among early years teachers. In this presentation we will discuss the results of a research study into beliefs about the teaching of reading, held by teachers in different early years settings, specifically teachers in day nurseries, in school-based nursery classes, and in Reception classes in primary schools. The study revealed that teachers in private day nurseries viewed assessment as an on-going process and opposed formal assessment. By contrast, the majority of school-based nursery and Reception class teachers faced increasing demands to assess skills and knowledge in certain ways presented as attainment targets. These differences in the roles of early years teachers appeared to be associated with significant differences in these teachers beliefs and practices in assessing early reading. Bertram, T., and Pascal, C., (2002) Assessing what matters in the early years in Fisher, J., (Ed.) The Foundations of Learning, Buckingham The Open University Press Kostopoulou A, Wray D, University of Warwick   13.30HRS 15.00HRS SATURDAYShall I draw a cross section? developing curriculum provision for young gifted and talented children (4-8 years) One of the continuing questions in education is how to adapt teaching to take account of individual differences between learners. There are inevitable tensions between whole class teaching, national strategies and a National Curriculum on the one hand and, on the other, the identification and provision of teaching strategies and a curriculum that supports and matches the individual developmental needs of children. Initiatives such as the DfEE Excellence in Cities programme have focussed attention on the exceptional performance of more able children. However, much of the available case study material considers discrete provision and facilities for gifted and talented children such as summer schools, special events with celebrity inputs, trips, clubs and on-line study centres. This presentation will share the results of a pilot project which explored effective teaching and learning strategies and provision for gifted and talented 5 7 year old children within the everyday classroom context and in keeping with the notion of inclusion. The potential of the guiding principles of the Reggio Emilia pre-school provision (Edwards, Gandini, Forman 1993) in enhancing provision for exceptional children will be discussed. Examples of emergent curriculum planning and teaching based on childrens expressed interests will be shared alongside the project teachers and childrens perceptions. Mitchell C, University of Exeter  SESSION 9 PHYSICS P113 An intervention project to enhance the development of spoken language of reception children in two inner-city, multi-cultural primary schools Success in the educational system and language competence are positively correlated. More specifically, poorly developed language skills can result in children having problems in three areas: accessing the curriculum on language related tasks, interaction and social skills, attention span and approaches to learning ( Dockrell &Lindsey, 2000). Further analyses of these data reveal the close relationship between childrens oral language skills and their ability to use written language effectively to serve their own purposes, particularly in writing (Dockrell ,Lindsey, Vince & Mackie, submitted). This intervention responded to a self- identified area of concern in schools operating in an inner -city area of high socio- economic deprivation. The project explored ways that class teachers can work with parent helpers in order to promote the spoken language of their pupils who were both first and second English language users. The reception pupils were assessed pre- and post- intervention ( i.e. on entry to and at the end of their first year of school) in order to establish their levels of spoken language, the areas in which the children were functioning less proficiently and also whether more progress was made during their first academic year of mainstream school over and above what might be expected through maturation. The intervention programme consisted of enrichment activities developed by teachers and lead by trained volunteer parent helpers working with very small groups of children. In this way the opportunities for active, context-embedded and intensive language support were maximised. This paper will discuss the insights gained from the intervention project and further implications for classroom practice during the reception year. References Dockrell , J. E. &Lindsey, G. (2001) Children with Specific Speech and Language Difficulties-the teachersperspectives. Oxford Review of Education, Vol.27, No.3,2001 Dockrell,J.E., Lindsey, G., Vince, C. and Mackie, C (submitted) Modelling the barriers in developing fluent writing- evidence from children with specific language impairment. Riley J L, Institute of Education   13.30HRS 15.00HRS SATURDAYStarting school in australia is a bit safer, a lot easier and more relaxing: issues for families and children of non-english-speaking-backgrounds Over several years, the Starting School Research Project has investigated the experiences, expectation and perceptions of children, parents and educators as children start school in Australia. One of the outcomes of the project has been the recognition of the importance of context in transition experiences. One dimension of context is defined by the language and cultural backgrounds of the participants. The project described in this paper investigated the needs and concerns identified by children and parents of non-English speaking backgrounds as they started school in Sydney, Australia. From this, the project team developed a series of brochures which made available the information requested in the relevant community languages. Six major language groups within NSW schools were identifiedArabic, Bengali, Chinese, Samoan, Turkish and Vietnamese. Parents from these groups, and their children, were invited to discuss what was important for them to know and/or do as their children started school. The average number of parents in each language group was 10 and in each child group, six. Where appropriate, these interviews were conducted with the aid of an interpreter. Parents were asked to identify information which would have been helpful for them, and that should be available to parents with children starting school. Children were asked to describe their experiences starting school and to contribute to the discussion about what children and parents need to know when the children start school. From these interviews, draft brochures were developed by the research team. These were translated and then reviewed in further interviews. When agreement was reached about the content of the brochures, they were published in the relevant languages and distributed throughout school and community organisations. When compared with the broad outcomes of the Starting School Research Project, the results indicate that there are some issues which seem to be of concern to most parents, regardless of their cultural or language backgroundsuch as parents desire for children to be happy and confident at school. In several instances, the broad issues remain constant, but the specific application varies according to context. For example, issues around health and hygiene, and the educational environment of the school were raised by parents generally, but there were specific culturally relevant aspects identified by some groups. All groups of parents were anxious that their children experienced education as a positive factor in their lives, and were keen to see their children succeed at school. Childrens comments also confirmed previous findings, in that they focused strongly on the importance of knowing the rules of school and the necessity of having friends at school. Where children did not have a strong command of English, they indicated that having a friend who spoke the home language was an extremely important element of feeling comfortable at school. Parents reported a similar notion with their strong support for Community Languages Teachers in school, whose designated role involved liaison between the school and the broader community. Perry B, Dockett, S, University of Western Sydney  SESSION 9 PHYSICS P115 The focus of educational research Shifts of fashion affect all subjects and have a strong influence of the types of research being carried out. Educational research is as good an example of this as any research. What makes it unusual is that the prevailing fashions affect policy as well as research. Educational research is also particularly related to outcomes, for the practical demonstrations of findings. The relationship between research and policy is always problematic but even more so when so many approaches and specialisms are involved. The peculiar vulnerability of educational research to criticism (this is also a fashion) is partly a result of its diversity, even perhaps of internecine strife. It is a result of the amount of external interference with judgements made not only on what is supposed to be proved, but also on the way the research is carried out. There are many international examples of the attempt to control educational research and what it might discover. The levels and the types of attack, particularly by those in power, are themselves interesting to analyse, subject as they are to changing moods and assumptions. One of the prevailing modes of control over educational research is through the demand that it should be instrumental. We witness many examples of the call for more quantifiable outcomes, for more unequivocal support for the efficiency of particular policies and what is called a greater practicality, demonstrating exactly what effects are to be found in uncomplicated circumstances. The one example of this is the research industry that surrounds school effectiveness. The question remains whether such research has made a practical difference and if it did, whether it was beneficial. The question remains whether such research beings forward new insights and if it does not, whether this is why it is favoured. At a time when other disciplines are rethinking their own epistemologies and even recognising that work done in the past still has value, it is useful to question what is taking place in educational research in all its diversity. Measurement of competencies and time on task and the isolation of particular variables to probe their effect are recognised to give less profound data than more complex approaches. Yet educational research still lacks cohesion. This might be because its central concern, the experience of pupils, has still not replaced a fascination with input. This paper asks what the result would be if we listened to the voices of pupils and heard what they are saying. Taking as a starting point the kinds of questions raised by Kieran Egans Getting it wrong from the beginning. His paper explores examples of research that works at well-known policies and school organisation from a different angle. The research studies will highlight integrity of a discipline despite contrasts in age, subject and approach. Cullingford C, University of Huddersfield   13.30HRS 15.00HRS SATURDAYThe introduction of the foundation stage profile; the early experiences of one lea The Foundation Stage Profile is a national assessment scheme that has been introduced in England. The introduction has taken the form of a national pilot in 2003 with the full scheme being implemented in 2003/2004. The paper reports on how the scheme has been introduced, the issues that have arisen for schools and the role that the LEA plays in supporting schools. The paper then reports on an early analysis of the results received from schools. Durant D, Worcestershire LEA Teachers views on special educational needs and inclusive preschool education: perspectives from Greece and the UK This paper examines preschool teachers views of Special Educational Needs and Inclusive Education in preschool settings. It compares the views of teachers in Greece and the UK in relation to five themes: preschool curriculum; teachers professional experiences; work with parents; professional development needs, and childrens rights. Based on interviews with mid-career teachers, all undertaking extended professional development programmes, the study identifies key themes in teachers thinking and suggests ways in which an inclusive agenda for preschool education might be developed through inter-country collaboration. Nutbrown C, University of Sheffield, Clough P, Queens University Belfast  SESSION 9 bruce room a Dilemmas in the everyday practice of inclusion in Cyprus So what is inclusion? Is it something we can work on or is it, a chimera? Inclusion is a political and social struggle, as Special Education, which enable the valuing of difference and identity (Slee, 1996). Booth and Ainscow, (1998), state that inclusion is unending process connected to exclusion, which applies to all kinds of exclusion and is not limited to students with disability and difficulties. Inclusive education is about how, where, why and with what consequences, we educate all pupils (1997). Inclusion in Cyprus is something really new, even though the latest law of 1999 is called The Inclusive law about Special Education. This article main principle is to describe as Barton suggested how, where, why and with what consequences, we educate all pupils (1997), in the educational system of Cyprus. This will be a story of two different types of schools in Cyprus. The one school is what we named it in Cyprus a special school and the other one is a mainstreaming school. How those schools face different and common dilemmas about inclusion. Is this inclusion something manageable or is it something that academics made and it will stay only in a philosophy. How everyday practice transforms the way we imagine inclusion? All those dilemmas will be presented through a two-year research, which involved special education teachers, primary education teachers, head teachers, children, and the inspectors of the Ministry of Education and Culture. Inclusive education is about confronting all forms of discrimination as part of a concern to develop an inclusive society, based on social justice, equity and demographic participation (Barton, 1997, p. 233). How does all of this that Barton suggested can become reality in the everyday of those schools? Is it possible? Hadjiyiannakou A, Ministry of Education and Culture Principals attitudes towards introducing inclusive education in the South African system of education Inclusive education has recently been introduced in some schools in South Africa, which means that a broad range of learning needs exist among the learner population at any given time. Where these are not met, learners may fail to learn effectively, or may even be excluded from the learning system. Policy documents state that attitudes need to be changed and all possible barriers overcome in order to meet the needs of all learners. It is even possible that learning barriers may arise because of inter alia principals negative attitudes towards inclusive education. The aim of this research was therefore to ascertain what the existing attitudes of principals towards inclusive education are. Qualitative research was done by interviewing the principals of the pilot schools in one of the provinces in South Africa which are to start off with the implementation of inclusive education. The results of these interviews are overridingly positive and will impact on the successful implementation of inclusion in the whole of South Africa. The details thereof will be given in the presentation. Keating J B, Potchefstroom University for CHE   13.30HRS 15.00HRS SATURDAYA Goethean way of seeing inclusively? It can be argued that our contemporary view of the world is not at all based on 'objective' observation of 'what is out there', but rather the result of the application of existing mental frameworks and ways of seeing to the world around us, including the world of human beings. Goethe's way of seeing recognises the special relationship that exists between parts and wholes, so that, rather than being built up of parts, wholes are non-unified wholes which are fully reflected in the parts, so that each part is, as it were, one particular manifestation of the whole. My purpose in this paper is to begin to explore Goethe's way of seeing as a tool for new insights into education and I propose to do this by looking at the area of inclusion. Inclusion is a good place to start exploring because it is so obviously based on a notion of parts and wholes. For example, it is based on particular notions of what classes and schools as wholes should look like in terms of their parts: student population, achievement, assessment, curriculum etc. Thus, examining Inclusion from a Goethean perspective may provide new opportunities for thinking about and dealing with exclusion. Oberski I, University of Stirling  SESSION 9 BRUCE ROOM A Rawls, justification and a reality check on the tensions of inclusion The paper examines Rawl's theory of justice in relation to the democratic equality and difference principle applied to schooling. The argument is focused on the difficult dilemmas and decisions faced by schools in everyday practice. Evidence from teachers and head teachers about the practice of 'inclusion' in schools points to anxiety from conflicting societal needs and demands. The government's legislation (1981) re inclusion secured that education for children with statements of special educational needs in mainstream schools was to be provided if two conditions were met. First that the child will receive the required special educational provision and secondly that it is compatible with the provision of effective education for the children with whom the child is being educated and the efficient use of resources. The 1996 Education Act makes it a duty of school governing bodies to 'secure that a child with special educational needs in an ordinary school has those needs met and is integrated as far as possible into the school'. This is the legislative and policy context in which we have been working in recent years. However, although teachers and other educational professionals have been working to make inclusion a reality they face many practical dilemmas in everyday decisions about pupils location in a school and curriculum framework. It is helpful to use Rawl's arguments for the redress of bias and for difference in understanding social justice through the provision of equal opportunities in educational contexts and as a framework for practice. Rawls (1971) provides an important resource for thinking about the problems of justice because he balances the twin principles of equity and difference. The balance involves the equal distribution of social goods unless unequal distribution benefits people who are underprivileged, when more resources might be spent on the education of the lessbecause inequalities of birth and natural endowment are undeserved'. As regards the principle of difference it is aimed at improving the long-term expectation of the least favoured (ibid). Inequality in educational practice has met with political pressure for its eradication. Teachers and other educators have been instrumental in these initiatives over recent decades. Rather than use equality as a principle of distribution there is a move towards equality as a principle of democratic distribution. In this participatory paradigm the requirements of distributive justice and those of democracy are integrated -justice requires giving everyone an effective voice in negotiating goods and defining their own needs, particularly members of groups who have been historically excluded. The participatory paradigm fits quite naturally with a model of research in which equality is sought not solely in the distribution of this or that predetermined good, but through the status and voice of the participants. However this position is not without its problems, because researchers still construct the events they investigate and are implicitly influenced by the social and educational contexts in which they operate. The tensions and conflicts implicit in these contexts will be illustrated through professional practitioner case studies. O'Hanlon C, University of East Anglia   13.30HRS 15.00HRS SATURDAY SESSION 9 CHEMISTRY C110 Computer conferencing: enabling collaboration among experienced and novice teachers in analyzing case studies Using case study in teacher education is an approach to learning that involves students in analyzing situations that are intended to reflect the real world of the classroom. The processes of solving problems and making decisions collaboratively are as central to teaching as they are to case study. Through case study, students are able to see the interactive and interdependent nature among the multiplicity of factors that reside in educational dilemmas. They can also realize that each course of action carries with it a set of potential consequences. This session will focus on a teaching innovation involving groups of experienced teachers (graduate level) and novice teachers (pre service-level) collaborating in analyzing case studies using the computer conferencing system, Web Knowledge Forum. The experienced teachers were enrolled in a graduate level course entitled The Resource Teacher: Skills in Collaborative Consultation. This course is designed to equip practicing teachers with the knowledge and skills essential for a consultative or resource role in a school or school board. The novice teachers were enrolled in the Introduction to Special Education course, a programme requirement in the M. A. in Child Studies. This course is designed to give the students an overview of special education policies, practices, and issues. Small groups consisting of experienced and novice teachers were established to complete collaborative case studies as a requirement in their respective courses. The researchers hypothesized that combining experienced and novice teachers into working groups would benefit both. The experienced teachers could take on a consultative role and share their accumulated wisdom and experience with the novices in analyzing a common case study. The novices would benefit from the insights of the experienced teachers and develop an understanding of the complexity inherent in any teaching and learning situation. Asynchronous computer conferencing was used as a vehicle to allow the students in each work group to engage with the case study material together, test their own understandings, focus on shared problems, and produce solutions. The researchers will present a rationale for the teaching innovation and will discuss the role of case study in Special Education and its relationship to the objectives of the respective courses. Issues related to the advantages and disadvantages of using computer conferencing to enable this process as well as formal and informal student and instructor feedback will be presented. Evaluations, reflections, and changes incorporated in year two of the collaboration will also be discussed. The session will round up with some ideas on what next? Winter E C, Queen's University, Belfast, McGhie-Richmond D R, Treaty Six Education, Edmonton, Alberta   13.30HRS 15.00HRS SATURDAYMinimal, marginal and multiple - esol students in prisons The current focus on basic skills and (un) employment means that previously marginalised groups such as prisoners now come under the spotlight of mainstream research and debate. Language and literacy levels of offenders are linked to school attendance, truancy, delinquency and the job market. However, prisoner students who do not have English as a first language still remain almost invisible within the structures of prison education and prison research. In some cases, due to their small numbers, prison education departments are not even aware of their existence. These students remain marginalised in the sense that many are engaged in processes of deportation, and therefore excluded from figures which relate education to recidivism. Nor can they contribute to meeting targets set for levels of certification as UK accreditation has little significance to their cultural portfolio of learning. They are also multiple, in that the languages they speak and claim as their mother tongue are diverse and disparate and the micro-languages they create in prison in order to converse are complex and private. Such prisoners are often placed in prison industries rather than education where conversational skills are not required of them. This paper look at what educational provision is made for this eclectic and culturally diverse group. It charts the variety of first languages that they speak and draws on the voice of educational practitioners as a means of addressing the perceived needs and possible remedies for this marginal and marginalised group. Wilson A, Lancaster University  SESSION 9 CHEMISTRY C110 Employment barriers for adults with learning difficulties in Northtown This paper reports some findings from a study investigating vocational barriers for adults with learning difficulties in a city in the North of England (Northtown). The findings arise from interviews with the managers of a supported employment agency, and a Volunteers Project, a job co-ordinator, a job search co-ordinator, and the founder of a recycling factory. The paper also discusses the profile (in terms of such characteristics as age, gender, type of work, and job title) of 52 adults with learning difficulties. The first section of the paper examines the current literature related to background employment, vocational problems, and ways of solving these problems for people with learning difficulties. The second section of the paper analyses the result and findings of the study. The findings suggest that low personal expectations and the negative attitudes of others including employers, combined with the loss of state benefit and inadequate vocational training are the main barriers against employment for people with learning difficulties. The findings suggests some ways of solving vocational barriers for people with learning difficulties, such as increasing disability awareness for all people in the community, increasing self-confidence of people with learning difficulties through teaching simple, and suitable skills, and also vocational training. Moreover, encouraging the employers to take people with learning difficulties into work and improving the system of social security are another ways of solving vocational problems for people with learning difficulties. Norouzi G, University of Sheffield   13.30HRS 15.00HRS SATURDAYThe role of special education in a pre-service teacher education programme Increasingly, students with additional and special needs are being educated in regular classes in neighbourhood schools. Classroom teachers, therefore, face significant challenges as they encounter students with diverse learning needs on a daily basis. It is essential that every teacher have the knowledge and skills necessary to meet the needs of all students. It is especially important that beginning teachers have not only the necessary skills, but also the confidence in their own ability to meet the learning needs of this diverse population. Currently, approximately 10% of Ontarios school population is identified as exceptional (i.e. having special or additional needs). These students must have an Individualized Education Plan (IEP) outlining their educational needs and how these needs will be met. In addition to this formally identified group, and permitted by current legislation, any other students who are experiencing difficulty may also be placed on IEPs. This legislation also requires that these students be placed in a regular class if this meets the needs of the students and is in accordance with parental preference. The preparation of new teachers to deal with these students is critical. A survey, conducted over the last two years in the Ontario Institute for Studies in Educations elementary pre-service programme found that 53% of the students surveyed felt unprepared to teach students with special needs. In addition, 80% had never used an IEP, 70% had never witnessed an IEP being used by an associate teacher, and 75% experienced frustration in dealing with students with special needs. As an extension of these surveys, the primary goal of this research was to identify a minimum set of knowledge and competencies for teachers of students with additional and special learning needs. A secondary goal was to develop, implement, and evaluate a curriculum guide for pre-service instructors, outlining these competencies along with the teaching approaches, activities, and resources related to teaching students with special needs in inclusive classrooms. This paper will present the following: current findings from the literature and current documents regarding competencies for teaching students with special needs in inclusive classes findings from a review of special education in pre-service programmes across Ontario findings from pertinent stakeholders in the province a preliminary curriculum outline specifying the knowledge, competencies and learning activities related to the preparation of new teachers in inclusive classes Winter E C, Queen's University, Belfast, McBride H, Giannotta L, Ontario Institute for Studies in Education, Canada  SESSION 9 MECH & CHEM ME 101 School integration among first year students The transfer from primary to second-level education represents a crucial turning-point in young peoples schooling career. This transition is a time of both turbulence and excitement as young people enter a school where they have new classmates, are taught by a range of teachers rather than one teacher, and study a more compartmentalised curriculum (Lacey and Reay, 2000; Rudduck, 1996). Research in the American and British contexts indicates that the period of transition is for many students accompanied by a reduction in academic progress, motivation and self-esteem (Galton et al, 1983, 1999; Seidman et al, 1994, 1996). The transition process is found to have different consequences depending on student gender, self-image and family context (Lord et al, 1994; Gutman and Midgley, 2000). Little attention has been given to the academic and social aspects of this transition in the Irish context. This study examines how schools in Ireland vary in their transfer policies towards students. It asks to what extent are different kinds of transfer policies associated with greater psychological adjustment and initial academic performance among first year students? The study draws on four phases of data-collection: A survey of all second-level schools in Ireland, examining the nature and existence of specific policies for the integration of first year students and their links with primary schools Twelve schools were selected for case study analysis: in-depth interviews with key school personnel were undertaken to elicit detailed information on the management and experience of the transition process Self-administered questionnaires were given to all first year students within each of the case study schools examining their experiences of primary schooling and their transition to second-level. In addition, verbal reasoning tests were administered to provide baseline information for the assessment of their academic progress. Follow-up questionnaires were administered to students at the end of the academic year, along with follow-up ability testing. This allows an examination of the nature of their academic and social adjustment and progress over the course of the year. This paper presents the findings of these four-phases of data collection, spanning Jan 2002 to May 2003. This includes an examination of the prevalence of transition difficulties across schools, the nature of transition difficulties (academic, social, psychological), factors contributing to sustained difficulties in the transition process and models of good practice. It makes important recommendations for educational policy at a national and international level and draws some significant implications for research. Smyth E, McCoy S, Darmody M, The Economic and Social Research Institute (ESRI)   13.30HRS 15.00HRS SATURDAYTango romantica or liasons dangereuses? social cohesion & education - simpler than you think, more complex than you imagine This paper flows from my current PhD research that focuses on social cohesion discourses, their relevance to education (policy and practice) and interventions by international organisations to develop social cohesion through education. An emergent and flexible qualitative methodology and multiple embedded case study design were followed. I entered the research space as a triple outsider with a sociological imagination and emerging reflexivity. Non-probability sampling, based on accessibility and availability of participants, was the primary sampling method. Secondary sampling methods used, included: snowball or chain; confirming and disconfirming cases; following new leads; triangulation and purposive. Multiple data collection methods included: interviews (semi-structured, open ended, one-on-one, face-to-face and by telephone); observations (indirect and informal; meetings and field research visits and conferences attended in Northern Ireland, Bosnia & Herzegovina, South Africa and UNESCO Paris); documentation; web /online and email discussion sources. Total interviews and people consulted (including during conferences) is more than a hundred. For analysis purposes, I made use of the five analysing strategies of Michael Patton, de-construction and re-construction and content analysis. Through the analysis and interpretations I became to be a bricoleur, producing a bricolage. I also selectively integrated various theoretical perspectives, for example: postmodern, poststructural and postcolonialist perspectives, with an interpretive and phenomenological paradigm and a Foucaultian spirit (power-knowledge-discourse). I explore the following issues in my discussion: Why has social cohesion and related research become so important? Does social cohesion have a theoretical foundation? What does social cohesion mean from various perspectives? What is the status on working definitions and model development for social cohesion? Are social cohesion discourses dictated by economics, politics and rhetoric? What is the link between social cohesion and education (and why is it so difficult to find common ground)? This paper and my research raise more questions than proving actual answers on social cohesion and education. I will provide several faultlines & critique emerging from the literature and my current research. So, are we skating on thin ice or is social cohesion here to stay and serve (and evolve) policy (and practice) well into the future? As the saying goes: It takes two to Tango! M de Beer, University of Ulster  SESSION 9 mech & chem me 101 A study of childrens attitudes toward media in japan This session outlines Japanese Childrens attitudes toward media. The media environment which surrounds children is changing rapidly. In addition to print media, the spread of visual and electronic media in recent years has been remarkable. As the appearance of print media brought about the need for literacy, so, at this time, there is a need to develop visual and electronic media literacy. What attitude do children have to print media, visual media, and electronic media? In this study, we divided attitudes towards media into positive and negative; and then further divided positive attitudes into cognitive-factors and emotional-factors. Attitudes towards media were investigated using the picture-projecting technique. As a result of our research of 7,476 Japanese Elementary and Junior High School students, we reached the following three conclusions. 1) With regard to visual media, children display ambivalence; they have both positive attitudes (ex. Regardless of what anybody says, I wont stop it) and negative attitudes (ex. It absolutely disrupts my studies). 2) With regard to print media, children display ambivalence; they have both positive attitudes (ex. It makes me feel serious) and negative attitudes (ex. It is very exhausting). 3) With regard to electronic media, children with a strong liking for the Internet have cognitive, affirmative attitudes (ex. It is very useful for research or investigation). On the other hand, children with little liking for the Internet tend to have negative attitudes towards it (ex. It is troublesome). Takashi IKUTA, Yasushi GOTOH, Niigata University   13.30HRS 15.00HRS SATURDAYFindings from a survey of lea instrumental music services Instrumental music tuition has an important role in contributing towards societys needs in relation to the culture industries and the continued development of active and constructive participation in musical activities. Learning to play an instrument is the starting point for many of those who go on to pursue a career in music, even if that career is not a professional performing career. In addition to the direct effects on careers in music, the media and the arts, there are benefits to those who learn to play a musical instrument in relation to other generic skills that are increasingly demanded by employers. In 2001, the DfES published the White Paper `Schools: achieving success' within which the Government pledged to ensure that over time, every primary school child who wanted to would have the opportunity to learn a musical instrument. To deliver this commitment a robust, up to date, baseline data base was required which could be used to provide a baseline for wider opportunities in primary music, prepare the way for changes in Music Standards Fund allocations, enable national benchmarks to be established and complement the Music Services Guidance as a tool for self-evaluation, development and target-setting. To satisfy this need, the DfES conducted a National Survey of LEA music provision to provide a comprehensive picture of music provision nationally by investigating the different types of provision being offered by LEA music services and assessing variations in levels of provision across LEAs. In June 2002, 150 questionnaires were sent out to music service contacts in every English LEA. 149 out of 150 LEA Music Services responded to the survey (99% response rate), although one was too late to be included in the analysis. A data base was established to include data from the questionnaires, nationally available LEA data and relevant data from the 1999 survey of LEA music services. The current paper presents an analysis of that data. Progress in the development of services between 1999 and 2002 is assessed and comparisons made between provision in different LEAs. Different types and structures of Instrumental Music Services and levels and quality of provision are compared between LEAs which are similar in nature. Of particular importance are comparisons between geographical locations, type of LEA, size and makeup in relation to ethnicity and level of deprivation, different types of instrumental provision, and access, breadth, quality and wider opportunities. The frequency of each category of responses made to the open questions in the questionnaire is also reported. Statistical techniques used included cross tabulations, loglinear analysis, multivariate analysis of variance, correlation and multiple regression. Hallam S, Rogers L, Institute of Education, University of London  SESSION 9 wardlaw room b The engagement of children with learning difficulties in mainstream primary classrooms This paper draws upon findings of a doctoral study, which aimed to further an understanding of the engagement of children with learning difficulties. The study focused on classroom interactions during the execution of curricular activities within the mainstream primary school. In the current educational climate, there is a shift towards increasing the participation of children with special needs, alongside recent governmental guidance supporting the implementation of their right to participate. Consequently, there are a growing number of studies offering recognition of childrens participation and their potential contribution. Amongst these studies, several dominant trends emerge highlighting a collective focus on children's participation as determined by the teacher, for which interventionist approaches have been utilised both to promote the voice of the child and to conduct research in the area. Furthermore, in the special needs field, many projects focus on the assessment, monitoring and review cycle for children with special needs and are based in special school contexts. This research seeks to address the apparent shortfall of studies conducted in the mainstream context, studying children's classroom experiences from the child's standpoint and utilising minimal interventionist methods of research. It portrays the view of the child in determining his/her own participation. The research was an exploratory, in-depth study of seven children within two contrasting school settings. The research process entailed the building of a knowledge base upon which to interpret classroom interactions. It drew upon multiple sources and methods of data collection, to identify emerging factors and categories pertaining to childrens engagement. The three categories of engagement that emerged from the classroom interactions will be outlined in this paper. The first category, resource engagement, concerns the children's unprompted utilisation of a variety of social and physical resources to address different purposes. The second, focus of engagement, incorporates the subject of childrens attention at particular points in time. The final category, engagement in task agenda, attends to the unique and disparate response of the child to activities set by the teacher. Each category was identified to exist on three dimensions, that of what, when and how, leading to a complex emergent picture of children's engagement. The paper will then show how relevant social constructivist/social cognitive theories help further an understanding of childrens engagement. In particular, three theoretical tenets are drawn upon pertaining to active, subjective and interactive processes. It will be shown how when these three processes were used constitutively, two conclusive themes emerged. Firstly, that engagement is a demonstration of childrens autonomy and self-governance and secondly, that engagement is a process by which children become more knowledgeable about their classroom environment and develop autonomous responses to external requirements. May H, University of Leeds   13.30HRS 15.00HRS SATURDAYTeaching contingency awareness in the classroom to pupils with profound and multiple learning difficulties Contingency-awareness the awareness of ones own ability to have an affect on the environment (Watson, 1966) is a crucial step in the learning process, acquired by the great majority of children within the first half year of life. However, some children with profound and multiple learning difficulties (PMLD) fail to do so. Over the past two and a half decades psychologists have repeatedly demonstrated that at least some of these children can be taught this critical skill (Glenn and OBrien, 1994). However, a number of studies report that not all the participants showed evidence of learning Children who do not learn appear to share a number of characteristics; namely an overall very low rate of activity, self-stimulatory behaviours, and sometimes an apparent lack of interest in their environment. Some research also suggests that their short-term memories are also extremely impaired. Despite this, this research is potentially of great benefit to teachers, for whom the education of children with PMLD presents a great challenge. However, this potential is largely unrealised because there has been little regard amongst researchers for the practicalities of implementing the necessary teaching procedures in classroom conditions. Our project attempts to address this issue by developing resources and strategies to enable teachers to teach contingency awareness in the classroom to children with PMLD, some of whom have common characteristics with those who failed to learn in the experimental work. Target children have PMLD, low activity levels, and short short-term memories, so a prompting regime was devised to ensure activity every few seconds. As progress was likely to be slow, and, possibly, patchy, detailed recording was also necessary. We used a single subject experimental design employing a modified multiple baseline across children (Ager and Reading, 1992) to test our hypothesis that this prompting regime would prove more effective than the standard experimental paradigm employed in the laboratory research. A switch-based system to ensure reinforcement and feedback for small movements which the child was able to make, was combined with computer software designed to help the teacher maintain consistency in a complex prompting regime, and to give the detailed recording required. Following a pilot study with one child, sessions were conducted in the classroom with the two initial participants. After establishing a baseline levels of the relevant movement, one child was introduced to an intervention in which the teacher provided physical prompts to her to activate the reinforcer according to a schedule displayed by the computer while the other received access to a switch operating the reinforcer, but without prompts. The initial results suggest a degree of success for this method. We have also learned a great deal about the practicalities of moving a laboratory-based technique into the classroom. We report on both aspects of our findings and discuss what we have learned which may be of help to teachers working with this most challenging group of pupils. Ware J., Cardiff University, Thorpe P, Software Engineer, Mehigan P, Stewarts School Dublin  SESSION 9 WARDLAW ROOM B Concepts of difficulty a childs eye view This study follows from research that investigated childrens opinions about what makes a good writing stimulus. Findings suggested that the concept of difficulty was the most significant feature that affected childrens thoughts. To explore what children understood by difficulty, this qualitative study used a modified version of Kellys Repertory Grid technique to elicit childrens perceptions of test materials. This method allowed children to verbalise their thought processes whilst providing structure and support relevant to the age of the children involved. The writing stimuli contained features which children in an earlier study had identified as contributing to perceptions of difficulty. These stimuli were presented in pairs to enable meaningful comparisons to be made. An interviewing schedule was designed which allowed children the opportunity to consider the salient features of test materials before moving on to the more difficult task of stating preferences and giving reasons for them. This study has a number of implications for those who design writing stimuli, particularly for assessment. If the intention of test stimuli is to motivate children to perform to their best ability then it is important to recognise that some stimulus features can have potentially negative effects. Furthermore, increased anxiety caused by particular features will impact on performance. Children in this study were given the opportunity to share their views and these views are important for the development and design of tasks which facilitate rather than impede performance. Johnson M, University of Cambridge Local Examinations Syndicate Motivation, learning and behaviour in schools: links between self-concept, effort and the importance of school work Many interventions aimed at improving children and young peoples learning and behaviour have at their core shared beliefs that levels of self-esteem per se directly affects childrens learning and behaviour. This view is reflected in the way that some educators (including policy makers) talk about learning, et research to support such direct links is equivocal. In this paper finds from three studies are introduced. Data from two of these were gathered via questionnaire-based measures administered to over 6,000 young people aged 13-16years. The questionnaires included measures of the young peoples motivation, self-concept, academic competence, beliefs about their competence, the importance of and the amount of effort they should put into their schoolwork and their identification with their peers, family and school. Analysis revealed a far more complex picture than has been suggested in pilot research. The young peoples views on their own competence, effort and the importance of schoolwork was differentially related to their identification with their families, peers and school. Implications for schemes aimed at improving learning and behaviour are discussed. Maras, P, Nash, S, University of Greenwich   13.30HRS 15.00HRS SATURDAY SESSION 9 maths m214 Mode, technology and learning This paper explores the relationship between the meaning making resources which new technologies make available and the production of school knowledge and learning in the classroom. The majority of research into new technology and education tends to focus either on the design and usability of applications what is displayed on screen, or the talk around the computer. This paper argues that attending to both these aspects - the resources of the screen and peoples use of these, and the dynamic relationship between them can contribute to a better understanding of the potential impact of new technologies on learning. In addition it highlights the benefits of an analytical approach that moves beyond language to account for a range of modes - visual communication, animated movement and so on. The paper focuses on an illustrative example of year 7 science lesson in an Inner London School working with the Multimedia School Science (a CD-ROM) in order to explore the complex relationship between technology, context, mode and school knowledge. Through this example it explores the potential of combining two theoretical approaches - multimodality and activity theory, to provide an account of technology-mediated learning that examines text and situated practices, in a way that moves beyond language. Multimodality is applied to consider how the range of modes that the application makes available contributes to the construction of curriculum knowledge in this case states of matter (Kress and van Leeuwen, 2001). While multimodality is rooted in a social semiotic theory of meaning making (Hodge and Kress, 1988) it does not clearly conceptualise school learning and curriculum knowledge. The paper turns to activity theory (Russell, 2002) to bring the wider social forces that underpin school learning and meaning making into the analytical frame. The concept of semiotic mediation is central to activity theory however it tends to be thought of almost exclusively in terms of language even in the face of the multimodal character of new technologies. This paper shows that bringing together the theoretical lens of multimodality and activity theory provides a productive way forward for rethinking semiotic mediation as happening in a range of modes. This enables the ways in which new technologies re-position students are re-positioned in relation to school knowledge and their practices are reshaped by the introduction of new technologies to be explored. The paper concludes by discussing the benefits and problems of combining multimodality and activity theory. Hodge, R. and Kress, G. (1988) Social Semiotics. Camridge: Polity Press. Kress, G. and van Leeuwen, T. (2001) Multimodal discourse, London: Arnold. Russell, D. (2002) Looking Beyond The Interface in M. Lea and K. Nicolls (eds.) Distributed learning, pp. 64 82. London: RoutledgeFalmer. Jewitt C, Institute of Education, University of London   13.30HRS 15.00HRS SATURDAYChildren working with new authoring media: an inquiry into how the use of digital video editing may provide authentic learning experiences This paper reports on a case study of a group of primary school children (aged between 9 and 11 years) using digital video editing tools to create visual texts and other materials with expressive and documentary content. The study suggests that there is a capacity for authoring and editing technology to enable young learners to engage with learning in ways that are not always immediately possible within the current constraints of the curriculum in England. The children chosen for the study were identified by their teachers as at risk of marginalisation or underachievement and were identified as being either Disaffected (and prone to exclusion or self-exclusion from curriculum activities) or Gifted and Talented (also prone to self-exclusion by boredom or lack of engagement with curriculum activities). The rationale was to identify aspects of the activity around new media authoring technology which appeared to be successful and which promoted authentic, individual or collaborative learning experiences for the children involved. This study is situated within many emerging debates and themes in ICT in Education and in Education more widely. It surveys the literature around introducing (or re-introducing) creativity into the curriculum across all subjects. This concept of creativity is not necessarily based on a shared discourse about its main features or indeed its applicability within current curriculum models in England. The study touches upon the debates around the notion of creativity to examine the processes which the children went through in making the videos and recasting them in the light of this debate. Various published sources on young people using digital tools creatively were examined and these were used to support the development of a framework for examining their visual texts and processes used in their construction. A further discussion about ICT in Education concerns its self-proclaimed value-added effects and its true cost effectiveness. For government agencies, like BECTA, the importance of research into the value of ICT lies in its relationship to standardised assessments. For others, there is a degree of scepticism about the sums of money spent on ICT in Education and they suggest that there is a need for a shared understanding of the purposes of ICT in teaching and learning, in other words a pedagogy for ICT. This study, which looks at ICT tools capable of shaping and promoting individual and collaborative creative activity (however that is constructed) contributes to the debate about pedagogy because it suggests that there is something about these ICT tools, used in these ways, which changes the nature of the learning in a fundamental way. The study also asks that we consider how teachers can engage with these issues (perhaps in their training) not least because children are immersed in the culture of new media and will access and use it regardless of how it is constructed within the school curriculum. Potter J, Goldsmiths College, University of London  SESSION 9 maths m214 The effect of ICT on motivation in school This paper reports preliminary findings from a Project sponsored by the Department for Education and Skills, conducted at the Department of Educational Research, Lancaster University. There is a substantial amount of information concerning the apparent impact of Information and Communication Technology ( ICT) upon the attainments of school students. Many of the reports of this data have also made reference to the very clearly held views of teachers that ICT helps to develop and sustain motivation. These teacher reports are often confirmed by the observations of researchers. However, with few exceptions, projects have not looked directly at the motivational impact of ICT. Perhaps more importantly, these projects have not typically offered any clear conceptualisation of motivation, nor of the processes by which it might be influenced in school and specifically by the use of school-based ICT. Furthermore, previous work has not always sort to distinguish between the possibly different effects of varying forms of ICT, e.g. widespread use of laptops, computer suites or interactive whiteboards. The project has drawn upon a number of established theoretical positions concerning the nature of motivation and upon theory derived notions of teacher self-efficacy and teacher conceptions of the nature of student motivation. A mix of quantitative and qualitative methods have been employed including established motivational scales and interviews with headteachers, teachers and other stakeholders. At the time of submission, fieldwork is still in progress. However, the paper will report on the accounts offered concerning the effect of ICTs and evidence concerning the motivational characteristics of students engaged in its use. The paper will also present a framework within which the motivational impact of ICTs might be assessed both in further research and in less formal school based evaluations of own practice. Rogers C, Passey D, McHugh G, Machell J, University Of Lancaster   13.30HRS 15.00HRS SATURDAYICT and subject literacies: a study of current classroom practice The paper will report the findings of an investigation into secondary subject teachers use of ICT and to what extent this affected their concept of the literacy of their subject discipline. The study was funded by BECTa and undertaken between October 2002 and March 2003. The study was informed by three basic understandings emerging from literature and research in the area of literacy, ICT and subject teaching and learning: Teachers beliefs about teaching and pedagogical orientations are shaped to a significant extent by the subject cultures they inhabit. Literacy in the secondary school operates within these subject domains, and it is appropriate to refer to school literacies, since pupils are required to gain competency in, and manage the transition between, a number of subject-specific literacies which are both the means and content of learning in the secondary school. ICT is having an impact on subject teaching and learning in the secondary school, and may be changing what it means to be literate within each subject. The research brings these ideas together to develop an empirical base for understanding the ways in which ICT may be impacting on teaching and learning in a selective range of subjects. The key questions addressed by the research were: What is the role of ICT in the teaching and learning of History, Science and English in the secondary school? What is the impact of ICT on the roles available to teachers and pupils in lessons, and what interaction patterns emerge between teacher, pupils and the technology? How does ICT influence the literacy practices, which characterise teaching and learning in these subjects? How are lessons, which involve the use of ICT, structured and organised, and how does ICT relate to other supporting work, learning aims and tasks, and classroom management and organisation? These questions are pertinent to the field of ICT in education research as they are grounded in a recognition that teachers are serious professionals and are to be taken seriously. The successful integration of ICT depends on them being convinced of the benefits of ICT use and feeling that innovation is possible and worth the effort. Whilst deliberate interventions specifically designed to enhance learning through the integration of ICT have a place, most teachers do not have access to such initiatives. Models of good practice are emerging informally, within the constraints of limited access to resources, and the demands of the curriculum and assessment systems. The modest aim of the study is to complement previous research and contribute towards a developing evidential base, which might inform policy and practice. The results are currently being analysed and will be published as a full report by BECta. Preliminary findings suggest that many of the radical claims for ICT are misplaced in the current school situation and that there is an urgent need for policy to change and to become much more teacher focused. The completed findings will be reported in the paper. Goodwyn A, Findlay K, University of Reading  SESSION 9 wardlaw room a Blending and bending paradigms in large scale multisite educational research Most educational researchers are well aware of the current discussion in education and the social sciences concerning the value and appropriateness of qualitative and quantitative methodology. Unfortunately, this debate is often characterized as an either/or dichotomy, which at times resembles armed camps and not open, collegial discussions about crucial ontological and epistemological issues. Qualitative and quantitative methods provide the researcher with different information. It is not a matter of one approach utilizing numbers and the other not. This simplistic but common divide diminishes the richness of both paradigms. The methodology chosen for any research investigation---be it quantitative or qualitative---should be determined by the questions being asked about the problem under investigation and not by a predetermined commitment to a specific approach. Both paradigms have strengths and weaknesses and in complex, large-scale studies, the possibilities of integrating both perspectives are heightened. This paper reports on a 5-year study conducted at 5 state administered schools involving 2600 students, 189 teachers and over 5000 parents. The focus of the paper is not to present research results per se, but to provide a conceptual outline and rationale for the use of divergent methodologies in a large-scale funded research project. Beginning with the call for proposals, which defined the problem to be studied, the paper presents the decision making process that the researchers and funding agency conducted in determining research questions, design and data collection procedures. Drawing from post-positivistic, interpretive and constructivist paradigms the paper discusses how specific research questions led to specific choices in methodologies, and how the different methodologies were blended together to form a coherent and highly successful research endeavor. The overall blueprint of the project is one of an interrupted time-series design utilizing 3 intervention and 2 control schools. Multiple measures are repeatedly taken over 5 years for teachers, students and parents. In addition however, extensive use of ethnographic methods (such as participant observation, interviews, focus groups) is also an important part of the study, as is an action research methodology, which allowed teachers to develop and assess new programs. The paper will address the issues and decision-making process in the overall development and implementation of this multisite study. Particular attention will be paid to the theoretical and practical concerns in bending research paradigms so as to allow seemingly alternative and opposing methodologies to act in a complimentary manner. Camic P, Columbia College Chicago, Rhodes J, University of Massachusetts-Boston   13.30HRS 15.00HRS SATURDAYMaking sense of teachers lives and careers Recent research on the teaching profession has tended to take the form of large-scale surveys. These give only one aspect of a complex picture. A different understanding can come from a longitudinal study. This paper draws on research conducted with a group of secondary language teachers over eight years to show how perspectives can change when qualitative methods enlighten quantitative findings, and when teachers careers are viewed over time. Firstly, there is the question of retention of teachers. This study has tracked those who have left teaching in secondary schools or did not immediately go into post as well as those who have stayed. It has found that many of them are still teaching, in other sectors and in other countries. Some enter mainstream schools at a later date. The findings in this study suggest that the debate about teachers leaving teaching might need to be re-framed to take account of changing attitudes to career development. Secondly, there is the question of the reliability of data collected about teachers career intentions. This study has found that teachers accounts of their career plans change from day to day and from week to week. It has become clear that it is more reliable to focus on what teachers do over a period of time than on what they say they are going to do at a given point in time. Decisions they make about their careers are often haphazard, and usually prompted by a cluster of personal, professional, institutional and cultural factors. National policy changes may also affect teachers career decisions. For example, responses to improved induction or to enhanced prospects for promotion can be tracked sensitively over time to see if teachers do respond in ways the government intends and in ways the teachers themselves anticipate. Finally, the relationship between the researcher and the teachers in this study enables a different kind of conversation about teaching to take place. Different perspectives are gained on issues that might otherwise be seen as unproblematic in a more general survey. A good example is the question of workload. Teachers in this project have found it difficult to define workload and often attribute different understandings to the term. Findings like these suggest a complexity in current discourses about teaching which tends not to be identified or explored in large-scale surveys and yet which changes our understanding of the issues. Brown K, University of Cambridge  SESSION 9 wardlaw room a Problematising performativity: methodological issues in ethnographic research on performative identities in education The preparation of research proposals for submission to University, official and charitable funding bodies now constitutes a major and increasingly important aspect of the work of educational researchers. While there are a number of sources of advice for the neophyte proposal writer which aim to maximise chances of success, none of them, to my knowledge, discusses qualitative methodological issues and considerations which arise at the proposal writing stage. This paper discusses methodological issues that arose during the planning phase of an ethnographic project. The research was designed to examine the nature of the relationship between cultures of performativity in education and the formation and development of the identities of participants (i.e. teachers, students and parents). The proposed research was aimed to be longitudinal and would examine changing identities in transition stages between official phases in education. The paper sets out the issues, explains how the research team tried to resolve some of them, and describes the resulting research proposal. Troman G, The Open University Educational research, useful knowledge and evidence-based practice - the experience of undertaking a critical review Following a successful ϲ National Event in 2000, a critical review of the research literature on Pastoral Care and PSHE was undertaken. This was challenging for a number of reasons. Compared to similar reviews in Music Education (ϲ Music Education Review Group: 2002) and Primary Numeracy (Askew and Brown [Eds]: 2001]), the field is diffuse and lacking a single, clear focus. The boundaries between such activities as promoting coping skills through tutorial work, delivering career education and providing support for SEN pupils are fuzzy to say the least, and any attempt to define terms only added to old problems (Best et al, 1977). Work on the review coincided with the publication of a number of articles in BERJ dealing with the methodological validity and practical utility of educational research (see Evans & Benefield; Hammersley; Elliott; Oakley et al; all in Vol 27, No 5). One of these (Evans and Benefield) is highly prescriptive, and in styling such reviews as research in their own right, raises the stakes well beyond those which apply in a conventional literature review. The methods used in the review and the map of the field which resulted will be briefly reported, but the main thrust of the paper will be to use the experience of that review to consider: the criteria for something to count as educational research the criteria for a valid critical review the utility of research and non-research based evidence for informed and improved practice. Best R, University of Surrey Roehampton   13.30HRS 15.00HRS SATURDAY SESSION 9 mech & chem me 103 Improving personal learning through critical thinking scaffolds Managing, focusing and eliciting reflection as a method of personal learning forms the basis of what we propose as a critical thinking scaffold. The philosophical basis and pedagogy of using critical thinking scaffolds to improve personal learning is derived from the conversational science merged theories of systems thinking and Self-organised-Learning (S-o-L). The authors argue for an instructional design approach to teaching action research methods based on conversational learning theory, supported by critical thinking scaffolding. They share some practical examples of the approach in the form of generic case study template used to support postgraduate teacher professional development. Coombs S, Bath Spa University College, Penny R, St. Marys College, University of Surrey, Smith I, University of Sydney An analytic tool for deconstructing teaching and learning: cases from curriculum policy, history of education and ICT practice in schools In an era of educational change acceptable conceptions of teaching and learning seem to go through modifications every few years. But what actually changes? New words in policy texts seem to suggest that changes are desirable but what do they mean for teaching and learning practices? What conceptions of teaching and learning enable us to describe, evaluate or plan sequences of learning? A seven-frame model of teaching and learning will be presented which has been and is being tested in a variety of situations. The origins of the model are to be found in a paper by Hewson and Hewson (1988). A key feature of the model has proved to be a consideration of teaching-as-task and learning-as-task what assumptions are made about learning by curriculum planners or teachers as they plan teaching? What learning tasks are expected of students? Applications of the model will be presented. These include an analysis of the learning demands that appear in recent national curricula in Sweden, Denmark and Iceland, an examination of the course of study in teacher education from 1940-1962 in Iceland and research on and evaluation of the use of ICT in schools in Iceland. The model has also been used as a planning tool in a variety of teaching situations. The model, through its focus on teaching and learning tasks, appear to offer researchers and evaluators a tool that is applicable to a wide range of situations. It seems to provide a means of transcending different schools of thought. It has brought about change in the way individual teachers have addressed their teaching. The model offers an opportunity for dialogue in a variety of learning situations, including policy-making, research projects, developmental work or classroom practice. Reference: Hewson, P.W. og Hewson, M. G. AB. 1988. An appropriate conception of teaching science: a view from studies of science learning. Science Education 72,5:597614. Macdonald M A, Iceland University of Education   13.30HRS 15.00HRS SATURDAYFinding the spark that ignites inquiry: how art helped me to see research in a new light (and vice versa) The paper focuses on the difficulty of inquiry. Weve all experienced it in one form or another: the problem of trying to come up with some interesting research questions; the exasperation of observing a classroom where nothing interesting seems to be happening; the famous refusal of the data to speak for itself. It never does. It never could. Yet the task of animating it, of making it deliver up its themes or truths, often seems the most difficult of all. What does it mean when theres no spark nothing to fuel that mysterious process called inquiry? And what can we do about it? I will suggest that to get that spark, something has to come between you and the objects of your inquiry: some third element to shake up the routine familiarity of the scene. Inquiry is not, I will argue, a simple process of looking straight, and looking hard at what youre interested in. On the contrary, you need to take a detour, to go awry in order to find a way to surprise yourself, to shock yourself out of the complacency of the commonplace. In recent years, one of the most important detours for me has been art. The funny thing is, for most of my life, I never could see art. There seemed to be nothing to snag my eye, to slow down my bored shuffle past the dead frames or figures that traditionally have been accorded the status of Art. Nothing seemed to reach out and grab me. And equally, nothing seemed to project out of me to embrace it. I couldnt grasp Art, and it didnt grip me. But one day, something happened at an exhibition.... I will discuss some of the pictures that have made me think, productively and pleasurably, about such issues as the relationship between representation and reality, the problematics of looking, the frame, and the mimetic nature of research. But I will also stress that each individual researcher needs to find her own third element. What works for one person wont necessarily work for another, since there has to be some intimate connection with ones own preoccupations and pleasures. The paper draws on some recent writing in the theory of art, especially of surrealism. MacLure M, University of East Anglia (Manchester Metropolitan University from 1 June 03)  SESSION 9 mech & chem me 103 From native to strangerand back again? Much has been written about the stance and role of the researcher in qualitative research. In particular, the problems and opportunities of insider/outsider research have been explored by writers such as Schutz (1976), Hockey (1993) and Robson (2002). On the one hand, with insider research, there is the risk of taken-for-granted assumptions (Hockey 1993:199) remaining unchallenged. On the other, outsider researchers encounter a strange world (Schutz 1976), with which they must engage and seek to make intelligible. What follows is an attempt to enter into such issues in the form of a journey, which takes me, the researcher, from insider to outsider, from native to stranger. This paper examines my first hand experience of the changing aspects of my role as a researcher in two locations, which necessitated very different strategies with regard to data collection and feedback. As an insider researcher I had access to the past and present history of the research arena. I valued my presumed ability to understood the shared language, the issues of power and status, etc., and I was able to utilise ready made recipes (Schutz, 1976:108) to aid my interpretations. However I gradually began to realise that my taken-for-granted assumptions (Hockey) were endangering my aspirations towards researcher objectivity. In contrast, my outsider status was of paramount importance in my appointment as a researcher in an FE college: The college is engaged in new and different work for an FE college. It was felt important to engage someone not associated with the ethos of the college to evaluate the ventures being undertaken. (Principal, Le Gallais, 2001a) It was believed that being emotionally committed to the vision made it hard for an insider to offer the objectivity required for a critical analysis of the project. An impartial overview of the various perspectives was expected to aid the critical evaluation process necessary to achieve quality outcomes. Indeed, management identified the research findings as an enabling tool, allowing them to act on factual information rather than assumptions. However as time passes in this new research location I find myself becoming ever more part of a shared history, thereby challenging the very raison dtre of my role at the college. Using Schutzs ethnographic study of the stranger (Schutz, 1976) as a framework for this reflective journey, the paper explores the problems and opportunities of insider/outsider research based upon the reflective practice of the writer. In this way it is hoped that the journey will provide fresh insights into the stances associated with insider/outsider research and the resultant issues and dilemmas. The paper concludes with reflections concerning the impossibility of absolutes where insider/outsider research is concerned. It recommends instead the creation of a researcher continuum, which encourages the researcher to explore to what degree s/he can be called native or stranger and through this awareness - to utilise the best aspects of both roles to enhance the research experience. Le Gallais T, University of Central England in Birmingham   13.30HRS 15.00HRS SATURDAY SESSION 9 physics p144 The construction of ethos in four secondary schools Four secondary schools in an English LEA were identified as varying in mean pupil SES (pupil composition) by means of a postcode-census data database and a postcode-benefits entitlement database. The pattern was confirmed by a survey of pupil perceptions of the social backgrounds of their school mates. Aspects of ethos were estimated by pupil and staff questionnaires using visual analogue scales, interviews, and by participant and non-participant observation. All four schools are judged (by OFSTED, for example) to be well led and managed There were significant agreements between staff and pupils about the ethos of the four schools, although pupils were more likely in all cases to report racism as an issue. There were indications that in the higher SES schools, while the motivated pupils are set high expectations, some of those with less favoured social backgrounds are offered less rigorous approaches to the standard and quality of work required by some teachers. Participant and non-participant observation suggested dimensions along which the feasibility of achieving atmosphere varied significantly among the schools. The results suggest not only that school ethos relates to pupil SES but also that the ease with which school authorities (e.g. the headteacher) can determine school ethos is influenced by the schools pupil composition, notably the degree of homogeneity in the pupil population. There are implications for school leadership and for current government policies which focus upon diversity, choice and selection. Smith E F, University of Warwick   13.30HRS 15.00HRS SATURDAYThe empowerment of teachers to create a favourable classroom climate, in order to enhance the quality of teaching and learning Teachers in South Africa presently experience a difficult time in establishing a healthy teaching and learning culture in schools. The socio-political climate has changed dramatically since 1994 when the process of the dismantling of apartheid started. The changes in the society obviously reflect in schools. An example of this is the fact that for the first time in the troubled history of South Africa all stakeholders in schools slowly but surely start realizing that they have particular rights (albeit basic human rights). This fact results in the power relations amongst stakeholders in schools being challenged and there is a need for these power relations to be redefined. This is particularly true for learners and teachers, whose interaction is paramount in classes. Apart from changing power relations there are other complicating factors, like multi-culturalism (with which South African teachers is now faced for the first time) contributing towards teachers battle to establish a healthy culture of learning in South African schools. More of these factors will be discussed in the actual paper. However, there is a body of research that indicates that a favourable classroom climate contributes considerably towards effective teaching and learning. The researcher holds the view that if teachers had too be trained explicitly in skills to create a favourable climate in their classrooms, it would empower them to handle particular problems, and assist them in establishing a healthy culture of teaching and learning in classrooms in this country. The researcher has developed a holistic model of classroom climate and its determinants and also set didactic guidelines that teachers could use in order to create a more favourable climate in their classes. While setting these didactic guidelines, the demands of outcomes-based education for a favourable classroom climate were considered, for this is the approach being implemented in schools in South Africa. The researcher would like to discuss the developed model and the didactic guidelines to get the inputs of a wider group of educationists to establish whether she is moving in the right direction and get ideas on how possible training /retraining of teachers/student teachers (in this regard) could be done best. Drinkwater M, Potchefstroom University for Christian Higher Education  SESSION 9 physics p114 Emerging from special measures: an investigation into a secondary schools use of self-evaluation as a means to bring about school improvement The paper is based upon a case study of a failing inner city comprehensive school sited in an Educational Action Zone and an area of socioeconomic deprivation. The school was placed in special measures following an OfSTED inspection in 1997 on the grounds of inadequate leadership and poor teaching and learning. Special measures were lifted in 1999. The research investigated the causes that led to the imposition of special measures and the action taken that led to their lifting. The study focuses upon the schools self-evaluation policy, its implementation, effectiveness and its contribution to school improvement. The study documents the development of SSE policy and practice and the contribution this made to school improvement. The case study draws upon theoretical and empirical research and examines the rapid development of a hybrid SSE policy by school managers. The paper draws upon and uses a range of evidence from school-based documentation, interviews and surveys to arrive at a greater understanding of SSE within a school emerging from special measures. Through critical interpretation, the study provides insights into events faced by the school and the teaching staff as well as the political and cultural changes within the school. 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$Ifgd;2242526222275SJJ $Ifgd;[kdx$$Ifl064 la $Ifgd;7kd&$$Ifl464 laf4 $Ifgd;$a$gd;7585:6;677 $Ifgd;[kd$$Ifl064 la $Ifgd; $Ifgd; The paper concludes that improvements in student behaviour, linked with the staffs determination and commitment to lift special measures, led to significant school improvements. Changes in personnel, notably the Headteacher and the middle managers, further contributed to improvements in both the students behaviour and the quality of teaching and learning in classrooms. The schools loss of naivety regarding OfSTED and HMI inspections led to game playing by members of staff, with rhetoric regarding improvements not always matching reality. The study records the development of a blame culture within the school, with improvements in morale only occurring as a result of changes in middle and senior management personnel and the lifting of special measures. The enquiry concludes with a set of national, regional and school-based recommendations for the successful implementation and use of SSE. Smith J, University of Brighton    13.30HRS 15.00HRS SATURDAY    Hermeneutics which involves the art or science of interpretation  Interpretation generates issues of subjectivity and relativity.  Project undertaken Nov 2001- Feb 2003 by Scottish Council for Research in Education (J.PowneyProject manager, S.Hall, J.Davidson, S.Kirk, V.Wilson, S.Edward) and Middlesex University (H.S. Mirza)  A non-profit making organisation for educational research and development in Cambridge, Massachusetts www.terc.edu  http://brp.terc.edu/brphome.htm     7[kd$$Ifl064 la $Ifgd; $Ifgd;[kdv$$Ifl064 latk $Ifgd;nkdt$$Ifl0064 la $$Ifa$gd; $Ifgd;$a$gd; $Ifgd; $Ifgd;]kd$$Ifl064 la=44 $Ifgd;[kd$$Ifl064 la $Ifgd;]kd$$Ifl064 la$a$$a$gd;[kd$$Ifl064 la $Ifgd;6yzBC!gd;$a$h Kh;jh{PUh{P / 0. 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" # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~        !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F-2lData  1TableTbWordDocument1SummaryInformation(DocumentSummaryInformation8CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q